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Course Criteria
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4.00 Credits
4 semester hours The focus of this course will be on the theoretical models of reading development and disorders and how these theories have impacted the definition of the causes, diagnosis, and treatment of reading disorders. Normal development of pre-reading and reading skills will be contrasted with atypical development. Research regarding how reading achievement relates to decoding and phonological awareness; word recognition; vocabulary; comprehension; fluency; selfmonitoring; and instruction/service provision (individual, small group, and whole-class programs) will be studied, with practice of intervention techniques. For the middle and high school years, techniques effective for various domain areas will be stressed, as well as how accommodations in relation to reading can be integrated into the student's curriculum. In addition, the course will include further training on the standardized tests and software technology interventions specific to reading, as well as the performance of informal measures such as running records and informal reading inventories, with a focus on error analysis, interpretation, and communication of results to students, families, and colleagues. Includes a minimum of 15 hours of work with students. Prerequisites: Admission to the College of Education and special educationmajor; EDU 3480.
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3.00 Credits
3 semester hours This course will study theories and research regarding the development and disorders of written language, including handwriting, spelling, and written discourse, fromemergent literacy to strategies for research and essay forms usedmore extensively in middle/high school. The range of impact, dependent on disability, will be investigated, both in regard to academic, social, and vocational pursuits. Formal and informal assessments to elicit and analyze written language samples will be learned and practiced, as well as lesson plans using remedial techniques and software technology commonly in use for varying disabilities, ranging from learning disabilities to physical disorders impacting the physical act of writing. Includes a minimum of eight hours working with students. Prerequisite: Admission to the College of Education and Special Education Major.
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4.00 Credits
4 semester hours Remedial theories and modes of intervention for the preschool to postsecondary years will be investigated, ranging from individual to small group to inclusion classroom settings. An overview of how remedial efforts in oral language, reading, writing, mathematics, nonverbal, and social issues might interrelate will be delineated. Current trends in service provision will be explored, such as response to intervention models. The role of the special educator as a facilitator for differentiating curriculum and providing accommodations in the regular education classroom will be highlighted, as well as co-planning and co-teaching models. Moreover, transition services and how they might be impacted by differing needs dependent upon disability will be an additional focus. Local and state resources that pertain to issues of employment, sexuality, independent living and learning, and social participation in leisure activities will be explored, particularly for the middle and high school student. Special educators' varying roles, from addressing family concerns and advocacy to supervision of para-educators, will be discussed. Candidates will be exposed to professional organizations in the field and will develop a professional development plan and a personal philosophy of special education. The necessity for consultation, collaboration and flexibility of services will permeate all discussion of theory and models. Includes a minimum of 15 hours of observation and work with students in the schools related to course topics. No prerequisites.
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15.00 Credits
15 semester hours The student teaching experience involves placement in a special education setting under the supervision of a certified teacher. Placements will encompass the K-21 age range, affording candidates with experience in a range of ages. Candidates will capitalize on skills learned in earlier courses to conduct formal, informal, and functional assessments. Based on this information, they will generate and implement lesson plans, establishing an effective learning climate for their students. Additionally, candidates must demonstrate the ability to collaborate with colleagues, para-educators (candidates should expect a supervisory role as well), other professionals within the school and community, and families to meet stu- dents' academic, social and life skill needs. In short, the candidate will learn to fill all roles and major functions expected of the special educator, with the benefit of supervision. Seminars will provide candidates with support in completing their comparative case study projects. They will also provide a forum for support, in addition to that provided by supervisors, during the internship process. Additionally, this will assure maximum exposure during the candidates' field experiences to the range/severity/age levels of all disabilities covered by the LBS I certification. Prerequisites: Admission to the College of Education, a 3.0 or better GPA in special education courses, officially reported passing score on the pertinent Illinois certification tests (Basic Skills; Assessment of Professional Teaching K-12; Learning Behavior Specialist I (content area); and Special Education Curriculum Test), all special education coursework for the major.
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4.00 Credits
4 semester hours The fundamentals of Spanish grammar with be taught with an emphasis on the active use of the language. Students will begin to develop their Spanish vocabularies and to read simple Spanish texts as well as learn cultural components of various Spanish-speaking countries. No prerequisites. Meets General Education "Knowing Ourselves and Others" Group B requirement.
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4.00 Credits
4 semester hours Students will begin to refine their Spanish language skills as they continue their understanding of Spanish grammar, vocabulary and cultural knowledge. Prerequisite: SPN1120 or consent of instructor.
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4.00 Credits
4 semester hours This course will introduce the more advanced Spanish grammar topics which students will then incorporate into their reading, writing, listening and speaking. Prerequisite: SPN2200 or consent of instructor.
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3.00 Credits
3 semester hours This course will focus on the prescriptive grammar rules pertaining to spoken Spanish. Students will complete exercises that will aid in their understanding of Spanish speech patterns via written and spoken assignments. This course will be taught in Spanish. Prerequisite: SPN3400 or consent of instructor.
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3.00 Credits
3 semester hours Students will practice translating documents fromEnglish into Spanish and Spanish into English as the documents require. The goals of this course are for students to apply the correct grammatical conventions of the English and Spanish languages. Prerequisites: SPN3400, ENG1020.
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3.00 Credits
3 semester hours This course will emphasize and require students to refine the use of Spanish grammar, paying particular attention to the use of verb tenses and the subjunctive mood in their active use of the Spanish language. Prerequisite: SPN2300 or consent of instructor.
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