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2000-2001 Catalog |
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Ed 205 Reading and Conference
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3 creditsStudents experience twenty-five clock hours tutoring children of another culture in a public school setting. Class sessions focus on personal values in relation to the roles of educators, provide knowledge of and appreciation for cultural diversity in our pluralistic society, and analyze current trends and issues in education. Aimed at helping students make sound decisions about entering the teaching profession.
3 creditsStudents observe children in a variety of settings. Class sessions focus on the growth, development, and learning patterns of children and adolescents. Examines contemporary and historical issues that impact these patterns in the context of culture. Among the major issues addressed are parenting, early education childcare, and children at risk.
1-3 creditsStudents explore fields of interest and gain experience in a variety of community service placements. For every 1 credit, participants spend thirty clock hours working in a setting of their choice. Students must contact the SOULS office in the Student Access Center to discuss placement in a human service agency. For placement in the public schools, students must contact the Education Department. Course credit varies in proportion to the amount of time spent and the level of involvement.
Ed 320 Technology and Learning
3 creditsProvides an overview of and introduction to the uses of educational technology and personal computers for learning, productivity, and communication. Students gain extensive experience using a variety of media and technologies, including video, computers, projected visuals, and print graphics. Emphasizes the applications of computers to learning.
1-3 credits
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1-4 credits
3 creditsProvides an overview of the uses of personal computers for learning, productivity, and communication for all majors. Via extensive experience, students gain proficiency in a variety of computer applications, including word processing, database management, software evaluation, and telecommunications. Students research computer applications in their own area of interest or study.
3 creditsDiscusses strategies and methods for integrating computers into the curriculum. Presents computer applications as responses to pertinent educational issues and problems. Examines research on the impact of computers on teaching and learning. Students gain experience using the computer for teaching a variety of specific curricular areas.
3 creditsCovers production and use of multimedia materials and equipment for communication, presentation, and education. Students gain extensive experience using a variety of media and technologies, including video, computers, projected visuals, and print graphics. Three-hour laboratory.
1-3 creditsParticipants learn about the importance and fundamentals of peer support, assistance, and feedback in a classroom setting. Students become involved in a public school laboratory experience under the supervision of Jackson Education Service District Migrant Education staff members. Two-hour laboratory a week for each credit. Laboratory work includes providing support and assistance to students enrolled in Ed 251. Course applies toward a minor in education. Prerequisite: Ed 251.
1-3 creditsThis field experience provides opportunities to learn about the roles, responsibilities, and skills needed to supervise educational activities. Laboratory work includes working in small groups in a public school classroom under the direction of a cooperating teacher. Students work with children both one-on-one and in small groups, and they learn to apply basic data-taking skills. Course may be applied toward a minor in education.
1-3 creditsStudents participate as counselors or teachers' assistants in a public school outdoor education program. Typically, the experience includes travel with a fifth- or sixth-grade class to the mountains, desert, or seashore to see how a natural setting becomes the perfect classroom for an integrated curriculum. Course credit varies in proportion to the amount of time spent in the experience.
1-3 creditsStudents explore fields of interest and gain experience in community service placements. Participants spend thirty clock hours (for every 1 credit) working in a setting of their choice. Students must contact the SOULS office in the Student Access Center to discuss placement in a human service agency. For placement in the public schools, students must contact the Education Department. Course credit varies in proportion to the amount of time spent and the level of involvement.
3 creditsExamines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming, special programs, the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Students also study the affective domain of exceptionality and learn strategies to help children develop to their fullest potential.
3 creditsIntroduces students to the field of early childhood education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE programming. Considers relevant issues in the field of early childhood and analyzes early education from a cross-cultural perspective.
3 creditsExamines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals.
3 creditsCovers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, and preschool children. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for preschool children with special needs.
3 creditsUses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through visual and performing arts. Examines ways to integrate health, safety, and nutrition instruction and explores the role of teacher as facilitator.
3 creditsExamines the socializing environments in a child's life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Explores ways to build positive relationships and strengthen communication between school and family and examines conferencing techniques.
3 creditsExamines the process of language development and the emergence of literacy. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.
