300

This course provides a study of effective literacy strategies for the secondary content classroom. The course emphasizes implementation of disciplinary literacy through differentiated teaching of accessible and complex texts, as addressed in content literacy standards. Prerequisite: Admission to the Teacher Education Program, or permission of the School of Teacher Education.

This course examines the variety of ethical, moral, legal, and programmatic issues that impact programs for students with severe disabilities. This process of examination will focus on historical practices, legislation, litigation, and the perspectives of professionals, consumers, and family members. A current criminal background check may be required; students are responsible for related expenses.

Individuals with severe disabilities often require a network of instructional experiences, informal supports, and formal services. This course provides students with the skills necessary to evaluate the learning needs of students with severe disabilities and develop/implement instructional programs in school and community settings. A current criminal background check may be required; students are responsible for related expenses.

Services and supports for individuals with severe disabilities are generally provided by professionals from a variety of disciplines including education, medicine, psychology, occupational and physical therapy, religion, and social work. This course focuses on the unique contributions of each discipline and the skills necessary for teachers to effectively and collaboratively plan programs of instruction. A current criminal background check may be required; students are responsible for related expenses. Prerequisite: EDS-331.

Develops competency in formal and informal assessment. Emphasizes the educational implications of obtained results in programming for learners with disabilities. Stresses practicum experiences specific to the student's course of study.

Students will be involved in a practical experience in a local school setting which will provide a "laboratory" for the application of the principles of assessment in special education. A current criminal background check may be required; students are responsible for related expenses. Co-requisite: EDS-350 (Assessment in Special Education). CR/NC

This course provides a study of theory and research necessary in organizing, managing, instructing, and assessing students in a balanced, comprehensive literacy approach through both oral (speaking/listening) and written (reading/writing) methods. Students will design and instruct an interdisciplinary unit unique to a group of diverse learners. Field experience included; Component of the Red Block. Prerequisite: Admission to the Teacher Education Program.

Examines instructional practices and methodologies that permit effective behavioral management of learners with mild disabilities in various settings. Focuses on various techniques and methods of applied behavior analysis to both manage the behavior and environment. Stresses practicum experiences specific to the student's course of study.

Considers legislation and court cases that assure an education for all learners with disabilities. Centers on relevant federal, state, and local procedures for implementing special education, as well as the design and construction of Individualized Education Programs (IEPs).

This course emphasizes the early childhood curriculum, planning for teaching, classroom management and teacher-student interactions. It requires the application of knowledge acquired in EDU-271. Experience will be gained through 150 hours of participation and supervision in a primary setting (P-3) under the direction of a cooperating teacher and university supervisor in an accredited school. Professional development seminars will be included. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-290 and EDU-271. Co-requisites: EDS-388, EDS-354, EDS-355, EDS-365 and Admission to the Teacher Education Program.

Reviews the instructional and curricular approaches which accommodate the academic, social, cognitive, communication, and physical needs of the elementary learner with disabilities. Special emphasis is placed on meeting familial and classroom teacher needs.

Focuses on methods and materials that meet the educational needs of adolescent and young adult learners with disabilities. Presents a variety of curriculum approaches, including learning strategies, co-teaching, and collaboration in the secondary setting, as well as post-secondary transition.

Ninety hours of field experience within a public school classroom under the direction of a classroom teacher and university supervisor. The student must be placed in a resource room or regular classroom with an inclusionary component. Course includes college seminars which provide an overview and guidelines for classroom observation and participation strategies. A current criminal background check may be required; students are responsible for related expenses.

See EDS-385. CR/NC

See EDS-385. CR/NC

This course studies the theories, approaches, and methodology of teaching reading/literacy in the elementary classroom. Emphasis is placed on the planning and teaching of reading/literacy as an integrated, balanced literacy approach. Strategies for integrating skills such as phonics into meaningful literacy lessons are examined. Students identify components of a total Language Arts/literacy program which integrates various theories and strategies based on current research and recommendations of the International Reading Association. Co-requisite: EDU-354 (Language Arts Methods) and EDU-365 (Children's Literature). Prerequisite: Admission to the Teacher Education Program.

Work with a faculty mentor and in cooperation with an Honors College advisor, producing a research thesis or creative project.