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Course Criteria
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3.00 Credits
The course traces the historical background and development of school finance acts, and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states.
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3.00 Credits
Students who have an interest in a special topic or are required to demonstrate competency in an area not included in the standard curriculum may design an Independent Study course. Additionally, Independent Study may encompass a research project, special assignment, creative project implementation, and/or overseas learning experience. Students must prepare an Independent Study proposal that includes project description, learning objectives, methodology, assessment criteria, and bibliography outline. Approval of a faculty members and the CAGS Program director must be obtained prior to registration for this course.
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3.00 Credits
This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.
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3.00 Credits
Federal and state laws, regulations, and judicial decisions relating to the education of students with special needs in inclusion classrooms are analyzed. Key legal provisions, such as free appropriate public education, least restrictive environment, and due process are examined. Methods of conflict resolution and mediation as well as ethical standards are examined. Students are required to apply what they learn as they research and analyze case scenarios.
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3.00 Credits
This course introduces students to the use of technology in the inclusive education of individuals with special needs. Methods and techniques for evaluation and determination of appropriate uses of technology are addressed. A range of assistive technologies are covered as well as teaching strategies that support the implementation of technologies. Participants will be expected to have access to and use selected teaching and learning technologies with students with disabilities in inclusive settings
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3.00 Credits
Assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards are addressed. Students examine a variety of formal and informal procedures for use in the assessment of instructional and behavioral needs including curriculum-based assessment, observations, and continuous and periodic assessments of instruction and behavior. Participants will be expected to have access to and administer selected standardized formal and informal instruments to K-12 students with disabilities. Assessment results are integrated with research to communicate and plan instruction.
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3.00 Credits
This course focuses on methods and strategies for teaching all students in inclusion settings. Topics covered include: current research, issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction. Participants will be expected to read and analyze research studies and plan, implement, and evaluate instructional activities with students with disabilities in inclusion settings. Participants can pursue an elementary or secondary strand.
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3.00 Credits
Students complete supervised teaching and/or administrative experiences in inclusion settings. Activities are tailored to insure field application of concepts, models, practices, and skills as students apply effective instructional practices, participate in interdisciplinary planning meetings, and collaborate as team members. Internship experiences reinforce the acquisition of ethics and standards. During the course, participants are expected to spend considerable time in K-12 inclusive classrooms, plan and implement teaching and learning activities, research and reflect on practices, and work collaboratively with educational teams.
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3.00 Credits
This online course provides a review of the process and stages of literacy development. In addition, teachers will actively apply classroom strategies that support and promote their students? literacy acquisition. Concepts and strategies are relevant to the needs of ESL students.
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3.00 Credits
This course focuses on the use of assessments in determining a student?s reading and writing skills. Teachers will become familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills.
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