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Course Criteria
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3.00 Credits
In this course, students will discuss genesis of special education by way of litigation and resulting legislation as rooted in the Civil Rights Movement of the 1960's, PL 94-142, and the inception of IDEA Part A-D. An overview of PA Chapter 14 and its relation to IDEA, Chapter 15 and ADA, along with Chapter 16. Students will also explore LRE, compliance, and professional ethics and standards.
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3.00 Credits
In this course, students will identify the critical components of an educational program for early learners with disabilities and medical diagnosis including: curricular areas, early interventions and effective teaching techniques, use of appropriated materials, transition to school age regarding Part C of IDEA, related services and personnel, parental involvement, assistive technology and inclusionary practices.
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3.00 Credits
Candidates will develop the use of technologies to assist in the teaching, remediation, assessment and enrichment of students with special needs in inclusive traditional and/or cyber classrooms. The goal is to help pre-service teachers iimplement instructional and assistive technology effectively. This course will also provide a framework for utilizing educational technology to meet the individualized needs of students.
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1.00 - 3.00 Credits
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.
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1.00 - 6.00 Credits
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.
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1.00 - 3.00 Credits
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.
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3.00 Credits
The learner will identify the critical components of an educational program for persons who have mental retardation classified as moderate, severe, or profound including: curricular areas, effective teaching techniques, appropriate materials, team approaches, ancillary services, parental involvement and inclusionary practices. Includes a lab of three contact hours per week with students who have severe and/or multiple disabilities.
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3.00 Credits
This course is designed to familiarize secondary education majors with the various behavioral problems they may encounter in the inclusive classroom. Suggestions are given for ameliorating these problems, as well as successfully organizing the classroom and classroom routine. Three units of study will be explored. The three units are: 1) Classroom management with a focus on dealing with students with special needs, 2) Legal issues for secondary teachers, 3) Impact of exceptionalities in inclusive settings.
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3.00 Credits
This course is designed to provide students with a life management perspective for educating persons with disabilities in an inclusive etting. this course prepares students to apply the foundational principles of special education for meeting the major developmental needs of persons with disabilities from early infancy to adulthood. This course is designed to provide the undergraduate student with a foundation for the understanding of the major developmental needs and community requirements for individuals with disabilities.
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3.00 Credits
This course focuses on the multi-dimensaional role of service provider to individuals with disabilities. In addition to hands-on experiences with service agencies, students enrolled in this course will interact with service providers, supervisors, related service personnel parents and caretakers. Students will learn how to take on all roles of a service provider and implement effective programming to address all the needs of a client(s). Students will become skilled in matching student needs with appropriate transtion programming as well as identifying personnel key in providing necessary services.
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