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Provides students with a supervised opportunity to develop skills and demonstrate competencies necessary in early intervention/home visiting in natural settings (child care, homes, public schools). Supervisors provide guidance and support needed to enhance students’ development as early intervention paraeducators or home visiting specialists. Through participation in an IFSP or IEP team, students learn how to partner with families in the education of their children. Identifying biases to support families of varying race, culture, and socio-economic status is examined. Students demonstrate their ability to create a culturally competent resource binder that includes games, activities, and outings to be shared with a family to support the child’s development. Students complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.

Explores the role of the early childhood professional in the workplace. Topics discussed include leadership, working in a team, and professional ethics. Students develop a resume and create a professional portfolio for interview purposes. Emphasis is placed on the role of ongoing professional development activities and involvement in the early childhood field through participation in boards and meetings around topics specific to the field. Students should plan on attending professional development opportunities as defined by the instructor.

The student continues field experience work in an approved human service setting under the supervision of an approved professional. Skills, knowledge, and personal characteristics are built on and integrated into the learning and supervision of this course, as well as second year coursework including criminology and elective options that fit the students’ field work. Students submit documentation of the practicum activities/experience and demonstrate the ability to relate theory to practice in the chosen field of experience. The student completes a total of 125 hours of field experience.

Concerned with the behavior of the economy as a whole, particularly macroeconomics and fluctuations in economic activities. Basic elements of economic reasoning are applied to the public policy issues of unemployment, inflation, and economic growth. A brief survey of the history of economic ideas is followed by a study of the consequences for national policy of the changing institutional structure of the U.S. economy and of the conflicts inherent in, and generated by, competition and private enterprise. Analytic tools are used to evaluate monetary and fiscal policies and to understand current macroeconomic controversies.

An investigation into the functioning and politics of the U.S. economy from the vantage of the marketplace, emphasizing microeconomics, wage bargaining, taxation, and the distribution of wealth and income. Topics include the theories of demand and production and the determination of prices and quantities for commodities and factors of production in competitive and noncompetitive markets.

Introduces the exceptionalities and related topics in the field of special education including definitions, prevalence, assessment, and intervention. It includes discussion of strategies for facilitating students’ independence, learning, social connections, and self-advocacy skills. Curriculum emphasizes the philosophical and practical applications of valuing students’ abilities and diversity and collaborating with educators and families. It will explore curriculum modifications and accommodations, problem-solving strategies, and transition issues. Ten hours of field work are required in this course. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Investigates the philosophical, historical, and social/cultural character of education in the U.S. It is intended to be an examination of how schools function organizationally. Discussions will include the role of education, system philosophy, and trends that have shaped contemporary education; field observations are included. This course is a concentration requirement for both Special Education and Education Associate Degree programs. It is intended to be the first in a series of learning experiences for those interested in careers as teachers. Ten hours of classroom observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

This course will focus on the knowledge and skills necessary for supporting students with challenging behaviors in various learning environments, using the framework of positive behavioral supports. Students will gain knowledge of the basic assumptions about the context, function, and role of behavior. Students will learn to use a variety of positive behavior intervention techniques to control targeted behavior, support learning, and maintain the attention of students. Ten hours of field observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.