The purpose of the class is to provide the resident assistant with additional training that will assist in job performance and to provide supplemental learning activities that will allow individuals to eplore new arenas of self-awareness.

A survey of the past and current literature available for use with the young child as well as the role literature should play in early literacy development. Field placement is required.

An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.

A study of language acquisition and the development of the language arts curriculum with an emphasis on reading-writing connections. Admission to Teacher Education. Must be taken concurrently with ECED 4251, ECED 4283, READ 4251, SPED 3715 and MATH 3803.

Course will provide undergraduate students with knowledge and skills to administer informal assessments to determine children's strenghts and weaknesses in reading. Students will be able to analyze test results and prescribe reading strategies to help children advance through the reading process. Field experience required.

This course will address the principles and techniques of planning and teaching with attention to diagnosis and evaluation techniques to be used with middle grade learners. Students will plan lessons and units of study for middle level learners. This course requires a field experience component in area middle schools.

An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners.

The course includes a thorough examination of reading skills peculiar to various subject matter areas in middle grades education. Application of reading strategies, thematic units that integrate the content areas, and reflections on related research concerning students of diverse cultures will be implemented throughout the course.

An introduction to the nature of communicative disorders, including speech, hearing and language disorders in children and adults. Methods of identification and remediation are explored. This course is structured to provide speech pathology majors with an overview of the profession of communicative disorders.

Prerequisite: Admission to Teacher Education An in depth study of speech and language acquisition and development in the normal child. This course covers the normal developmental stages for the acquisition of the content, form, and use of language.

Prerequisite: Admission to Teacher Education Applied phonetic analysis and transcription. Applications to the problems of speech improvement,speech disorders, and standard and nostandard English. This course is designed for speech-language pathology majors. It must be taken as a prerequisite to articulation and phonological courses in the speech-language pathology program. This course requires the student to become familiar and proficient with the International Phonetic Alphabet (IPA) as a means of speech and language change.

This course is a study of the anatomical structures and physiology of the speech, hearing, and neurological systems. Information related to respiration, phonation, resonation, articulation, neurology, and hearing in the normal child and adult is emphasized. Prerequisite: Admission to Teacher Education

Prerequisite: Admission to Teacher Education This course is a study of the science involved in the anatomical, physiological, and psychological processes of speech, language, and hearing in children and adults. The science involved in respiration, phonation, resonation, articulation, and hearing is emphasized through conceptual theory and objective measurement.

Prerequisite:Admission to Teacher Education; SLPA 3701; SLPA 3702; SLPA 3703. A study of the etiology, diagnosis, and treatment of articulation and phonological disorders. Students will become familiar with the traditional approaches to intervention. Students will also be required to administer and interpret results of various tests. In addition, students will be required to observe therapy procedures with speech impaired children and adults.

Admission to Teacher Education; SLPA 3701; SLPA 3702; SLPA 3703. This course provides a supervised clinical experience in which the student clinician observes and interacts with individuals having various speech, language, or hearing impairments under the supervision of a speech-language pathologist. This course is required as the initial field experience in speech-language pathology for SLP majors and is designed to introduce students to therapy and assessment procedures.

Prerequisite:Admission to Teacher Education; SLPA 3701; SLPA 3702; SLPA 3703. A study of the characteristics, etiologies, diagnosis, interventions, and prevention of language disorders in children. This course is designed to cover characteristics of children with language disorders, causes and preventionn of language disorders, adn assessment and intervention strategies for working with children with language disorders.

Prerequisite: Admission to Teacher Education, SLPA 3701, and SLPA 3704. This course provides an introduction to the field of audiology. Basic auditory disorders, types of hearing loss, audiological assessment and interpretation, hearing loss definition and significance, and management of hearing loss are covered in children and adults.

Prerequisite: Admission to Teacher Education This is an introductory course in manual communication systems, including history and descriptions. Receptive and expressive skills for manual communication will be developed. This course is designed for any student wishing to obtain basic skills and knowledge in Signing Exact English (SEE) for use in educational settings.

Prerequisites:Admission to Teacher Education; SLPA 3701; SLPA 3702; SLPA 3703. This course is designed for students to learn introductory diagnostic/assessment skills, including the use of formal and informal diagnostic instruments, to obtain assessment data within a specified range of communication disorders. The use of these data for making a differential diagnosis and for planning and implementing a therapy program is also addressed.

Prerequisites: Admission to Teacher Education, SLPA 3701, and SLPA 3704. This course is a study of the primary neurological communication disorders in children and adults. Areas covered include characteristics, assessment, etiology, and treatment of communication disorders of the central and peripheral nervous systems.

