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Emphasis on the philosophical, historical, and legal foundations of special education with particular consideration given to the principles and practices of inclusion. A personal philosophy regarding the acceptance and professional commitment to individuals with exceptional learning needs will be developed. Thirty hours of field experience in inclusive educational settings is required. Prerequisites: EDUC 112, 232.
Designed to provide a thorough knowledge base related to the nature and needs of children, pre-kindergarten through third grade who are at risk, gifted, or who have mild/moderate educational needs. Participants use a variety of informal and formal assessment instruments and procedures, including observational methods, to make decisions about children’s learning and development. Emphasized are ways in which to plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children and their educational needs, the family, the community, and curricula goals and content. Prerequisites: EDUC 245; SPED 243. (Required only for Early Childhood Education Program.) Offered each Spring.
An overview of theories of language acquisition and development of reading. Emphasis is placed upon the development of a balanced literacy program including, but not limited to, teaching strategies for the sequential evolvement of spelling skills, grammar skills (oral and written), handwriting, and the use of various cueing systems to enhance reading comprehension. Attention is given to the reading and writing process and to the model/methods appropriate for reading instruction. Intervention strategies for children with mild/moderate educational needs are introduced. Field experience (30 hrs.) is required. Prerequisite: EDUC 252.
Focuses on conceptual models of discipline, management methods and strategies, including the use of technology, social and behavior planning in the IEP process, legal requirements, systematic interventions, and lesson delivery procedures that lead students to make constructive social/behavior choices. Emphasis includes effective methods to teach social skills needed by individuals with mild/moderate educational needs for educational and functional living environments. Ethical considerations inherent in behavior management are also considered. Prerequisite: SPED 243. Offered each Fall.
An in-depth examination of the etiologies, identification criteria, characteristics, and needs of individuals with mild and moderate educational needs including those with learning disabilities, mild/moderate mental retardation, emotional and behavioral disorders, and developmental disabilities. Emphasized are ways in which to plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children and their educational needs, the family, the community, and curricula goals and content. Prerequisite: SPED 243. Offered each Spring.
Provides a multidisciplinary support of reading development with an emphasis on content area reading in early childhood education. Attention is given to the reading and writing process, to strategies for effective instruction, and to grammar skills for effective communication. Various speech and language patterns, dialects, and other issues of language diversity are considered relevant to the early childhood developmental period. Intervention strategies for children with mild/moderate educational needs are introduced, especially those pertinent to children with specific learning disabilities and developmental delays. Field experience (30 hrs.) is required. Prerequisite: SPED 318.
Focus is on general and specialized curriculum and methods used for teaching students with mild/moderate educational needs in the middle and secondary school, with adaptations 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. IEP and lesson plans are developed in transition, academic, adaptive behavior, and vocational areas. Field and clinical experiences allow students to tutor middle or secondary students with mild/moderate learning and/or behavior problems. Field Experience (30 hrs.) is required. Prerequisite: SPED 353. Offered each Spring.
An overview and analysis of the various evaluation strategies used to inform placement and intervention decisions for students with mild/moderate educational needs. Participants become familiar with a wide range of individual and group assessment tools including those used to diagnosis learning problems in the areas of math, science, social studies, and language arts. Particular emphasis is placed on the Intervention Based Multi-Factored Evaluation (IBMFE), along with assessment techniques such as life space interviewing. Prerequisite: SPED 353. Offered each Spring.
An overview of standard and alternative assessments designed for the identification of reading difficulties with attention given to specific intervention strategies, including the use of technology. Pre-service teachers learn how to assist and accommodate readers with speech, linguistics, and cultural differences. Case studies, the development of individualized education plans (IEPs) and the 504 plan in reading is a significant focus for 30 hrs. of field-based experience in this course. Prerequisite: SPED 318.
Focus is on the factors that 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. Ethical practices for confidential and responsible communication are also emphasized. Prerequisite: SPED 353. Offered each Fall.
Explores the principles, techniques and resources for teaching language arts in the context of social studies to children ages three through eight and kindergarten through grade three, incorporating technology and other non-print media. Course work includes the examination of strategies for selecting, integrating, and translating knowledge and methods from history, geography, and social science disciplines appropriate for early childhood. Planning an integrated social studies curriculum and providing intervention for children with various educational needs are emphasized. Field experience (30 hrs.) is required. Prerequisites: SPED 353, 355. Offered each Fall.
Presents the current developments and methods of teaching math and science to children, pre-kindergarten through grade three, with content and learning activities reflecting national standards and the state curriculum model in math and science. Emphasis is placed upon materials, techniques, and research-based practice for effective instruction of content, process, and real-world applications. Intervention strategies are developed and practiced to address the learning needs of children with mild/moderate educational needs across various placements, with consideration given to the challenge of providing individualized instruction in general education classes. Field experience (30 hours) is required. Prerequisites: MATH 112; SPED 353; general education science elective. Offered each Fall.
Observation, participation, and responsible teaching in a school chartered by the State of Ohio involving 15 weeks (minimum - 450 clock hours) under the direction and assistance of successful and experienced special education teachers among grades K-12 (two placements). The student teaching requirement includes an on-campus seminar as well as regular visits and conferences with the college supervisor. Student teaching evaluation is focused on assessment criteria established for Entry Year Teachers by the State of Ohio. Application for admission to student teaching should be made by February 1 preceding the academic year in which student teaching is completed. Students are expected to develop a Professional Presentation Portfolio during the student teaching semester. Prerequisite: Acceptance into Student Teaching. Offered each Spring.
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