This course develops content and methods for interdisciplinary instruction and art integration in the elementary and middle school classroom. Critical thinking, problem solving, and experiential approaches are developed through reading, discussion, active participation, planning, and teaching. Students create interdisciplinary/arts integration lesson plans that address content area standards. Prerequisites: admission to the teacher education program. Restricted to students with junior or higher standing.

This course is designed to provide an overview of best practices for creating inclusive settings for families and children (birth-six years) with disabilities, developmental differences, and challenging behaviors.

Designed as a preparatory experience to support students during pre-student teaching experiences in a variety of classroom environments. Integrates prior education coursework, with an emphasis on planning, assessment, and preparation for student teaching. Topics include the process for applying to student teaching, preparation of professional documents and interview skills, and the development of a portfolio. Prerequisite: admission to teacher education program, Corequisite: 355, 405, 413 (elem) or 300 (sec).

This course is designed to provide teacher candidates a foundational knowledge in creating and maintaining a positive classroom climate in the middle and high school level. In this course, students will explore PBIS, conflict resolution, and other management theories and methodology. Includes 10 hours of field experience. Prerequisites: admission to teacher education program.

This course is designed to provide an overview of best practices for creating inclusive settings for families and children (birth-six years) with disabilities, developmental differences, and challenging behaviors.

Intensive field experience in the pre-K environment. Integrates prior early childhood coursework through the preparation of integrated units designed and delivered in a pre-K environment. Prerequisites: 243, 255, 290; admission to the teacher education program.

This course focuses primarily on the acquisition of speech and language by children including phonology, semantics, syntax, morphology, and pragmatics. Students enrolled in this course will investigate theories of language development and understand the theories in relation to the young child with or without exceptional needs. Students will be exposed to a comprehensive base of information in the areas of speech and language development that provide a strong foundation for general growth and development in the young child as it relates to sociocultural factors and emergent literacy skills.

Assessment serves as a cornerstone of special education, both in terms of eligibility determination and instructional planning. This course will focus on the wide array of assessment methods available for identifying students with disabilities and evaluating their responsiveness to instruction, including norm-referenced tests, criterion-references assessment tasks, curriculum-based assessments and measures, and dynamic assessment.

This course is intended to provide an overview of both the principles that undergrid PBIS (Positive Behavioral Interventions and Supports) as a philosophy of practice and the practical applications of PBIS as a proactive approach in promoting optimal behavior across schoolwide, classroom, and individual levels. The reauthorization of IDEA in 2004 clearly mandates the use of PBIS as an evidence-based practice aimed at proactively addressing challenging behavior in students with disabilities.

Principles, goals, methods and strategies for teaching mathematics in elementary and middle school. Topics include: integrating math with literacy, differentiation, knowledge and implementation of curriculum, lesson planning, and assessment. Fifty hours of field experience will be required (in conjunction with EDUC 413) during the clinical block experience. Prerequisites: 255, MATH 255 with C or better, admission to the teacher education program.