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Course Criteria
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3.00 Credits
This course is designed for those interested in taking the comprehensive examination. Questions for the Educational Leadership comprehensive examination are drawn from the required Educational Leadership courses, which include EDU 631 (Human Resource Management in Education), EDU 634 (School Law), EDU 636 (K-12 School Administration and Assessment), EDU 638 (Curriculum Design and Instructional Improvement), EDU 642 (Supervision and Instruction in K-12 Schools), EDU 747 (School Finance & Fiscal Affairs), EDU 656 (The Principalship), EDU 757 (Instructional Leadership), and EDU 658 (School-Community Relations).
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3.00 Credits
This course examines the role of assistive and augmentative technology within the field of special education. Students will be able to assess the technology needs of special needs students, and complete all IDEAP IFSP/IEP mandated documents. Students will develop high and low tech materials for a wide range of special needs students.
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3.00 Credits
Students will gain a greater understanding of both federal and state special education laws including Section 504 of the Rehabilitation Act of 1973, No Child Left Behind Act (NCLB), Individuals with Disabilities Education Improvement Act (IDEIA 2004), and the Family Educational Rights and Privacy Act (FERPA). Emphasis will be placed on turning educational and legal theory into practice through the use of educator workshops. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law.
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3.00 Credits
This course is designed to permit students to examine characteristics and teaching methodologies of 3-12 year old (B-8) students with high incidence disabilities, which include specific learning disabilities, speech and language disorders, mild social and emotional disorders, and mild intellectual disabilities. Students are required to complete a minimum of 10 hours in observation and practicum experiences with students with high incidence disabilites.
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3.00 Credits
In this course, students will examine characteristics and teaching methodologies of 3-12 year old (B-8) students with low incidence disabilities, which include moderate to severe intellectual disabilities, social and emotional disorders, autism, traumatic brain injury, and physical and other health impairments. Students are required to complete a minimum of 10 hours in observation and practicum experiences with students with high incidence disabilities.
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3.00 Credits
This course will provide knowledge of effective behavior intervention strategies for struggling readers in Pre-Kindergarten to 12 inclusive settings. Students will explore how literacy skills are impacted by variour disabilities and challenging atypical behaviors. Students will create Postive Behavior Interventions Support Plans and evaluate their effectivenes in literacy classrooms. Infused throughout the course are reading and behavioral intervention strategies that can be used to accommodate included students is the general-education curriculum. Students will be taught how to apply and implement the information from this course into inclusive classrooms.
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3.00 Credits
The focus of this course is to provide knowledge and skill development for the transition planning of students with disabilities. This class will emphasize callaboration among professionals, families, and students with disabilities in academic, vocational, and community settings. Students will be taught evidence-based practices to enhance post-school outcomes including assessment, instructional strategies, and identified predictors of post-secondary transition to post high school and employment. Students will explore important topics such as transition-related legislation; local, state, and national resources; inclusive secondary education; self-determination, family involvment, interagency collaboration, and transitional Individulized Education Programs (IEPs)
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3.00 Credits
This course introduces students to a broad range of modern optoelectronic applications and devices. It starts with a review of physical and geometrical optics, followed by an introduction into fiber optics, lasers and LEDs, hotodetectors, and photovoltaic devices. Core course for students who choose to specialize in electrical engineering, elective for others.
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3.00 Credits
This course focuses on the subjects of writing and reading. The goal is to develop literacy learning and further develop each student's writing and reading skills for transfer to other academic contexts, such as teh English Composition program, through en
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3.00 Credits
This standard course in college-level writing is required of all students. It reviews the rules of syntax, grammar, and punctuation, and surveys the common rhetorical approaches to expository writing. In addition to other requirements, a student must pass an exit exam.
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