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Course Criteria
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3.00 Credits
Procedures for administering formal and informal tests to determine specific educationally relevant strengths and deficits of children with learning and behavior disorders. The characteristics of children with learning and behavior disorders are surveyed, as they relate to special education programming. Lecture, three hours; field experience, two hours. Prereq: EDS 375, EDS 516 and admission to the Teacher Education Program; or consent of instructor.
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3.00 Credits
Design, implementation, and evaluation of individualized programs based on the educationally relevant characteristics of children with mild disabilities. Includes educational assessment and programming in reading, math, and language. Prereq: Admission to the Teacher Education Program, EDC 329, EDS 513, and 516, or consent of instructor; prereq or concur: EDS 528.
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3.00 Credits
Special education issues with individuals exhibiting moderate to severe intellectual and developmental disabilities. A critical examination of contemporary research with regard to the educational, behavioral, developmental issues of individuals exhibiting moderate to severe intellectual and developmental disabilities. Issues and research describing the full educational inclusion and community integration of persons with moderate to severe intellectual and developmental disabilities will be addressed. Lecture, three hours; field experience, three hours.
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3.00 Credits
This course will focus on the philosophical issues related to teaching young children with multiple disabilities. Topics related to planning for the population of children, participants in the areas of communication, physical and motor development, health, vitality and sensory input will be presented. Strategies presented for planning will include transdisciplinary assessment persons centered planning and activity based instruction. Prereq: EDS 375 or EDS 600. (Same as IEC 546 and RC 546.)
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3.00 Credits
This course will focus on inclusion of students with moderate to severe disabilities in all aspects of school and community life, with special consideration given to the individual student planning variables that must be addressed in meeting the needs of each school-age student and for preparing students to function as fully and independently in their communities as possible. The course is designed to meet the needs of those pursuing certification in Moderate and Severe Disabilities and pursuing degrees in Elementary and Secondary Education, Vocational Rehabilitation, School Psychology, Social Work, Physical Therapy, Communication Disorders, and related disciplines. Prereq: Consent of instructor. (Same as RC 547.)
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3.00 Credits
Educational and adaptive behavior assessment and curriculum prescription for individuals exhibiting moderate intellectual and development disabilities. The course participant will acquire skills in the use of current formal and informal educational and adaptive behavior assessment procedures for use in prescribing curriculum, instructional, behavioral intervention with individuals exhibiting moderate intellectual and developmental disabilities. Specific attention will be focused on procedures for using assessment data and curriculum prescription that enhances the full inclusion of school age individuals with disabilities with their non-disabled peers. Lecture, three hours; field experience, four to six hours per week. Prereq: EDS 516, 530; or consent of instructor.
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4.00 Credits
The course participant will serve as a teacher aide in a classroom or other service delivery setting under the supervision of a person certified to teach students with moderate to severe disabilities. Course requirements include application of direct observation, formal and informal assessment of pupil performance, clinical writing and instructional and behavioral intervention in both individualized and small group settings. Practicum settings used by course participants will model best practices with regard to instruction, behavior management, and the full inclusion of persons with moderate to severe disabilities with their non-disabled peers. Lecture, two hours; field experience, six to eight hours per week. Prereq: Admission to the Teacher Education Program, EDS 516, 548, or consent of instructor.
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6.00 - 12.00 Credits
Student teaching in the low-incidence disabilities classroom. Supervised student teaching in a classroom for students identified has having moderate to severe disabilities. To be offered on a letter grade basis only. Prereq: Must complete the published College requirement for admission to student teaching, including admission to the Teacher Education program; or consent of instructor.
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1.00 - 9.00 Credits
In-depth study of a current and topical problem or issue in the education of exceptional children and youth. May be repeated to a maximum of nine credits. A title is assigned each time the course is offered. (Same as RC 558).
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3.00 Credits
The emotional and behavioral problems of exceptional children and youth are considered in the context of normal child development. A survey of the major categories of emotional and behavioral disabilities includes identification, description, and etiology, with material drawn from clinical, theoretical, and research sources. Approaches to remediation cover both community resources and the roles of various professional personnel. Prereq: EDS 375 or equivalent.
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