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Course Criteria
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3.00 Credits
Writing Intensive This course is designed to prepare teacher candidates with a foundation for educating students with special needs in inclusive public school settings K-12. It provides information about the spectrum of students: those considered low and high incidence disabilities, those from culturally diverse backgrounds, and those at risk for school failure. It presents strategies for differentiating instruction, instructional adaptations and approaches to responding to students’ behavior, and building social relationships. Approaches to analyzing, assessing and evaluating student needs and learning are addressed. Admission to Teacher Education.
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1.00 Credits
This is a one-credit-hour lab that must be completed as a clinical experience in the public school setting, or comparable fi eld-based setting. The clinical experience will allow the teacher candidate the opportunity to apply and refl ect on his/her content, professional and pedagogical knowledge, skills, and dispositions in a variety of settings with students and adults. In addition, the teacher candidate will be provided with experiences that allow for immersion in the learning community so that s/he is able to demonstrate profi ciencies in the professional role for which s/he is preparing. The teacher candidate may observe, assist, tutor, instruct or conduct applied research in the clinical experience setting. Admission to Teacher Education.
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3.00 Credits
Writing Intensive This is a representative survey of psychology, emphasizing the application of prominent theories as they relate to the teaching and learning process. Teacher candidates will learn to apply their knowledge base with regard to many signifi cant aspects of classroom decisionmaking, including planning, instructional strategies, student motivation, appropriate assessment and the management of an effective learning environment. Admission to Teacher Education.
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1.00 Credits
This is a one-credit-hour lab that must be completed as a clinical experience in the public school setting, or comparable fi eld-based setting. The clinical experience will allow the teacher candidate the opportunity to apply and refl ect on his/her content, professional and pedagogical knowledge, skills, and dispositions in a variety of settings with students and adults. In addition, the teacher candidate will be provided with experiences that allow for immersion in the learning community so that s/he is able to demonstrate profi ciencies in the professional role for which s/he is preparing. The teacher candidate may observe, assist, tutor, instruct or conduct applied research in the clinical experience setting. Admission to Teacher Education.
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4.00 Credits
This is the culminating methods course in which teacher candidates make the transition from the college to the public school setting with student interactions between the two in the following general areas: 1.) organization, schedules, policy, and procedures in a public school setting 2.) planning for instruction within the public school curriculum guideline 3.) effective management practices within public school policy guidelines 4.) developing, selecting, and administering evaluation /assessment instruments 5.) implementing best practice instructional strategies 6.) communicating effectively 7.) exhibiting professionalism and refl ecting upon the teaching/learning process. Admission to Teacher Education.
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3.00 Credits
A fi eld-based practicum intended to actively involve the teacher candidate in the application of previously learned concepts about the mentally impaired and/or the learning-disabled student. Emphasis is placed on assessment, curriculum, instructional techniques, methodology, modifi cations and collaboration with regular education. This course may be taken concurrently with EDUC 3321, provided that all other prerequisites are met. Admission to Teacher Education.
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4.00 Credits
A full-time student teaching experience (minimum four weeks) in an appropriate public school setting is required for successful completion of this course. The experience emphasizes application of essential concepts and skills in designing instructional approaches for the mentally retarded. Students will observe, assist and teach under the supervision of a cooperating public school teacher and college personnel. This experience is evaluated on a pass, incomplete or fail basis and does not affect the grade point average. Admission to Teacher Education.
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4.00 Credits
This course comprises a full-time student teaching experience (minimum four weeks) in a fully certifi ed SLD program with a licensed teacher in Specifi c Learning Disabilities. The experience is designed to provide the teacher candidate with the opportunity to blend theory with practice through the application of those skills essential in designing and implementing instructional approaches for Specifi c Learning Disabled Students. Admission to Teacher Education.
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4.00 Credits
A full-time student teaching experience (minimum six weeks) in an appropriate public school setting is required for successful completion of this course. The experience emphasizes application of essential concepts and skills in designing instructional approaches for students with behavior disorders. Students will observe, assist and teach under the supervision of a cooperating public school teacher and college personnel. This experience is evaluated on a pass, incomplete or fail basis and does not affect the grade point average. Admission to Teacher Education.
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1.00 - 12.00 Credits
Full-time involvement in the teaching-learning process in a public elementary school (K-4/K-6) setting is required for successful completion of this course. Student teachers will observe, assist and teach under the supervision of a cooperating public school teacher and college personnel. This experience is evaluated on a pass, incomplete or fail basis and does not affect the grade point average. Admission to Teacher Education.
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