Instructional Strategist I: Mild and Moderate Elementary Endorsement

(3 credits) This course provides an overview of the history of special education up to and including present day trends and practices in education students with exceptionalities. Various areas of exceptionality are explored, including ways to support students with diverse learning and behavioral needs in inclusionary environments.Note: This course includes a field experience. Students must earn a C- orbetter in order to fulfill program requirements for elementary licensure.

An overview of mild/moderate disabilities including historical and theoretical perspectives. Designed for students seeking reading, unified early childhood and special education endorsements. Prerequisite: EDU206. (3 credits)

This course examines the theories and knowledge of dynamic roles andrelationships within and between families, schools and communities and howthey can influence and support learning. Candidates will engage inintentional practices that value diversity and demonstrate understanding inhow language, culture and family background can impact development. Inaddition, candidates will also learn to recognize how children are bestunderstood in the context of family and how linguistic diversity, biologicaland environmental factors, and family strengths can influence developmentand learning at all stages of life. Prerequisite: EDU 206. (2 credits;alternate years, consult department)

This course is designed to provide an overview of various models for classroom and behavior management. The course will emphasize both theoretical and practical dimensions of behavior and social concerns.Prerequisite: EDU206.(3 credits)

A study in the purposes, procedures and issues related to screening, testing and evaluation of special needs students. The course will include a study of diagnostic instruments used by the profession.Prerequisite: EDU206.(3 credits, alternate years, consult department)

This course examines how successful early childhood education depends uponreciprocal and respectful partnerships with families, communities andagencies. Candidates will understand the dynamic roles within and betweenfamilies, schools and communities and how to create a community of supportfor children and families through interagency collaboration. Candidates willlearn how to collaborate with supervisors, mentors and colleagues to enhanceprofessional growth within and across disciplines to inform practice and toadvocate for developmentally and individually appropriate practice.Utilizing collaborative partnerships, candidates will learn how to createsafe, inclusive, culturally responsive learning environments that engagelearners in meaningful activities and interactions. Prerequisite: EDU 206.(2 credits; alternate years, consult department)

This course is designed to prepare pre-service teachers to develop and implement intervention strategies as well as appropriate accommodations and modifications to address students' exceptional learning and behavioral needs at the elementary school level. Pre-service teachers will also develop/refine skills in IEP writing, incorporating assessment and evaluation information as well as input from parents/families. Prerequisites: EDU206 and 235. (3 credits, alternate years, consult department)

(3 credits) (Writing intensive) Diagnosis and Correction of Reading Problems focuses both on the role of formative and summative assessment in the teaching of reading. In addition, significant attention is paid to the remediation of reading problems. Students will study the design, development, implementation and evaluation of remediation for students with reading problems, including diagnostic and prescriptive procedures for individuals and groups of students. Students will be required to write and revise their work for professional audiences. Formal and informal assessment procedures will be examined. Writing is a significant part of each exam.Note: A practicum experience is a key component of this course. This course includes a field experience. Prerequisites: EDU326, admission into teacher education program, and concurrent enrollment in EDU328.

This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements.Prerequisites: EDU326 and 343.(3 credits)

This experience will include the observation, engagement and instruction ofan elementary special education classroom for 4-8 weeks while under thesupervision of a licensed, qualified teacher. Exact number of weeks/creditsrequired will be determined by student teacher coordinator and departmentchair. Candidates will draw from and develop the knowledge, skills anddispositions in planning, instruction, assessment and professionalismlearned and assessed throughout the education program. Candidates areexpected to model "Teacher as Servant" throughout the experience by servingGod and society in diverse classroom settings. (4-8 credits) Note: Graded ona pass/no pass basis. Successful completion of student teaching is anecessary step towards licensure; a passing grade for student teaching doesnot guarantee licensure recommendation from department.