13 courses with the subject SED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Students will be introduced to research validated behavioral strategies used to promote a positive learning environment. Small group and individualized strategies that enable students with behavioral problems to develop academic and social competence will be explored. Minimum grade of “C-” required for education majors.
Introduces the fundamentals of American Sign Language and its use in the Deaf community. Expressive and receptive sign vocabulary are featured at the conversational level. Course focuses on grammatical structures including but not limited to sentence types, classifiers, locatives, and pluralization. At least five (5) contact hours with the Deaf community is required (see course syllabus for further definition). Minimum grade of ”C-” required for education majors.
This course is designed to equip pre-service teachers with the knowledge and skills necessary to create inclusive and equitable learning environments that meet the diverse needs of all students. The course will explore the theoretical foundations of differentiation and culturally responsive pedagogy,and provide practical strategies for implementing these approaches in the classroom.
This course provides an introduction to the terminology, identification, and issues commonly encountered when addressing the needs of diverse students with disabilities. Emphasis will be placed on inclusion, diversity issues, federal and state legislative mandates pertinent to nondiscriminatory assessments, parental involvement, individualized education programs, and professional practice and foundations in special education. The course addresses the collaborative roles of a multidisciplinary approach to supporting children and youth with disabilities in a diverse society. Twenty hours of school-based observation and participation is required.
Formal admission to the Teacher Education program/School of Education required. Students will be introduced to a variety of assessment strategies used in inclusive and special education settings to determine students’ prior knowledge and skills, plan appropriate instruction, evaluate progress toward learning goals, and inform families and professional service providers. Minimum grade of “C-” required for education majors.
This course explores understandings regarding the importance and status of providing education for all people. Included are current and past initiatives that address the underrepresentation of students by gender, exceptionality, socio-economic and cultural status in educational settings. Cross-listed EDU 388
This introduction to the field of deaf education includes an introduction to deafness and the continuum of educational services available in the field. Various communication and program methodologies, legislative issues, and the roles and responsibilities of teachers of the deaf and hard of hearing across different methodologies and settings are considered. Course delivery is through online and electronic submission of assignment, monthly face-to-face meetings, and documented field observations. Minimum grade of “C-” required for education majors.
Students will be introduced to research-validated behavioral strategies used to promote a positive learning environment. Small group and individualized strategies that enable students with behavioral problems to develop academic and social competence will be explored.
This course is designed to introduce educators to the foundational principles of Applied Behavior Analysis (ABA) and Functional Behavior Assessment (FBA). Participants will gain a practical understanding of how to apply ABA and FBA strategies to address challenging behaviors in the regular classroom setting. The course will emphasize evidence-based practices and positive behavior support strategies.
Information and insight into the language difficulties frequently experienced by students with hearing loss; fundamentals and practice in analyzing both oral and air communication of children with hearing loss; use of evaluation results to develop instructional strategies. An in-depth language analysis and intervention plan of one child with hearing loss is required. Two hours of class and two hours of fieldwork per week. Minimum grade of ”C-” required for education majors.
Source: Lenoir-Rhyne University's catalog, linked per course · table learning_unit · CourseShelf publish 61