This course provides an overview of the role that cultural variables play on verbal and nonverbal communication. Students will develop a detailed understanding of their own culture and the characteristics of the four major cultural groups in the United States. Cultural, phonologic, and linguistic features that affect service delivery when working with clients from diverse backgrounds will be emphasized.

Prerequisites: Admission to Teacher Education and SLPA 3701. This course introduces students to issues associated with counseling clients with speech-language pathology related disorders and their caregivers. Knowledge and practice in counseling strategy, process, skills and ethics will be emphasized.

Prerequisites: Admission to Teacher Education and SLPA 3701. This course introduces students to the process, practices, roles and ethical responsibilities of the speech- language pathologist.

Prerequisites:Admission to Teacher Education; permission of instructor. This course offers students formal opportunities to increase professional knowledge and skills in speech-language pathology through readings and specific study in intervention techniques. Portions of the course may be delivered on-line. Students enrolled in this course may engage in opportunities designed to increase expertise in designated areas of the profession through guided professional support. Title and description of specific courses to be inserted at time of offering. May be repeated for credit.

Application and interpretation of formal and informal test measures designed for classroom evaluation of children.

A study of transition services needed by students with disabilities at seconday/middle school, elementary and preschool levels.

A study of the characteristics, nature and features of disabilities with emphasis on mild and moderate diabilities, including etiology, definition, identification, age- and level-related characteristics, associated conditions, family/community issues, service needs and options, and resources. "Best" teaching practices for this population will be examined. Prerequisites: Admission to Teacher Education.

Theoretical formulations and practical applications of behavioral and instructional techniques, especially as they apply to classroom managment and assisting students in developing pro-social behavior. Prerequisites: Admission to Teacher Education.

Study of characteristics, identification and assessment of exceptional children and youth across age ranges and levels of severity, including individualizing instruction in inclusive classrooms. "Best" ranges and levels of severity, teaching practices for this population also will be examined. Designed for non-specific education majors.

Field experience in the public schools under the supervision of an experienced, qualified classroom teacher on the level of and in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with mild disabilities typically engage. Requires full time participation in a school setting for a period of 5 weeks. Application for field experience required prior to enrollment. Requires admission to Teacher Education; Block I or permission of instructor. permission of instructor.

A study and application of curriculum methods, classroom organization, and managment for students with mild/moderate disabilities.

Coverage of ethical guidelines, policies, and procedures pertinent to teachers who provide special education services, including current laws, ethical standards, federal and state regulations, individualized education programs, and transition planning. Must be taken concurrently with SPED 3713.

Coverage of ethical guidelines, policies and procedures pertinent to teachers providing special education services, including current laws, ethical standards, federal and state regulations, and individualized education programs. Prerequisite: Admission to Teacher Education. All courses from Block II.

A survey of the communication characteristics and needs of students with disabilities. Characteristics and acquisition of normal speech and language will be discussed, as well as the variations and deviations of speech and language in students with disabilities. Intervention strategies, materials, and resources are also included. In addition, assistive technology for use in educational programs for students with disabilities will be discussed. Prerequisites: Admission to Teacher Education. All courses from Block II.

Covers various collaborative roles required of service providers in education, with an emphasis on team interaction and meeting the needs of students with special needs in inclusion settings. Prerequisites: Admission to Teacher Education. All courses from Block II.

Teaaching for a six-week period in the public schools under the supervision of an experienced qualified classroom teacher on the level of and in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with mild disabilities typically engage. Prerequisites: Admission to Teacher Education; All courses from Block II or permission of instructor. Application of field experience required prior to enrollment. Must be taken concurrently with SPED 4710, 4712, 4713, and 4761; READ 4251.

A study and application of curriculum, methods, classroom organization and management for students with mild disabilities in middle grades and secondary programs. Prerequisites: Admission to Teacher Education. All courses from Block II. Must be taken concurrently with READ 4251, SPED 4710, 4712, 4713 and 4751.

Teaching one semester in the public schools under the supervision of an experienced qualified classroom teacher on the level and in the field of intended certification. A student teaching seminar (SPED 4789) accompanies student teaching. Prerequisites: Admission to Teacher Education; Blocks I-III or permission of instructor. Application for field experience required prior to enrollment. Must be taken concurrently with SPED 4789.

Information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served. Prerequisites: Admission to Teacher Education; Blocks I-III or permission of instructor. Must be taken concurrently with SPED 4786.