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This course is designed to help students develop the skills necessary to effectively communicate in public, private and professional settings. The course will focus on a broad base of communication theory, concepts, and skills and offer students the opportunity to apply those skills. Students will explore several modes of communication, including persuasive and invitational speaking, dialogue, and interpersonal communication. Students will explore the foundations of the communication discipline and consider the importance of communication for our personal, professional, and civic lives.

Normally offered each semester.

A course designed to acquaint students with the basic principles of growth and all phases of human development. Students will be required to assist an elementary or secondary teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States or permission of the department chair or instructor.
(Normally offered each semester.)

A continuation of EDUC 2050 with emphasis on the principles of learning and their application in the field of education. Secondary students will be required to assist a school teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States and EDUC 2050 Human Development and Learning I, or permission of the department chair or instructor.
(Normally offered each spring semester.)

This course helps future teachers and coaches recognize and understand biases experienced by groups and individuals due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background to help them work effectively with a diverse student or student-athlete population. This course meets the Nebraska Human Relations Training requirement for teacher certification and for the NSAA coaching certification
Pre or Corequisite(s): EDUC 1010 Introduction to Education in the United States or declared Coaching minor, or permission of instructor.
(Normally offered each semester.)

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.
Corequisite(s): EDUC 3450 Methods for Teaching Literacy in K-6, SPED 3460 Adapted Methods Practicum K-6 and SPED 3480 Curriculum Adaptations for Language Art Methods.
(Normally offered each fall semester.)

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilites, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.
Corequisite(s): Student teaching or permission of the department chair.
(Normally offered each semester.)

A course designed to instruct students on how to teach physical education to students with disabilities. Topics include curriculum development, planning, assessment, behavior management, modifications, IEPs, law, and disability sports. Students will learn about the different disability classifications found in the school system. Students will also participate in a number of disability simulation labs. A 10-hour practicum experience working with students with disabilities in a physical activity setting is required.
Prerequisite(s): Junior standing or permission of the instructor.
(Normally offered each spring semester.)

A course designed to allow students an opportunity to assist a preschool, elementary, middle grades, or junior high special education teacher for a designated period of time each week. May be repeated a maximum of three times.
Pass/Fail only.
Corequisite(s): SPED 2070 Understanding Human Differences for special education majors.

This course provides an overview of basic concepts related to the inclusive education of differently abled students. A broad understanding of a range of low and high incidence disabilities will be explored. Historical factors, legislation, litigation, service delivery models, and cross-cultural issues are examined in the course. Students will complete a fieldwork experience that will allow them an opportunity to assist kindergarten, elementary, middle school, or junior high special education students for a designated period of time. No P/F.
(Normally offered each fall semester.)

Students will learn to develop and deliver specific academic and social curriculum using Direct Instruction/Behaviorist methodology. Demonstration of competence of instructional design and evaluation within a Direct Instruction/Behaviorist model is emphasized in relation to students with mild/moderate disabilities. Students may complete a fieldwork experience that will allow students an opportunity to assist a preschool, elementary, or middle school education teacher for a designated period of time using these instructional methods.
(Normally offered alternate years.)

Students will learn to develop and deliver specific academic and social curriculum using Cognitive Strategy methodology. Demonstration of competence of instructional design and evaluation within a Cognitive Strategy framework is emphasized for students with mild/moderate disabilities. Students may complete fieldwork experience that will allow them an opportunity to assist a preschool, elementary, or middle school special education teacher for a designated period of time using these instructional methods.
(Normally offered alternate years.)

Students will learn to develop and deliver specific academic and social curriculum using Social Learning theory and methodology. Demonstration of competence in instructional design and evaluation with a Social Learning theory model is emphasized for students with disabilities. Students may complete a fieldwork experience that will allow them an opportunity to assist a preschool, elementary, or middle school special education teacher for a designated period of time using these instructional methods.

(Normally offered alternate years.)

This course is the study of the various forms of instructional technology available to today's educators. Instructional technologies include computers, data bases, wireless telecommunication, augmentative communication software, literacy, and mathematic support software. Specific emphasis is placed on those forms of adaptive technology that will assist the teaching and learning of students with disabilities.
Cross listed with EDUC 2870.
(Normally offered each semester.)

This course is a study of the informal and formal techniques and instruments for assessing children/youth for a variety of functions across multiple curriculum areas. Primary focus will be on effective tools for the identification and support of children/youth with disabilities.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered every even spring semester.)

A practicum opportunity allowing students to practice adapting lessons for children with exceptionalities.
Pre or corequisite(s): EDUC 3400 Teaching Mathematics in K-6, EDUC 3420 Teaching Social Sciences in K-6, EDUC 3440 Teaching Natural Sciences K-8, EDUC 3450 Methods for Teaching Literacy in K-6, SPED 3480 Curriculum Adaptations for Language Art Methods, and SPED-3700.

As a corequisite with EDUC 3450 Methods for Teaching Literacy in K-6, this course will involve the critical study of materials, curriculum, and effective instruction used in teaching children and youth with disabilities.
Corequisite(s): EDUC 3450 Methods for Teaching Literacy in K-6.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

This course provides students with knowledge of national, state, and local laws, policies, procedures, and resources that affect the definition of disability and the ensuing education programs for students with disabilities. Models of social and personal advocacy will form a critical foundation for development of a personal consultation model. Students will reflect their understanding of these issues through the development of Individual Education Plans, Transition Plans, and School Service Plans for students with mild/moderate disabilities.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered each fall semester.)

This course provides an intensive study of ways that collaborative practice can support children with emotional/behavioral needs. An emphasis of the course will be on the creation of safe schools through cognitive, behavioral, and social support strategies.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered each spring semester.)

Students are given the opportunity to teach children who have disabilities in the elementary grades for 10 weeks.
Prerequisite(s): Completion of preliminary student teaching requirements and approval of the department chair.