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Course Criteria
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4.00 Credits
SU Students learn to identify the essentials of an Individual Family Services Plan (IFSP). including learning about the central role of the family in terms of its commitment, obligation and responsibility in developing an IFSP. The course emphasizes understanding family systems as they relate to school, family and community partnerships in delivering special education services and transition planning for post-school and career outcomes. Students learn about and practice communication strategies with parents from a variety of cultural and linguistic backgrounds to function in the role of advocates for their children.
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4.00 Credits
FA An overview of core principles for writing an IEP with particular reference to the EALRs and their relationship to the WASL for meeting diverse student needs. Students explore specific approaches to planning academic and behavior goals as a result of differences in information processing, ethnic, cultural and linguistic backgrounds for optimal accommodations in least restrictive classroom environments.
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4.00 Credits
FA Students explore how to assess and address the difficulties experienced by special needs children with both expressive and receptive language. Issues in relation to mastering language and literacy skills are explored from a developmental perspective. The needs of students with communication disorders are assessed from varied linguistics backgrounds. Strategies are discussed for instructional and curriculum adaptation for both oral and written communication in an inclusive classroom.
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4.00 Credits
FA The evaluation on present levels of educational performance (PLOEP) of special education students as it relates to their eligibility criteria for IDEA. Students acquire information and master skills through a variety of learning modes, styles and instructional methods. Alternate strategies of assessment of academic performance for EALRs in the WASL and accommodating special populations are addressed.
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4.00 Credits
WI Philosophy of special education curricula and its integration of developmentally appropriate concepts. Principles of IEP development, goals and objectives geared to the at-risk learner, material selection, adaptation and modification of instructional strategies for inclusion.
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4.00 Credits
SP Students learn philosophies and common approaches to functional behavior analysis. Students find effective strategies for behavior management from a non-behaviorist approach and discuss conceptual frameworks for teaching pre-social skills that enhance emotional intelligence (EQ) for special and at-risk populations. Students assess, write and implement behavior goals and objectives in relationship to IEPs and objectives of communication under EALRs.
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1.00 - 5.00 Credits
SP Principles of organization and management in special education - from congressional to state to district mandates - are the focus. Factors for compliance with procedural and legal issues for delivering services in special education include federal and state laws, referral processes, assessment, FAPE, least restrictive environments, accommodations, labeling guidelines, funding options, the rights and privileges of parents, and confidentiality under Public Law 94-142, Public Law 99-457 (IDEA) and Section 504. Students conceive a predict-and-prevent plan as a proactive way of avoiding legal problems by mediation rather than litigation.
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4.00 Credits
SU Students examine the demographic challenges faced by educators in the learning environment on a range of diversity matters, including race, culture, ethnicity, language, religions and exceptionality as defined by Washington. Students explore proven models of equalizing educational opportunities in a classroom for diversity and methods of integrating curriculum goals (e.g. presocial learning) across content areas in the EALRs.
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3.00 Credits
FA, WI, SP The supervised internship/practicum allows the student to demonstrate the transfer of skills and knowledge gained in previous courses to a classroom/school setting. The student participates in the processes of collaboration, teaming, partnerships, record keeping and supervision of para-educators.
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3.00 - 4.00 Credits
Explores the history, foundational beliefs and practices of five major religious systems. From Western traditions, students study Islam and Christianity; from the East, Buddhism and Hinduism. Students also investigate shamanistic traditions. As they come to a deeper understanding of these important religions, students develop more insight into their own beliefs and increase their capacity to engage in thoughtful dialogue about faith and religion. GS; SPI
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