A review of the principles of behavior in infancy and childhood; physical, intellectual, social, emotional and language development in the normal child.

Prerequisites

PSYC 200 & PSYC 260 or EDUC 199

A review of the principles of behavior of the adolescent; the physical, intellectual, social, and emotional development specific to this period of maturation.

Prerequisites

PSYC 200 & PSYC 260.

An introduction to mild/moderate exceptionalities; an introduction to the literature, history, definitions, characteristics, identification procedures and problems of the fields of learning disabilities, mild mental retardation and behavior disorders. This course includes a field experience.

Approaches involving identification and the use of diagnostic test materials to assess functional levels of ability of individuals with disabilities, followed by specific developmental or remedial recommendations consistent with ability level. Emphasis on matching deficit to appropriate program or technique which will yield optimum results.

Prerequisites

SPED-320.

Approaches to classroom management of students with disabilities and groups of children. Applied behavioral analysis is studied, including specific techniques such as task analysis, along with strategies for strengthening and reducing behaviors.

Prerequisites

EDUC-199 and EDUC-299

Characteristics and special needs of the gifted individual. Definitions, identification procedures, and educational provisions are considered, along with career development. Emphasis is placed on structuring a supportive learning environment within the school setting as well as in the community.

Prerequisites

SPED-320.

This course introduces assistive technology and physical positioning to foster communication for students experiencing comprehensive disabilities.

Prerequisites

SPED-320.

An introduction to the concept of collaboration as a means to meet the special needs of students. Issues such as due process, least restrictive environment, support services, organizations, advocacy groups, family dynamics, educational planning and delivery of services are emphasized.

Prerequisites

SPED-320.

Alternatives to segregated special education services and interface between regular and special education are explored through the implementation of appropriate methods and strategies for teaching students with disabilities throughout the continuum of services.  Particular attention is given to the characteristics of the adolescent with mild/moderate disabilities and procedures for teaching academic, study, and social skills in the resource room or inclusive classroom.  School-to-work transition is studied including an examination of the development of necessary social and career skills.  

Prerequisites

Admission to Teacher Education Program, SPED-320, SPED-324, SPED-340.

Emphasizes the understanding of legislation, regulations and litigation related to the field of special education.

Prerequisites

SPED-320, 324, and Admission to Teacher Education Program.

A study of the reading process and the history and philosophy of the various models of reading instruction. Requires co-requisite enrollment in READ-371L. 

Prerequisites

ELED-340

A seminar course designed to be the culminating experience for the Human Development (non-licensure) programs, as well as for the Special Education non-licensure program. This course is designed to integrate the fundamentals of faith and vocation. Students will be challenged to synthesize Lee University's core values with plans to live out those values in their future vocations.

Prerequisites

Senior status.

This course is designed to provide students with practical experiences in the area of support service working with at-risk students and their families in community settings. The student will be assigned to two placements for the semester. Application for this experience must be made a semester in advance. Five hours credit will be given for each placement.

Prerequisites

successful completion of course work and approval of the Director of Field Experiences.

This course is designed to provide students practical experiences in the area of support service working with at-risk students and their families in community settings. The student will be assigned to two placements for the semester. Application for this experience must be made a semester in advance. Five hours credit will be given for each placement.

Prerequisites

successful completion of course work and approval of the Director of Field Experiences.

This seminar is designed to assist the students in transitioning from course work and observational experiences to practical application in the area of support services. Discussion of a variety of topics related to the field experience will be the focus of this seminar.

Prerequisites

successful completion of course work and approval of the Director of Field Experiences.