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Course Criteria
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3.00 Credits
Legislation affecting the delivery of services to exceptional children and adults. Specific reference to federal and state legislation and relevant court decisions. Topics include PL 102-119, IDEA and subsequent amendments, ADA, 504 regulations, CT 10-76, confidentiality, and teacher liability in negligence, intentional interference, and constitutional infringement cases. Current litigation in Special Education will be presented. Culminating experience includes PPT simulations and IEP development. Prerequisite: SPEC517 or 516 or 582.
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4.00 - 6.00 Credits
Field Study Required.
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4.00 - 6.00 Credits
Student Teaching:Behavioral Disorders
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4.00 - 6.00 Credits
Students pursuing certification in Special Education observe, plan for, and teach children in two areas of exceptionality and facilitate the integration of children in mainstream general education settings. Every student teacher begins with observation of the children, the physical setting, the cooperating teacher and other staff members, and gradually begins to work one-to-one with students, conducting small group lessons, leading to total program planning, instruction, and management. Student teachers also attend planning and placement (PPT) meetings, parent conferences, faculty meetings and inservice workshops whenever possible, and facilitate the integration of children in mainstream settings. Attendance at periodic seminars and inservice training on campus required. Prerequisite: All courses required in the certification program. Application deadlines are February 1 for summer and fall practica, and September 15 for spring practica.
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3.00 Credits
Curricular and instructional adaptations examined to accommodate diverse student needs in a variety of learning environments. Focus on instructional modifications and content enhancements, professional collaboration, and approaches to study skills, reasoning/thinking skills, comprehension of text and writing. Field study required. Prerequisite: SPEC517 or 516 or 582.
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3.00 Credits
Challenges faced by general and special education teachers who work with students who have difficulty constructing meaning due to language delays, differences or processing deficits. Features interventions in word study and spelling, fluency, vocabulary and comprehension with attention to student motivation. Instructional approach which monitors student response to instruction, underlies the study and evaluation of interventions that vary in intensity. Course content geared toward at-risk and special populations, including English learners.
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3.00 Credits
Explores a delivery system in which school-based professionals work independently in a variety of learning environments. Stresses coordination of direct and indirect service roles and responsibilities so that the needs of learners with mild disabilities or learners who are "at risk" can be met. Competencies, procedures, organization, and documentation needed for effective and efficient student and program changes discussed and applied by participants. Field study required.
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3.00 Credits
Focus on the prevention, diagnosis and treatment of reading problems which reflect language or learning disabilities. An in-depth analysis of children's performance in word identification, spelling and comprehension, and the development of instructional interventions derived from these assessments. Clinical work with a child experiencing literacy difficulties and her or his family required. Prerequisite: EDUC507, SPEC 517, EDUC/SPEC524 or permission of instructor.
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3.00 Credits
Interventions in writing and study skills for school-aged children with special needs. Programming in both special education and general education considered in the development, delivery and evaluation of individualized education plans. Field study required. Prerequisite: EDUC507, SPEC517, EDUC/SPEC524. EDUC509 strongly recommended.
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3.00 Credits
Focuses on challenges faced by elementary, middle and secondary teachers in working with students who either lack social skills or possess maladaptive behaviors. Examination of ways to prevent and treat social problems draw upon research in social cognition, psycholinguistics and educational psychology. An array of interventions that vary in intensity will be covered. Course content is geared toward general and special education teachers, as well as school support staff interested in at-risk and special populations (3 credits). Prerequisite: SPEC 516, 517, 518 or 582 or permission of instructor.
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