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Course Criteria
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3.00 Credits
Students will learn about the characteristics of individuals with exceptionalities, how they are identified, and what services are necessary for them to function in both school and society. Students will be exposed to the cultures of disability groups through observations, research, lecture, readings, and videos. Students cannot take both E Spe 260 and E Spe 460. Prerequisite(s): Honors College student or permission of instructor.
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3.00 Credits
Presentation of theoretical positions, assessment techniques; planning procedures, and teaching methods relevant to students with emotional and behavioral disorders. Emphasizes current educational practice in the least restrictive environment. Prerequisite(s): junior or senior class standing.
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1.00 - 9.00 Credits
A special course, not part of the regular pattern of offerings, designed to meet non-recurring needs. Available for division use and subject to division approval.
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3.00 Credits
Characteristics of individuals whose cognitive, physical, or emotional development differs from typical individuals. Special education history and laws are discussed, as is the process leading to the development of individualized education plans and special education services. Selected strategies for students with special needs are also presented.
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3.00 Credits
Review and exploration of contemporary education with a major focus on the secondary school. Emphasis on concepts of schooling, changing role of teachers, restructuring schools and teaching as a career. Examine theories of teaching and learning for the purpose of challenging assumptions about today's schools and extending expectations concerning tomorrow's schools. May not be offered during 2008-2009.
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3.00 Credits
This course focuses on the social, political, and economic conditions that impact schools serving inner city urban communities in the United States. Although schools in urban communities differ considerably and should not be stereotyped, they all face a number of similar challenges that may be linked to changing urban conditions - as well as challenges that may result from the interplay of diverse stakeholders-administrator, teachers, parents, community/school activists concerned about the academic achievement, retention, and graduation of youth served in urban school environments.
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3.00 Credits
An examination of effective instructional strategies for meeting the New York State Learning Standards in urban schools. The course will review the Learning Standards, demonstrate pertinent strategies that may be appropriate in urban schools and provide practical experiences in developing lesson plans. Subject area will vary.
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2.00 - 9.00 Credits
A special program, not part of the pattern of regular offerings, designed to meet particular nonrecurring needs. Available for department use and subject to department approval.
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2.00 - 6.00 Credits
Independent reading, study, and research in teacher education. Prerequisite(s): senior class standing and consent of Department of Educational Theory and Practice.
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4.00 Credits
For students with no previous study of French. This course emphasizes the development of practical communication skills through a variety of lively, interactive activities. By the end of the course, students should be able to talk about themselves, their immediate world, and their interests. The course also provides an introduction to the culture of France and other French-speaking countries. According to University regulations, this course may not be taken for credit by students who have taken three years of high school French or passed the Regents examination within the past five years. Intended for students with no prior study of French.
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