Designed to provide teachers with intervention strategies/behavior techniques to remediate disruptive behaviors and reduce power struggles while increasing classroom control.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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 (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S)
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 minimum grade of D- and (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S)
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.
(IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or
EDFE 110: with minimum grade of S)
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.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S)
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.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S)
Supervised student teaching in assessing, planning, and implementing learning environments for children, birth to eight years.
GPA-3.0 and (SAPP-Application for Student Tching: with minimum score of 9 or
EDSE 130: with minimum grade of S)
Non-majors only. Descriptions of visual disabilities, the history and background of formalized educational and rehabilitative services, basic medical and psychological aspects and an overview of the types of organizations serving the field.
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.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S) and (May concurrently take
EDSE 328: with minimum grade of D- or May concurrently take
EDSE 329: with minimum grade of D-) and
ASLS 266: with minimum grade of D- and
EDRD 410: with minimum grade of D- and
EDSE 201: with minimum grade of D- and
EDSE 203: with minimum grade of D- and
EDSE 270: with minimum grade of D- and
EDSE 320: with minimum grade of D- and May concurrently take
EDSE 322: with minimum grade of D- and May concurrently take
EDSE 327: with minimum grade of D-
Students will acquire skills in case management, facilitating support processes, and delivering direct support within general education settings for students receiving special education services.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or
EDFE 120: with minimum grade of S) and (May concurrently take EDSE 236: with minimum grade of D- or May concurrently take
EDSE 321: with minimum grade of D- or May concurrently take
EDSE 328: with minimum grade of D- or May concurrently take
EDSE 329: with minimum grade of D-) and
EDSE 201: with minimum grade of D- and
EDSE 203: with 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.
(SAPP-Application for Student Tching: with minimum score of 9 or PPASS-Passed Required Praxis: with minimum score of 9 or
EDFE 130: with minimum grade of S) and May concurrently take
EDRD 411: with minimum grade of D-
Explores language and cultural variables that influence instruction and assessment practices for students with disabilities who come from culturally and linguistically diverse backgrounds.
GPA-2.75 and
EDSE 201: with minimum grade of D-