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110 Practicum in Education
(3 s.h.) This course is designed to provide students who are contemplating teaching as a career to acquire early and varied experiences in area school classrooms. Students will meet several afternoons with their practicum supervisor for the practicum seminar. A minimum of 90 hours will be spent in the classroom. Students must complete this course prior to the senior year.
111 Practicum in Special Education
(3 s.h.) This course is designed to give students who are contemplating a career in special education an opportunity to observe and assist teachers in the classroom. Students will complete a 40-hour practicum.
115 Foundations of Education
(3 s.h.) The goals of this introductory course are: to acquaint students with the philosophical schools of thought in education and with prominent educators whose contributions have shaped educational theory and practice; and to enhance students’ skills in reading, writing, thinking, and discussing critically and analytically.
120 Understanding Exceptional Individuals
(3 s.h.) This course is about exceptional children and youth with learning and/or behavior problems, or who are gifted and talented, or who have physical disabilities. The course is a study of the field of special education and the exceptional individuals.
125 Introduction to Art Education
(3 s.h.)
For course description, see ART 125 in the Art and Art History listings.
157 Computer Technology for Teachers
(3 s.h.) This online course prepares teachers to use computer technology within the classroom to enhance, augment, and enlarge opportunities for learning. Offered as needed to ADP students.
205 Characteristics of Exceptionality
(3 s.h.) Students demonstrate knowledge of definitions, characteristics, and learning and behavior support needs of children and youth with disabilities, including learning disabilities, emotional disturbance, mental retardation, developmental delay, autism, traumatic brain injury, attention deficit disorders, other health impairments, and multiple disabilities, among others. They develop understanding of normal patterns of development (physical, psychomotor, cognitive, linguistic, social, emotional) and educational implications of various disabilities.
215 Foundations and Legal Issues of Special Education
(3 s.h.) Prospective teachers learn the foundation for educating students with disabilities, including: historical perspectives, theories and philosophies, and current trends in the field of special education. They develop an understanding and application of legal aspects and regulatory requirements associated with the identification, education and evaluations of disabled students. Emphasizes ability to analyze ethical issues and to apply accepted standards of professional behavior.
218 Transitioning in the Special Education Environment
(1 s.h.) This course is a requirement for students who are seeking
teacher licensure with an endorsement in Special Education. Focus will be on development of skills and knowledge in preparation for working with parents and families to provide postsecondary transitions as well as transitions while in school, case management, consultation and collaboration. Emphasis will be on transition planning in the IEP — Individualized Education Plan, transition system delivery, independent living skills, career development, community resources, available agencies, self-advocacy, guardianship, and implementation of interagency agreements for successful transitioning to employment and self-sustainment. Students will develop an understanding of the best practices in transitioning, the Model of Transition Pathways, transition assessment, Federal Legislation, transition provisions in IDEA 2004, NCLB 2001, and alignment of transition with Standards-Based Education. Participants will learn how to become a transition leader for their students when they are a Special Education teacher, and they will know how to improve transition outcomes during the school years as well as postsecondary for youth with disabilities and for youth placed at risk.
250 Teaching the Gifted Student
(2 s.h.) Students participate in peer teaching, simulations, independent study, and discussions. Through these experiences, the students demonstrate their knowledge of the curriculum and skills in adjusting to meet the special needs of gifted learners.
260 Multicultural Education
(3 s.h.) This course provides prospective teachers an understanding of how the increasing diversity of the American population has influenced life in public school classrooms. Students will study characteristics of various cultural and ethnic groups which make up the school population today and will demonstrate understanding of the potential impact of those characteristics on student learning and achievement.
300 Elementary School Methods and Practicum
(4 s.h.) Conceptualizes the teacher as one who makes and carries out decisions about curriculum and instruction, based on principles of teaching and learning. Instructional planning and classroom management are emphasized. A field experience in a PK-6 classroom integrates theory with practice. Prerequisite for ED382; should be taken the semester before student teaching, if possible.
