This course introduces students to reading assessments that enable teachers to select appropriate instructional methods/materials. Students will become familiar with various reading assessments and common profiles of struggling readers.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
This course is designed to provide licensure candidates with information about students with disabilities, and other unique needs. This will include current research and practices related to issues in the field of special education such as Multi-Tiered System of Supports (MTSS), Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS), and Universal Design for Learning (UDL). This course will help students identify and adapt instruction for students with a wide range of disabilities and differences.
Provide elementary level licensure candidates current research/practices related to students with exceptionalities. Identify/adapt instruction for students with a wide range of disabilities. Field experience will be used extensively.
(GPA-2.75) and (Completion of Applic for Initial Adm to PTEP)
Current research and practices related to issues in the field of early childhood special education in inclusionary and naturalistic settings. Information about young learners with exceptionalities, birth to age 8.
GPA-2.75
Recommended practices for early intervention with infants and toddlers with and at-risk for disabilities, birth to 3 years. Emphasis on developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based practices.
(
EDSE 431 with a minimum grade of D-) and (Completion of Applic for Initial Adm to PTEP)
Required of students majoring in Fine Arts, Physical Education, Music Education and Vocational Education. Provides information on handicapped and gifted students, identification procedures and teaching techniques.
GPA-2.5
This course examines principles of collaborative practice in working with families and professionals within early childhood special education contexts.
This course provides strategies for working with young children ages birth to 8 years who have complex learning and behavioral needs due to environmental and/or biological conditions.
Completion of Applic for Initial Adm to PTEP
Supervised apprenticeship in assessing and planning learning environments and implementing activities for infants and toddlers with exceptional learning needs in collaboration with families, education professionals, and community members.
Completion of Applic for Full Adm to PTEP
Supervised apprenticeship in assessing and planning learning environments and implementing activities for children with exceptional learning needs 3- 8 years in collaboration with families, education professionals, and community members.
Completion of Applic for Full Adm to PTEP
Supervised student teaching in assessing, planning, and implementing learning environments for children, birth to eight years.
(GPA-3.0) and (Completion of Application for Student Tching or
EDSE 130 with a minimum grade of S)
Exploration of lifespan relationships between significant oral language delays, home/school dialectical mismatches, or language differences and the acquisition of literacy in both its oral and written dimensions.
Students will acquire skills in case management, facilitating support processes, and delivering direct support within general education settings for students receiving special education services.
(Completion of Applic for Full Adm to PTEP) and (
EDSE 201 and
EDSE 203 and Concurrent Prerequisite
EDSE 321 and Concurrent Prerequisite
EDSE 326 with a minimum grade of D-) and (Concurrent Prerequisite
EDSE 328 or Concurrent Prerequisite
EDSE 329 with a minimum grade of D-)
Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members.
(Completion of Application for Student Tching) and (Passed Required Praxis)
Explores language and cultural variables that influence instruction and assessment practices for students with disabilities who come from culturally and linguistically diverse backgrounds.