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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 Advanced Instructional Techniques for Students with Learning Problems. Prerequisites: SPED 567, SPED 568 and SPED 581. The Learning Strategies Model for assisting students with learning problems to become independent will be used as framework; techniques for inclusion in regular educational settings, collaboration, strategies for planning instruction to meet diverse needs of students with mild disabilities, and special issues related to instruction will be presented. 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 Promoting Prosocial Behaviors in Inclusive Settings. Prerequisites: SPED 579. This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Research in Learning Disabilities. Prerequisites: SPED 587 and permission of graduate advisor. Significant problems in the field of learning disabilities are investigated, and published research projects evaluated. Critical analysis and experimental design are emphasized. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Practicum: Learning Disabilities Teacher-Consultant. Prerequisites: Departmental approval. Supervised practice of the Child Study Team process in assessment and planning; administration of evaluation procedures and analysis of results; decision-making regarding eligibility and instructional planning, consultation and collaboration as a member of a Child Study Team will be emphasized. 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 Teaching Organization and Study Skills for the Inclusive Classroom. Prerequisites: SPED 469, SPED 568 or SPED 587. In this course, future and practicing teachers who work with students with disabilities in middle and secondary school learn how to enable those students to become more effective learners so they can have greater access to the general education curriculum. Increased inclusion has led to higher expectations for students with disabilities and the need to meet the more rigorous demands of the general education classroom. This requires study and organization skills, wich students with disabilities often lack as a result of the impact of their disability. In this course, teachers become familiar with research-based study and organization strategies as well as effective instructional methods for systematic and explicit instruction to teach these strategies. Through these strategies, they can help students compensate for their disability characteristics and become more independent, engaged learners. 3 hours lecture.
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1.00 - 3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 1.00 to 3.00 Independent Study. Prerequisites: Departmental approval. Students select an area of Special Education and, with advisement, study the literature in the field, observe related programs at special schools and centers and write reports on findings. Regular conferences with instructor for guidance and evaluation. May be repeated once for a maximum of 6.0 credits.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Medical and Physical Bases of Disabilities. Critical dimensions of the neurological and biological growth in the context of developmental disabilities are discussed. The relevance of the pediatric and neurological examinations for understanding disabilities is provided. The medical treatment of disabilities is presented. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Advanced Practicum: Learning Disabilities Teacher-Consultant. Prerequisites: Departmental approval. Continuation of SPED 590; students will enroll in SPED 596 to fulfill the 150 hour time requirement and the meeting of competency standards to practice as a Learning Disabilities Teacher-Consultant begun in SPED 590. 3 hours lecture.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Practicum and Seminar in Teaching Students with Disabilities. Prerequisites: SPED 566, SPED 584, SPED 585, SPED 588, and permission of graduate advisor. This course provides students with direct experience in teaching children and adolescents with special education needs in a controlled internship program. Students learn to analyze and carry out individualized education programs developed by child study teams that will help children and adolescents with learning difficulties be successful in regular and special education settings. The emphasis is on instruction of children and adolescents with mild to moderate disabilities. In addition to 90 hours of direct instruction of children and adolescents with special needs in an approved placement, each practicum student must participate in class seminars, conferences and planning sessions.
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3.00 Credits
College: COLLEGE OF EDUCATION AND HUMAN SERVICES Department: CURRICULUM & TEACHING Credits: 3.00 Consultation Methods in Psychoeducational Settings. Prerequisites: SPED 587. This course is designed to provide students with theory and practice about the consultation process. The course will identify a collaborative, problem-solving model of consultation in psychoeducational settings and define the intrapersonal, interpersonal and systemic factors associated with successful consultation. Students will locate consultation cases and function under direct supervision and monitoring. Cross listed with Psychology, PSYC 668. 3 hours lecture, 1 hour other.
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