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Course Criteria
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3.00 Credits
This course explores the current research on best practices regarding curriculum and instruction for students with mild to moderate disabilities in K-6 settings. Students learn to apply interventions that assist students with learning difficulties in reading, math, and written and oral expression. Students also learn to use instructional and assistive technologies to enhance the learning of students with disabilities. Students are required to spend twenty clock hours in a field placement. Prerequisites: EDUC 302 SPED 303; co-requisite: SPED 308.
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3.00 Credits
This course prepares special educators to deliver quality educational services to students with severe learning and behavioral disabilities. Students will conduct three instructional programs in the areas of discrimination task, motor task, and habit, rule, or discrete behavior chain. Students will also learn how to determine instructional needs, develop IEPs, use prompting and fading strategies, implement differential reinforcement and error correction, and understand how to analyze the learning environment for the impact it has on students. Prerequisites: EDUC 302 SPED 303; co-requisite: SPED 308.
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3.00 Credits
This course explores the current research regarding methods to serve students with disabilities in the general education classroom. Students learn to apply learning strategies to reading, writing, mathematics, and study skills. Students also develop transition programs to enhance student learning. Students also learn to use instructional and assistive technologies to enhance the learning of students with disabilities. Students are required to spend twenty clock hours in a field placement. Prerequisites: SPED 303, 308, 335; co-requisites: SPED 385.
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3.00 Credits
This course prepares students with an understanding of the foundations of curriculum and instruction for elementary and high school students with severe learning and behavioral disabilities. Students will conduct three instructional programs in the areas of functional literacy, functional math, and personal leisure, management, or employment. Students will also learn about instructional grouping, distribution of instructional trials, and inclusion in the general education curriculum. A specific focus will also be on transition programming for students in secondary education programs. Prerequisites: SPED 303, 308, 336; co-requisites: SPED 385.
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3.00 Credits
This course introduces students to the variety of management issues that are prevalent for special educators. Students will learn various approaches to co-teaching, scheduling services, working with service and support personnel, and utilizing assistive technology.
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3.00 Credits
Students focus on the integration of methods and techniques for addressing the affective/social development of learners with special needs. Field work is required. Prerequisites: SPED 303, 308 and 335 or 336; co-requisites: SPED 340 or 341.
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4.00 Credits
Supervised teaching in selected high-incident or mild/moderate special education programs in an elementary or secondary school. Prerequisites: SPED methods courses must be complete so that a petition can be granted to register. There is a $100 student teaching fee. This course is offered on a credit/no credit basis.
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4.00 Credits
Supervised teaching in selected low-incident or severe special education programs in an elementary or secondary school. Prerequisites: SPED methods courses must be complete so that a petition can be granted to register. There is a $100 student teaching fee. This course is offered on a credit/no credit basis.
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3.00 Credits
Examines: a) professional roles and responsibilities of special educators in K-12 schools, b) collaborative and inclusive program models for special education, c) collaboration among various educators, family members, and community agencies in providing appropriate services and educational plans for special education students, and d) laws and State rules and regulations that govern the program. Field work is required.
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3.00 Credits
Students gain an understanding of statistical procedures and basic processes for collecting and analyzing observational information, criterion referenced and environmental assessment in diagnosis and special education development. Students administer, score, and interpret norm- referenced instruments, analyze results in combination with data from other assessment processes, determine eligibility, and develop educational programs. Prerequisite: SPED 303/503; co-requisite: 335-535. Field work is required.
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