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Zeno Tran
Zeno Tran

Special Education Contemporary Perspectives For School Professionals 499 ~REPACK~

The assignment of courses to upper and lower-division is a difficult task. APASC provides these guidelines to ATFs and college/university curriculum committees for their review of course level. Lower-division courses generally focus on foundational theories, concepts, perspectives, principles, methods, and procedures of critical thinking in order to provide a broad basis for more advanced courses. The primary intent of lower-division coursework is to equip students with the general education needed for advanced study, to expose students to the breadth of different fields of study, and to provide a foundation for specialized upper-division coursework in professional fields. Such courses have one or more of the following four purposes:

special education contemporary perspectives for school professionals 499


Upper-division courses are specialized, in-depth, and advanced, and emphasize problem-solving, analytical thinking skills, and theoretical applications. These courses often build on the foundation provided by the skills and knowledge of lower-division education. Upper-division courses may require the student to synthesize topics from a variety of sources. Upper-division courses may also require greater responsibility, or independence on the part of the student. Upper-division courses require instructors with specialized knowledge and preparation. Thus, many intermediate and all advanced baccalaureate courses in a field of study are properly located in the upper-division. In addition, disciplines that depend heavily on prerequisites or the body of knowledge of lower-division education may properly be comprised primarily of upper-division courses. Such courses have one or more of the following three purposes:

This degree program is a non-licensure program designed for students who want to work in education-related fields but seek careers in non-school settings. These settings include corporate training programs, education-related businesses, government agencies, research organizations, adult learning programs, nonprofit organizations, prisons, libraries, museums, religious organizations, private recreational settings, international teaching programs, social and behavioral sciences, mental health facilities, residential centers for senior citizens or individuals with disabilities, and educational-related publishing houses. Upon graduation, students will have a versatile degree which positions them for a variety of education-focused career paths working with children, youth, and adults.

This option has two tracks from which a student can choose. One track leads to Professional Education Licensure to teach children; graduates are qualified to teach in birth to grade three programs and classrooms, preschool, and prekindergarten programs for children with special needs. The second track (non-licensure/ECH Gateway Credential) leads to the completion of Gateway credentials, rather than teaching licensure; graduates are qualified to teach children outside of a classroom, such as day care centers and pre-kindergarten programs.

Students who successfully complete this degree program will qualify for licensure as a Learning Behavior Specialist I. Instructional time in the major typically begins in the freshman year and increases through the senior year. Students participate in the assessment and instruction of children with special needs in a variety of classroom settings in the local schools. Sixteen weeks of student teaching are required with the time distributed equally between the elementary and secondary levels. Upon graduation, students will qualify to teach exceptional in kindergarten through age 21 as LBS I teachers. All majors must be accepted into the Teacher Education Program (TEP) and must pass all TEP and departmental requirements to continue in the program. Students may complete a dual licensure program for Special Education and Elementary Education.

403 Middle Level Education. (3) The middle school concept will be examined from multiple perspectives relative to the role of the teacher. Topics include advisory, thematic instruction across core content areas, exploratories, and instructional considerations for social, cognitive, and psychosocial development of adolescent students. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301 or 306; fully accepted into Teacher Education Program (TEP); restricted departmental permission.

271 Introduction to Early Childhood Education. (3) An overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and basic values in the field. Considerations for diversity of culture, language, race, social-economic status, gender, ethnicity, and ability will be included. A minimum grade of C is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

474 Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission. Prerequisites: ECH 271, 273, 274, 380, fully accepted into Teacher Education Program (TEP).

100 Introduction to Educational Studies. (3) Introduction to out-of-school education settings. Students explore learning spaces like zoos/museums, early childhood centers, team sports, and nonprofit organizations, and how teaching and learning occurs in informal settings. Identification of career paths for educators outside the classroom.

301 (Formerly EIS 301) Cognition, Development, and Motivation in Academic Settings. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development. A minimum grade of C- is required of Teacher Education majors. Prerequisite: A grade of C- or above in EDS 202, the equivalent transfer course, or junior standing.

310 Learning, Cognition, and Motivation in Educational Settings. (3) An introduction to the state of knowledge in contemporary educational psychology. Topics include contemporary perspectives on learning, cognition, human motivation, instructional planning, and instructional strategies. Prerequisite: EDS 100.

401 (Formerly EIS 401) Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. A minimum grade of C- is required of Teacher Education majors. Prerequisite: full acceptance into Teacher Education Program (TEP); a grade of C- or better in EDS 301.

364 Introductory Science Methods. (3) Introduces the nature of science and science education by exploring various issues and approaches relevant to elementary science instruction. Emphasis is placed on contemporary programs which stress direct experience and activity-based learning. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

417 Collaboration and Co-Teaching. (2) Factors and processes that promote effective communication and collaboration between school professionals, between the school and families, and school and community services are addressed. Theories and practice in models of co-teaching are included. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 370; fully accepted into the Teacher Education Program (TEP).

This course will examine critical postcolonial and contemporary architectural issues in South Asia in the context of cultural globalization today. ARCH 312 Critical Postcolonial and Contemporary Perspectives in South Asian Architecture (3)This course will examine the evolution of the cultures and architectures of South Asia through their encounters with colonialism and the postcolonial analysis of architectural development in the region. It will provide an introduction to precolonial architecture and urbanism in South Asia using methodologies of cultural studies via an examination of Buddhist, Hindu, Islamic (Mughal), and Western influences. The course will introduce students to the significant variety of South Asia's architectural accomplishments and encourage them to discuss broader theoretical issues in the context of cultural globalization and their implications for contemporary architectural thought and practice. References to indigenous architecture and techniques will be an integral part of the course, as will be examples of colonial architecture, especially the works of Edwin Lutyens. In the context of globalization during the post-colonial period, three important planning and building design projects undertaken by Western architects in South Asia will become the means to segue into contemporary architectural issues and the impact of Modernist thinking on South Asian architecture: Le Corbusier's master plan and building designs for Chandigarh - the Kahn's design for the monumental second capital complex in Dhaka, Bangladesh, and the master plan for Islamabad, the capital of Pakistan, by Constantinos Doxiades. In addition, the works of such South Asian architects such as Charles Correa, Balkrishna Doshi, Raj Rewal, Geoggrey Bawa, Maxharul Islam, and Nyyar Dada, will be included in the lectures and discussions. The overall methodology will not be strictly chronological; rather, broad themes will be addressed during the course of the semester. This approach will enable a clear and substantive illustration of relationships between theory and practice in South Asia. It will also help students recognize the inevitable partiality and incompleteness of such theoretical descriptions - compelling as they may be - with regard to actual historical phenomena.


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