Impact of disabilities on individual/family. Support systems for persons with disabilities, approaches for advocacy. Employ reflective practices when considering concept of disability. This course has an imbedded school-based practicum.

WRIT 1301 introduces students to rhetorical principles that provide a framework for successful written communication in college and beyond. Students study and write in a variety of genres and disciplines, and in multimodal forms. The courses focus on writing as a way of knowing and learning to develop ideas through critical thinking, including analysis and synthesis. Based on the assumption that writing is a social activity, the course is a workshop format and requires active engagement in the writing process, including pre-writing, peer review, revision, and editing. Students develop information literacy and hone the ability to locate, evaluate, and effectively and ethically incorporate information into their own texts. The blended model combines two credit hours/week of small face-to-face class with two credit hours of online instruction in Canvas. Some sections are dedicated for international and multilingual students. WRIT 1301 fulfills the first-year writing requirement.

Students in WRIT 1401 work with a local community organization as they explore writing processes and practices and rhetorical principles that provide a framework for successful written communication in college and beyond. Students analyze how writing works in varying contexts/genres and how it presents complex arguments with an emphasis on exploring ways that writing works to support change in communities and to promote social justice. Students use and expand their writing process and revision to develop writing form/style and rhetorical content that contributes to conversations and provides new insight. Students develop information literacy and hone the ability to locate, evaluate, and effectively and ethically incorporate information into their own texts. The blended course modality combines two credit hours/week of small face-to-face class with two credit hours of online instruction in Canvas, in addition to weekly homework assignments. An additional 2 lab hours/week provide a common time and place reserved for work on and with our community partners. These are considered homework hours. WRIT 1401 fulfills the first-year writing requirement.

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions with applications; zeroes of polynomials; inverses and compositions of functions; exponential and logarithmic functions with applications; coverage beyond that found in the usual 3 years of high school math. prereq: 3 yrs of high school math or satisfactory score on placement test or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

Properties of trigonometric functions and their inverses, including graphs and identities, with applications; polar coordinates, equations, graphs; complex numbers, complex plane, DeMoivre's Theorem; conic sections; systems of linear equations and inequalities, with applications; arithmetic and geometric sequences and series. prereq: Satisfactory score on placement exam or grade of at least C- in [1031 or 1051]

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Readings in history, philosophy, social sciences, and law revealing diverse educational values in a pluralistic society. Multiple expectations of schools. Civil liberties, rights, community. Varying cultural backgrounds of students, family circumstances, exceptional needs. prereq: Jr or sr or MEd/initial licensure student or CLA music ed major or preteaching major or instr consent

Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent

Diverse educational technology in K-12 classrooms. Effective use of technology. Computer technologies used to stimulate personal productivity/communication and to enhance teaching/learning processes. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills

This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in developmental psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. PSY majors should take the cross-listed course CPSY 3301.

This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in child psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. This course is intended for non-Child Psychology/Early Childhood majors. Those majors should take the cross-listed course CPSY 2301.

To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.

Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

The purpose of this course is to prepare teachers of students at risk and with academic disabilities to address their specific learning needs in the area of reading and written language, using a data-based decision-making approach. Through course readings, lectures, discussions, cooperative group work, microteaching, and field experiences, students will gain knowledge and skills to address the needs of children with difficulties or disabilities that affect reading and writing, including children with dyslexia and dysgraphia.

Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in ECSE and elementary school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.

Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.

Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.

Use of strategies/models for improving transition of youth from school to work and community living. Course content that specifically addresses all phases of student assessment, individualized transition planning. Parent, family, and student involvement in designing post school options. Community-based services (employment, residential living, social and recreational services, etc). Comprehensive interagency approaches.

Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.

Field experiences (prior to student teaching) meet the requirements set by Minnesota?s Professional Educator Licensing and Standards Board (PELSB). The focus of this course is for initial licensure teacher candidates in the field of special education in preparation for practicing principles required for successful inclusion of students in their least restrictive environment (LRE). Teacher candidates will observe and interact with students with disabilities (license specific) teachers in middle and secondary (high school or transition) school settings. Consistent with the mission of the College of Education and Human Development and the Special Education Programs, this field experience strengthens effective educational practices, promotes inquiry and problem solving skills, and builds leadership skills for special educators who work with students with disabilities specific to the licensure area. All placements are requested and confirmed by the Field Placement Coordinator in the Special Education Program. Placements are based on licensure program requirements and information (e.g., availability) teacher candidates provide on the Field Experience Placement Questionnaire. Field experiences occur during the regular school day; scheduled between the hours of 7:30 a.m. and 4:00 p.m. Schedules vary by school and cooperating teacher. You will receive an email with all placement details once finalized.

Transfer of theoretical knowledge to practical application. Responsibilities of special education teacher in variety of settings. prereq: Special education licensure program or instr consent

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

Field-Based Practicum. Observe and actively participate in an inclusive (with and without disabilities) general education classroom. An emphasis is placed on communication skills and reflective practice.

Field-Based Practicum. Observe and actively participate in an inclusive (with and without disabilities) general education classroom. An emphasis is placed on communication skills and reflective practice.

In this course, you will learn about: Theories of child development and how they relate to approaches to instruction; Behaviorist, cognitive, and social cognitive learning theories; Approaches to instruction and assessment (teacher-centered vs. student-centered vs. assessment-centered); and Issues related to assessment and measuring student learning (validity, reliability, interpretation, etc.) by participating in assessment design (traditional, performance, formative) and interpretation.