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Course Criteria
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3.00 Credits
An introduction to instructional assessment in special education and the development of relevant educational plans to meet federal regulations.
Prerequisite:
EDA 103, EDA 203, Teacher Candidacy
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3.00 Credits
This course is designed to provide the student with the knowledge and skills needed to understand assessment as it relates to special education for PK-12 students, including those who have been diagnosed with a disability, those who are being evaluated for a disability, those who are considered to be "at-risk," and those who are culturally and linguistically diverse. The emphasis will be on the following: special education law as it relates to assessment, the purpose of assessment (e.g., screening, pre-referral considerations, diagnosis, eligibility, and ongoing instruction), assessment concepts and terminology (e.g., progress monitoring, RTI, MTSS, ethical considerations, etc.), assessment types, (e.g., curriculum-based assessments, direct observation, criterion-referenced assessments, norm-referenced assessments, etc.), and assessment of different areas of performance (e.g., intelligence, academic areas of achievement, language, behavior, social/emotional, and health and medical).
Prerequisite:
EDA 103, EDA 203, Teacher Candidacy
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3.00 Credits
This course is designed to provide the student with the knowledge and skills needed to link assessment with instructional planning for PK-12 students with special needs. The course will emphasize the following: diagnostic and eligibility criteria for the categories of disability that are covered under IDEA, the development of a Section 504 Service Agreement, and the development of legal special education documents (i.e., Re-Evaluation Report, Individual Education Program [IEP], and NOREP).
Prerequisite:
EDA 103, EDA 203, EDA 362, Teacher Candidacy
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3.00 Credits
This course is designed to inform students about assessment and instructional planning for individuals with autism. Emphasis will be placed on students demonstration of planning for and implementing assessments across the range of domains including behavior.
Prerequisite:
EDA 175
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3.00 Credits
This course is designed to have the prospective teacher build their knowledge about two key concepts of Transition Services: systems and programming. Pre-service teacher candidates will be introduced to the core foundation of transition programming for students with exceptionalities across the PK-12 context, specifically the models, structures, and systems of delivery, addressing support structures that serve students with disabilities as they experience horizontal and vertical transitions throughout the PreK-12 school years, and to adult life. They will then learn about the sequential process to follow when developing an Individualized Education Program, focusing specifically on Transition Services and starting with learning about transition assessment tools, planning, delivery, and analysis; collaborating with key stakeholders and interagency providers, parents/guardians, and students; and addressing critical transition needs through implementation of service and activities, instructional strategies, related services, and specially designed instruction that promote post-school success.
Prerequisite:
EDA 103, EDA 203, EDA 361, Teacher Candidacy
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3.00 Credits
This course will address support structures that serve students with disabilities as they transition from homebound to and throughout K-8 school based instruction, stressing legislative foundations, interagency linkages, school partnerships, referral processes, and systems of service delivery. The teacher practitioner as change agent will be an underlying theme.
Prerequisite:
EDA 103, EDA 203, Teacher Candidacy
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3.00 Credits
This course will address support structures that serve students with disabilities as experience horizontal and vertical transitions throughout the PreK-12 years, and to adult life, stressing the assessment planning, instructional strategies that promote career development, and curricular delivery process. Attention will be given to curricular benchmarks and standards, and how functional outcomes interact with those benchmarks and standards.
Prerequisite:
EDA 103, EDA 203, EDA 362, EDA 363, EDA 413, Teacher Candidacy
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6.00 Credits
Participation in teaching and all other activities in the student teaching role related to the teacher's work.
Prerequisite:
EDA 103, EDA 203, EDA 314, EDA 321, EDA 324, EDA 325, EDA 327, (EDA 361 or (EDA 362 and EDA 363))
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6.00 Credits
Participation in teaching and all other activities in the student teaching role related to the teacher's work.
Prerequisite:
EDA 103, EDA 203, EDA 314, EDA 321, EDA 324, EDA 325, EDA 327, (EDA 361 or (EDA 362 and EDA 363))
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6.00 Credits
This course and field is designed to prepare students to assist children with disabilities achieve skills in academics and functional life domains. Emphasis is placed on understanding and analysis of learning problems, and the design, plan and implementation of instructional interventions. Field clearances required.
Prerequisite:
EDA 103, EDA 203, EDA 314, EDA 321, (EDA 361 or (EDA 362 and EDA 363))
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