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Course Criteria
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3.00 Credits
(3 Hrs) The purpose of this course is to introduce and familiarize students with individuals who have learning, behavior, cognitive, sensory, and physical differences. Learning and social characteristics of individuals with disabilities and gifted individuals will be examined. Issues specific to the families of these individuals will also be explored. The human services available to these individuals will be examined. (Same as SPED 227.) Fall 2007
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3.00 Credits
(3 Hrs) Specific and applied instructional design for group and individual teaching in the least restrictive environment. Includes classroom environment design, adapting and modifying curriculum, practice in designing and planning curriculum, application of the IEP in the instructional process, and aligning instruction with the academic standards. Spring Prerequisites: EDUC 201; SPED 237; Admission into Teacher Education
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3.00 Credits
(3 Hrs) The purpose of this web-based course is to introduce and familiarize students with individuals who have learning, behavior, sensory, and physical differences. Learning and social characteristics of individuals with disabilities and giftedness will be explored. The human services available to those individuals will be examined. As Needed
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3.00 Credits
(3 Hrs) This course is designed to develop an awareness of instructional and curriculum methods for students with Mild Disabilities in the Least Restrictive Environment. This includes general education/special education collaboration and practical issues in education including: inclusive practices, adaptation and modification of materials, evaluation of student progress, and appropriate use of Individual Education Plans. As a field-based course, students are provided with opportunities to work with school administrators, classroom teachers, and students in developing their knowledge and practical experience for working with students with mild disabilities. Fall Prerequisites: EDUC 100; SPED 136 or EDUC 140
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4.00 Credits
MIDDLE AND HIGH SCHOOL YOUTH 4 Hr Introduction of program models, techniques and strategies for instruction and transition into the community. Techniques for; writing and implementing relevant IEPs, ITPs, FBA, BIP; review of materials; guidelines for establishing linkages with other service providers outside of the public school agency. Field experience is required. Fall Prerequisites: EDUC 201; Admission into Teacher Education
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3.00 Credits
(3 Hrs) Presentation of various collaboration models, roles and responsibilities of professionals and parents who serve as members of an interdisciplinary team. Principles for influencing school organizations and systems; principles for effective communication and negotiation with professionals and parents; principles of facilitation shared responsibilities; principles of educational systems through various models of collaboration. Various strategies are introduced that serve as tools to develop and maintain educational partnerships in the classroom, school, home, and community. Fall, Spring Corequisite: EDUC 480, 482, 483, or 486
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3.00 Credits
(3 Hrs) Theories and systems of behavior management; practice in working with groups and individuals. Focus on acquisition and improvement of good interpersonal skills to facilitate cooperation among teachers, parents, professionals, students, and paraprofessionals. Exploring management systems for a successful learning environment through the use of behavior assessment tools and the development of problem solving, reasoning and collaborative learning skills. Fall, Spring Prerequisites: EDUC 100 or EDUC 140; EDUC 201; Admission into Teacher Education
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3.00 Credits
(3 Hrs) Theories and methods for using total communication in teaching individuals with handicaps. Sign language, use of computers, augmentative communication systems, and adaptive equipment. Emphasizes receptive and expressive language. Spring
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3.00 Credits
(3 Hrs) Characteristics, definitions, service delivery models, and other major issues related to gifted and talented individuals. As Needed Prerequisites: EDUC 201; (EDUC 140 or SPED 136 or SPED 227)
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3.00 Credits
(3 Hrs) General and specific characteristics of programs for different age levels and types of exceptional children. Detailed review of historical curricular approaches and the effectiveness of current curricular strategies. As Needed Prerequisites: EDUC 140; EDUC 201
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