Daemen CLOSED for Inclement Weather

Daemen College will be closed Friday, 11/21/14. The Dining Hall will be open following a normal schedule. Limited shuttle operations starting at 8:50am til approximately 6:00pm.

Education Courses

Early Childhood Special Education

ECSE 222: Infant Development and Intervention with Assistive Technology (3)

This course prepares teacher candidates to understand and appreciate the complex developmental issues and comprehensive interdisciplinary service needs of infants who are disabled or are at risk for a disability, and their families. From an educational perspective, it is impossible to view the needs and goals for the young child apart from those of the family. Early intervention (EI) services are now found throughout the United States, and recent research on brain development highlights the unique characteristics and needs of infants and the critical role of their caregivers in fostering optimal growth and development. The transactional model of EI emphasizes the importance of the continual and progressive interactions between the infant and the environment and is an essential position of the course objectives. Current research on the use of assistive technology in facilitating the infant's interactions with the environment will also be explored and incorporated into class discussions and assignments. A 30-hour field experience (practicum) is required. Offered Each Year (Spring). (UG)

ECSE 279: Typical and Atypical Child Development and Intervention Strategies for Preschoolers with Special Needs: Part I (3)

This course provides an overview of issues and strategies involved in providing appropriate educational-development programming to toddlers and preschoolers with disabilities. Recognizing the importance of linking an understanding of child development and learning to curriculum development and implementation, this course will integrate an exploration of the various domains of child development with the design and implementation of individual and developmentally appropriate intervention strategies. Part I will include an introduction to young children with special needs and the historical and legal mandates for providing for special needs in early education. Also addressed will be the developmental stages and factors affecting development, partnership with families, sensorimotor development, self-help skill development, and social and emotional development. Due to the unique instructional needs of young children with special needs, a field-based, college-supervised observational and teaching experience of two hours in an early childhood setting is required. A three (3) hour field experience (practicum) is required. Offered Each Year (Fall). (UG)

ECSE 280: Typical and Atypical Child Development and Intervention Strategies for Preschoolers with Special Needs: Part II (3)

Fulfills core competency: Information Literacy. Fulfils Research & Presentation requirement. Writing Intensive. This course will build on information covered in ECSE 279: Part 1, but will also expand to include a study of communication and literacy, cognitive development, a brief overview of assessment, Individual Education Plans, developing developmentally appropriate lesson plans, the role and use of technology, and effective use of paraprofessionals and volunteers in early intervention programs. Teacher candidates will be required to submit to the annual Academic Festival a proposal for a presentation or a poster on a topic related to course objectives. A 5-hour field experience (practicum) is required. A grade of "C" or better is required in this course for admission to upper division for ECSE teacher candidates. Prerequisites: SED 270 and ESCE 279 with a grade of C or better. Offered Each Year (Spring). (UG)

ECSE 324: Transdisciplinary Intervention and Family Involvement (3)

With the implementation of family-centered services and the inclusion of young children with special needs in naturalistic environments, personnel need to be able to work collaboratively as members of teams with family members, with others in their own disciplines, and with individuals from an array of other disciplines. The early childhood special educator must be knowledgeable about the philosophical base, methodological approaches, and terminology of the disciplines with which collaboration/consultation occurs. In transdisciplinary team approaches, all team members share their expertise, become sensitive to understanding perspectives of other team members, and cross boundaries of their professional disciplines to maximize what they can offer to the child and his or her family. Students will receive instruction from a parent of a child with a disability and a team of professionals who will model transdisciplinary service delivery and instruct students in a cross-disciplinary model of intervention. Prerequisite: A grade of C or better for ECSE 280, EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year (Spring). (UG)

ECSE 325: Early Childhood Assessment Methods for Mild/Moderate Disabilities: A Practicum (3)

This course provides an overview of issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary not only to meet federal and state mandates but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, teacher candidates will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child's records; interview significant care givers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. A 25-hour field experience (practicum) is required. Prerequisite: A grade of C or better for ESCE 280, EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year (Fall). (UG)

ECSE 473: Student Teaching and Seminar at the Preschool Level for Students with Disabilities (Birth-Pre K) (6)

