Teaching in a cross-categorical special education placement at the K-12 levels. Capstone experience is typically completed in the final semester. The cross-categorical special education placement requires students to work in a classroom full-time, during the semester of student teaching. This course is restricted to students in the professional degree completion program. Prerequisites: 304, 309, 344, 353, 354. admission to the teacher education program, admission to student teaching. Graded CR/NC.

Teaching in a cross-categorical special education placement at the K-12 levels. Capstone experience is typically completed in the final semester. The cross-categorical special education placement requires students to work in a classroom full-time, during the semester of student teaching. Prerequisites: 290, 306, 340, 374, 385, admission to the teacher education program, admission to student teaching. Graded CR/NC.

Recognizing the relationship between reading and writing in developing student literacy, this writing course prepares teacher candidates to attend to the other half of literacy: writing. Participants will learn how to incorporate writing into their planning, instructing, and evaluating that builds K-9 learners' capacity to think and to share their thinking through writing. Emphasis is placed on the writing process, writing in the content areas, and specific instructional techniques. This course is restricted to students in the professional degree completion program.

This course addresses the ethical dimensions of educational practice and policy, with justice as the primary focus. Philosophical, theoretical, and empirical readings from a wide variety of disciplines will be used to analyze case studies of social issues shaping the 21st century classroom.

A study of developmentally appropriate curriculum and assessment practices from birth to age 6 including children with special abilities, disabilities, or developmental differences.

This course explores research-based strategies to increase achievement of diverse PK-12 populations. Students will be required to think critically and reflectively regarding meeting the academic, social, cultural, and emotional needs of a diverse range of students, including English learners and Wisconsin's Native American children and youth. This course is restricted to students in the professional degree completion program.

In this methods course, students will plan and implement instruction for diverse learners. These strategies are meant to be used in both general and special educational classrooms to improve the learning and academic performance of students who qualify for special education services. Students who enroll in this course will learn to design and differentiate content in ways that it meets the diverse needs of students across a multitude of exceptionalities.

This course is designed to provide an overview of best practices for creating inclusive settings for families and children (birth-six years) with disabilities, developmental differences, and challenging behaviors.

Intensive field experience in the pre-K environment. Integrates prior early childhood coursework through the preparation of integrated units designed and delivered in a pre-K environment. Field work is required. Prerequisites: 243, 255, 290; admission to the teacher education program.

This course serves a dual purpose: 1) it focuses on the fundamentals of instructional design and the use of multimedia technology as a teaching and learning strategy that addresses diverse student needs and encourages active participation in learning, 2) it emphasizes technology tools that facilitate communication and collaboration within local and global learning communities as a means of improvising leadership functions and effectively engaging in with others in oline and remote learning.