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Course Criteria
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3.00 Credits
Students will reflect on current trends and research in early intervention, including instructional content and practice for young children with disabilities. Students will apply and synthesize knowledge of early childhood intervention practice and research through analysis of videotapes and case studies as well as field work experiences.
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3.00 Credits
Students will examine theories of learning as they apply in special education, particularly as they apply to behavior management in young children with disabilities. Principles of applied behavior analysis will be used in a case study.
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3.00 Credits
Students will investigate learning environments for young children including home learning, hospital intervention programs, childcare centers, public school environments, and residential programs. They will examine the characteristics of model learning environments and how to plan for non-disabled children as well as children with various types of disabilities.
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3.00 Credits
Students will examine the role of the early childhood intervention specialist as amember of interdisciplinary teams through readings, observations, interviews with professionals and family members. They will acquire skills in working with interdisciplinary team members.
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3.00 Credits
Through fieldwork and interaction with professionals from the community, student will become familiar with the particular needs of young children with low incidence disabilities and their families.
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3.00 Credits
Students will investigate how issues of culture affect beliefs and relationships among professionals and families with young children including children with disabilities and how multiple perspectives can affect child outcomes. Students will choose an area of interest to investigate using problem-based learning and present the result of their research to class members.
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3.00 Credits
Students will gain understanding of research in the area of early childhood intervention. Using the topic of inclusion as a focus, students will read and critique research in the areas of special education policy, professionals' beliefs and relationships, family concerns, issues of culture, and child outcomes. In addition student will write an integrative research review in an area of interest, and they will orally present their review to class members.
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3.00 Credits
Exploring the educational paradigm historically and philosophically, students survey curriculum practices, teacher effectiveness, learner needs of the public schools, and classroom management to understand the challenges of teaching today. Emphasis is placed upon cultural diversity and a dynamic society.Prerequisite for all other education courses.Cultural Plunge plus ten hours of fieldwork are required.
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3.00 Credits
This course is a study of human growth and development during the first two decades of life. Emphasis is placed on how teachers apply theoretical foundations of the learning process, cultural forces affecting behavior, testing, grouping of students, and inclusion. Prerequisite for all other education courses. Fifteen (15) hours of required fieldwork.
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3.00 Credits
Focusing on the attainment of skills as a teacher of literacy, this course requires students to demonstrate content reading and writing competencies, such as determining reading readiness, applying readability formulas, evaluating textbooks, and developing strategies for vocabulary, critical thinking, and comprehension. Focus is placed on the preparation of lessons using PAR: pre-reading, assistance during reading and reflection after reading. Students are also introduced to beginning reader strategies. Cross-listed with EDU 515 & RDG 515. Prerequisite courses: EDU 300, 302 or equivalent, and Teaching Credential ProgramAcceptance. Twenty hours of fieldwork required.
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