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Course Criteria
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3.00 Credits
Provides a general overview of the legal and educational concerns of educating children with exceptional needs. Includes the historical perspectives, analysis of Federal and State laws and regulations and their implications, as well as models of service delivery and medical, social, emotional, behavioral, parental, technological, and multicultural considerations in special education. Early field experience is required (10 hours).Credit, three hours.
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3.00 Credits
The concept and benefit of relationship-based child care is the focus of this course. Partnerships and interactions with adults affect everything in a young child's life. With caring and strong relationships, parents, caregivers, directors, and the community are motivated and empowered to work together to help children become successful throughout the domains. Students will evaluate attitudes and program policies needed to support positive connections. Practical suggestions for the achievement of relationship-based care are included. Early field experience is required (10 hours).Prerequisites: EDUC 206.Credit, three hours.
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3.00 Credits
(Cross-listed as GLST 395 Global Societies). Examination of cultural and ethnic differences in values and the implications for classroom instruction and curriculum development. Examination of current research findings concerning cultural perceptions, practices, and communication styles for teaching approaches, materials, learning experiences, and curriculum development. The course examines the implications of cultural and ethnic differences for program planning in classrooms, schools, and school districts.Credit, three hours.
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3.00 Credits
Examines mathematics concepts, methods of instruction, and instructional materials suitable for young children. Includes the use of computers. Examines techniques for assessing the effectiveness of the curriculum and instructional strategies. Early field experience is required (10 hours).Prerequisites: EDUC 205, MTSC 105, MTSC 106. Admission to the Teacher Education Program is required. Credit, three hours.
Prerequisite:
EDUC 205 AND MTSC 105 AND MTSC 106
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3.00 Credits
Examines a variety of formal and informal instruments and diagnostic techniques used in assessing the strength, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education planning and program decisions. Early field experience is required (10 hours). Prerequisites: EDUC 313. Admission to the Teacher Education Program is required.Credit, three hours.
Prerequisite:
EDUC 313
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3.00 Credits
Designed to develop the basic principles, concepts, and skills which will enable the classroom teacher in grades 9-12 to integrate the teaching of reading into the content areas. The goal of instructional strategies that incorporate listening, speaking, reading, writing, and viewing processes is to support both the literacy progress of students as well as their content knowledge acquisition. Current research on the development of comprehension, vocabulary, fluency, and metacognition will be covered in addition to the application of technology within the curriculum. Filed experience is required (10 hours). Admission to the Teacher Education Program is required. Students admitted to the Master of Arts in Teaching program will take this course for graduate credit and will have some additional assignments to complete.Credit, three hours.
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3.00 Credits
Designed to enable the classroom teacher to implement appropriate instructional strategies based on data obtained from informal and standardized test data. Application of theory in the classroom is required.Prerequisites: EDUC 335. Admission to Teacher Education Program is required.Credit, three hours.
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3.00 Credits
The purpose of the course is to introduce the topic of language development and its relationships to literacy from birth to grade 6. The course will focus on the linguistic descriptions of the content and structure of language, theoretical and experiential investigations of language development, language disorders, and differences in literacy development from emergent literacy through achieving proficiency (intermediate grades). Emphasis will be placed on constructivism as literacy development is explored.Credit, three hours.
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3.00 Credits
Designed to explore the historical and theoretical development of the present field of learning disabilities. Emphasis will be placed on current definitions and characteristics of specific learning disabilities. The content of the course will focus on identification, assessment, and placement, major educational approaches, and specialized techniques in programming. Early field experience is required (10 hours). Prerequisites: EDUC 313. Admission to the Teacher Education program is required.Credit, three hours.
Prerequisite:
EDUC 313
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4.00 Credits
Emphasis is placed on the growth and development of infants and toddlers (ages 0-3). Special attention will be given to holistic and sequential growth and development of the child to encompass the social, physical, emotional, creative, and cognitive domains with strong emphasis on appropriate activities. Integrating those activities into the daily schedule of the child and group will be of high priority. Opportunities for students to explore culturally sensitive areas will be provided through observation and participation in infant and toddler programs. Using instructional technology as a tool in developing and assessing models of curriculum will provide students with additional resources for program implementation. Early field experience is required (30 hours). The course is required in the Early Care and Education Program.Prerequisites: EDUC 204, EDUC 205, EDUC 206. Admission to the Teacher Education Program is required. Credit, four hours.
Prerequisite:
EDUC 204 AND EDUC 205 AND EDUC 206
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