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Course Criteria
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3.00 Credits
This course is designed to provide special education teacher candidates with an introduction to and overview of Assistive Technology (AT) and its application within the context of early intervention and early childhood education programs for children with disabilities. Teacher candidates will have an opportunity to engage in authentic learning experiences related to the assessment, consideration, selection, and use of AT in areas of play, positioning, mobility, communication, learning, and activities of daily living. (Summer).
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3.00 Credits
Provides students with theory, general principles and procedures for fostering collaborative partnerships among teachers, families, professionals, students and other stakeholders that lead to outcomes of individual and mutual empowerment. (Spring & Fall). Prerequisite: EDS510.
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3.00 Credits
Methodological considerations, design issues, and analysis of single-subject behavioral research in applied settings; emphasis on generating data for the purpose of empirically verifying the effects of instructional practices and the variables which comprise them. (Spring & Fall).
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3.00 Credits
Competencies in the basic measurement concepts associated with educational assessment, the administration and scoring of specific norm-referenced instruments for the comprehensive assessment, development and use of authentic assessment; interpretation and utilization of assessment data to guide the process of identifying, classifying, and planning educational interventions for persons with disabilities. Understanding the legal perspectives related to assessment. Understand of the assessor's code of ethics. (Spring, Summer & Fall).
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3.00 Credits
Application of assessment procedures with infants and young children who are at risk for or have developmental disabilities. Administration, scoring, interpretation of norm-referenced instruments across a broad spectrum of developmental (e.g. cognitive, language, motor) skills; use of authentic assessment tools and observation skills; the organization, preparation, and presentation of diagnostic data including educational recommendations. (Spring & Summer). Pre-requisite: EDS530 or equivalent and EDS532 or equivalent.
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1.00 - 3.00 Credits
In-depth view of historical basis and philosophical arguments in regard to a particular topic, contemporary issue, legislation and litigation, or relevant research in the behavioral and biological sciences. (Summer).
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3.00 Credits
Theories of behavior change for persons with disabilities. Study of management of problem behavior in the classroom. Effects of teacher behavior and attitudes on students with disabilities behavior. Management strategies, case analysis, behavior modification, and observation techniques will be discussed. Skills necessary for assessing and applying the development of internal locus of control, self-reinforcement impulse control, and adaptive behavior in school and other settings will be developed. (Spring & Fall).
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3.00 Credits
Acquisition of knowledge and skills in curricular and instructional programming for children birth to grade 2 who have been identified as having, or at risk of developing, developmental disabilities or other disabilities. The use of specific instructional techniques and practices as they apply to pre-elementary school levels or early elementary grades to facilitate success in elementary schools. (Summer). Prerequisite: EDS511 or POI.
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3.00 Credits
Instructional and curricular programming for school-age children with mild and moderate disabilities, development of individual programs of instruction, instructional objectives, lesson planning and instructional design, curriculum-based assessment and instruction, data-based decision making, application of research-based effective teaching strategies. (Spring, Summer & Fall). Prerequisite: EDS201 or EDS510.
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6.00 Credits
Curricular and instructional programming for learners with mild to moderate disabilities in grades 7-12. Development, implementation and evaluation of instructional objectives and teaching plans. Application of criterion-based instructional procedures. Analysis of factors and conditions that facilitate learning. Use of specific instructional techniques and strategies as they apply to content areas and placement options in grades 7-12. (Fall).
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