Special Education Course Descriptions
EDU 201 Foundations of Education
This course is an investigation of contemporary education in America and assists students in determining their career path, with a special emphasis on the tools and skills necessary to become an effective teacher. Observation experience in a school setting is required. This course is required for elementary and secondary education students and is taken as the first in the sequence of education courses. EDU 201 is a prerequisite for all other education courses. Prerequisites: 1. completion of at least three General Education courses; 2. an accumulated GPA of at least 2.7; and 3. proof of liability insurance or DWUFTO membership. Admittance to this course constitutes application to the teacher education program. Corequisite: EDU 216
EDU 216 Technology for Teachers I
This course provides a foundation for integrating technology into the classroom with instructional activities and tools. Developing a mindset for enhancing classroom instruction with technology through exploration and application is a primary goal in addition to recognizing standards, ethics and human issues related to the use of technology in the classroom. This course includes meeting the needs of the adolescent learner.
EDU 310 Human Relations/Multiculturalism
This course provides an understanding of cultural backgrounds and the influences of dehumanizing biases such as racism, sexism and classism on the lives of students.
EDU 311 Educational Psychology
This course is a study of the nature of learning, intelligence, memory and transfer, with an emphasis on their application to education through the formulation of objectives, sequencing of learning experiences, and choosing appropriate teaching methods. Students will identify teacher characteristics and behaviors as they affect the learner and the relationship of motivation to learning. Student portfolios are evaluated for the second time in this course. Prerequisites: PSY237, EDU 201 and SPD 206. Nonteaching majors must have consent of instructor.
EDU 316 Technology for Teachers II
This course continues and expands on materials introduced in EDU 216. Students will construct lesson plans and present lessons integrating a variety of technology applications. This course includes meeting the needs of the adolescent learner. Experiential teaching in the real classroom will provide extended opportunities to develop skills.
EDU 335 American Indian Education
This course is designed for prospective and experienced teachers. Students will learn about the rich American Indian culture in South Dakota, and they will examine and discuss a variety of skills and information necessary for success in working with American Indian children. The course is designed to meet the South Dakota certification requirement in American Indian studies and is required of all teacher education students. (effective by 2009)
EDU 380 Evidence Based Reading (K-3)
This course builds the K-3 teacher candidateâs knowledge of evidence-based instructional practices of the five essential components of reading acquisition specific to the K-3 level. The study includes investigation of response-to-intervention methods needed to prescribe appropriate instruction for the struggling reader. Prerequisite: EDU201
EDU 382 Evidence Based Reading (4-8)
This course builds K-8 candidateâs knowledge of evidence-based reading instructional practices related to students in grades 4-8. Reading. An investigation of reading diagnosis and prescription provides candidates with skills needed to identify reading levels and determine appropriate interventions for the struggling reader. Prerequisite: EDU201
EDU 412 Adolescent Learners’ Needs
This course will help prepare the educator to teach at the middle level. The course will develop an understanding of the middleschool concept and the instructional strategies that support that concept. Fieldwork at the middle level is required. Prerequisite: EDU201 Corequisite EDU456
EDU 416 Technology for Teachers III
This course is the culminating experience in the Technology for Teachers series. Students will study current technology with a focus on Web 2.0. Students will collaborate with a classroom teacher in order to integrate various Web 2.0 applications. The teacher candidate will demonstrate technology skills in a formal lesson presentation.
EDU 424 Literacy Methods in Content Area
This course provides teacher candidates with a balance of theory and application regarding the skills needed to teach reading and writing in the content areas. Candidates will investigate, develop and apply strategies using a variety of scientifically researched reading, writing, listening and speaking methods to meet the literacy needs of all students. For elementary education majors, this course is part of the spring block experience. Courses include EDU 424, EDU 444 and EDU 465. Prerequisite: EDU 201. Corequisites for elementary education majors: EDU 444 and EDU 465. Corequisites for secondary education majors: EDU 465 or approval of education department chair
EDU 435 Curriculum Standards & Assessment
This course supports an educatorâs ability to design and implement assessment practices that promote student learning by first improving instruction and then gauging its success. Emphasis is placed on constructing reliable and valid assessments; connecting classroom assessment to local, state, and national standards; providing effective feedback and grading; and understanding individual, classroom, and cultural differences that impact assessment. Students will incorporate various assessment procedures in standards-based lessons they plan and teach during the course field experience. Prerequiste: 201 Corequisites: EDU442 ann 443 for elementary education majors Corequisites: EDU456 for secondary educaton majors or approval of department chair.