For students in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children with disabilities, birth through age five, with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327, EDU 471 or 472, which are taken concurrently; a minimum GPA of 2.55 Overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

ECSE 474: Student Teaching and Seminar at the Preschool Level for Students with Disabilities (Pre K-Grade 2) (6)

For students in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children with disabilities, pre-school through second grade, with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327, EDU 471 or 472, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

Education

EDU 103: Arts, Movement and Music for the Young Child (3)

Incorporating the theory of Multiple Intelligences and developmentally appropriate practices, this course prepares students to develop and implement meaningful, integrated learning experiences that focus on children's needs and interests to interact with their environment through music, art, and movement. Teacher candidates will be taught to incorporate into their daily instructional planning activities and strategies which encourage young children's physical, social, emotional, aesthetic and cognitive development across a wide variety of sensory and physical experiences, utilizing an array of materials, equipment, and environmental adaptations. Offered Each Year (Fall). (UG)

EDU 203: Learning Theory (3)

Designed to provide a thorough understanding of psychological concepts, principles, and theories central to the teaching-learning process, including classroom problems encountered by teachers. A one(1)-hour field experience (practicum) is required. This course requires a grade of C or better for admission to upper division. Offered Each Semester. (UG)

EDU 217: Facilitating Reading Literacy for Regular and Special Needs Learners at the Primary Level (4)

This course focuses on the natural, integrative, developmental processes by which young, primary level children (Grades K-3) continue to acquire speech, language, and communication from the early childhood years. Emphasized are the development and utilization of a broad spectrum of pedagogical strategies designed to foster a continuing competence and confidence in reading, writing, speaking, and listening. All major methods of teaching reading and the related language arts are explored in depth. Diagnostic, prescriptive, and evaluative techniques are addressed, including major modifications which must be made to accommodate the needs of children with disabilities. The critical assessment of commercial reading and other language arts programs/materials/ strategies designed for the emergent and early reader is also a major intended course outcome. Prerequisites: EDU 203 and EDU 237 with a C or better. A 45-hour field experience (practicum) is required. MORNING SECTION teacher candidates should not register for any courses immediately preceding this course or following until 12:00 noon. For EVENING SECTION the field experience is on Wednesday and Friday mornings, from 8:00 AM to 12:00 PM - please reserve this time. This course requires a grade of C or better for admission to upper division. Offered Each Year (Fall). (UG)

EDU 218: Facilitating Reading Literacy for Regular and Special Needs Learners at the Intermediate Level (4)

This course extends the study completed in EDU 217 by exploring in depth alterations/ modifications/ extensions of strategies which further facilitate language development and reading acumen for intermediate level and middle school children and youths. Emphasized are the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy and confidence and competence in writing, speaking, and listening. Diagnostic, prescriptive, and evaluative techniques appropriate to the intermediate child and middle school youth are addressed, including major modifications which must be made to accommodate the needs of students with disabilities. The critical assessment of commercial reading and other language arts programs/materials/strategies, designed for the fluent reader, is also a major intended course outcome. Prerequisite: grade of C or better in EDU 217. A teacher candidate must earn a C or better in this course to continue in the Childhood(1-6) & Special Education(1-6) certification program. Offered Each Year(Spring). (UG)

EDU 237: Instructional Design: Theory and Practice (3)

This course provides a comprehensive introduction to the instructional process. The primary focus is on the introduction to and examination of instructional design, with special emphasis on the utilization of behavioral objectives in planning instruction. Also addressed are the personal and professional characteristics and competencies necessary for effecting educationally meaningful teaching-learning experiences for children and youth. The relationship between theory and instructional design is covered in depth. Prerequisites: grade of C or better in EDU 203 or first time repeating or concurrent enrollment in EDU 203 and permission of instructor. A grade of C or better is required in this course for admission to upper division. Teacher candidates are dismissed from the program if they fail to receive a C or better on the second attempt. Offered Each Semester. (UG)

EDU 267: Practicum in Teaching Language Arts at the Elementary School Level (3)

