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Course Criteria
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3.00 Credits
This course deals with special education programs for senior high school students as well as those persons who reside in the community. Emphasis is placed on vocational preparation and training. Specific techniques for task analysis of jobs, daily living skills, and social adaptation constitute a major portion of this course. Emphasis is placed on the development of functional skills that contribute to normalized development.
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3.00 Credits
This course teaches students how to administer, score, and interpret both norm- referenced and criterion referenced assessment devices and how to prescribe programs of remediation based on the results of these devices.
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3.00 Credits
Evidence-Based Practices is offered to Education majors the semester prior to their student-teaching experience and is a methodology course for pre-service education teachers. The purpose of the course is to prepare pre-service teachers to provide evidence-based language arts and math instruction to students with disabilities in inclusion settings. An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to children with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs. Prerequisite: SPED 6000
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3.00 Credits
This graduate course is designed to provide future educators with knowledge of research based practices that may be employed in academic and nonacademic educational settings. The course will focus the future educator on techniques that will be beneficial for developing skills in core areas such as mathematics, language arts, science and social studies along with those skills that are necessary for navigating non-instructional periods. Specifically, this course will provide future educators with intensive, Tier 3, evidence-based interventions for students with exceptionalities.
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3.00 Credits
The course is designed to provide future educators with knowledge of history, theories, legislation and litigation associated with early childhood special education. In addition, students will develop learning environments, implement research-based curriculum, conduct developmental assessments and establish educational teams, as well as enhance skills in communicating with team members and facilitating consultation with the targeted population and family members. (Field experience: 30 hours.)
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3.00 Credits
This course is intended to improve the teaching and learning outcomes in basic education by focusing on collaboration and cooperative-education processes and teaching methodologies. Teaching models and methods facilitative to encouraging and maintaining collaborative and cooperative-educational practices extend the skills of professional educators in appropriately serving the educational needs of an increasingly diverse learning audience.
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3.00 Credits
This course saliently provides the philosophical and pragmatic basis for the rationale for change in contemporary education. Legislation, litigation, and research within the profession provide the foundation for understanding why the profession must explore innovative strategies for improving the educational outcomes of all children. Terminologies which dominate professional dialogue are explored and studied to separate dogma from substance. Learner characteristics, which are indicative of the diversity naturally present in society, are addressed relative to implications in teaching and learning.
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3.00 - 9.00 Credits
The student teaching program is designed to ensure that PreK - 4 and Special Education K -8 majors, seeking dual certification are exposed to the full range of children covered under the comprehensive special education certification, i.e., intellectually disabled, emotionally disturbed, learning disabled, traumatic brain injury, physically handicapped, autism and other disabilities, along with children within the general education classroom. The major practicum provides an intensive experience for the student in two placements over the period of 15 weeks. The student will have an experience under the direction of a special education teacher and also a placement with a general education teacher. The practicum seminar component meets bi-weekly to provide PreK - 4 and Special Education K - 8 majors with an opportunity to discuss current topics within the field. Students may be provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devises, and curriculum materials used in their classrooms.
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3.00 Credits
This introductory course provides a foundation in understanding and addressing the unique and complex challenges individuals on the autism spectrum face in their learning, development and social experiences.
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3.00 Credits
This course examines the topic of dyslexia as a language based learning disability that is neurobiological in origin. The course will compare and contrast the behaviors, characteristics, and brain based processes that typically and atypically developing readers exhibit while listening, speaking, reading, writing, and spelling. Characteristics of effective intervention programs will be examined. Related conditions and assistive technology will also be discussed.
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