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Course Criteria
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3.00 Credits
This course addresses the planning process for students with high and low incidence disabilities and gifted and talented for multiple school settings within the continuum of services. Lesson planning, unit planning, IEP/IFSP planning and writing are key elements developed in this course with an emphasis on collaboration with other teaching and non-teaching staff members. Students are required to participate in an on-campus tutoring.
Prerequisite:
SPED105 AND SPED201 AND SPED214
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3.00 Credits
This course addresses the planning process for students with high and low incidence disabilities and gifted and talented for multiple school settings within the continuum of services. Lesson planning, unit planning, IEP/IFSP planning and writing are key elements developed in this course with an emphasis on collaboration with other teaching and non-teaching staff members. Students are required to participate in an on-campus tutoring.
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3.00 Credits
This course provides the student with an opportunity to participate in an on-site outdoor education program for local school aged children with exceptionalities. Emphasis on special recreational services include the development, supervision and administration of programs for all types of exceptionalities. (Cross-listed with SPRE 271)
Prerequisite:
SPED103
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1.00 Credits
These courses address the needs of groups of students or are offered on a trial basis in order to determine the demand for and the value of introducing them as a part of the university curriculum.
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3.00 Credits
This course addresses curriculum development and instructional approaches for students with high incidence disabilities, with an emphasis on academic and behavioral education in multiple school settings within the continuum of services. Students will apply a systematic approach to planning and delivery of instruction, which includes assessment data to create instructional programs within the general curriculum, comprehensive evaluation strategies, and generating instructional decisions based on assessment and performance data. Students choose, evaluate and construct instructional materials. There are 15 hours of fieldwork which are required. Prerequisite: SPED 105, 201, 214, Department Screening.
Prerequisite:
SPED105 AND SPED201 AND SPED214
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3.00 Credits
This course addresses curriculum development and instructional approaches for students with significant, low incidence disabilities, with an emphasis on functional education in school and community based settings. Students will apply a systematic approach to planning and delivery of instruction, which includes person centered planning and general case instruction. 15 hours of fieldwork is required.
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3.00 Credits
This course, which is cross-listed as REED 315, prepares pre-service special education teachers to provide effective literacy instruction to students with mild to severe language, reading, and writing disabilities. The course emphasizes research-based assessment and instructional techniques that scaffold the development of language and literacy skills for students with disabilities. IEP elements related to assessing skills, planning goals, and monitoring progress for students with language and literacy disabilities, elements related to their Individualized Education Plans (IEPs) are featured. This course is required for students seeking certification in Special Education. Prerequisites: SPED: All required 100 and 200 level SPED courses; PREK-4th Program: REED 314; Middle School Program: REED 340 and prior or concurrent enrollment in REED 350; Professional and Secondary Education Program: Prior or concurrent enrollment in REED 350; Speech-Language Pathology: SPPA 105.
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3.00 Credits
This course, which is cross-listed as REED 315, prepares pre-service special education teachers to provide effective literacy instruction to students with mild to severe language, reading, and writing disabilities. The course emphasizes research-based assessment and instructional techniques that scaffold the development of language and literacy skills for students with disabilities. IEP elements related to assessing skills, planning goals, and monitoring progress for students with language and literacy disabilities, elements related to their Individualized Education Plans (IEPs) are featured. This course is required for students seeking certification in Special Education. Prerequisites: SPED: All required 100 and 200 level SPED courses; PREK-4th Program: REED 314; Middle School Program: REED 340 and prior or concurrent enrollment in REED 350; Professional and Secondary Education Program: Prior or concurrent enrollment in REED 350; Speech-Language Pathology: SPPA 105.
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3.00 Credits
This course examines research-based effective practices that promote successful inclusion for students and adults in school and community settings. The course will also explore the functions of collaboration and consultation with co-teachers and other school personnel. Collaboration, co-teaching, cooperative learning, adaptations/modifications, differentiated instructional delivery models and practical philosophical approaches to collaboration for inclusion are explored as well as legal and ethical issues related to inclusive practices will be explored. Weekly field experiences in a Professional Development School will emphasize the application of course content and instructional theories to teaching. Prerequisites: All Sped/Integrated/area of concentration students must complete all required 200 level classes as well as department screening prior to enrollment. Non-major students must have permission of instructor.
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6.00 Credits
This course entails fifteen weeks of guided teaching of individuals with exceptionalities. Prerequisite: Departmental approval which is obtained when all requirements described under the Student Teaching section in this catalog have been completed, a minimum of 2.8 cumulative average in the major.
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