3 creditsFocuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationship to curriculum design and considers ways to foster positive interactions between children and adults.
3 creditsStudies American federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
3 creditsProvides an opportunity for experienced teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Students analyze learning theories, investigate trends, observe their use in classroom situations, and discuss the effectiveness of educational theories and practices on instruction.
1-6 creditsOffers professional development courses for educators, designed and sponsored by educational agencies. Not more than 6 credits may be applied to fifth year or graduate credit degree programs.
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1-9 credits
1 creditProvides students with opportunities to practice specific research skills, such as observation, interviewing, and data analysis.
1-3 creditsProvides opportunities for students to observe and participate in preparation for a new public school year, and to experience the classroom during the first weeks of school. Teacher education students observe and reflect on how public school teachers establish expectations and norms that impact the entire school year. Additionally, teacher education students assist teachers in preparing classrooms.
3 creditsEquips students with the necessary skills to become critical consumers of educational research. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant educational problem.
3 creditsThrough classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own.
3 creditsExamines literature and research related to the current and historical role of public education in American society from the multiple perspectives of the social sciences. Strengthens analytical skills by applying social science research to the assessment of educational change and public policy on the purpose and operation of public schools, including selected instructional and curricular innovation. (Cross-listed with SSc 514.)
1-3 creditsFocuses on human development, cognition and learning, and the multiple influences on these phenomena, specifically as they relate to educational institutions.
3 creditsSupervised field experience practicum in a public school as preparation for halfday student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction. Taken concurrently with and linked to the curriculum, planning, instruction, and assessment strategies of Ed 557 or 558.
9-10 creditsSupervised halfday student teaching experience in a public school as preparation for fullday student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities. Taken concurrently with and linked to the curriculum, planning, instruction, and assessment strategies of Ed 557 or 558.
13 creditsFinal supervised student teaching experience in a public school. Teacher education students assume the fullday classroom teacher's role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. Taken concurrently with and linked to the curriculum, planning, instruction, and assessment strategies of Ed 557 or 558.
3 creditsDevelops knowledge and skills in appropriate action research techniques. Participants develop an action research proposal that may be implemented in their schools or classrooms and may also be appropriate for submission to grant agencies for funding.
3 creditsThe professional portfolio demonstrates the advanced knowledge, skills, and competencies required of students in the Masters in Education/Continuing Teaching License programs. Students work individually with a faculty advisor on compiling appropriate documentation over the course of their programs. Registration occurs on a one-time basis. Students submit the final version of the portfolio for approval once they have completed the program and fulfilled all the requirements.
3 creditsStudents complete a 3-credit practicum experience in an ESOL/bilingual classroom, in which they work with second-language learners and are required to work closely with a mentor teacher. Students complete a work sample.
3 creditsEducational changes require educators to design a curriculum that engages students in applying knowledge and skills in ways that can be used in real-world situations. This authentic approach to learning can result in students going beyond basic recall and demonstrating high levels of achievement. Students are challenged to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K-12 instructional program.
3 creditsA graduate level class introducing students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts.
3 creditsHelps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available to articulate one's vision of what education should be. Participants learn how to communicate effectively, identify common goals, and present thoughts clearly. From writing newsletters for parents to presenting at a national conference to advocating for change at a site council meeting, this course introduces teachers to the most effective strategies for building positive relationships.
3 creditsCreating conditions for teacher leadership requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the Masters in Education/Continuing Teaching License programs work at their school sites to aid in teaching and learning improvement.
3 creditsDesigned for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit. The written work sample must include unit goals, lesson plans, pre- and post-instruction student performance data, interpretation of learning gains, and modifications in response to student progress. Students must negotiate an individualized meeting and progress schedule with the instructor.
1-3 creditsProvides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Special emphasis is on applying computers to the elementary school curriculum.
3 creditsExamines the diverse historical perspectives on the origins and development of the aims of American schooling. Provides a foundation for investigating current educational trends and practices. Students also analyze the development of educational systems beyond the borders of the United States to deepen their understanding of the directions of educational change around the world.
2 creditsPrepares students for leadership roles in developmental, remedial, and enrichment reading programs at school- and district-wide levels. Reviews current materials, media, and management systems for the teaching of K-12 reading. Prerequisites: Ed 558 and admission to teacher education.
