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Course Criteria
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2.00 Credits
This course acquaints teaching assistants, educators, and human service professionals with everyday applications of computers, technology and adaptive technology as an instructional assistive tool.The emphasis is on selecting and using technology to facilitate the education/ learning process. Some knowledge of computers, programs and the Internet is recommended. Prerequisite: C or better in ED205 or PY202. (Spring semester only)
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3.00 Credits
This course provides an overview of the education of childrenand adolescents with exceptionalities, focusing on those with disabilities and those with giftedness.Topics include the historical, philosophical and legal foundations of special education and other exceptionalities and their prevalence, causes, and characteristics. Educational modifications, accommodations, and teaching strategies for general and specific classrooms are addressed. Current issues and trends educating children with exceptionalities are explored.A minimum of fifteen hours of observations in a special education setting must be completed.
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6.00 Credits
This course uses principles of psychology, educational philosophy, and child development to build strategies for classroom management based on best practices.Topics include strategies for general classroom management, effective leadership, responding to violence, interpersonal interaction, and communication.A minimum of a fourhour observation in a general education classroom is required. Prerequisites: PY101 Introduction to General Psychology, and a minimum grade of "C" in both ED150 Social & Philosophical Foundations of Education and ED205 ChildDevelopment.
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3.00 Credits
This course uses principles of psychology, educational philosophy, and child development to build strategies for classroom management based on best practices.Topics include strategies for general classroom management, effective leadership, responding to violence, interpersonal interaction, and communication.A minimum of a fourhour observation in a general education classroom is required. Prerequisites: PY101 Introduction to General Psychology,and a minimum grade of "C" in both ED150 Social &Philosophical Foundations of Education and ED205 ChildDevelopment.
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3.00 Credits
This course introduces prospective teachers to the concept ofmulticultural education. It focuses on classroom applications and personal awareness in relationship to cultural diversity in schools.The factors relating to linguistic, cultural, racial, gender, age, and religious diversities are analyzed as they impact education, learning, social interactions, parent/family interactions, and teacher/student interactions. Topics include anti-bias curriculum and social justice.A minimum of a four-hour observation in an elementary school setting is required. Prerequisites: PY101 Introduction to General Psychology, and a minimum grade of "C" in both ED150 Social & Philosophical Foundations of Education and ED205 Child Development.
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3.00 Credits
This course addresses the changing nature of American culture and how these changes have created a crisis for children or have put them at risk.The impact of economic stresses,mass media, the devolution away from concepts traditionally defining the family, and the disarray of social welfare policies and are addressed. Special attention is given to the needs of poor and minority children, and those with special needs, as well as issues such as attachment, poverty and hunger, violence, teen pregnancy, health needs, and educational inequities. Prerequisites:Grade of C or better in ED205 Child Development or PY202 Childhood and Adolescence.
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5.00 Credits
This course provides an overview of the history and current status of education and educational interpreting throughout the United States. Content includes the role, practices, and skills of educators and educational interpreters in K-12 settings; philosophies of teaching, learning and assessment; communication systems; pertinent laws and regulations; resources, information, and strategies for consumer awareness and education; administrative practices and personnel structure of school systems; assessment and management of educators and educational interpreters; and topics that concern educators and educational interpreters. Corequisite:AL201 American Sign Language 3
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4.00 Credits
This course introduces the mental processing skills (pre-interpreting skills) of consecutive and simultaneous interpretation and an indepth look at the interpreter as a bicultural/bilingual mediator. It includes an overview of the theoretical models of interpretation, skill development activities, and practice activities. Interpreting theory, visualization, listening and comprehension, shadowing, paraphrasing, abstracting, dual task training, text analysis,cloze skills, and translation are included.A focus is presentedon the interpreters communicative competence. It includes astudy of conversational exchanges in English and ASL. Prerequisite: EI101 Introduction to Education and Educational Interpreting with a grade of "C" or better. Corequisite: AL202 American Sign Language 4.
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4.00 Credits
This course develops the ability to produce an equivalent spoken English message from an ASL source message and an equivalent ASL message from a spoken English source message. It focuses on
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4.00 Credits
This course continues to develop the ability to produce an equivalent ASL message from a spoken English source message using simultaneous interpreting strategies. Specific discipline areas are addressed.The ability to apply text analysis skills to the simultaneous English to ASL and ASL to English interpreting tasks is covered, along with the ability to apply the principles of diagnostic feedback. One emphasis area includes affect equivalency between source and target languages. Prerequisite: EI201 Interpreting 1: Consecutive with a grade of "C" or better.
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