Special Education, Interventionist I, K-8 Teacher Licensure (SPEDE.BST)

A review of the principles of behavior in infancy and childhood; physical, intellectual, social, emotional and language development in the normal child.

Prerequisites

PSYC 200 & PSYC 260 or EDUC 199

An investigation of the cognitive processes of first and second language acquisition and development with special attention to the acquisition of literacy, language diversity and bilingualism.

Prerequisites

ENGL-110

An introduction to mild/moderate exceptionalities; an introduction to the literature, history, definitions, characteristics, identification procedures and problems of the fields of learning disabilities, mild mental retardation and behavior disorders. This course includes a field experience.

Approaches involving identification and the use of diagnostic test materials to assess functional levels of ability of individuals with disabilities, followed by specific developmental or remedial recommendations consistent with ability level. Emphasis on matching deficit to appropriate program or technique which will yield optimum results.

Prerequisites

SPED-320.

Approaches to classroom management of students with disabilities and groups of children. Applied behavioral analysis is studied, including specific techniques such as task analysis, along with strategies for strengthening and reducing behaviors.

Prerequisites

EDUC-199 and EDUC-299

Characteristics and special needs of the gifted individual. Definitions, identification procedures, and educational provisions are considered, along with career development. Emphasis is placed on structuring a supportive learning environment within the school setting as well as in the community.

Prerequisites

SPED-320.

This course introduces assistive technology and physical positioning to foster communication for students experiencing comprehensive disabilities.

Prerequisites

SPED-320.

An introduction to the concept of collaboration as a means to meet the special needs of students. Issues such as due process, least restrictive environment, support services, organizations, advocacy groups, family dynamics, educational planning and delivery of services are emphasized.

Prerequisites

SPED-320.

Emphasizes the understanding of legislation, regulations and litigation related to the field of special education.

Prerequisites

SPED-320, 324, and Admission to Teacher Education Program.

A study of the reading process and the history and philosophy of the various models of reading instruction. Requires co-requisite enrollment in READ-371L. 

Prerequisites

ELED-340

An introduction to formal and informal procedures and instruments used in assessment of reading, including a practicum in diagnosis of reading difficulties.

This course is designed to integrate the fundamentals of learning and faith for the preservice educator. The student will be challenged to develop and defend a personal philosophical foundation for education from a Christian perspective.

Prerequisites

THEO-231 and ELED-340

Develops the real number system (including natural numbers, whole numbers, integers, rational numbers and irrational numbers) stressing properties and algorithms. Problem-solving and set theory are emphasized. Elementary algebra will be stressed with application to problem solving. Designed to equip students to teach mathematics in elementary school.This course does not satisfy the university core requirement of 3 hours of mathematics.

Prerequisites

ACT mathematics score of 18 or higher or SAT equivalent or completion of MTHS-098 or MTHS-110 with a grade of C- or better.

An introduction to methods of elementary chemistry and physics, with stress on kinetic theory, molecular phenomena, and energy relations. Requires co-requisite enrollment in GSCI-121L. Open to non-science majors only.

An introduction to astronomy, geology, meteorology and physical geography. Emphasis on the structure of the universe, theories of cosmology, the Milky Way, and the solar system; the shape, structure and composition of the earth; earthquakes, vulcanism, theories of plate tectonics, seafloor spreading, and continental drift; the earth in space and time; composition and structure of the earth's atmosphere; weathering erosion, sculpturing the land, topographic maps, oceanography, and glaciation; fossil fuels and alternate sources of energy, environmental pollution and conservation of natural resources. Requires co-requisite enrollment in GSCI-122L. Open to non-science majors only.

A course consisting of 20 clock hours of laboratory assignments in the public schools and a 50-minute seminar each week for the entire semester. The course is designed to provide a general survey of the education profession. Required for teacher education majors except music.

This course is designed to introduce students to the wide range of diversity that exists in today's general school population. Candidates will explore physical, social, emotional, and intellectual development, individual learning styles, and prior learning as well as language, culture, family and community values and how they influence student learning. Differentiated instructional approaches to learning and performance will be studied while focusing on planning for instruction that addresses the strengths and needs of diverse learners. A Service Learning Component is required.

Prerequisites

EDUC-199

A course designed to provide an understanding of the significance of the influence of historical, philosophical and sociological factors and trends in school administration, materials and methods of instruction and the needs of the pupil and society.  

Prerequisites

EDUC-199 or MUED-225

This course is designed to give the prospective teacher an overview of the theoretical models of middle level education and to provide a broad overview of the historical, sociological and philosophical foundations of the American education system. Students will explore preadolescent and young adolescent characteristics, middle grades teaching, student learning, and organizational characteristics of a middle level school. Twenty hours of tutoring or observations must be completed.

Prerequisites

EDUC-199 and EDUC-299.

A course designed to introduce students to the methods, skills, and strategies they will need as they become effective teachers in elementary classrooms. The course unites theory and practice by using the instructional methods of classroom discussion, presentations and analysis of case studies.  Co-requisite: READ371

Prerequisites

Admission to the Teacher Education Program.

A course designed to introduce candidates to the knowledge of methods, skills, and strategies they will need as they become effective teachers in middle level classrooms.  The course unites theory and practice by using the instructional methods of classroom discussion, presentations, and analysis of case studies.

Prerequisites

Admission to the Teacher Education Program.

An extensive and differentiated methods course that addresses appropriate content and pedagogical strategies for providing special education services and interventions in the PreK-3, K-8, 6-12, and K-12 (comprehensive) settings. This course addresses decision making for appropriate placements in the least restrictive environment and the continuum of services. Particular attention is given to teaching academics, student, functional life, behavioral, independent living, and social skills. An emphasis is placed on the importance of early school-to-work transition, including an examination of the development of necessary social and career skills. The practicum is an integral part of the Clinical I experience which provides practice in effective methods and materials for teaching academics, functional life skills, and behavior within various Special Education settings.

Prerequisites

SPED-320 and Admission to the Teacher Education Program