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Course Criteria
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3.00 Credits
This course provides an in-depth examination of the characteristics of students with learning and behavior disorders. An emphasis is placed upon the causal factors associated with learning and behavior disorders, IEP development, service delivery models, selected intervention strategies, and resources for the classroom. Prerequisites: SED 501 and SED 502, the equivalent or approval of the instructor. Fall
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1.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
This course addresses the identification, assessment, and education of individuals with learning disabilities. Emphasis is placed upon understanding learning disabilities and the associated characteristics. Focus is on the resource room and consultant teacher models, the consultation process, general instructional methodologies and the modification of instruction and curricula. Prerequisites: SED 503, the equivalent or approval of the instructor. Fall, Spring, Summer
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0.00 - 1.00 Credits
No course description available.
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3.00 Credits
A study of the history, theories and content underlying curricular models for young children. An emphasis is placed on the selection, evaluation and adaptation of developmentally appropriate curricula that integrate math, science, social studies, language arts, the arts and creative expression. Various implementation approaches for young children, including those with special needs, will be addressed. Other topics include learning environments, cultural diversity, management, assessment, equipment and intervention techniques. A field experience approved by the instructor will be required for the course. Recommended that EPY 522 be taken prior to or concurrent with this course. Fall, Spring.
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3.00 Credits
This course provides an overview of the most significant needs present among individuals with developmental disabilities within our society today. Perspectives on the history, etiology, definitions, major characteristics and most prevalent needs observed among individuals having mental retardation, autism, severe disabilities and other developmental disabilities are presented. Emphasis is given to the cognitive, communication, social, physical/motor, and health needs. A primary goal of this course is to provide graduate students with a working knowledge of the methods and interventions necessary to include and support individuals with developmental disabilities in school and community life. Fall
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3.00 Credits
This course traces the historical roots of home-school-community relationships and draws implications for current practice. Approaches for establishing and sustaining collaboration among professionals, parents, caregivers and community agencies on behalf of children will be explored. Techniques for involvement of each of these groups in assessment, education and program evaluation will be examined. Fall, Summer.
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3.00 Credits
No course description available.
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