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Course Criteria
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3.00 Credits
Growth and development (physical, cognitive, social, and emotional) in all children, conception to grade three, including those who are typically developing, those at risk, and those with mild to profound disabilities. Developmental theories, observational techniques and interpretation of data are explored. Transactions that support or impede development considered. Field study required.
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3.00 Credits
Language acquisition and emergent literacy from birth through five; relation between views of development and intervention techniques; roles of parents, teachers, and clinicians in language and early literacy development; sampling and analysis of language data; use of play in enhancing both normal and delayed language development; process of second language learning; implications of language delay and second language learning.
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3.00 Credits
Identification and analysis of the purposes of assessment. Practical experience in selecting, evaluating, administering, and interpreting a variety of assessment devices. Effective communication and use of findings in planning individualized programs for children who have special needs, are at-risk, or are developing typically. Laboratory fee and field study are required.
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3.00 Credits
Screening and assessment of young children who are typically developing, at-risk or who have special needs. Emphasis on a collaborative family/professional process designed to document health and developmental needs and plan developmentally and contextually appropriate individualized programs. Data gathering using a variety of devices and strategies, interviewing techniques, integration and communication of findings included.
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3.00 Credits
The psychosocial development of children with disabilities and those identified as gifted and talented. Emphasizes learning and behavioral characteristics of children with disabilities. Field study required.
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3.00 Credits
Learning and behavioral characteristics of children with mild disabilities and includes issues of identification, program design, and integration within the general education classroom. Consideration of the special needs of the gifted and talented. Field study required.
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3.00 Credits
Characteristics and special requirements of persons with moderate to severe disabilities and other low prevalence disabilities. Topics include history, etiologies, medical considerations, normalization and family issues. Implications for assessment, and intervention as well as the areas of interpersonal relatedness, communication, mobility, cognition and activities of daily living considered. Life span issues including vocational, recreational, residential and health care resources explored. Field study required.
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3.00 Credits
The interactive functions of the teaching/learning process, as well as the planning, implementing and evaluating of instruction and curriculum based upon developmentally appropriate practices. Media, technology and the introduction of specific curricula related to substance abuse. Field study required. Strongly recommended as first methods course.
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3.00 Credits
Planned educational evaluations for children perceived to have learning difficulties. Includes lecture, discussion, demonstration, and practical experiences with a wide range of teacher administered procedures. Emphasis on field experiences utilizing a variety of assessment approaches. Laboratory fee required. Prerequisite: SPEC517, SPEC/EDUC 524, EDUC 507, SPEC 579.
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3.00 Credits
Issues and legal constraints in employing classroom management strategies. Focuses on a range of techniques applicable in both regular and special education settings for individuals and groups. Techniques include behavior management, group discussion dynamics, problem solving, social skills and counseling strategies. Field work required. Prerequisite: SPEC517 or 516 or 582.
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