Upper Division

EDSP 355B - Collaborative Models of Inclusive Education: Partnerships and Strategies for Teaching All Students i(3 units)

Prerequisite: Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.

EDUC 132 The Exceptional Child 4 Lecture, 3 hours; discussion, 1 hour. Prerequisite(s): restricted to class level standing of junior, senior, credential only, or masters. Explores characteristics of individuals with physical and mental disabilities. Includes emotional disturbance, visual or hearing impairments, gifted and talented students, and children with characteristics of autism. Emphasizes educational programs and considers the effect of gender, socioeconomic, ethnic, and linguistic factors. 

POSC 171 American State Politics

2 hrs. lecture; 2 hrs. lab. Foundation of the economic, sociological and political influences on the historical development of agricultural and extension education; organization and delivery of agricultural and extension education programs and practices at the secondary and post-secondary levels.

This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience, and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning.

SPED 411 Foundations of Disability I 3 Credits Categorical and cross-categorical survey of information about exceptional children and youths. Topics include history, etiology, identification, classification, legislation, alternate program delivery systems.

Developmentally appropriate practice for children from birth to five years of age with disabilities, developmental delays, and those “at-risk”. Early intervention, preschool programs, and other service delivery approaches examined from a culturally sensitive, family-focused perspective. Field component.

Possible Instructional Methods: Hybrid.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:
 

(Formerly numbered 134.) Lecture, two hours; discussion, one hour. Survey of characteristics and related educational needs of students (preschool through high school) who vary in mental, physical, psychological, and social characteristics. Focus on disabilities, with exploration in area of gift/talented education. Emphasis on inclusion, and legal, social, and philosophical issues associated with it. Students learn perspectives from disability studies and engage in class activities designed to challenge students to put inclusion into practice.

Preparation for student teaching in agriculture. Orientation to classroom situations. Development of plans for teaching, including daily lessons and unit plans, utilization of source information, and resources. Class demonstration in teaching procedures, analysis, and evaluation. 3 hours discussion.

This course is a prerequisite for students in the elementary education certification program. Various diversities among students associated with their developmental, cultural, linguistic, disability, gender, and social differences will be discussed