3 creditsExamines education as a cultural process with a focus on learning and learners. Considers concepts from the fields of anthropology and education and applies them to understanding cultural acquisition in a wide variety of social settings.
3 creditsExamines how the ideas of philosophers relate to current educational aims and practices. Designed to help students strengthen their own philosophies about educational aims and practices.
3 creditsExamines philosophies and practices in teaching language minority students. Students study bilingualism and biculturalism from psychological, social, and political standpoints. Analyzes program models as well as the theories and philosophies underlying these models. Provides an understanding of the laws pertaining to educating second language learners and current theory and research in the fields of ESOL and bilingual education.
3 creditsDesigned to equip teachers with appropriate, effective instructional methodologies for facilitating learning among language minority students. Students examine innovative materials and develop culturally appropriate learning experiences. Presents approaches to instruction in specific content areas (reading, writing, mathematics, science, and social studies). The examination and use of current technology to enhance instruction for second language learners is an integral part of the course.
3 creditsExplores the various theories on how first and second languages are acquired. Considers the importance of the early development of first language and the relationship of this development to the acquisition of other languages. Integrates the relationship of language to cognitive development, as well as definitions and descriptions of bilingualism into the course.
3 creditsTeaches assessment principles in the context of language acquisition theory, pedagogical methodology, and legal considerations for second language learners in the public school system. Emphasizes language proficiency and academic progress in the first and second languages of the students. Participants become familiar with standard and alternative instruments and measures. Examines cultural and linguistic biases in assessment and evaluation.
3 creditsExamines the similarities and the profound differences between various peoples and cultures. Focuses on how culture manifests itself in school settings and provides a foundation for understanding methods and strategies to ensure that each student's own experiences and culture are reflected and validated in classroom learning experiences.
3 creditsFocuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote school/family/community cooperation and collaboration. Considers communication strategies among school personnel and families with limited English proficiency.
1-2 creditsParticipants in the ESOL/Bilingual Endorsement Program document their understandings and competencies through the development of a professional portfolio. Workshop includes information on professional portfolios and format options for documenting the required competencies. Establishes standards for quality. The instructor works individually with students to facilitate the development of a thorough accumulation and presentation of evidence regarding each of the competencies.
2-6 creditsThrough placements in early childhood programs, students engage in systematic observation and gradually assume teaching responsibilities. The practicum is carefully supervised to promote refinement of skills in curriculum design and delivery.
1-3 creditsStudy of classroom teaching processes designed to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment of diverse elementary, middle, and secondary classrooms. Emphasizes effective strategies for standardsbased education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of atrisk youth and considers how schools can respond to these needs.
1-3 creditsFamiliarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of specific subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standardsbased education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of atrisk youth and considers how schools can respond to these needs.
2-3 creditsExamines literature and research from diverse social science disciplines to present American public education in historical and social context. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of precollegiate classrooms. Provides knowledge and skills of action research techniques, with the aim of helping students implement action research projects for school improvement. Includes a practicum in which teacher education students practice action research techniques as a strategy for school improvement.
1-3 creditsEmphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of atrisk youth and considers how schools can respond to these needs. Introduces curriculum planning and instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools.
3 creditsExamines major theories of learning and measures current issues and educational practices against a continuum of theories in educational psychology. Students engage in research and development related to theoretical frameworks in educational psychology. They analyze problems encountered in providing equal and appropriate education to minorities, the culturally different, and the disabled.
1-5 creditsFacilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and brainbased research. Makes connections between research on learning theories and experiences in a child's school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways to address learning differences and gain a better understanding of children with unique needs.
1-3 creditsPresents language and literacy as interactive processes involving reading, writing, thinking, talking, and active listening. Examines the current theories, strategies, and pedagogy for grades P-12 necessary to promote an educated, diverse society that meets the language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective, with a special focus on the needs of atrisk students.
3 creditsParticipants examine all the possible things that can be supervised in a classroom or school, and they determine which methods work best for what areas. Students focus on areas of personal growth and discuss the best methods for supervising regular and special education students and classroom volunteers. An investigative project helps students focus on the special needs and interests of each participant. Students explore peer coaching and collegial supervision and design a supervision program they plan to implement.
