A 14-week clinical experience in local schools for students who pursue instructional dual certification for early childhood (Pre-K-4)/Special Education. Students observe school calendar, not college calendar.  Supplemented with the appropriate practicum seminar. Prerequisites: All professional coursework, permission of adviser.

A full-time clinical experience in local schools during the student’s senior year. Placement will be equally divided between general education and special education classrooms.  Requires observing, aiding, tutoring, teaching and maintaining a portfolio.  Preparation for the senior-year student teaching practicum.  Supervised by college faculty. Prerequisites: EDU 204, 215 and Official Acceptance to Education Program.

This course provides the students with the application of best practices in mathematics instruction and use of technology for students with special needs. The students will develop appropriate lesson planning strategies related to differentiated instruction, assessment, and pedagogy related to students with special needs. Students will complete 5 observation hours. Prerequisite: Official acceptance to Education Program.

This course provides the students with the application of best practices in reading/writing instruction for students with special needs. The students will develop appropriate lesson planning strategies related to differentiated instruction, assessment, and pedagogy related to students with special needs. Students will complete 5 observation hours. Prerequisite: EDU 238 and official acceptance into Education Program.

This course will examine the characteristics and academic/social needs of students with autism.  Functional Behavioral Assessments, Social Skills strategies and progress monitoring of academic/social behaviors will be covered.  Current research and best practices related to working with students with Autism will be discussed. Prerequisite: SPE 216 or SPE 217.

This course will prepare students conference and collaborate with colleagues and parents. Students will also learn how to write Individualized Educational Plans (IEPs)/Individualized Family Service Plans (IFSPs) for students with disabilities. Prerequisites: EDU 215 and SPE 216 or SPE 217.

Focuses on teaching students with low incidence disabilities:  severe cognitive disabilities, low vision/blindness, physical/health disabilities and Traumatic Brain Injuries. Current research related to the academic/social issues related to teaching students with these disabilities will be examined. Prerequisite: EDU 215.

Focuses on teaching students with high incidence disabilities:  Learning Disabilities, Emotional/Behavioral Disorders, and Mild Intellectual Disabilities. Current research related to the academic/social issues related to teaching students with these will be examined. Prerequisite: EDU 215.

Seminar course focusing on the psychological responses associated with diagnosis, treatment, adjustment and recovery. A significant portion of this course focuses on personal identity and the changes people report (positive and negative) associated with living with a chronic or life-threatening disease, as well as end-of-life factors. The roles of caregivers will also be discussed. Prerequisite: PSY 331 and at least three psychology or health sciences courses at or above the 200-level.

Seminar course focuses on theories and research of risk and resilience /stress and coping. Discussions are framed by a variety of psychology subdomains, including cognitive, neuroscience, health and clinical, and are applied to a variety of fields such as public health, nursing, industry and family contexts. Prerequisite: PSY 331 and at least three psychology or health sciences courses at or above the 200-level.