This course addresses the principles of corrective and remedial reading instruction. Students explore the nature and causes of reading difficulties and learn about diagnostic instruments and procedures. They learn how to implement strategies for correcting reading disabilities and incorporate computer-aided instruction. A case study is required. Field work is a required component of this course. Prerequisites: 319; admission to the teacher education program.

This course addresses the principles of corrective and remedial reading instruction. Students explore the nature and causes of reading difficulties and learn about diagnostic instruments and procedures. They learn how to implement strategies for correcting reading disabilities and incorporate computer-aided instruction. A case study is required. Fieldwork is a required component of this course. Quantitative literacy skills will be developed. This course is restricted to students in the professional degree completion program. Prerequisite: 314. QQL Bachelor Completion.

In this experience, students will explore technological education issues in a technology classroom environment and create a capstone assessment project. Prerequisite: admission to the teacher education program. Restricted to technology education majors.

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. Topics addressed include state and federal laws pertaining to children with disabilities/developmental delays; early intervention special education services; family-centered practices; characteristics of physical, cognitive, and communicative disabilities, and behavior/social emotional disorders; serving Dual Language Learners (DLL); positive approaches to discipline/guidance utilizing evidence-based strategies that support self-regulation, health social-emotional development, and address challenging behavior, and curriculum adaptations and strategies to accommodate children with differing abilities in school and community settings. Field experience may be required by instructor. Prerequisites: 237, 271.

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: 237, 271.

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.

This course is intended to provide an overview of both the principles that undergrid PBIS (Positive Behavioral Interventions and Supports) as a philosophy of practice and the practical applications of PBIS as a proactive approach in promoting optimal behavior across schoolwide, classroom, and individual levels. The reauthorization of IDEA in 2004 clearly mandates the use of PBIS as an evidence-based practice aimed at proactively addressing challenging behavior in students with disabilities. A central focus in this course is the application of this evidence-based practice with learners of all ages and abilities across learning environments, in particular students with Autism Spectrum Disorder.

This course emphasizes the principles, goals, methods, and strategies for teaching mathematics in elementary and middle schools. Topics include integrating math with literacy, differentiation, knowledge and implementation of curriculum, lesson planning, and assessment. This course fulfills a pre-student teaching experience for licensure. Prerequisites: 255, MATH 255 with C or better, admission to the teacher education program.

Assessment serves as a cornerstone of special education, both in terms of eligibility determination and instructional planning. This course will focus on the wide array of assessment methods available for identifying students with disabilities and evaluating their responsiveness to instruction, including norm-referenced tests, criterion-references assessment tasks, curriculum-based assessments and measures, and dynamic assessment. Prerequisite: 290 or PSYC-171, 306 or concurrent.

A study of developmentally appropriate curriculum and assessment practices from birth to age 6 including children with special abilities, disabilities, or developmental differences. There is an emphasis on healthy social and emotional development as foundational to learning; creating supportive environments and experiences that increase each childs learning through play, exploration, and utilization of evidence-based teaching strategies; and developing parent/family partnerships, stating early early learning and academic standards, and focusing on integrated approaches to teaching and assessment in social studies, science, literacy, mathematics and the arts. Field work may be required by instructor. This course is restricted to students in the professional degree completion program.