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Course Criteria
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3.00 Credits
(XL: EDEC 553) A comprehensive study of children's literature and the role it plays in the development of young children. Topics include history, genres, elements of literature for young children, storytelling, resources, and strategies for presenting books to young children. This course should not be taken prior to junior year. PRQ: Passing of the Illinois Basic Skills Certification Exam. Scheduled: Fall and spring, yearly. Meets: N.
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3.00 Credits
(XL: EDEC/SPED 360) Strategies for developing positive and supportive relationships with socially, culturally, and linguistically diverse families of young children with special needs focused upon family-centered services, family participation in education, and family and professional rights and responsibilities in the special education process. Models for effective collaboration and consultation with other professionals and community agencies, including techniques to support family strengths and address family needs, priorities, and concerns as they access community resources, are also explored. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Spring and summer, yearly. Meets: N
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3.00 Credits
(XL: EDEC/SPED 561) Major theoretical perspectives and research on typical and atypical language development in young children from infancy through third grade, with special emphasis on birth through age 5; specific language disabilities, the relationship between communication delays and other areas of early learning and development, and alternative communication systems for young children with disabilities are addressed. Procedures in early identification of developmental risk and screening and diagnostic assessment of communicative competencies, as well as appropriate intervention models, strategies, and programs are taught. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Spring and summer, yearly. Meets: N.
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3.00 Credits
(XL: EDEC/SPED 562) This course examines nondiscriminatory identification, diagnosis, and assessment of young children with special needs and diverse cultural and linguistic backgrounds using a variety of informal and formal assessment tools to evaluate social, emotional, cognitive, communication, and motor skills within the contexts of school, home, and community learning environments. Strategies to prepare both formative and summative individual and program evaluations in relation to providing services appropriate to young children with special needs and family concerns, priorities, and resources are explored. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Fall and spring, yearly. Meets: N.
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3.00 Credits
(XL: EDEC/SPED 563) Developmentally and individually appropriate methods to support social, emotional, communication, cognitive, adaptive, and motor development and learning in young children with specials needs in a variety of settings, including the home, school, and community, are explored. Curriculum, instructional methods, and materials are examined, as is the relationship between instructional methods and current issues including compliance with relevant legislation, teaming and collaboration, IEPs/IFSPs, Response to Intervention (RTI), accommodations and modifications for educating young children with special needs in the least restrictive environment, assistive technology, and family-centered programming. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Fall and spring, yearly. Meets: N.
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3.00 Credits
(XL: EDEC 305 An introduction to observation techniques and developmentally appropriate assessment of young children including children at risk and children with special needs, this course examines the use of formal and informal observation and assessment to guide decision-making and inform instructional planning, along with ethical and legal considerations. PRQ: PSYC 248, or taken concurrently with PSYC 248. Scheduled: Fall and spring, yearly.
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3.00 Credits
An examination of the historical and philosophical antecedents of education programs for young children, focusing on major historical thinkers and early childhood programs, this course also critically examines educational philosophies and methods in light of current social and political issues. This course should not be taken prior to junior year. PRQ: Passing of the Illinois Basic Skills Test 096. Scheduled: Fall and spring, yearly. Meets: N.
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3.00 Credits
(XL: EDEC 353) A comprehensive study of children's literature and the role it plays in the development of young children. Topics include history, genres, elements of literature for young children, storytelling, resources, and strategies for presenting books to young children. This course should not be taken prior to junior year. PRQ: Passing of the Illinois Basic Skills Certification Exam. Scheduled: Fall and spring, yearly.
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3.00 Credits
(XL: EDEC/SPED 560) Strategies for developing positive and supportive relationships with socially, culturally, and linguistically diverse families of young children with special needs focused upon family-centered services, family participation in education, and family and professional rights and responsibilities in the special education process. Models for effective collaboration and consultation with other professionals and community agencies, including techniques to support family strengths and address family needs, priorities, and concerns as they access community resources, are also explored. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Spring and summer, yearly.
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3.00 Credits
(XL: EDEC/SPED 361) Major theoretical perspectives and research on typical and atypical language development in young children from infancy through third grade, with special emphasis on birth through age 5; specific language disabilities, the relationship between communication delays and other areas of early learning and development, and alternative communication systems for young children with disabilities are addressed. Procedures in early identification of developmental risk and screening and diagnostic assessment of communicative competencies, as well as appropriate intervention models, strategies, and programs are taught. This course should not be taken prior to junior year. PRQ: PSYC 248, SPED 342/542, passing of the Illinois Basic Skills Certification Exam. Scheduled: Spring and summer, yearly. Meets: N.
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