Students read and discuss Spanish language texts chosen by the instructor. Students are encouraged to take this course in conjunction with History courses which deal with topics in the history and culture of Latin America and the Iberian Peninsula. Prerequisite: Span 212
(F) Students will learn the necessary grammar in order to compose essays at a level beyond simple paragraphs. Conversations regarding political, cultural and social issues will be the main focus of class discussions, primarily in the target language. Prerequisite: SPAN 212 or equivalent.
(F, S) An introductory course examining characteristics, identification criteria, and teaching modifications related to the education of exceptional learners. Fifteen hours of field experience is required.
(S) This course provides students an extensive training in the development and implementation of the curriculum and adaptation of materials used in the academic instruction of students with learning and behavioral disabilities. Students in this course learn to use the current commonly used best practices for teaching students with learning and behavioral problems. Prerequisites: Admission to Teacher Education, SPED 321.
(S) This course examines current service delivery models of educating young children (age 3-5) with disabilities in various settings. It is designed to acquaint students with laws, strategies, curriculum materials, assessment and methods used in meeting the particular needs of preschoolers with disabilities. Prerequisites: Admission to Teacher Education, SPED 321.
(F) (formerly SPED325) Students in this course will learn and understand measurement theories, learn to conduct informal and formal assessment, and learn the informed use of assessment data for educational decision making. This course aims at helping students acquire the knowledge on basic uses of tests, important attributes of good tests, issues on misuses of testing data, and multi-cultural issues in assessment. Forty hours of field experience is required. Prerequisites: Admission to Teacher Education and SPED 321.
(S) (Content and experiences formerly included in SPED 328 & 329) In this course, teacher candidates become familiar with the theory and research base on effective instructional techniques for children with exceptional learning needs. They learn how to apply specific methods that involve explicit, systematic and intensive instruction to help children with learning difficulties acquire foundational skills in reading, language arts, and mathematics. The course includes a 40-hour field practicum in an elementary school setting. prerequisites: Admission to Teacher Education, SPED 321.
(F) (Content and experiences formerly included in SPED 328, 329, 403) This course focuses on effective teaching and learning strategies for adolescents with mild to moderate disabilities. The course emphasizes research-based strategies that reflect a cognitive/metacognitive approach to learning, as well as collaboration and co-teaching. Teacher candidates also gain familiarity with the process of planning for the transition from high school to adult life and work for students with disabilities. The course includes a 40-hour field practicum in a middle or secondary school setting. Prerequisites: Admission to Teacher Education, SPED 321.
This survey course is designed to acquaint students with all types of exceptional children including the physically and mentally disabled, socially and emotionally disturbed, and the gifted and talented as well as methods of adapting education to meet the needs of these children.
This course will help students study and apply theories and procedures currently utilized in the field of special education for the educational management of students with emotional/behavioral disabilities. Prerequisite: SPED 501.
This comprehensive survey course will examine characteristics, current theories, advanced strategies, and teaching methods developed for planning and implementing individualized program interventions for children who exhibit learning and behavior problems. Students will design, implement, evaluate and summarize a single-subject research plan suitable for presentation. Four separate major areas of study will be offered: A. Low Incidence Disorders and Conditions: B. Developmental Delay and Intellectual Disabilities; C. Behavioral and Emotional Disturbance and Mental Illness; and D. Autism Spectrum Disorders, Communication, and Language Disorders. One of four course topics may be taken per semester.
This course will help students learn and apply assessment procedures for children with learning disorders in academic and social behavior areas. Emphasis will be placed on the use of various informal and formal assessment methods. Prerequisites: SPED 501 and SPED 503.
This course is designed to help students study educational procedures designed to develop skills in diagnosing and prescribing educational strategies for children with learning and behavioral problems. Prerequisite: SPED 511.
This course will present an overview of instructional strategies and teaching methods in addition to providing experiences in planning and implementing individualized programs for children who exhibit learning and behavioral problems.
(F, S) This course is an introduction to the helping professions, with a particular emphasis on the nature of generalist social work practice. Content includes professional values and ethics, theoretical orientations, social and economic justice, diverse populations, and human services delivery philosophies and settings. A 15 hour service-learning experience in a human service organization is required of all students. Prerequisite: Open to all students. Counts toward the Liberal Education Core, Social & Behavioral Sciences' Paradigms and Individuals Disciplines.
(F) This course provides an overview of contemporary social work practice by examining its history, philosophy, knowledge base, values and ethics, skills, and fields of practice with diverse populations; it examines the historical development and contemporary issues of the nation's social welfare system within a global context; and introduces the generalist model of social work practice, which serves as a base for subsequent social work courses. The course also contains an agency service learning experience of 20 clock hours.
(F) This course will provide students with an in-depth examination of the theoretical perspectives of the social work profession focusing on systems theory, the ecological perspective, the empowerment perspective, strentghs-based perspective, and the resiliency model. Individual growth and development (physical, psychological, social, cultural, and spiritual) across the lifespan will be examined, along with the impact of diversity, such as age, gender, race, culture, upon individual and family functioning. Family will be explored from a functional, structural, and lifespan perspective, as well as the interactional processes and communication patterns within the family. Prerequisite: open to any student with junior standing, or permission of instructor.
(S) This course provides knowledge and understanding of macro theories, research, and issues of human interactions in, between, and among groups, institutions, organizations, and communities. Emphasis is placed on understanding how diversity in age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, sexual orientation, and socio-economic circumstances contribute to and influence human behavior within the macro environment; specific attention will be given to the patterns and consequences of discrimination and oppression. Prerequisites: SWRK 318, or permission of instructor.