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Course Criteria
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3.00 Credits
This course will examine typical and atypical social, emotional, physical, cognitive, and linguistic development of infants and toddlers (birth through 3-years). This course will also examine the role of the family and other caregivers, such as childcare providers, preschool teachers, and foster care parents, in the development of infants and toddlers (birth through 3-years). Topics will include the development and maintenance of attachments to caregivers, the role of culture and gender in development, the role of socioeconomic status, infant and toddler mental health issues, and infants and toddlers with special needs. Early intervention and assessment techniques will be explored along with evelopmentally appropriate practices. For example, students will become familiar with the Individualized Family Service Plan (IFSP), the Denver Developmental Assessment, and other services that may be provided to infants and toddlers. Cross Listed with HDFS 396.
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3.00 Credits
In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate educational programs for learners with mild and moderate disabilities, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations, accommodations and modifications within the general curriculum, evidence-based instructional strategies, Universal Design for Learning, differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration. Prerequisite: EDSP 307.
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3.00 Credits
In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate educational programs for learners with severe and profound disabilities, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations, accommodations and modifications within te general and functional curriculums, evidence-based instructional strategies, Universal Design for Learning, differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration. Prerequisite: EDSP 307.
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3.00 Credits
This course is designed to engage learners in thoughtful exploration and discussion of models of human behavior, researched-based principles of behavior management and practical application of behavioral and educational strategies used to create a classroom climate that promotes positive behavior for all learners, including learners from culturally and/or linguistically diverse backgrounds. A strong emphasis will be placed on those learners with behavorial, emotional and social disabilities. Included will be foundations in understanding, assessing and managing behavior, strategies to prevent and remediate challenging behavior, and strategies for teaching prosocial replacement behaviors. In addition, the design of functional assessment and positive behavior supports will be addressed. Prerequisite:EDSP 307.
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0.00 Credits
Students in this course will spend a minimum of 80 hours in a special education classroom setting. In this placement, students will design and deliver instruction and assessment. Students will also use data to inform instructional decisions. Prerequisites: EDSP 307, EDSP 397. Concurrent enrollment with EDSP 398, 399, and EDUC 414, 415.
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0.10 - 6.00 Credits
This course is used to accept education credit from external institution.
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3.00 Credits
Introductory course on educational and psychological factors related to human exceptionality. Topics include historical and contemporary views of students with mental retardation, learning disabilities, emotional disturbance, sensory disorders, physical and health impairments, communication disorders, and intellectual gifts and talents.
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1.00 Credits
Introduction to the professional roles and responsibilities of teachers. Requirements for teacher certification, introduction to resources for educators, development of a career portfolio, and program expectations for teacher education candidates will be examined. Field experiences include school-based observations and interactions with a variety of school personnel. (Pass/Fail grade only.)
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0.10 - 6.00 Credits
This course is used to accept education credit from external institution.
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3.00 Credits
Examines education in historical, philosophical, and sociological perspective, with emphasis on the relationship between schools and their social/cultural contexts. Offered fall and spring.
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