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Course Criteria
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3.00 Credits
This beginning course introduces the Spanish language. The four basic skills of listening, speaking, reading, and writing are taught. No prerequisites.
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3.00 Credits
This continues to build upon the basic foundations established in SPA 101. A more in-depth study of the grammatical structures and how they function in the language is emphasized. Prerequisite: SPA 101 or prior study of the language.
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3.00 Credits
This is an intermediate Spanish course designed for students with basic knowledge of the Spanish language; for those that have completed SPA101 and SPA102 (or its equivalent). It focuses on the development of the four basic language skills: listening, speaking, reading and writing.
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3.00 Credits
This is the second half of an intermediate Spanish course designed for students with beginning intermediate knowledge of the Spanish language and who have completed SPA101, SPA102, and SPA205 (or their equivalents). It focuses on the development of the four basic language skills: listening, speaking, reading and writing with a focus on expressing one?s views and opinions. The purpose of this course is to continue to develop the ability to communicate in Spanish with ease and proficiency, and to learn about and appreciate Hispanic cultures. Spanish will be the primary language of instruction though English may also be used on limited occasion as deemed appropriate by the instructor. The major course objective is to prepare students for increased proficiency in Spanish communication. Prerequisite: SPA101, SPA102, and SPA205
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3.00 Credits
This course emphasizes basic communication necessary for medical personnel. Listening, speaking and pronunciation skills will be the primary concern. Topics to be covered include: the human body, foods, illnesses, patient's medical and personal background, useful expressions. Students must have a command of basic Spanish to take this course.
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3.00 Credits
This course provides students who have completed SPA 101 and 102 or the equivalent the opportunity to explore Spanish language, culture, literature, history and other topics as selected by the instructor. Course may be repeated if the topic changes. Prerequisites: SPA 101, 102 or the equivalent and additional courses as indicated by the instructor.
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3.00 Credits
This is an advanced Spanish course designed for students with intermediate knowledge of the Spanish language and who have completed SPA101, SPA102, SPA205, and SPA206 (or their equivalents). It focuses on the development of the four basic language skills: listening, speaking, reading and writing through a focus of expressing ones views and opinions. The purpose of this course is to continue to develop the ability to communicate in Spanish with ease and proficiency using advanced grammar and exploring complex topics. Spanish will be the primary language of instruction though English may also be used on limited occasion as deemed appropriate by the instructor. The major course objective is to prepare students for ""real-life"" communication in Spanish with an advanced level of proficiency. Prerequisites: SPA101, SPA102, SPA205, and SPA206
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3.00 Credits
Qualified students may arrange independent study in areas not covered by existing courses. Topics are to be determined by consultation with instructor. Prerequisites: SPA 101 and 102.
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3.00 Credits
The course will require students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and/or physical health disabilities ages 0-21. This will include: philosophical, historical and legal foundations of education, current identification criteria, legal and educational definitions, etiology, incidence and prevalence figures, as well as cognitive, behavioral and physical characteristics for students with disabilities. The course will present models and theories of typical/atypical growth and behavior across age groups, as well as disabilities. Field experience is required.
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3.00 Credits
The educational definition, etiology, identification criteria, labeling issues and current incidence and prevalence figures for students needing emotional support are presented. The development and implementation of appropriate Individual Education Plans (IEP) and Individual Transition Plans (ITP) with behavorial plans are emphasized. The creation of a safe and supportive psychological and physical environment conducive to student learning is examined. Attention is given to establishing and maintaining consistent standards of classroom behavior including applied behavior analysis, preventative methods and effective behavioral support. Field experience is required. Prerequisite: EDU/SPE 205.
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