Secondary Education

BED 410 Prin/Strat Voc & Coop Ed 3 Credits

Designed as one of the specialized courses in the preparation of business and marketing education teachers and teacher-coordinators of cooperative work experience programs. The philosophy and history of education for and about work, including technology, are studies along with the principles and strategies for organizing and administering vocational cooperative education programs. Developmental/reflective evaluative techniques will be applied for the assessment of self, students, instruction and selected case studies. Current instructional concepts, organizational and administrative strategies, legislative enactments, and regulations pertaining to the employment of youth are included. Special attention is given to the role of vocational student organizations and advisory committees. Open to all students. A cumulative GPA of 2.75 is required.

BED 415 Teaching Business Subjects 3 Credits

Instructional strategies in the teaching of business and marketing subjects are analyzed and demonstrated. Students are required to prepare lesson plans, teach demonstration lessons, develop a unit plan, and compile a resource file of teaching materials. Videotaping of demonstration lessons is integrated with the course work to encourage developing teaching competency through a series of instructional modules appropriate to the student's certification interests. A cumulative GPA of 2.75 is required.

BED 445 Work Experience Cooperative Program 3-6 Credits

A minimum of 300 hours in a supervised occupational experience or a supervised internship program in an approved work station or institution. The experience is coordinated and supervised by a qualified coordinator of occupational education. A series of activities are designed to relate job and intern experiences to the student's future role as an employee or a professional teacher. The student will be evaluated by the supervising employer and the University supervisor.

BED 490 Independent Research & Study 1-6 Credits

Provides the student with an opportunity to study an area of personal interest. The outline for the study must be accepted by a sponsoring professor and approved by the student's department and academic dean. The number of semester hours credit to be assigned is determined by the department.

EDU 101 First Year and Transfer Education Seminar 1 Credits

First year/transfer seminar provides an engaging orientation to the undergraduate teacher education program at Rider University. During this course, students new to the Department of Teacher Education will explore their beliefs about teaching, learning and school. This focus will be broken into four areas of inquiry that include: (a) What knowledge is of “greatest worth” for educators? (b) What is the purpose of a policy and who gets to make the decisions? (c) What is a “safe” school? (d) What role do unions and professional communities play in the lives of educators and children?.

EDU 106 Contexts Of Schooling 3 Credits

Students in this field-based course will begin to examine aims, practices, and contemporary issues of schooling in their historical, sociological, philosophical, and futuristic contexts and from the perspectives of various multicultural constituencies-- students, parents, local community, wider economic community, government, and the profession. In doing so, they will begin to develop professional skills of observation, reflection, analysis, and argument. This course must be taken concurrently with EDU 206. A cumulative GPA of 2.75 is required.

EDU 206 Developmental Education Psychology 3 Credits

This field-based course focuses on: a) the cognitive, personality, social, creative, and moral development of children and adolescents; b) influential theories, concepts, and research findings of educational psychology; and c) the translation of psychological theory into classroom practices. This course must be taken concurrently with EDU 106. A cumulative GPA of 2.75 is required.

EDU 320 Introduction to Linguistics and Psycholinguistics 3 Credits

This course provides an introduction to the properties of human languages and to their systematic study in the field of linguistics and psycholinguistics. Topics include the nature of human language as distinct from other communication systems; sound patterns (phonology), word-formation (morphology), sentence structure (syntax), and meaning (semantics) in the world’s languages; relations to cognition, communication, and social organization; dialect variation and language standardization; language learning by children and adults; and the nature and history of writing systems. Intended for any undergraduate and graduate interested in language or its use. It is assumed that students have had no prior course work or exposure to linguistics and will begin with the basic assumptions that are shared by those who study language from a variety of perspectives. Students analyze their own speech patterns, investigate different speech acts in different languages and develop a research project using a linguistic construct in order to apply it to the second language classroom. Students present this project in a poster format to the university community at the end of the semester. A cumulative GPA of 2.75 is required. NOTE: This course is cross-listed with FLE 320. Students cannot get credit for both FLE 320 and EDU 320.

EDU 358 Literacy and the Bilingual/Bicultural Child 3 Credits

Presents multidisciplinary and interdisciplinary perspectives on bilingual/bicultural children and their reading process. Strategies and materials for second language reading instruction are suggested and discussed.