3 creditsFocuses on the development of literacy in all areas of the curriculum. Students investigate methods of assessing a student's learning difficulties and devise alternative corrective modifications of materials and instruction. Topics include the development of language, reading comprehension strategies, the role of intelligence tests, standardized testing and its uses, performance assessment, and error analysis. Involves a practicum using the assessment tools learned during the class.
1-2 creditsDescribes a broad range of interactions, including interpersonal interactions and the intrapersonal orientations of each individual. Examines human relationships and classroom organization and management, which help teacher education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of atrisk youth and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities.
2 creditsConsiders current issues affecting today's public school teachers. Questions relate to curriculum instruction, assessment, technology, time, the learning environment, school-
community relations, governance, personnel, and teacher leadership. Builds an understanding of the focal points for participating in school restructuring efforts. Emphasizes effective strategies for standardsbased education and the implementation of the Oregon Education Act for the Twenty-First Century.
1-2 creditsProvides a framework and support for major capstone projects (professional portfolio and advocacy project), which integrate multiple program elements. Helps students make connections between theory and practice and promotes disposition and strategies for reflective practice.
3 creditsPresents the interactive roles of reading, writing, oral language, orthography, prior knowledge, and new information in the content learning of secondary students. Focuses on improving literacy across the curriculum, with attention to strategies for students of varied backgrounds and abilities. Begins a learning journal that extends throughout the secondary education program. Prerequisite: admission to teacher education.
3 creditsOffers an instructional program appropriate for the early adolescent years, with an emphasis on the various subject fields. Includes the curriculum, current organizational and instructional practices, and trends associated with the middle school movement.
3 creditsUsing the Dunn and Dunn model of learning styles, Howard Gardner's Multiple Intelligences, and Daniel Goleman's Emotional Intelligence as starting points, participants examine the multifaceted nature of their students and develop lesson plan formats that incorporate the latest research on the diversity of learning styles and intelligences. As they study their students, participants also learn about themselves and their own styles.
3 creditsEnables students to expand their knowledge of current reading research and practices. Students write a paper that is appropriate for publication in a professional journal or presentation at a professional conference. Includes a review of the literature.
4 creditsExamines how humans process written information and critiques current theories about reading and writing. Includes information on the teaching of reading in countries with similar and different symbol systems. Focuses on ways to produce K-12 literacy levels appropriate in the total curriculum of a multicultural society. Prerequisites: Ed 558 and admission to teacher education.
3 credits
Prepares students to assess specific strengths and needs in the reading, writing, spelling, and oral language of individuals in grades K-12, with an emphasis on reading. Due to the ongoing nature of assessment, the course also focuses on the importance of each person's physical, emotional, and cultural background.
3 creditsProvides participants with a repertoire of school improvement measurement strategies that may be used for profiling students' outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement-related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements as part of the School Improvement Plan.
3 creditsWhat makes some students more resilient than others? Why are some students crushed by the challenges in their lives and others only made stronger? Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Topics include suicide, chemical abuse, dysfunctional families, physical and sexual abuse, and socioeconomic status. Addresses use of community agencies and developing classroom resources.
3 creditsExplores counseling techniques for classroom teachers. Designed to develop the theoretical understanding and practical skills needed to deal constructively with serious personal problems that may affect the behavior and achievements of students.
3 creditsIntroduces a global, comparative view of education through the examination of education systems in other countries, such as Australia, New Zealand, Japan, and the United Kingdom. Specifically examines national educational reform agendas, public school structures, and research that compares schooling in the U.S. with other countries.
3 creditsThe purpose of the complex instruction approach is to create a classroom environment that incorporates an understanding of current educational research on learning styles, multiple intelligences, cooperative learning, relative social status of students from diverse backgrounds, and rigorous academic inquiry. Challenges elementary, middle, and secondary level teachers to engage all learners using techniques that address the wide range of expectations and abilities present in today's classrooms. Puts into practice the theory of complex instruction as students participate in the curriculum implementation, instructional methodology, and assessment activities that accompany this advanced treatment of learning processes and the roles of educators in the classroom.
