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Course Criteria
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3.00 Credits
Analysis of authentic Spanish-language texts selected from films, print, and electronic media. Prerequisites: SPAN 201-202 or permission of the School Dean or their designee.
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3.00 Credits
Introduction to the terms, concepts, characteristics, and evolutionary highlights of the different literary genres in Spanish.
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3.00 Credits
Capstone course exploring a specific topic. In-depth exploration of a theme, an author, a genre, or a significant non-literary subject. Course, but not topic, may be repeated for credit.
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3.00 Credits
Introduces the Education major to core issues such as legislation/litigation, inclusion, service delivery models including collaborative/consultative models, types and levels of disabilities, and working with parents. Current or topical issues are discussed. Basis for course competencies is the CEC Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers (1992). Prerequisite: EDUN 201.
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3.00 Credits
This course will provide students with introductory information about special education and it's role in facilitating education for students with disabilities. Topics will include history, litigation, legislation, typical development, specific characteristics of atypical development, and identification of exceptionalities as identified by IDEA . Issues such as inclusion, funding, diversity and labeling will also be discussed.
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3.00 Credits
First of a two course sequence focused on assessment and instruction of students with mild to moderate learning support needs. An in-depth theoretical and practical look at assessment: formal, informal, curriculum-based, and ecological systems of assessment. Development of individual Education plans is introduced. Computer-scored measures and computer IEP formats are explored. Basis for course competencies is the CEC Common Core of Knowledge and Skills Essential for All Beginning Education Teachers (1992). Prerequisites: SPEN 202 and EDUN 204.
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3.00 Credits
Second of a two course sequence focuses on assessment and instruction of students with mild to moderate learning support needs. This is an in-depth theoretical and practical look at instructional and remedial strategies and materials. Relevant assistive technology and computer software are reviewed. Students apply knowledge learned in the supervised field placement. Basis for course competencies learned is the CEC Common Core of Knowledge and Skills Essential for All Beginning Education Teachers (1992). Prerequisite: SPEN 301.
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3.00 Credits
This course introduces students in an initial certification program to the collaborative process of identifying and assessing students in the general education classroom who may have the need for more intensive or individualized instruction. The focus of the course is on Cognitive and Behavioral Development/Assessment, the components of the process of developing an IEP, and forms of formal and informal evaluation. Particular attention will be paid to prevention based assessment programs such as Response to Intervention and Functional Behavior Assessment.
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3.00 Credits
As the third course in a sequence for all Education Majors in accommodating and adapting Pre-K-Secondary classrooms for the successful integration of all learners, this course focuses on the use of the collaborative process as well as Collaborative Models of delivering effective instruction. Taking a Best Practice perspective, this course will move from Universal Design for Learning as a primary design and organizational mechanism to approaches like Differentiated Instruction and Positive Behavior Supports as operational approaches. This course will provide students with continued opportunities to practice Progress Monitoring and Response to Intervention.
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3.00 Credits
Course addresses the assessment, placement, instruction, and behavior support of people with severe and profound disabilities. Normalization, deinstitutionalization, and inclusion are discussed as well as strategies for systematic instruction, partial participation, and social skills instruction. Issues of collaborative teaming, working with paraprofessionals, and the impact of children with severe disabilities on families are discussed. Visits to services and programs for people with high support needs are required. Basis for course competencies is the CEC Common Core of Knowledge and Skills Essential for All Beginning Education Teachers (1992). Prerequisite: SPEN 302.
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