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Course Criteria
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3.00 Credits
Students in this course study the relationship between dramatic experience and human development with an eye toward examining the educational potential of drama. In addition to exploring various perspectives on drama in education, students complete readings that analyze the functions of drama in human development. The course runs as a workshop/seminar in which students experience and analyze various methods of using drama for educational purposes. Students also develop a drama project which they teach to a group of local children. (Collins, Fall, not offered in 2009)
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3.00 Credits
This course uses the lens of state and society reform to examine disability in mainland China. The course begins with an introduction to limited services for individuals with disabilities before 1949 (establishment of the People's Republic of China), and then examines reforms in society that impacted this population since 1949. A significant portion of this course is spent studying disability and society in China after 1978, the beginning of the reform period. While the course focuses on disability, readings include more broadly focused works to introduce students to the context of China in which persons with disabilities live. (McCabe, Fall, offered alternate years)
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3.00 Credits
Learning, teaching, research, artistic expression, and everyday life all involve making sense of aspects of the world around us. In these activities, and across diverse disciplines, humans employ the same fundamental cognitive mechanisms and processes but generate very different results: mathematical proofs, poetry, scientific or historical explanations, paintings, etc. Students use cognitive science frameworks to trace the roles played by different ways of representing and connecting thoughts, and to explore how they simultaneously enable and constrain understanding. Students analyze episodes of sense-making and become more aware of their own cognition and better able to help others construct meaning. Crosslisted with Cognition, Logic and Language (Kehle, Spring, offered alternate years)
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3.00 Credits
This course will actively explore the ways in which assistive technology (AT) and universal design for learning (UDL) can assist children with disabilities to increase their participation in education, community, and home environments, and will include social, legal, ethical, and ecological factors relating to children with disabilities and the use of AT and UDL. Participants will explore various technologies from non-electronic 'low-tech' to 'high tech' devices, as well as AT that enhances learning, communication, mobility and access. Participants will learn strategies to assess AT and the strengths and needs of children with disabilities, and will examine issues of independent living and self-determination. Participants will have hands-on opportunities to use a wide variety of AT. There is a service learning component to the class. (Kel ly, Spring, offered alternate year
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3.00 Credits
This course considers contemporary works that represent the main forms of literature for children: tales and poems from the oral tradition; picture books; "easy readers"; chapter books; and novels for young audiences. We will look at works for children from a number of critical approaches, and try our hand at writing for children, and at storytelling. (Templ e, Spring, offered alternate years
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3.00 Credits
In this course, students examine the experiences of individuals with disabilities and their families. Students learn about issues of family and disability at the individual, school, and societal level, including an introduction to multicultural and international perspectives on these issues. Students learn about different ways to understand families that incorporate environmental and social influences. Both the challenges and unique positive impacts of having a family member with a disability will be discussed. Family experiences are explored through readings that include research reports, family accounts, and first-person narratives. (McCabe, Spring, offered annually)
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3.00 Credits
The teaching of reading and writing is explored from the perspective of those who are preparing to be educators, but also for those who wish to study literacy as a social issue. 800 million adults in the world are functionally illiterate. Sixty million of them live in the US. Why does literacy or the lack of it matter, both to individuals and societies Why is promoting literacy such a challenge What are some approaches to promoting literacy, on the level of the tutor or classroom teacher, the local community, and the international level While we consider these larger issues, students in the course will learn methods of teaching reading and writing. (Temple, Fall, offered annually)
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3.00 Credits
The purpose of this series of courses is to investigate a variety of specific, salient social issues in the field of education. Prerequisite: faculty recommendation. (Repeatable) (Staff)
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3.00 Credits
This course focuses on children with special needs within the larger context of general education and public school. Students discuss and debate the following issues: Who are schools for How has society historically perceived children with disabilities In what ways has the creation of special education impacted the field of education Are inclusionary schools too idealistic to work Is the merger of general and special education beneficial for all students The class examines models of inclusive classrooms and schools with teachers, parents, students, and administrators who presently work in inclusive settings. Site visits are included. (Staff, offered alternate years)
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3.00 Credits
This course explores the relationship between the evolution of educational technology and the pedagogical purposes that technology serves. Beginning with an examination of educational technology throughout the 20th century (radio, television, film, etc.) students explore ways in which computers and online communities are currently used, and might be used, to create opportunities for meaningful learning. Some of the topics explored are historical patterns of technology use, identity in online environments, communities of practice, the digital divide, apprenticeship, discourse, and conflict management. (MaKinster, Spring, offered alternate years)
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