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Course Criteria
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3.00 Credits
Course focuses on the etiology, nature, and needs of the intellectually and behaviorally challenged learner. The roles of legislation and advocacy as they affect the academic, behavioral, social, and emotional issues involved with transition planning for this population will be emphasized. Field experience required. (See PS 330.) Prerequisite: SE 221.
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3.00 Credits
Designed to enable the student to demonstrate receptive and expressive mastery of targeted, context-specific commands, questions, statements, and dialogue, using the manual alphabet and signing Exact English.
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3.00 Credits
No Course Description is available for this course.
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3.00 Credits
A study of assessment techniques necessary for identifying the learning strengths and deficits of the exceptional learner. This course will provide experiences in both formal and informal assessment techniques, task analysis, and the interpretation of psycho-educational data for students with learning problems. The required field component includes experience in development of a case history; selection, administration, and evaluation of testing instruments; and completion of comprehensive school and family reports. Prerequisite: SE 330.
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3.00 Credits
Examines contemporary learning research, appropriate teaching and learning strategies, and supportive materials and technology to promote success in the least restrictive environment for the exceptional learner. Includes development, implementation, and evaluation of an IEP based on data acquired from SE 441, with focus on NYS Learning Standards. Field experience required. Prerequisite: SE 441.
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5.00 Credits
(See course description, SE/ED 473.) Co-requisite: ED 472A.
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5.00 Credits
Supervised observation and student teaching in an approved, age-appropriate special education placement. Student will spend 8 weeks in a self-contained classroom, resource room, or inclusive environment, in addition to 8 weeks in a traditional setting. Gradual movement from observation to total responsibility for planning and implementing instruction; refinement of teaching skills. Written logs, lesson plans, video or audio taping, self-reflection, individual conferences, and involvement with all aspects of instruction, including IEP development, are required. Candidates for student teaching must advise the Director of Teacher Education by October 15th for the following spring semester placement and by February 15th for the following fall semester placement. Co-requisite: ED 472B.
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3.00 Credits
Provides the students with a repertoire of stategies necessary for successful implementation of mainstreaming/ inclusion. Designed for mainstream teachers who will be responsible for educating exceptional individuals. Field experience required.
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3.00 Credits
Course examines needs of the intellectually and/or behaviorally challenged learner in early childhood/childhood/ middle childhood/adolescence. Various etiologies are examined. Importance of legislation and advocacy related to academic, social, behavioral, and emotional issues, as well as importance of transition planning. Field experience required.
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3.00 Credits
Student will demonstrate receptive and expressive mastery of targeted, context specific commands, questions, statements and dialogue, using the manual alphabet and signing Exact English.
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