EDU 444 Mathematics Methods/Practicum
This course is a survey of the contemporary mathematical process to be mastered by students at Kâ8 levels and an awareness of the problem-solving methodologies of teaching concepts, including modification of the curriculum for the exceptional student. Candidates are assigned to classrooms for fieldwork. This course is part of the spring block experience for elementary education majors. Prerequisites: EDU 201 and MTH 150. Corequisites: EDU 424 and EDU 465.
EDU 465 Classroom Management for the K-12
This course will involve the study of strategies for creating successful Kâ12 learning communities, planning for the school year, working with families, establishing classroom rules, maintaining appropriate behavior, motivating students to learn and responding to inappropriate behaviors. Different theories of classroom management will be explored. This course requires a field experience. This course is part of the spring block experience for elementary education majors. Courses include in the spring block for elementary education majors are: EDU 424, EDU 444 and EDU 465. Secondary education majors are strongly advised to take this course at the same time as EDU 424 Prerequisite: EDU 201. Corequisites for elementary education majors: EDU 424 and EDU 444. Corequisites for secondary education majors: EDU 424 or approval of department chair.
EDU 475 Student Teaching Seminar
The teacher candidate is required to take this seminar during their student teaching experience. Candidates will research the following topics during this seminar: classroom climate, instructional pedagogy, assessment, resume writing, and interviewing skills. Students are required to complete their electronic portfolio and an action research project during the seminar. Attendance is required in order to successfully complete the student teaching experience. Class dates will require the teacher candidate to be on campus before the beginning of each semester.
SPD 206 Teaching Except Student Regular Cls
This course defines and examines the nature and needs of exceptional learners, including those with documented disabilities as well as giftedness and those with multicultural heritages. Special education foundations and legal mandates will be discussed. Appropriate accommodations and teaching methods designed to meet the needs of the range of students included in a typical classroom will be examined. The role of teachers, parents, and other relevant personnel will be investigated in relation to programming for struggling learners. Students will research a specific educational challenge and complete observation hours in a school setting. Prerequisite: EDU 201.
SPD 310 Dvlpng & Adptng Curr/ Exceptional
This course addresses instructional strategies, materials and equipment, and assistive technology devices needed to provide a positive learning environment for students with disabilities. Students in this course will develop, implement and evaluate a variety of instructional appoaches for students with disabilities. Students will demonstrate ability to select, adapt and use both commerical and teacher-made media, and instructional matericals, and evaluate and adapt the learning evironment to provide students wih disabilities an appropriate education in the least restrictive environment. Prerequisite: SPD206.
SPD 311 Students High Incidence Disabilitie
This course serves as an introduction to the field of specific mild learning disabilities. Theoretical approaches to the field are considered. Emphasis is on the neurological, psychodynamic and behaviroal approaches. Assesesment techniques to aid diagnosis are presented. Various treatement methods are compared. Students are given an opportunity to work with children with learning problems. Students will use alternative technologies in class presentations and will demonstrate appropriate teaching methodology. Legal issues will be presented concerning meeting the needs of all students, including the development of the idividualized Education Plan (IEP), assessment of students with disabilites and transition of the student from school to work.
SPD 312 Students w/Low Incidence Disabiliti
This course serves as an introduction to and a detailed investigation of educational, psychological and sociological concerns of people with developmental disabilities. Students will review the history of developmental disabilites, and the various learning theories as they apply to children and adults with mental retardation and developmental disabilities. Legal issues will be presented concerning meeting the needs of people with severe disabilities including writing the IEP, creating optimal services and transition from school to work.
SPD 315 Adm Tests & Ass Bhvr/ Indv Excepts
This course addresses screening, assessment and evaluation of individuals with disabilities from birth through age 21. Students in this course will develop, select, administer and interpret formal and informal instruments and strategies used to determine the level of individual student performance in academic, cognitive, communicative, social, emotional, behavioral, psychomotor, prevocational/vocational and independent living skills areas. Students will have practice in using evaluation and other information to determine whether an individual has a disability and requires special education or related services, and also to develop an appropriate individual education program. Standards of ethics and protocol for observation and assessment wil be integrated throughout this course. Prerequisite: SPD 206.