The primary purpose of this course is to assist in the development of a competent, professional classroom teacher who is aware of and can demonstrate those personal and professional competencies necessary for producing effective teaching-learning experiences. In this regard, the course will provide elementary and special education majors with: 1) a foundation in the aspects of an elementary school classroom; 2) field experiences and opportunities to work with children on a teacher-pupil basis; and 3) opportunities for students to apply the fundamentals learned in EDU 237/EDU 217/EDU 218 by planning,preparing, and presenting teaching-learning experiences in the area of language arts within a classroom setting. Prerequisites: grade of C or better in EDU 217 and EDU 237. A field experience (practicum) of 40 hours is required. Offered Each Year (Spring). (UG)

EDU 301: Methods and Materials: Art (Elementary) (3)

The focus of this course is on art instruction as it applies to the Childhood Level Art Educator. Emphasis will be placed on elementary level lesson and unit planning, instructional strategies for diverse learners, understanding characteristics of child and artistic development, and multiple instructional strategies that encourage students' critical and creative thinking and art skills. Teacher candidates will be required to observe, assist, and/or teach elementary students in a variety of settings. A field experience (practicum) of 30 hours is required. Prerequisite: grade of C or better for EDU 203, EDU 237, and SED 270. Upper Division Course. Offered as Needed. (UG)

EDU 302: Methods and Materials: Art (Secondary) (3)

The focus of this course is on art instruction as it applies to the Adolescence Level Art Educator. Emphasis will be placed on high school lesson and unit planning, communicating with students, administrators, and community members, assessment of student learning and artwork, and school/community involvement. Teacher candidates will be required to observe, assist, and/or teach high school students in a variety of settings. A field experience (practicum) of 30 hours is required. Prerequisite: grade of C or better for EDU 203, EDU 237, and SED 270. Upper Division Course. Offered as Needed. (UG)

EDU 303: Children's Literature (3)

Extensive survey of children's literature with special attention to standards of evaluation, principles of selection, and analysis of the reading interests of young children. Prerequisite: grade of C or better in EDU 217. A field experience (practicum) of 25 hours is required. Offered Each Year (Spring). (UG)

EDU 311: Methods & Materials: Art (Middle School) (3)

The focus of this course is on art instruction as it applies to the Middle Level Art Educator. Emphasis will be placed on middle level lesson and unit planning, the contextual aspect of learners, understanding characteristics of adolescent and artistic development, classroom management and motivation, and professional development. Teacher candidates will be required to observe, assist, and/or teach middle school students in a variety of settings. A field experience (practicum) of 30 hours is required. Prerequisite: grade of C or better for EDU 203, EDU 237, and SED 270. Upper Division Course. Offered as Needed. (UG)

EDU 313: Foundations of Education (3)

The purposes of this course are: 1) to provide an overview of the historical, philosophical, curricular, and sociological foundations upon which pedagogical practice in the United States rests; 2) to analyze education as a social institution; 3) to discuss contemporary educational issues from an historical perspective; and 4) to discuss educational statutes, legislation, and judicial decisions as they pertain to classroom teachers. Prerequisite: grade of C or better in EDU 203. Offered Each Semester. (UG)

EDU 314: Promoting English Language Arts Across the Content Areas (3)

The primary purpose of this course is to provide Adolescence Education students with the tools necessary to infuse English Language Arts skills into their content specific courses. Teacher candidates will participate in classroom discussions, prepare and present demonstrations, and create original projects. Background information will be presented in short lectures. A field experience (practicum) of 20 hours is required. Prerequisites: grade of C or better in EDU 203 and EDU 237. Offered Each Year (Spring). (UG)

EDU 316: Elementary Education Methods: Social Studies (3)

This course focuses on understanding the structure and concepts of a multi-disciplinary social studies curriculum. Emphasis is given to the examination of a variety of methods and materials utilized in social studies instruction. A field experience (practicum) of 25 hours is required. Prerequisite: grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Upper division course. Offered Each Year (Fall). (UG)

EDU 319: Assessment Methods in Education (3)

