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Course Criteria
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Instructional Planning for Students with Disabilities in Inclusive Settings I. Prerequisites: SPED 579. This course is designed to provide educators with the skills necessary to meet the needs of students with disabilities in K-5 inclusive classrooms. Educators will learn how to use developmentally appropriate practice and universal design curriculum to enhance the learning of students who display competencies across a wide range. The major focus will be on practical techniques and strategies that can be used to provide quality instruction in inclusive settings. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Instructional Planning for Students with Disabilities in Inclusive Settings II. Prerequisites: SPED 579. This course will enhance the ability of future educators to provide effective planning and instruction for students with disabilities in 6-12 inclusive classrooms. Educators will learn how to apply developmentally appropriate practice and curriculum design to improve the learning of students who exhibit competencies across a wide range. The emphasis will be on practical techniques and strategies that can be utilized in an inclusive setting. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Special Education for Students with Disabilities. An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Evaluation and Planning for Students with Learning Problems I. Prerequisites: SPED 579. Special fee. This course presents the role of the LDT-C on the Child Study Team, the administration and interpretation of standardized and functional assessment methods for identifying learning difficulties and disabilities, training to facilitate data-based decision making, formulation of an instructional plan based on assessment data, assessment regulations in law code, and legal and ethical issues. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Evaluation and Planning for Students with Learning Problems II. Prerequisites: SPED 580 and department approval. Special fee. Continuation of SPED 580 providing advanced training in the identification of and planning for students with learning problems; models for the formulation of assessment plans, administration and analysis of diagnostic batteries, special issues in evaluation, the use of evaluation data to make decisions regarding eligibility and instructional planning are presented; case study methods are used to simulate Child Study Team practice. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Basic Instructional Techniques for Students with Learning Problems. Prerequisites: SPED 580. Techniques for planning instruction for students with special needs; specialized methods of instruction in reading, writing, arithmetic, speaking and listening, and social skills that can be utilized in regular and special education settings are presented. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Educating Students with Moderate/Severe Disabilities. Prerequisites: SPED 367 or SPED 567 or SPED 568 (depending on the student's program). In this course, students learn about characteristics, etiology/causation, and service delivery options in the education/habilitation of individuals with moderate/severe disabilities. Students explore services for these students and current issues and best practices in providing them with education and related services that best meet their unique needs. Students examine the changing role of the teacher in the coordination of ancillary personnel, implementation of empirically based educational programs, educational/behavioral assessment strategies, systematic instructional programming, and assimilation of parents into the educational process. They also explore ecological reviews of curriculum issues such as functional, chronologically age-appropriate activities; community-referenced and community-based instruction; ecological inventories; and knowledge of inclusionary/collaborative strategeis for students with moderate/severe disabilities. Students conduct observations in approved schools or programs for persons with moderate/severe disabilities. 3 hours lecture.
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2.00 - 3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 2.00 to 3.00 Assessment and Evaluation in the Inclusive Classroom. Prerequisites: SPED 579 and SPED 567 or 568. This course is designed to be an introduction for pre-service teachers in the field of Special Education assessment and accountability. The course will introduce students to elements of traditional assessment, including record keeping, grading, objective and essay testing, theories of validity as well as authentic, performance, and portfolio assessment. The keeping of anecdotal records, inclusion, heterogeneous groups, and accommodations will also be components of this course.
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2.00 - 3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 2.00 to 3.00 Technology for Inclusive Classrooms. Prerequisites: SPED 567, SPED 568. Special fee. The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Transition Services for Students with Disabilities. Prerequisites: SPED 567, SPED 568, SPED 579. This course will focus on a Research-Based and Teacher-Tested Support Model for planning and implementing transition services for students with disabilities. Successful transition services will allow students to build the bridges toward becoming independent self advocates with the insights, skills, knowledge, and learning techniques for successful transition from school to adult life. 3 hours lecture.
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