EDU 420 Teaching a Second Language 3 Credits

This course focuses on interactive methods of teaching a new language as well as cross-cultural understanding. Students learn to plan using national and state standards for language instruction, organize activities, design and direct language learning tasks, and assess learning. Includes theoretical positions on communicative language learning and teaching, the use and evaluation of currently used materials, the design of new materials, and field experiences in the language to be taught. Students develop their professional portfolio, participate in an E-seminar, prepare a unit of study, and present lesson segments. Open to prospective world language teachers, ESL and bilingual teachers, as well as practicing teachers seeking certification. A cumulative GPA of 2.75 is required. *NOTE: This course is cross-listed as FLE 420. Students cannot get credit for both FLE 420 and EDU 420.

Prerequisite(s): EDU 106 with a minimum grade of C+ or EDU 106 with a minimum grade of TR and EDU 206 with a minimum grade of C+ or EDU 206 with a minimum grade of TR.

EDU 451 Special Topics in Education 1-6 Credits

Student teachers, graduate interns, Rider faculty, cooperating teachers, and building-level administrators will engage in collaborative study of a topic through reading, writing, discussion, observation, and reflection on their work in classrooms. Work in these seminars will help student teachers synthesize knowledge from their professional courses and all participants extend their understanding of a particular topic pertaining to teaching. Teacher research methods will be employed as participants analyze their own teaching through perspectives of the seminar topic. Topics will vary each semester. This course is dual-listed for undergraduate and graduate credit. Enrollment is limited to students concurrently enrolled in student teaching and to cooperating teachers and principals working with them.

EDU 460 Educating and Evaluating the Bilingual Child 3 Credits

An examination of the historical, legal, and pedagogical aspects of the education of language minority students. Considers the design of school programs for minority students including legal mandates, testing, staffing, and funding. Emphasis is placed on the evaluation of bilingual students as they enter, develop and exit from special programs of study. A cumulative GPA of 2.75 is required.

EDU 465 Student Teaching and Seminar 12 Credits

A full-time program for seniors providing practical teaching experience in an accredited elementary or secondary school. Under the direct supervision of the cooperating teacher, student teachers are responsible for the planning of lessons and for teaching in their areas of specialization and for developing a high level of teaching competency. Supervisors from Rider observe the student teachers at work, confer with the cooperating teachers and student teachers, and evaluate the growth of the student teachers throughout the internship period. Special topics are considered in seminars held in conjunction with student teaching. These topics include school health and substance abuse, school law, teacher certification and placement, classroom management, mainstreaming, professionalism, and other topics deemed appropriate by the faculty and student teachers.

Prerequisite(s): 1. Satisfactory completion of junior-level professional courses; 2. Cumulative GPA of at least 3.0 prior to commencing the semester in which student teaching is to be completed; 3. All professional education courses, with the exception of those taken concurrently with student teaching, must be completed with a grade of “C+” or better; 4. A candidate for student teaching must be approved by the education division and the coordinator of student teaching. There is an additional fee for Student Teaching.

EDU 477 International Student Teaching 3 Credits

This course provides an immersion opportunity for student teachers to learn about the different cultures and the education system of other countries while living and teaching abroad. Students will explore topics such as global awareness, international curriculum, global educational issues, and pedagogy to support diverse student needs. Through seminar discussion, research, observation, reflection and practical experience, students will develop and share their understanding of diversity in an international setting to increase global awareness, inclusive practice, and professional skills to develop a culturally responsive classroom. A fee is required for this course.

Prerequisites: 3.25 GPA, letter of recommendation, successful completion of required PRAXIS exams, interview, essay, and successful completion of local student teaching. POI required.

ELD 128 Developing Mathematical Ideas for Elementary School Teachers 1 Credits

Prospective teachers will examine the mathematics content and curriculum that is taught in grades K-6, focusing upon the multi-layered aspects of the topics that successful elementary teachers need to understand profoundly in order to provide appropriate instruction. There will be a series of topics selected from those that have historically been especially difficult for teachers to thoroughly understand at the depth needed to teach effectively. Some of the topics may vary each semester.

