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Predicated on legislative requirements such as the Individuals with Disabilities Education Act, this course considers theories and issues in the context of inclusive instructional settings. Students will develop an understanding of the various legal and ethical requirements as well as effective instructional strategies for curriculum adaptation and delivery within the context of federal and N.H. state special education and education laws and procedures.

Focuses on practical instructional strategies for designing developmentally appropriate and challenging learning experiences based on the unique needs of individual learners. Students use differentiated instruction and universal design for learning as frameworks for designing lessons that meet the needs of diverse learners. Methods for adapting instruction and supporting students through modifications, accommodations, and assistive technology are explored. Students will collect a repertoire of evidence-based strategies for identifying and addressing the reading, writing, math, and study skills of students with disabilities. Through field experience, students have the opportunity to observe in the classroom and gain practical experience planning, delivering, adapting, and reflecting on a series of individualized lessons. Ten hours of field work are required. Ten hours of field observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Presents the theory and strategies for effective integration of technology resources and technology-based methods of instruction and assistive technology designed for students with disabilities. A background of mediated instruction will be provided along with a review of the qualities and benefits of technology options, including assistive technology, available to instructional settings. Opportunities to apply instructional delivery using common forms of media, multimedia, computers, and specialized programs for students with disabilities will be integral to this course, in addition to contemplation of future issues of integration of technology and matters of time and place of the learning experience.

Focuses on designing appropriately challenging learning experiences based on curriculum standards and individual needs. Students will learn strategies for direct and indirect instruction, supporting self-directed and collaborative learning, and promoting critical thinking and problem solving through questioning. Classroom management strategies that promote student engagement and a positive learning climate will be explored. Students will learn how to select, design, conduct, interpret, and use the results of formative and summative assessments. Use of the common core state standards in the planning, instruction, and evaluation process will be examined. 10 hours of classroom observation are required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Focuses on assessing and addressing student literacy skills. Students will learn about the language development process and demonstrate their ability to use a variety of assessments to identify the language skills and needs of individual learners. Using data driven, collaborative decision making, students will plan appropriate interventions. Research-based methods for teaching phonics, vocabulary, spelling, fluency, reading comprehension, and writing will be explored. Students will learn how to guide readers and writers in developing effective strategies for reading, writing, speaking, and listening. Authentic, evidence-based, differentiated instruction linked to the common core standards will be emphasized.

Focuses on methods for integrating explicit instruction of effective reading comprehension strategies into content area teaching. Before, during, and after reading strategies that will help students to comprehend challenging content area reading material will be introduced and practiced. Mentor texts will be used to demonstrate text structure and make the connection between reading and writing in the content areas. Students will learn strategies for motivating and engaging students with reading, modeling effective reading and writing strategies, guiding comprehension, facilitating metacognitive discussions, and teaching vocabulary and study skills. Methods for assessing and developing skills in reading, writing, listening, and speaking will be explored. Methods for differentiating and accommodating for struggling readers and writers including the use of assistive technology will also be explored.

Offers candidates a professional forum for researching, reviewing, and discussing socio-cultural contexts and topics in language teaching and education. In the course candidates will develop a broad-based understanding of cross-cultural education and discover appropriate practices and techniques for the multi-cultural classroom. The course is a requirement for all education and TECP candidates.

Prepares pre-service and in-service teachers to assess the achievement of students with special needs. It examines various assessment strategies. It includes the examination of the N.H. state curriculum frameworks, N.H. rules for students with disabilities, IDEIA regulations, and informal and formal assessment methods. Students will apply the assessment techniques in a case study format. They will utilize the assessment results to implement successful teaching/learning strategies in education settings for students with disabilities. This course addresses specific N.H. state standards for certification in the area of general special education.

An examination of the collaborative/consultative model in education and the skills necessary for that approach. It focuses on the state curriculum frameworks, the N.H. state rules for students with disabilities, and federal and local guidelines regarding the education of students with special needs. This course includes examination of the concepts and skills necessary for IEP and team development such as, the development of student profiles, goals, objectives, communication and collaboration skills, leadership skills, and knowledge of the theories of change. This course addresses specific N.H. state standards for certification in the area of general special education.

Provides opportunities for the practical application of teaching skills and dispositions. Observation, analysis, and guided interaction of the teaching/learning experience within elementary, middle, and/or secondary or post-secondary educational settings. Students are assigned to observe and perform specific teaching duties within a variety educational settings. Psychological, philosophical, and historic educational theories are analyzed in light of current best practice as they occur in contemporary educational environments. Students are required to complete 60 hours of assigned field work during the semester.