305 Classroom Management and Collaboration in Special Education Setting
(3 s.h.) Prospective teachers learn classroom and behavior management techniques and individual interventions, develop skills required to collaborate with regular education colleagues and with families of students with disabilities, learn and practice skills in consultation, case management, and collaboration needed to assist and support students and families in successful transitions within the K-12 school system and beyond. Required 30 hour practicum in a secondary (Grades 6-12) setting.
310 Middle and Secondary Methods and Practicum
(4 s.h.) Experience with methods and materials for grades 6-12. They demonstrate knowledge and skills in setting goals and objectives, unit and lesson planning, varying teaching techniques, classroom management, individualizing instruction, measuring and evaluating learning, selecting teaching materials, using multimedia, and developing an effective teaching style and confidence in speaking. Course is prerequisite for ED 383 and ED 384; should be taken in fall, senior year.
315 Differentiated Strategies in Instruction and Assessment for Special Education
(4 s.h.) Students learn service delivery models, curriculum, instruction of students with disabilities, and skills for application. Includes alternative ways to teach content, curriculum adaptation and modification, strategies for integration of students with disabilities with non-disabled peers, uses of technology in learning. Examines procedures to develop, provide, and evaluate instruction consistent with students’ individual needs: procedures for screening, prereferral, referral, eligibility determination. Considers factors that may influence assessment findings, related ethical issues, application of results to guide development of individual education plans. Required 30 hour practicum.
323 Language Acquisition and Reading I
(3 s.h.) This course will develop in beginning elementary teachers a thorough understanding of the complex nature of language acquisition and literacy, including but not limited to phonemic awareness, concept of print, phonics, vocabulary development, and comprehension. Students will investigate formal and informal diagnostic measures, instructional procedures, and corrective strategies for varied reading difficulties. Students will develop knowledge of reading and writing processes, compelling theories of reading and writing pedagogy including strategies for working with English language learners. Students will become familiar with criteria for identifying excellence in children’s literature and elements of a balanced literacy program which includes a variety of literature and independent reading.
324 Language Acquisition and Reading II and Practicum
(4 s.h.) Learning to read and write is a developmental process that can be systematically advanced through the use of specific instructional strategies. This course will provide beginning elementary teachers the knowledge and skills required to recognize, assess, and respond to children’s learning needs as emerging readers and writers. Student will examine various strategies including but not limited to word study, phonics, vocabulary, and spelling designed to accelerate progress in children who encounter reading difficulties. Students will also explore learning opportunities for children who are moving along in the reading continuum more rapidly than their classmates. Strategies for drawing children into literature and utilizing authentic children’s books in reading instruction are included. Students will field test literacy strategies introduced in the ED 323/324 sequence in a 30-hour practicum placement in the semester in which they are enrolled in ED 324.
325 Classroom Behavior Management
(3 s.h.) This course presents behavioral, cognitive, and psycho-educational theories along with behavior management strategies and positive behavior intervention plans. Emphasis will include current research on behavior management in the classroom for grades K-12, cognitive restructuring for the social cognitive approach, and current practices. Participants will learn strategies for student use in self motivation behavior pattern changes which will motivate them to remain in control of their own positive behavior. Focus will be on teaching students to perceive situations in an appropriate manner which will change their thought patterns regarding social situations and assist them in becoming efficient problem solvers. This focus views students as change agents whereby teachers guide them to manage their own behavior change as well as their own behavior patterns. Research has shown that these strategies have significant impact on interpersonal conflicts within the educational setting. Students will examine the structure of effectively managed whole group classrooms as well as individual behavior management and the development of social behaviors. Response measures will be presented for use in data analysis for behavior management within the classroom. Participants will development a behavior management plan for their classroom which incorporates management plans needed for individual students as they utilize skills for enhancing a supportive learning environment.
350 Content Area Reading
(3 s.h.) This course requires students to examine research and instructional subjects concentrating on high school students and adults. Students design experiences that examine uses of content area texts capitalizing on critical reading and writing. Course participants will field test all activities described and studied in this course.