ELD 307 Emergent Literacy P-3 3 Credits

This course is needed to meet the requirements for the specialized endorsement in Early Childhood. The course establishes a solid foundation of knowledge about literacy in the early years and dispels myths regarding readiness to read and write. In addition, the course contains the foundational aspects of literacy, including the relationship between oral language and literacy, the linguistic foundation of literacy, and the social contexts of literacy learning. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

ELD 308 Fostering Language and Literacy Development 3 Credits

Explores current understanding of the fields of reading/language arts from the perspectives of theory and practice. Students write lesson plans, critique methods of instruction and assessment and develop a portfolio of an individual student from their field site. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206; ELD 307.

ELD 350 Early Adolescence 1 Credits

This course will focus on common dilemmas faced by young people as they move from childhood into adolescence. It will examine age-related differences between children and adolescents and consider ways to create stimulating environments that fit this developmental transition. Representations of adolescence in the media and in research will be compared, including common stereotypes.

ELD 355 Teaching in the Inclusive Middle School Classroom 1 Credits

This course will highlight the legal and ethical responsibilities of general education teachers in the middle school classroom. The special education process will be discussed and methods to address special needs in the classroom will be shared. Strategies to differentiate instruction and work collaboratively with school community members will help pre-service teachers develop and implement effective instruction that meets diverse needs in the middle school inclusive classroom.

Prerequisite(s): EDU 106 and EDU 206 and a cumulative GPA of 2.75 is required.

ELD 360 Structure and Culture of Middle School Classroom 1 Credits

This course focuses on the teaching of those concepts critical to the understanding of the structure and culture of middle school education. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

ELD 375 Methods of Teaching Mathematics in Elementary Classrooms 3 Credits

This course focuses on the teaching of mathematics that is developmentally appropriate for students from nursery to grade eight. In keeping with ACET, NAEYC, and NCTM Standards, emphasis is placed on planning for and implementing an integrated curriculum approach, discovery learning, hands-on experience, theme cycles, use of technology, and traditional and non-traditional assessment strategies. Field experiences will consist of classroom observations and teaching individuals and/or small groups of students. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206, MTH 102 or MTH 105 or MTH 150 or MTH 210.

ELD 376 Teaching Science, Social Studies and the Arts N-6 3 Credits

This course focuses on methods and materials of instruction in science, social studies, and the arts that are developmentally appropriate for students in preschool through grade six (based on NCSS, NSTA, and NAEA Standards). Emphasis is placed on an integrated approach to curriculum, with lesson and unit planning activities that incorporate hands-on-experiences, discovery learning and traditional and non-traditional assessment strategies. Field experience will consist of observation and analysis of classroom instruction and the teaching of lessons to individual and/or small groups of children. A cumulative GPA of 2.75 is required.

Prerequisite(s): ELD 307 and ELD 375.

ELD 380 Methods of Teaching Mathematics in the Middle School 3 Credits

This course focuses on the teaching of mathematics that is developmentally appropriate for students in grades six through eight. In keeping with the National Council of Teachers of Mathematics (NCTM) Standards, emphasis is placed on planning for and implementing an inquiry-based approach, hands-on experience, use of technology, and traditional and non-traditional assessment. Field experiences will consist of observations and teaching to individuals, small groups and whole classes of students. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

ELD 385 Teaching Science in the Middle School 3 Credits

This course focuses on the teaching of sciences that is developmentally appropriate for students in grades six through eight. In keeping with the National Science Education Standards, emphasis is placed on planning for and implementing an inquiry-based approach, hands-on experiences, use of technology and traditional and non-traditional assessment strategies. Field experiences will consist of observations and teaching to individuals, small groups and whole classes of students. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

ELD 390 Teaching Social Studies in the Middle School 3 Credits

This course focuses on the teaching of social studies that is developmentally appropriate for students in grades six through eight. Its focus will explore understanding of United States history, geography and civics from the perspective of the middle school. The course emphasizes the ten themes of social studies as developed by the National Council for the Social Studies. In addition to the facts, concepts and generalizations encompassed by the ten themes, the course works with academic, social, thinking and citizenship skills. The required, intensive field experience in a middle school promotes direct application of the concepts, skills and dispositions addressed in the course. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

ELD 395 Literacy Learning in the Middle School 3 Credits

This course focuses on the teaching of literacy that is developmentally appropriate for students in grades six through eight. It explores processes in reading, writing, speaking, listening and viewing, relationships among the language arts and other subject areas, and the development of critical literacy and cognitive strategies. The intense field experience in a middle school promotes direct application of the concepts, skills and dispositions addressed in the course. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

ELD 490 Independent Study: Research and Creative Expression 1-6 Credits

Provides the student with an opportunity to study an area of personal interest. The outline for the study must be accepted by a sponsoring professor and approved by the student’s department and academic dean. The number of semester hour’s credit to be assigned is determined by the department.