SPD 320 Communication,Collaboration,Consul
Teacher candidates will focus on the communication skills necessary to work collaboratively and consult effectively about the special needs of students as members of a team that includes parents, administrators, teachers, and agency personnel. The importance of the family-professional partnership will be emphasized. Teacher candidates will examine the impact of historic and current federal and state special education laws, due process, and data privacy requirements on the education of students with special needs. This course encompasses a life-span perspective, requiring the teacher candidate to be knowledgeable about birth through adult service systems, as well as transition planning. Prerequisitre: SPD206.
SPD 325 Characteristics/Assessment EBD
The focus of this course is to develop and design positive behavioral interventions, strategies and supports that represent current and best practices for individual and whole classroom management. Students will familiarize themselves with etiology and characteristics fo individuals with behavioral and/or emotional challenges. Students will practice techniques for effective observation, assessment and evaluation of studetns with behavioral challenges. Focus will be on creating classrooms where learning is optimized through peaceful, respectful interactions between students and teachers, as well as among students. Prerequisite: SPD 206.
SPD 470 Student Teaching K-12 Special Educ
Students will student teach for 70 actual school days, under the supervision of a certified special education teacher. The student teacher will be assigned to an elementary placement for 35 days and secondary placement for 35 days. This course is part of the professional semester and is taken along with a two-credit seminar, which is part of the 16 hours for degree students. Students may enroll in the seminar either immediately preceding or one-semester before student teaching. Students also meet druing the professaionl semester for seminar requirements. This course is offered Credit/No credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus. Prerequisites: Completion of all coursework required for graduation, 2.7 GPA, acceptance from the education department faculty and approval for student teaching placement.
BIO 101 General Biology
Students will examine concepts and theories in the following areas: the philosophy and methods of science; ecology; cell structure and function; genetics; and evolution. Three lectures, one laboratory. This course is intended to primarily serve those not majoring in the Biological Sciences. General Education: Critical & Collaborative Thinking â Science Technology & Human Experience (Beginning Fall 2009) General Education: Natural Science and its Methods - LifeScience. (effective by 2009)
HIS 201 United States History I
This course is the first half of a study ofU.S. history from the colonial period to the present. Special emphasis is given to problem-solving techniques using historical case studies. HIS 201 covers the time period to approximately 1877. General Education: History (effective by 2009)
HIS 202 United States History II
This course is the second half of a study of U.S. history from the colonial period to the present. HIS 202 covers the time period since approximately 1877. General Education: History (effective by 2009)
MTH 125 College Algebra
This course immerses students in algebraic methods in the context of modeling real-world phenomena, particularly those related to social issues, including hunger and poverty. Mathematical topics will include functions and graphs; solving equations; displaying and describing data; linear, exponential, logarithmic, power and quadratic functions; mathematical modeling; and probability. This course does not meet the prerequisites for biology and chemistry courses. Prerequisites: MTH 120 or an equivalent course, math placement or consent of instructor. General Education: Critical and Collaborative Thinking â Quantitative Reasoning (effective fall 2009) General Education: Mathematics (prior to fall 2009)
MTH 150 Mathematics for Elementary Teacher
This course is designed expressly for the needs of elementary school teachers, including the structure of arithmetic, sets, elementary logic, number systems, relations and functions. Prerequisite: MTH 120 or other course approved by the education department.
PHS 101 Phy Sci: Chemistry Earth & Space
This course is a basic study in physical science, including chemistry, geology and astronomy. General Education: NaturalScience and its Methods - Physical Science (effective by 2009)
POL 153 United States Government
This course is an introductory survey of principles, organization, processes and functions of government and politics in theUnited States. General Education: Social, Psychological and Political Thought - Institutional. (effective by 2009)
PSY 237 Developmental Psychology
This course is a sequential study of the individual from conception to death. Students will study research regarding human physical, cognitive and social-emotional development, along with implications for parents, teachers and counselors. General Education: Social, Psychological and Political Thought - Individual. (effective by 2009)
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