Schedule of Classes

Application of technology concepts and skills to human service professionals. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources.

Required for the Illinois middle school endorsement, surveys the physical, cognitive, and social/emotional development of young adolescents from a cultural perspective, emphasizing implications for effective middle school instruction. Preparation for Teacher Performance Assessment.

Exploration of foundational knowledge of characteristics of individuals with exceptionalities, diversity, populations who are at risk, and English Language Learners. Enhance knowledge and performance of individuals with exceptionalities by developing and adapting curriculum materials that meet individual needs within inclusive environments. Response to Intervention outcomes and appropriate evidence-based strategies that support successful inclusion are discussed. Preparation for Teacher Performance Assessment. This course meets foundation knowledge for LBS I certification.

Candidates engage in a minimum of 100 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory.

Addresses the assistive technology (AT) evaluation, selection, and application process for individuals with disabilities in school, the workplace and the community. Emphasis on assessment of the individual, environment, and tasks required of the person prior to evaluation of technologies and adaptations that enable the individual to function as fully as possible in his/her daily lives. Through illustrations and case examples students will obtain knowledge and skills required for the use of AT devices or adaptations and factors to consider in the selection and implementation processes. Preparation for Teacher Performance Assessment.

Emphasis on teaching strategies, materials, and organizational plans related to the K-8 mathematics curriculum. Assignments for elementary education majors with math concentration will be in the middle grades (6-8). Elementary education majors with math concentration will be expected to use appropriate strategies for middle school students in their projects. Focus on active involvement of students in the learning process strategies, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.

Topics of special interest which may vary each time course is offered. Topic stated in current Schedule of Classes. May be repeated under different topics for a maximum of 6 hours credit.

Relationship between learning to read and reading to learn; all aspects of literacy as applied to secondary and middle school instruction. Primary focus on understanding a wide range of literacies and how to integrate literacy while teaching subjects that include mathematics, social studies, sciences, English, music, art, family/consumer sciences, and foreign languages. Evaluation of the appropriateness of classroom resources such as textbooks, e-textbooks, lab manuals, course software, online supplements, and assessment tools. Preparation for Teacher Performance Assessment.

Addresses legal, psychological, and social impact of various exceptionalities, and professionalism. The laws governing the development and implementation of educational and transition programs for individuals with exceptionalities is also reviewed. Discussion and evaluation of legal documents for consent and notification. Code of Ethics and Standards for Professional Practice, and Individual Education Program development will be the focus. Preparation for Teacher Performance Assessment.

Diagnostic processes for learners with exceptionalities, preschool through high school. Screening, formal, and informal assessment, and evaluation techniques. Practice in test administration, scoring, evaluation, Individual Education Programs. Preparation for Teacher Performance Assessment.

A study of current theories and practices in reading instruction: the development of the reader, historical, sociological, and psychological perspectives.

Seminar in current practices and responsibilities assumed by literacy professionals. Involves comparative study of existing models of leadership including collaboration with key leaders in programs throughout the United States. Requires the actual development of a program plan and the means to disseminate it.

Investigation and development of a theory of instruction for practitioners built upon the research based on existing strategies, models, methods, assessment, skills, improvement techniques, movements in education, theorists, curriculum, and the learner.

Multicultural issues, perspectives, and current trends. Role of the teacher as an advocate and change agent. Evaluation of materials, methods, and programs.

Provides an overview of classroom-based assessment methods, both qualitative and quantitative. Emphasizes the different types and purposes of assessment, as well as creative alternatives to traditional assessment techniques. Tailored to graduate students' needs and interests.

Individual study on a topic selected by student with advisor approval. Integration and application of research. Student must produce a product such as a software program, journal article, or program portfolio. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.