SED 370 Teaching in the High School 3 Credits

This field-based course focuses on general pedagogy in grades nine through 12. Emphasis will be on generic teaching approaches, planning lessons and developing units of study, learning styles, issues and techniques of evaluation, and multiculturalism. Working in local high schools, students continue observing and begin teaching lessons in their subject area specialization. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

SED 400 Teaching English Language Arts in the Secondary School 3 Credits

Students preparing to teach English in middle schools and senior high schools explore strategies for the imaginative teaching of literature, poetry, drama, grammar, composing processes, vocabulary, and oral language use. Students research, develop, and critique thematic units, analyze curriculum, and study the selection, development, and use of a wide variety of teaching materials. Traditional and alternative methods of assessment are explored. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

SED 405 Teaching Social Studies in Secondary Schools 3 Credits

The theoretical foundations of teaching social studies in junior and senior high schools. Basic goals and aims of social studies instruction are studied, and specific methodological techniques are described and practiced. Demonstration lessons are prepared and presented. Considers typical problems with which teachers are confronted. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

SED 410 Teaching Science in Secondary Schools 3 Credits

Classroom interaction analysis systems are utilized in the study of the teaching-learning process. Students develop their own repertoire of teaching strategies. Emphasis on the investigation and interpretation of recent curriculum developments, and the use of the laboratory in science instruction. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

SED 415 Teaching Mathematics in Secondary Schools 3 Credits

The critical analysis of the aims of teaching mathematics in the secondary school; review of recent research in the content and teaching of mathematics by individuals and groups; demonstration lessons (reflective teaching) to illustrate techniques of teaching; the planning of lessons; selection and organization of materials and subject matter; and evaluation of lesson presentation. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

SED 431 Content Area Reading and Writing 3 Credits

Explores theoretical and methodological issues concerned with teaching reading and writing within content area classes. Students analyze junior high and high school textbooks and other reading materials, study methods of adjusting instruction to varying reading and writing needs of students, prepare directed reading activities in their specific content areas, and use informal diagnostic reading tools. Included is the preparation of content area writing assignments and the evaluation of student writing as well as the teaching of study skills? Emphasis throughout is on the integration of reading and writing into secondary school subject classes. A cumulative GPA of 2.75 is required.

Prerequisite(s): EDU 106 and EDU 206.

SED 490 Independent Research and Study 1-6 Credits

The outline for study must be accepted by the professor and approved by the department. The semester hours credit to be assigned is determined by the department.

SPE 201 Foundations in Special Education and Inclusive Practice 3 Credits

This course emphasizes the foundations of special education and introduces students to inclusive practice. Philosophical, historical, and legal foundations of special education and characteristics of students with disabilities will be examined. Students will learn the components of an Individualized Education Program (IEP), how to adapt learning environments and curricular materials, as well as how to select and implement modifications for students with disabilities. Inclusive educational practices including communication, coteaching, and collaborative partnerships will be addressed through case studies and fieldwork. Students will be required to complete a minimum of 15 field hours in addition to regularly scheduled class hours.

Prerequisite(s): A cumulative GPA of 2.75 is required.

SPE 202 Teaching Students with Autism Spectrum Disorder and Low-Incidence Disabilities 3 Credits

This course is designed to examine the characteristics of individuals with Autism Spectrum Disorder (ASD) and strategies to support their academic, communication, and social/behavioral growth, including the use of assistive technology and positive behavioral supports. Methods and strategies for ASD and other low incidence disabilities will be explored. Through active participation in class and field sites, students will become aware of the various social issues related to family, education, transition, community resources and work experiences of individuals with these disabilities. Students will be required to complete a minimum of 30 weekday field hours in addition to regularly scheduled class hours.

Prerequisite(s): A cumulative GPA of 2.75 and SPE 201.