3 creditsRelates the research, theory, and practice of humanistic psychology to the classroom. Emphasizes techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.
3 creditsOne of the most striking indicators of nurturing professional growth is the practice of regular reflective conversations among professionals as they examine what does and does not work in their classrooms and schools. By going beyond the feedback model experienced as novice teachers, students in this course learn the elements of reflective dialogue that serve to refine an educator's skills in curriculum, instruction, and assessment. Develops an understanding of professional growth that does not involve time-consuming effort, but provides the potential for leadership in a world of constantly evolving innovative techniques and school reform movements.
3 creditsExamines the compendium of instructional strategies that "work" for various teaching and learning purposes which has been continuously researched and updated in response to public demands for high academic achievement and skills preparation for the future. Develops expertise in the elements of effective models of teaching for K-12 classrooms through a researched cycle of demonstration, practice, and feedback.
3 creditsAddresses the challenge of incorporating creativity into the classroom amidst the competing demands of content-across-the-curriculum and the diverse range of student abilities. Offers K-12 teachers an opportunity to acquire and practice multiple strategies for fostering creativity in the classroom.
3 creditsStudents learn to recognize, develop, and practice the skills needed to communicate effectively in school districts. Topics include the impact of communication on school effectiveness, the effect of communication on school improvement and educational change, communication in negotiations and conflict management, and interviewing and observation skills.
3 creditsIntroductory course designed for the regular classroom teacher, administrator, or parent who wishes to know more about the education of gifted children. Topics include historical perspectives, characteristics of gifted/talented students, definitions of giftedness, principles of acceleration and enrichment, parenting, and legal issues.
3 creditsIntroduces the basics of assessment techniques for identifying traits of giftedness and types of talent. Considers standardized and informal testing procedures, types of instruments that can be used, and Oregon statutory requirements.
3 creditsEmphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. Includes techniques of individualizing instruction, resource utilization, and parent education. For both the regular or special class teacher.
3 creditsPresents current K-12 models and systems for teaching talented and gifted students. Examines how these approaches can be implemented. Investigates research behind the models and explores techniques used for recognizing and developing the full potential of talented and gifted individuals in public schools.
3 creditsEmphasizes the etiology, history, definition, and assessment of the many manifestations and symptoms of this pervasive disability. Includes visits to fieldbased settings and discussions with experts.
3 creditsIntroduces a variety of curriculum methods, intervention techniques, and practical strategies for dealing with autistic students of all ages. Includes handson instruction opportunities as well as lesson planning and goal determination experience.
3 creditsIncludes substantial experience in working with autistic children and completion of a work sample.
1 creditIn this first field experience, the prospective special education teacher observes the activities of an experienced special education teacher, including parent interviews, individual student instruction scheduling, and the resource room setup. Whenever possible, students observe the testing of a new special education student to prepare them for the assessment courses. A daily journal is required.
3 creditsThis practicum for Special Educator I and II follows both assessment courses and involves the preparation of a work sample for the Special Educator I applicant. Includes completion of a comprehensive assessment covering both language arts and math (such as the administration of a complete WoodcockJohnson battery). Prerequisite: SpEd 522.
6 creditsServes as the culminating experience for the licensed educator completing the Special Educator I endorsement. Includes the preparation of a work sample and full participation in the activities of a functioning special education setting. Prior to receiving recommendation for the endorsement, students must demonstrate competence in all areas of special education, including assessment, instruction, planning, and evaluation. Prerequisite: completion of the dual Special Educator I coursework.
4 creditsProvides an overview of laws and litigation affecting special education. Covers Public Laws 94142 EHA, 99457, 101476 IDEA , and 10517 IDEA `97, as well as the ADA, section 504 of the Rehabilitation Act of 1973, and major litigation since 1954.
4 creditsDiscusses collaboration with parents, other school personnel, and community agencies. Addresses multicultural issues. Students are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Enables teachers to prepare developmentally disabled students for independent living and covers functional skills, transition plans, and recreational activities. Includes techniques and procedures for consultation and collaboration with general educators in inclusive educational settings and for supervision and training of teaching assistants.
