Survey of the characteristics and needs of children and youth with disabilities, including etiology, diagnosis, classification and developmental characteristics of students with disabilities. Ten field hours required. Summer II.
The study of the development of language in children. Topics include language acquisition, developmental processes of language, knowledge of speech, auditory and visual mechanisms with emphasis on the neurological basis of communication, verbal-nonverbal communication, communication disorders, ethnic and cultural diversity and the role of the caregiver. Field experience is included. Spring II.
Conceptual models, management methods and strategies, social and behavior planning in the IEP process, legal requirements, medical aspects, diversity issues, research findings, and lesson delivery procedures that lead students to make constructive social/behavioral choices are presented. Psychodynamic, cognitive, behavioral, and the integrated cooperative discipline models are applied to the needs of students and the situations they encounter across a variety of service delivery settings. Students will use technology to research current related topics in the area of career, social and functional life skills. Prerequisite: SPED 552. Spring I.
This course addresses potential academic effects of mild to moderate disabilities in the following developmental domains: cognitive, perceptual, communication, motor, social-emotional, behavior, and adaptive behavior. Legal requirements for the provision of special education services are reviewed. Prerequisite: SPED 543. Fall I.
Includes an overview of the historical, legal and ethical use of assessment, screening, referral and classification of students with mild/moderate exceptionalities. Appropriate application and interpretations of scores and use and limitations of assessment instruments and services used with exceptional learners are addressed. Basic assessment terminology, cultural differences, and use of technology in assessment are included. Students administer, score and evaluate individualized tests commonly used with exceptional areas especially in the areas of math, science, social studies, and language arts. Prerequisites: Elementary (1-8) certification or Early Childhood Education license, SPED 552; EDUC 510. Summer I.
This course emphasizes factors which promote and strategies that lead to effective communication and collaboration with individuals who have exceptional learning needs, parents, support agencies, businesses, and other school and community personnel. Consideration is given to the various roles of those involved in planning an individualized educational program and the importance of fostering respectful and beneficial relationships between families and professionals. Collaborative ways in which to assist students in planning for transition to adulthood, including employment and community and daily life is an important focus. Ethical and legal practices for confidential and responsible communication are emphasized. Prerequisites: Elementary (1-8) certification or Early Childhood Education license, SPED 552. Fall II.
Supervised teaching experience in a field setting in student's chosen core area. Individual, small group and diagnostic/ remedial techniques are practiced. A minimum of 50 field hours is required for each credit hour. Fall, Spring.
Research-based principles, techniques and materials useful in the diagnosis of reading difficulties; development of materials and procedures for remediation of those difficulties. Practical application of techniques, materials and procedures will involve 90 hours of clinical/field experiences in the Prescriptive Tutoring Lab and school classrooms. Summer II.
The focus of this course is on general and specialized curriculum and methods used for teaching students with mild/moderate handicapping conditions with adaptions that facilitate inclusion. Curricula and intervention strategies, including the use of technology, for the development of cognitive, academic, social, language, affective, career, and functional life skills necessary for independent, community, and personal living and employment are examined. This course emphasizes exemplary, research-based practices for intervention across grade levels and mild/moderate exceptionalities, including specific learning disabilities, emotional/behavioral disorders, developmental handicapping conditions, and mild/moderate mental retardation. IEP and lesson plans are developed in transition, academic, adaptive behavior, and vocational areas. Prerequisites: SPED 543, SPED 553. Spring II.
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