SPE 210 Global Encounters 3 Credits

This course is an international learning experience focused on exploring educational opportunities in the United States and abroad. Students will study the history, policy and practice of special education in the United States and compare it with another country and culture first hand, through lectures, school visits and reflection. Current strategies and challenges of educators and families supporting individuals with disabilities will be examined. Through this cross-cultural experience, students will broaden perspectives and develop cultural awareness, knowledge, and understanding of diversity. This course is open to all students and disciplines. There are no prerequisites.

SPE 300 Inclusive Practices for General Education Teachers 3 Credits

This online course is designed to introduce preservice general education teachers students to special education and the inclusive classroom. Students will explore current issues and practices in special education. Assignments and activities will enable students to develop the knowledge and skills to design and manage the instructional environment for diverse learners in inclusive and classroom setting. Attitudes and behaviors that influence children with special needs will be addressed. Students will be required to complete a minimum of 15 field hours in addition to regularly scheduled class hours. Prereqisite(s): EDU 106 and EDU 206. A cumulative gpa of 2.75 is required.

SPE 303 Assessment and Instruction for Students with Disabilities 3 Credits

This course will emphasize the relationship between assessment and instructional design and implementation. Coursework includes the evaluation, selection, development, and adaptation of standardized, normreferenced, and functional assessments, such as a Functional Behavioral Assessment (FBA) and Ecological Assessment. Strategies to support literacy instruction for students with disabilities will be examined. Transition planning, program development, and agencies available to support students with disabilities and their families will be explored. This course requires a field experience in order to help students apply theory to practice.

Prerequisite(s): A cumulative GPA of 2.75 and SPE 201.

SPE 304 Assessment and Instruction in the Inclusive Classroom 3 Credits

This course will emphasize assessment, planning, and instructional design to maximize the learning of all students, including those with exceptional learning needs, in the inclusive classroom. Students will have the opportunity to explore a variety of instructional strategies to meet the needs of diverse learners. Organization of learning environments and the collaborative process, including co-teaching models, will be utilized to design a long-term unit plan. This course requires a field experience in order to help students apply theory to practice.

Prerequisite(s): A cumulative GPA of 2.75 and SPE 201.

SPE 305 Assessment and Instruction for Students with Autism Spectrum Disorders 3 Credits

Through this course, teacher candidates will learn both theories related to teaching students with Autism Spectrum Disorder (ASD) as well as best practices in the classroom related to academic instruction, as well as emotional, behavioral, and communicative interventions. This course also includes a field component, in which teacher candidates are expected to complete 10 hours of observation in a classroom with students with ASD. The course begins by examining the characteristics of the disability, causes, early warning signs, diagnostic procedures, and early intervention practices. Specific practices related to instruction and intervention as well as how to best structure a classroom for students will be examined. Teacher candidates will receive instruction in a variety of strategies and practices, even those that do not yet qualify as EBPs, as well as their theoretical underpinnings. Strategies for communicating effectively and efficiently with parents, as well as the most current and/or special issues in the field will also be discussed. Issues related to post-secondary transition will also be examined.

Prerequisites: A cumulative GPA of 2.75 and SPE 201.

TEC 200 Google© Educator Level One Training 3 Credits

This course will provide the skills and knowledge for pre-service teachers in undergraduate education to successfully take the Google© Educator Level One Exam.

TEC 201 Internet Ethics 1 Credits

This course focuses on using the Internet to explore and reflect on current ethical issues involving technology. These include individual privacy, legal issues such as fair use and copyright laws, and social issues such as bullying and social networking. Students will explore these topics using a variety of search engines and will reflect on the information found in terms of its impact on society as well as its appropriate uses in personal life, education and business. Pass/fail.

TEC 202 Smartboard 1 Credits

This course is designed to provide an opportunity for students to become familiar with the features and applications of Smartboard, an interactive whiteboard that can be used in classrooms and professional presentations. Students will gain experience using the touch screen and in integrating the features of the program into learning and professional materials. Pass/fail.

TEC 203 Desktop Publishing and Web Page Design 1 Credits

This course provides students with the ability to use desktop publishing software to create materials suitable for use in classrooms, professional settings, and personal use, and with the ability to design web pages. The course is appropriate for anyone who will be involved in designing classroom and student publications and for those who will use web pages in their teaching or personal lives. Discussion will be held on how to use desktop publishing and web page design in elementary and secondary school settings. A project involving application of various desktop publishing and web page design techniques will be completed and demonstrated to the class. Pass/fail.