Fulfills core competency: Information Literacy. Writing Intensive. Together with EDU 327, combination of both courses meets Research and Presentation requirement. Assessment methods in education are intended to provide teacher candidates with the knowledge and skills necessary to examine the relationship between assessment methodology and its utilization in the classroom. Upon successful completion of this course, students will be able to articulate the nature of assessment, compare and contrast the concepts of validity and reliability, outline appropriate testing procedures and practices, integrate standardized test results in planning classroom instruction, appraise different types of classroom assessment tools, and critique factors used to grade student performance. Prerequisite: grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year(Spring). (UG)

EDU 320: Elementary Education Methods: Math, Science and Technology (4)

This course provides an in-depth study of the major elements of an elementary level mathematics program, as well as an in-depth study of the major knowledge, concepts, and processes related to elementary level science instruction. Primary attention is directed toward an examination of the multiple/alternative methods and materials utilized in mathematics and science instruction. A field experience (practicum) of 30 hours is required. Prerequisite: grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year (Spring). (UG)

EDU 321: Foundations in Early Childhood Education (3)

This introductory/survey course examines the role of infant stimulation, nursery school and kindergarten programming in the early formal education process. Stressed are the professional responsibilities of the teacher/educator, with special emphasis on planning and organizing skills. Experiences are designed to help the teacher candidate understand the philosophical foundations of early childhood education and formulate a personal educational philosophy and approach consistent with the best educational theory and practice in our present day culture. Prerequisite: grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year (Fall). (UG)

EDU 326: Planning and Managing the Teaching and Learning Environment with Assistive Technology (3)

This course will prepare students to establish and maintain physically and psychologically safe and healthy learning environments for young children that focus on children's needs and interests and takes into account culturally valued content and children's home experiences. Course objectives and assignments will require teacher candidates to demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children's learning and to use these experiences to promote children's growth across the domains of development: social/emotional, cognitive, language/communication, self-help, and fine and gross motor. A field experience (practicum) of 10 hours is required. Prerequisite: grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year (Fall). (UG)

EDU 327: Teaching to the Standards (3)

Fulfills core competency: Information Literacy; Together with EDU 319, combination of both courses meets Research and Presentation requirement. This course is designed to familiarize the teacher candidate with the standards movement in New York State. This course will provide a national as well as state perspective on educational reform. The primary emphasis will involve a review of the Common Core content-area learning standards now in effect in New York State. A connection between curriculum, instruction, and assessment will be established, allowing students the opportunity to develop a learning experience that incorporates the New York State Common Core standards. Implications of these standards with respect to individuals with disabilities will also be addressed. Prerequisite: grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Corequisite: Concurrent registration in Student Teaching courses. Upper Division Course. Offered Each Semester (Fall and Spring). (UG)

EDU 336: Language/Literacy Development for the Adolescent Learner (3)

This interdisciplinary course will allow Adolescence teacher candidates to discuss the theories of how learners continue to acquire and use literacy as they enter adolescence and how this differs/complements elementary acquisition. In addition, specific skills will be reviewed on how to help adolescents become better readers, writers, speakers and listeners. This course will use the seminar approach. Teacher candidates will participate in classroom discussions, prepare and present demonstrations, and create original projects. A field experience (practicum) of 20 hours is required. Prerequisites: grade of C or better in EDU 203,EDU 237, and SED 270. Upper Division Course. Offered Each Year (Fall). (UG)

EDU 402: Methods in Classroom Management for Secondary Education (3)

The primary purpose of this course is to provide Adolescence majors with a comprehensive, in-depth examination of strategies for creating a positive learning environment through the use of effective classroom management techniques. Particular emphasis will be placed on an introduction and examination of the development and implementation of classroom rules,procedures and consequences to enhance instruction, and prevention strategies and skills necessary to prevent classroom misconduct. Teacher candidates will examine teacher attributes and productive use of class time strategies to respond to minor classroom disruptions; diagnose and remediate chronic misbehavior; identify methods to create an effective learning environment; and investigate beliefs and theories related to classroom management. Field experience (practicum) of 20 hours required. Prerequisite: grade of C or better for EDU 203, EDU 237, and SED 270. Upper Division Course. Offered each year (Fall). (UG)

EDU 457: Independent Study or Research (1 - 6)