4 creditsAs a sequence to SpEd 527, this course prepares the teacher to administer assessment instruments commonly used in the public schools. While the assessment instruments may vary, the course features comprehensive assessments such as the WoodcockJohnson and the Brigance Inventory, subjectspecific instruments such as the Key Math and the Woodcock Reading Mastery, and screening instruments such as the Peabody Picture Vocabulary Test.
4 creditsIntroduces the theory, vocabulary, principles, and techniques of fostering a learning environment that has a positive behavioral atmosphere. Includes techniques of behavior modification, a variety of management models, ways to preserve the dignity and human rights of disabled students, and legal and district policy constraints regarding behavior and behavior management.
4 creditsDesigned to provide instruction in the planning, development, and implementation of academic curriculum and lessons for the disabled student. Major topics include modifying general education curriculum, developing a parallel curriculum, and providing a supplemental curriculum. The teacher is expected to be familiar with a variety of instructional approaches to each major subject area.
4 creditsFeatures interventions for students with severe disabilities. Includes instruction in selfhelp skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life.
4 creditsCentral objectives are the development, preparation, implementation, and evaluation of the IEP and all of the prereferral, referral, and review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal law and state and district regulations. Students become familiar with technology appropriate to the development and maintenance of records.
4 creditsPrepares special education teachers to understand and interpret assessment and statistical data. Teachers are expected to interpret the reports of others and explain the results to parents and other teachers, in addition to relating the results to academic goals. Teachers develop an awareness of cultural influences on assessment results. Emphasizes identifying sources of diagnostic instruments and their evaluation.
4 creditsCenters on the more severe aspects of disability. Covers the genetic and chromosomal elements of disability, drug and alcoholrelated conditions, lowincidence disabilities and syndromes, and neural tube disorders. Identifies and describes the physiological basis for disabilities. Discusses emergency procedures and basic physical therapy principles within the classroom context.
15 creditsA full-day experience that includes the preparation of a work sample and full participation in the activities of a functioning special education setting. Students must demonstrate competence in all areas of special education, including assessment, instruction, planning, and evaluation. Prerequisite: completion of the standalone Special Educator II coursework.
3 creditsIntended for instructors dealing with students who have severe or multiple disabilities. Includes the latest information on medical and related services, such as speech and physical therapy techniques and assistive devices. Covers techniques for serving students with lowincidence disabilities (including complex syndromes); deaf, blind, and deafblind students; and others who need specialized interventions.
3 creditsFeatures interventions for students with mild or moderate disabilities who function well in academic areas. Includes practical, contemporary techniques for achieving academic goals and objectives in reading, language, math, and other basic skill areas. The course is intended to broaden and supplement the skills and knowledge of a licensed special educator.
3 creditsDesigned for licensed special education teachers seeking advanced information on instruction in functional skill areas such as independent living, vocational opportunities, family life, recreation, home economics, nutrition, selfhelp skills, and community agency assistance programs.
3 creditsStarting with a strong understanding of the assessment process, students focus on the application of commonly used formal and informal diagnostic instruments. They master the administration of several types of instruments. Includes an examination of alternative assessment procedures using techniques such as informal or qualitative observation techniques, portfolio preparation and analysis, authentic assessment, and curriculumbased assessment.
3 creditsStudents who have a good basic understanding of special education law expand their knowledge and skills by investigating case law and current controversial issues in legal matters. Includes case analysis, reading of legal briefs, applying state and federal law to district practice, and preparation techniques for due process hearings.
3 creditsProvides an indepth examination of curriculum and program development, special methods, techniques of management, and procedures in public school settings for students with difficult behavior challenges. Includes the application of IDEA `97 guidelines to drug and weapons violations and FAPE in alternative settings. Examines the conflict of the principle of the least restrictive setting with constraints of unusual behavioral interventions.
3 creditsProvides an indepth study of controversial issues in special education for the practicing special education teacher. Examines current thought, curriculum, and practice from differing points of view through participation in seminarstyle discussions, debates, and research. Students are expected to defend several sides of controversial issues and to articulate the rationale for practices that may be misunderstood or contested by others.
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material is from the 2000-2001 |