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Special Education
| Course Code |
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| Title |
Characteristics of Students with Mild Disabilities |
| Course Outline |
Course Outline |
| Description |
A study of definitions, identification, assessment, characteristics, educational strategies, and program models for children and youth with high-incidence, mild disabilities. The course will specifically focus on the high-incidence disabilities of Learning Disabilities, Emotional/Behavioral Disorders, High Functioning Autism, Mild Developmental/Cognitive Disabilities, and other mild disabilities such as Other Health Impairments and ADHD. |
| Course Code |
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| Title |
Methods: Mild Disabilities |
| Course Outline |
Course Outline |
| Description |
Course addresses teaching theories, strategies and techniques for teaching students with mild disabilities including Specific Learning Disabilities, Emotional/Behavioral Disorders, High Functioning Autism, Mild Developmental/Cognitive Disabilities and other related mild disabilities such as Traumatic Brain Injury and Other Health Impairments (ex: ADHD). Course covers teaching methods across specific content areas as well as assistive technology and other teaching practices(ex: co-teaching). |
| Course Code |
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| Title |
Best Practices in Teaching I |
| Course Outline |
Course Outline |
| Description |
This course is designed especially for special education students to explore foundations of curriculum and become familiar with curricular issues in general education, including standard-based instruction, current educational practices and debates, local and statewide assessments as well as practical applications of technology. |
| Course Code |
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| Title |
Best Practices in Teaching II |
| Course Outline |
Course Outline |
| Description |
Curriculum planning and classroom teaching techniques for students with disabilities will be examined. Topics will include adaptation of instruction, assessment and designing individualized educational plans, as well as various content and learning problems. |
| Course Code |
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| Title |
IEP Policies and Methods |
| Course Outline |
Course Outline |
| Description |
This course will address key issues regarding the collaborative development of the Individual Education Plan (IEP). The IEP is the cornerstone of services for students identified as having a specific disability in need of special education services. Students will learn best practices for collaborative IEP development and creation. The development of a clearly written document including all parts of the IEP will be drafted and finalized into accurate, sound documents. |
| Course Code |
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| Title |
Biomedical Aspects |
| Course Outline |
Course Outline |
| Description |
This course is designed to help you understand the medical aspects and terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues, accompany specific physical and health disabilities, specific condition needs, managing personal care, first aid techniques, and evacuation procedures. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Young Children with Disabilities and Their Families |
| Course Outline |
Course Outline |
| Description |
Examination of the program models and approaches to services for young children with disabilities and their families. Research on the efficacy of early intervention and aspects of family systems is reviewed. Current issues in service provision, teaming, and individual program plans are also included in the course. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Assessment in Early Childhood Special Education |
| Course Outline |
Course Outline |
| Description |
Examines assessment instruments and procedures with infants, toddlers, preschoolers with disabilities. Approaches to identification, screening, assessment selection and programming are explored. Prerequisite substitutions require instructor consent. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Infant/Toddler Strategies |
| Course Outline |
Course Outline |
| Description |
This course provides for the study of the philosophical, legislative and practical foundations of early intervention services for children from birth through age two who are at-risk or have been identified with disabilities and/or developmental delays and their families. The course is designed to provide the knowledge and skills necessary to be an effective professional in providing family-centered early intervention services and emphasizes parent-professional collaboration, interagency and interdisciplinary planning, and design of effective individual family service plans (IFSP). Course content covers intervention in natural environments and an overview of instructional strategies for use in early intervention practices. |
| Course Code |
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| Title |
Instructional Strategies: Preschool |
| Course Outline |
Course Outline |
| Description |
The focus of this course will be knowledge and skills required to design and implement individual and group instructional programs for children with special needs from 3-6 years. The development of instructional objectives and systematic teaching strategies in motor, cognitive, social , communication and self-care skills will be emphasized. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Foundation of Reading and Writing Methods |
| Course Outline |
Course Outline |
| Description |
In this first of two literacy intervention courses, candidates will learn pedagogy that supports the development of reading and writing. By knowing and understanding the foundation of literacy & literacy instruction, candidates will begin to explore instructional practices, focusing on developing a holistic framework for teaching. |
| Course Code |
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| Title |
Survey of Autism Spectrum Disorders |
| Course Outline |
Course Outline |
| Description |
This course is designed to immerse the learner in text, research, and data describing the characteristics and defining qualities of Autism Spectrum Disorder. The significance of early identification and intervention across the five primary autism spectrum disorders will be analyzed. Best practices for intervention including collaboration, communication, and observation strategies will be introduced. |
| Course Code |
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| Title |
Identification and Assessment of Autism Spectrum Disorders |
| Course Outline |
Course Outline |
| Description |
This course is designed to immerse the learner in current topics regarding effective screening and assessment for students with Autism Spectrum Disorders (ASD). Students will examine the eligibility criteria for ASD and will become skilled in the identification and assessment of individuals with autism spectrum disorders. Students will become familiar with the selection of, use of, and interpretation of appropriate screening and assessment tools and will be able to create a comprehensive evaluation report based upon assessment results. |
| Course Code |
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| Title |
Instructional Strategies for Learners with Autism Spectrum Disorders |
| Course Outline |
Course Outline |
| Description |
This course will focus on identifying and meeting the educational needs of students with Autism Spectrum Disorders across educational environments. Participants will learn to develop effective instructional and transitional strategies based upon a student's individual strengths and needs. Curriculum content will address social, communication, academic and functional skills domains. |
| Course Code |
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| Title |
Communication Strategies & Social Skills for Students with ASD |
| Course Outline |
Course Outline |
| Description |
This course will focus on identifying and meeting the social and communication needs of students with Autism Spectrum Disorders. Course participants will learn to develop effective interventions and education strategies for teaching communication skills while addressing and supporting the development and the maintenance of social skills. Curriculum content will address skills across environments. |
| Course Code |
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| Title |
Consultation and Collaboration in Special Education and Human Services |
| Course Outline |
Course Outline |
| Description |
Understanding and development of professional consultation and collaboration skills to initiate and apply appropriate and effective teaming techniques for assessment, intervention, and evaluation via transdisciplinary approaches for special needs students/clients and their caregivers. |
| Course Code |
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| Title |
Methods of Reading Intervention |
| Course Outline |
Course Outline |
| Description |
Second in a series of two methods courses where candidates will learn and apply knowledge and pedagogy that support the development of reading and writing in children with disabilities. By knowing and understanding the premise of literacy development and intervention, candidates will explore effective instructional, assessment, and intervention practices. |
| Course Code |
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| Title |
Physical & Health Disabilities |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide you with up-to-date information on the needs of the students in your school who have experienced periods of poor health or physical adversity. This course provides you an understanding of how students' illnesses or disabling conditions affect their everyday lives. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Characteristics of Students with Learning and Behavior Problems |
| Course Outline |
Course Outline |
| Description |
A study of definitions, identification, assessment, characteristics, educational strategies, and program models for children and youth with learning disabilities and/or emotional/behavior disorders. |
| Course Code |
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| Title |
Functional Curriculum and Assessment |
| Course Outline |
Course Outline |
| Description |
The purpose of this course is to develop an understanding of individuals with developmental disabilities as well as a functional, life-skills orientation to assessment and curriculum that involves both academic and life skills instruction. Students will perform both informal and formal assessment, write an assessment report, and develop curriculum which allows for integration of students with identified cognitive impairments. Prerequisite substitutions require instructor consent. |
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