Research project arranged for the individual or a small group under the guidance and direction of a faculty member of the Education Department. Prerequisite: Permission of department chairperson and instructor required. Offered As Needed. (UG)

EDU 458: Directed Study (1 - 6)

An examination by an individual teacher candidate of a specialized topic in the field of education or the completion of a specialized project related to teaching at either the elementary or secondary school level under the guidance and direction of a faculty member of the education department. Prerequisite: Permission of department chairperson and instructor required. Offered As Needed. (UG)

EDU 471: Student Teaching and Seminar at the Preschool and Primary School Level (Birth-Pre K) (6)

For teacher candidates in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children, preschool through second grade, with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327, ECSE 472 or ECSE 473, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 472: Student Teaching and Seminar at the Preschool adn Primary School Level (PreK-Grade 2) (6)

For teacher candidates in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children, preschool through second grade, with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Prerequisites: Completion of all Education courses, with the exception of EDU 327, ECSE 472 or ECSE 473, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 473: Student Teaching and Seminar at the Primary School Level (1-3) (6)

One professional laboratory experience at the childhood primary level (1-3) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327 and EDU 474, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 474: Student Teaching and Seminar at the Intermediate Level (4-6) (6)

One professional laboratory experience at the childhood intermediate level (4-6) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327 and EDU 473, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 475: Student Teaching and Seminar at Childhood Level (1-6) (6)

For dual certification majors. One professional laboratory experience covers observation of special education classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for EDU 327 and SED 476, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 477: Student Teaching and Seminar at the Elementary School Level: Art (K-6) (6)

One professional elementary level (K-6) laboratory experience in Art includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for ART 498 and EDU 478, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 478: Student Teaching and Seminar at the Secondary School Level: Art (7-12) (6)

One professional secondary level (7-12) laboratory experience in Art includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for ART 498 & EDU 477, which are taken concurrently; a minimum GPA of 2.55 Overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

EDU 479: Student Teaching and Seminar at the Early Secondary School Level (7-9) (6)

English, French, Mathematics, Natural Sciences (Biology, Chemistry, General Science), Social Studies, and Spanish. One professional laboratory experience at the early adolescent level (7-9) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for EDU 327 and EDU 480, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester (UG)

EDU 480: Student Teaching and Seminar at the Secondary School Level (10-12) (6)

English, French, Mathematics, Natural Sciences (Biology, Chemistry, General Science), Social Studies, and Spanish. One professional laboratory experience at the secondary level (10-12) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for EDU 327 and EDU 479, which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)

Special Education

SED 102: American Sign Language, Level I (3)

Cross-listed as CA 102. An introductory course in the use of manual communication within the framework of everyday conversation. The course includes background on language, deafness, deaf Americans and their culture, communication modes, approximately 370 signs, the numbers 1-30, and the American Manual Alphabet. At the culmination of this course, the student will begin to develop functional proficiency in American Sign Language using everyday situations as context for communication, listen and speak effectively using ASL, gain a basic understanding of language, deaf Americans and their history and culture, and form reasons, values, and judgments about the larger culture we exist in, and the deaf culture. Offered Each Year (Fall). (UG)

SED 106: American Sign Language, Level II (3)

Cross-listed as CA 106. This course is a continuation and extension of American Sign Language I for students who have completed the first level course SED 102 American Sign Language I. The course will further develop the communicative competencies of manual sign language beyond the basic level. Students will continue with the examination and understanding of deaf culture, history and language, along with exposure to ASL sentence types, time, and all aspects of grammar, syntax and pragmatic use of manual sign. Prerequisite: CA/SED 102. Offered Each Year (Spring). (UG)

SED 270: Introduction to Nature and Educational Needs of Children with Disabilities (3)

A comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavior disorders, visual impairments, hearing impairments, orthopedic impairments, or multiple disabilities, autism spectrum disorders or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation, and current issues and trends in special education. A field experience (practicum) of four (4) hours is required. Prerequisites: grade of C or concurrent registration in EDU 203. A grade of C or better is required in this course for admission to upper division. Offered Each Semester. (UG)

SED 340: Inclusive Education for Children with Emotional/Behavioral Disorders (3)

