Introduction to traditional and action research in the school setting. Literature review, data collection, interpretations, and surveys will be included. Students must prepare an action research proposal as part of the course requirements. For curriculum and Instruction, Educational Leadership, and Exceptional Child students.
An introduction to statistical approaches to making decisions in K-12 schools. This course introduces students to descriptive and inferential statistics commonly used in education. No previous course work in statistics is assumed.
The course is designed to acquaint students with four basic families of instructional models: 1) information processing, 2) personal development, 3) social development, and 4) behavioral systems. Examples of models representing each family will be reviewed. In addition, students will be introduced to reflective teaching practices based on the National Board for Professional Teaching Standards. Addressing those standards will be a major part of the course.
This course includes an overview of specific interventions strategies and their connection to behavior change procedures. The student learns how and where to find recent developments to remain current in this field of practice. The student is responsible to have a culminating portfolio that demonstrates the competencies taught. In order for the student to receive the IBI Interventionist Certificate, the student will be required to take the IBI Certification test.
An in-depth exploration of how children learn to read and why some fail, the structure of the language and its convergence with reading, and explicit research-based methods for assessing and teaching students with reading disabilities. Includes a practicum in which the student will design and implement a focused intervention sequence to improve the reading proficiency of a struggling reader.
Design effective instructional strategies and adapt and implement curricula for students with mild or moderate exceptionalities. Strategies learned are appropriate for inclusive and pullout programs at both the elementary and secondary levels. Content includes methods for teaching language arts, mathematics, and content specific courses.
Design, implement, and manage Individualized Educational Programs (IEPs), including designing and managing transitional programs. Learn and practice Functional Assessment and designing and managing Behavioral Intervention Plans. As part of transition planning, identify resources agencies, and use these outside sources to strengthen program planning for students.
Helps students gain an awareness of current and emerging computer technologies and devolop practical skills for integrating these technologies in educational settings. Essential and advanced features of softwareapplications will be explored.
A study of the educator's role in relation to student and societal values. Includes theories related to moral development and application, approaches to values education, and the educator's responsibility in value formation.
An overview of technology and assessment for technological needs for varied exceptionalities, such as mobility, prosthetics, orthotics, adaptive devices, visual technologies, hearing technolgies, and the use of ecological assessment. This includes the adaptive use of computers.
Enables students to understand the legal complexities involved in identifying and providing education services to students with special needs. Federal, state, and local laws including IDEA, Section 504, and ADA will be examined as well as case law.
Choose and administer assessment procedures, collaborate with teachers, administrators, and parents. This course marks the completion point of their action research project. This course will include norm-referenced, criterion-referenced, curriculum-based assessments. Strategies for providing indirect services to students with exceptionalities by working effectively with other service providers for effective interventions will be included.
An extended period of applied study under the supervision of an on-site supervisor with the support of a graduate faculty member. Two options are available. The first option is a traditional one-term student teaching experience with a cooperating teacher. The second option is designed to accommodate the student who is currently employed as an Exceptional Child educator while working to obtain certification. The student may take two three-week internships with a cooperating teacher selected by NNU and an additional six-week period of intensive supervision in the classroom in which he/she is teaching.
The purpose of this seminar is to provide guidance and instruction to students completing their action research projects. The finished product is the action research paper and persentation. May be repeated for credit.