This course provides an introduction and overview to the field of disability studies in education, and examines inclusive practices in contemporary schools, grades PK-12. Topics covered will be the identification and characteristics of students with disabilities, a timeline of special education and inclusion, and a review of current legislation and policy. The course will cover roles and responsibilities of general and special educators as they collaborate in designing and implementing effective inclusive classroom plans. Adaptation frameworks, modifications, and teaching strategies will be presented and modeled so that classroom teachers can accommodate the needs of all learners, regardless of ability level.

Emphasis on introduction to best educational practices related to curriculum, instruction, and assessment. This course includes lesson planning, lesson presentations, and lesson reflection and analysis. Emphasis on writing, speaking and listening. This course develops skills in Oral communication and Critical Thinking.. This course is restricted to students in the professional degree completion program. Prerequisite: 303. CCT/POC Bachelor Completion.

The focus of this course is the literacy development of the pre-K-3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonological awareness, oral language development, phonemic awareness, word identification, phonics, and fluency are examined. The role of parents, community, and assessment tools will be explored. Prerequisite: 255 or concurrent

This course provides an introduction and overview to the field of disability studies in education, and examines inclusive practices in contemporary schools, grades PK-12. Topics covered will be the identification and characteristics of students with disabilities, a timeline of special education and inclusion, and a review of current legislation and policy. The course will cover roles and responsibilities of general and special educators as they collaborate in designing and implementing effective inclusive classroom plans. Adaptation frameworks, modifications, and teaching strategies will be presented and modeled so that classroom teachers can accommodate the needs of all learners, regardless of ability level. This course is restricted to students in the professional degree completion program.

Objectives, content, study, and experience in methods, use of media, including computer applications for social studies teachers in the elementary and middle school; focus on Wisconsins Model Academic Standards. Prerequisites: admission to the teacher education program.

This course is designed to provide aspiring and current coaches with the essential knowledge and skills to lead, manage, and inspire athletes in a variety of contexts, from youth leagues to interscholastic programs. This course blends sport management with practical application, emphasizing ethical conduct, athlete development, and effective communication to foster a positive and high-performing sports environment.

Survey of many genres of literature; principles of selection and evaluation; the rich role of literature in todays classroom; planning a literature-based reading program; literacy analysis of social issues, culture and diversity that can be taught using a wide assortment of compelling literature to create deeper understandings of best practices to prepare children for todays world. Prerequisite: 104 or C or higher in 105 or C or higher in 195. LA

Courses on topics of interest to education students offered on the basis of need, interest, or timeliness. Prerequisites as determined by instructor. Restricted to students with freshman or sophomore standing. May be repeated for credit. For specific section description, click to the Section Details in VitNet.

Independent reading and-or research under the guidance of an education department faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit. Independent study contract is required.

This course is designed to provide teacher candidates with foundational knowledge in creating and maintaining a positive K12 classroom climate, resolving conflict, and utilizing behavioral intervention strategies for students with mild/moderate behavioral challenges. The course content will: (a) provide knowledge of behavioral technologies to support classroom teaching with diverse groups of individual students, including those with special needs; (b) detail research-based prevention and intervention strategies and explore equitable Multi-Level Systems of Support (c) provide an overview of behavioral assessments; (d) present strategies that promote attitudes for supporting and fostering the acceptance of all students; (e) and assist in the communication between the teacher and families related to classroom behaviors. Students in this course may require field experience hours and a possible field trip. Prerequisites: grade of C or higher in 150, 255 or concurrent.