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.

This course is designed to facilitate the development of an understanding of the value and function of creative activity in a child's learning, and how to plan, implement and evaluate developmentally appropriate integrated experiences in creative art, dramatics, music, movement, and play for young children. This course is restricted to students in the professional degree completion program. Prerequisite: 303.

Evidence-based, effective instruction of the reading and writing processes that support successful teaching of literacy in the elementary/middle school. Best practices, Common Core State Standards, curricula, appropriate materials and strategies to meet the needs of diverse learners will be explored and applied to a Teacher Work Sample (TWS) (Unit Plan). When designing the TWS, students will develop proficiency in connecting goals, state standards, objectives, and assessment. Differentiated Instruction (DI) and Response to Intervention (Rtl) will be incorporated into lesson designs.

This course is designed to provide a framework for teaching effective, inquiry-based science at the elementary and middle school levels. It provides a solid foundation in the concepts and models of hands-on, student-centered science and its assessment as described in the Next Generation Science Standards. In addition, the course prepares preservice teachers to address the WI Standards for Environmental Education and Sustainability adopted by the Wisconsin legislature in 2018.

Explore, plan, design, and assess infusion of technology in learning environments, including adaptive technology; develop awareness of teacher productivity tools; explore ethical and legal issues surrounding use of technology in Pre-K-12 learning environments, including school technologies policies. Prerequisite: 303.

Disciplinary and Content Literacy explores subject-specific literacies inside the literacy cycle. Students develop the knowledge and expertise necessary to teach K-12 learners. They learn how to negotiate and interpret complex texts and other multimodal forms of linguistic expression associated with specific contents. Students also review effective research-based strategies and practices in disciplinary literacies. Ultimately, students design and deliver discipline-specific instruction and select materials appropriate for diverse learners.

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.