This course will provide an understanding and knowledge of current terminology and definitions of students with emotional/behavioral disorders (E/BD); social characteristics; effects of dysfunctional behavior on learning; use of formal/informal social and academic assessment; identification and use of intervention strategies in the classroom; planning, organization and implementation of individualized instruction for cognitive and affective needs of students with E/BD. This course also examines programs for inclusion of E/BD while addressing career/vocational and transition issues; promotes understanding of the use and selection of specific management techniques for individuals with E/BD and the special educator's role as a collaborator and/or consultant to assist with reintegration of students with E/BD into the classroom. Prerequisite: grade of C or better in SED 270. Offered Each Year (Fall). (UG)

SED 363: Inclusive Education for Children with Learning Disabilities and Mild Disabilities (3)

This course provides a historical and contemporary overview of mild disabilities (learning disabilities, mental retardation, behavior disorders and emotional disorders and autism) and learning theories, methods, and instructional strategies for educating these children in the least restrictive environment. Prerequisite: minimum grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Offered Each Year (Fall). (UG)

SED 364: Inclusive Education for Children with Moderate/Severe Disabilities (3)

The purpose of this course is to provide an overview of the historical and present management of the physically disabled in the educational environment. It will deal primarily with the treatment of cerebral palsy, spina bifida, muscular dystrophy, rheumatoid arthritis, congenital abnormalities, and chronic health impairments. Other areas will also be addressed. Emphasis will be placed on resource room intervention techniques. Prerequisites: EDU 203 and SED 270. Field experience (practicum) of 15 hours required. Offered Each Year (Spring). (UG)

SED 371: Classroom Management Techniques for Individuals with Disabilities (3)

Writing Intensive. This course covers the skills and competencies needed in order to design, implement, and evaluate behavior management programs for individuals with behavior disorders, emotional handicaps, mental retardation, learning disabilities, and other pervasive developmental disorders. Principles of operant learning, relationships between behavior and environmental events, and systematic data collection and analysis will be included. Provides teacher candidates an opportunity to observe individual student behavior, collect baseline data, design and implement an intervention plan to increase appropriate behavior and/or decrease inappropriate behavior, and evaluate the results. A field experience (practicum) of 15 hours is required. Prerequisite: C or better in EDU 203, EDU 217, EDU 237, and SED 270. Upper Division Course. Offered Each Year (Spring). (UG)

SED 401: Methods of Inclusive Special Education (3)

The course and its corresponding practicum enable students to understand and apply methods of effective collaboration and/or co-teaching while providing the opportunity to practice instructional design and delivery, assessment, and reflection. This course examines methods for effective development of IEP and lesson plan objectives; creation of lesson plans and learning centers incorporating instructional design features shown in research to increase effectiveness with students with disabilities; and use of performance data to make changes and adaptations to materials, teaching procedures, or curricular content. The course also explores curriculum models and teaching/learning approaches used across a continuum of special education settings; classroom arrangements, activities, and procedures that have been shown in research to increase the achievement and learning of students with disabilities; and cultural and linguistic factors that affect the design and implementation of instruction for students with disabilities. A field experience (practicum) of 45 hours is required. Prerequisite: A grade of C or better in EDU 203, EDU 217, EDU 237, and SED 270. Offered Each Year (Fall). (UG)

SED 457: Independent Study or Research (1 - 6)

Research project arranged for the individual or a small group under the guidance and direction of a faculty member of the Education Department. Prerequisites: Permission of department chairperson and instructor required. Offered As Needed. (UG)

SED 458: Directed Study (1 - 6)

An examination by an individual teacher candidate of a specialized topic in the field of education or the completion of a specialized project related to teaching at either the elementary or secondary school level under the guidance and direction of a faculty member of the Education Department. Prerequisites: Permission of department chairperson and instructor required. Offered As Needed. (UG)

SED 476: Student Teaching and Seminar at the Childhood Level 1-6 Inclusive Education (6)

For dual certification majors. One professional laboratory experience covers observation of special education classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for EDU 327 and EDU 475 which are taken concurrently; a minimum GPA of 2.55 overall and in Education courses; permission of Department Chair required. Offered Each Semester. (UG)