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Course Criteria
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1.00 - 8.00 Credits
Permission of instructor required Independent exploration of a specific topic under supervision of a faculty member. Could include a unique case study, exploration of a research topic, extensive reading in an area of interest, participation in department of interagency clinics, workshops, etc., or such other independent studies that would contribute to professional growth of the student.
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1.00 - 8.00 Credits
Permission of instructor required Independent exploration of a specific topic under supervision of a faculty member. Could include a unique case study, exploration of a research topic, extensive reading in an area of interest, participation in department of interagency clinics, workshops, etc., or such other independent studies that would contribute to professional growth of the student.
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1.00 - 8.00 Credits
Permission of instructor Field-based learning experience.
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1.00 - 8.00 Credits
Permission of instructor
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4.00 Credits
Pre-requisites: MST 202, MTT 202, RAL 220, and DHH 350. For majors only. This course and practicum experience explore the curricular planning, materials, modifications or adaptations that may be required by a learner who is deaf or hard of hearing. Specific attention is given to standardized and functional assessments and to transition planning for individuals who are deaf or hard of hearing. The continuum of educational settings will be used as lenses through which content area instruction will be examined.
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1.00 - 8.00 Credits
Permission of instructor required Advanced independent exploration of a specific topic under supervision of a faculty member. Could include a unique case study, exploration of a research topic, extensive reading in an area of interest, participation in department of interagency clinics, workshops, etc., or such other independent studies that would contribute to professional growth of the student.
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4.00 Credits
Explores the use of children's literature in literacy instruction as a vehicle to help children learn about themselves and their place in the world. Students develop skills in selecting and critiquing various genres, as well as how to incorporate children's literature in the classroom in a developmentally appropriate manner. Through this course, students will be exposed to a variety of award winning and multicultural literature.
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4.00 Credits
Corequisite: RAL 222 Emphasizes the educational implications and applications of research on child development, cognitive science, learning, and teaching from pre-birth through adolescence. Topics of theories of human development, process, and changes of human development with a focus on the cognitive, social, and emotional aspects and the interplay of each domain are included in the course. Additionally, the course covers topics of individual and cultural variations and adapting instruction to meet students' individual differences-social differences, emotional differences, and cognitive differences. Simultaneously, through the assignments designed for the course, students will develop skills of observation, application, and analysis.
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4.00 Credits
Pre-requisite: ECE 201 Focuses on theories and philosophies of education during the early childhood years, specifically examining the profession and programs of early childhood education, with emphasis upon developmentally appropriate practice, including anti-bias curriculum, inclusion of young children with disabilities, and developing ethical standards. Introduction to play and its impact on development along with influences of family on child's development and education will be included in the course. Simultaneously, through the assignments designed for the course, students will develop skills of observation, application, and analysis.
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8.00 Credits
Corequisite: SOM 203, RAL 322 Pre-requisites: ECE 102, ECE 202, MST202/MTT 202, RAL222 This is the culminating teaching methods course teacher candidates take as early childhood education majors. It requires them to expand the knowledge and skills gained in previous courses and field experiences, which addressed child growth and development, discipline specific pedagogical strategies, lesson design and classroom management skills. It develops their proficiency in both integrating this prior knowledge in long-term teaching projects and in planning differentiated instruction to meet the varying needs of learners, including those with special needs. Students also plan and implement a parent involvement activity. College seminars and in-depth field experiences are provided. A 2.75 grade point average is required for entrance into ECE 301. Students must apply in advance for entrance to these courses known collectively as Advanced Core Block.
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