TEC 204 Electronic Spreadsheets and Classroom Management Software 1 Credits

Basic electronic spreadsheet concepts and applications are taught using a major spreadsheet program. Topics include writing basic formulas, copying formulas, playing “What If,” customizing a worksheet, and printing a spreadsheet. Discussions will be held on how to integrate spreadsheets into elementary and secondary classes and activities. Pass/fail.

TEC 206 Teaching and Presenting with Technology 1 Credits

This course covers designing, planning, and using technology enhanced instruction and presentations. Group assignments will enable students to explore uses of technology to enhance instruction and presentations. Collaboration will be encouraged when discussing the efficient and effective use of technology. Three collaborative group reports will be submitted dealing with discussion questions and chapter topics. Appropriate web sites and programs will be visited. Students will design a final original application that could be used to create motivation and visual learning in a specific classroom or other professional setting related to their major areas of study. Emphasis will be given to technology integration strategies. A final oral presentation of individual projects will be given.

TEC 207 Social Media for Education 3 Credits

Social Media for Education will introduce students to the structure and culture of social media and how social networking applies to the educational environment. This three-credit course will foster a deep understanding of how social media in education can benefit students, teachers, administrators, staff, and stakeholders.

TEC 307 Concepts Instuct Media & Tech 3 Credits

Designed to provide the student with familiarity and appreciation of the role of educational technology in the workplace as it applies to students, teachers, administrators, and trainers. The student will explore the Internet, various educational multimedia, distance learning, virtual reality environments, learning theories, and integration models. Appropriate developmental/reflective strategies will be incorporated with instruction. Although multimedia microcomputers will be utilized throughout the course, prior microcomputer knowledge and experience is not a critical element. Multimedia expertise will be developed as the course progresses.

TEC 308 Digital Tools for Teaching 3 Credits

Designed to enable the student to develop instructional presentations utilizing the advantages of multimedia technology. Each student will be required to create a multimedia portfolio that contains information presentations, cumulative records, presenter notes, work samples, photo library, video animation, and audio narration. Cooperative learning strategies will be utilized throughout the course. Developmental/reflective strategies will include self-reflection, peer feedback, and interaction with the instructor in class and via E-mail. Expertise will be developed as the course progresses.

TEC 309 Instruct Media/Technology Management 3 Credits

Designed to develop technology management skills that can be used for individual classrooms, training centers, subject area specializations, grade levels, school laboratories, curriculum integration, administrative functions, system networks, community services, communication systems and connecting linkages between educational/work environments and home. Various management strategies will be explored and each student will have an opportunity to design, via a multimedia microcomputer, an instructional technology system of their choice along with a management plan. Cooperative learning strategies will be utilized throughout the course. Developmental/reflective strategies will include self-reflection, peer feedback, and interaction with the instructor in class and via E-mail.

Prerequisite(s): At least six semester hours of technology courses or modules.

TEC 404 Assistive and Augmentative Technology for Autism Spectrum Disorders and Other Disabilities 3 Credits

This course will emphasize the use of assistive technology, augmentative communication modalities, visual supports, and related instructional methods and strategies that maximize the learning of individuals with autism spectrum disorders and other exceptional learning needs. Students will learn how to effectively customize materials and adapt learning environments using technology, with a specific focus on individuals with ASD. Students will become familiar with the use of high-tech, low-tech, and no-tech solutions that support the individualized needs of learners.

Prerequisite: SPE 201 or SPE 300.

TEC 407 New Literacies for New Learning 3 Credits

As we consider the rapid expansion of information and text it is timely to take a critical view of what literacy means and how it is influencing children’s literacy development and the work of educators. Many argue that the rapidly evolving use of technology is potentially shifting the ways in which we construct and comprehend information, or is it? In this hybrid/online course, we aim to explore these sometimes competing conceptions of text as we consider what these new literacies mean for children’s literacy development as well our own work as educators.

TEC 490 Independent Research and Study 1-6 Credits

Provides the student with an opportunity to study an area of personal interest. The outline for the study must be accepted by a sponsoring professor and approved by the student’s department and academic dean. The number of semester hours credit to be assigned is determined by the department.