• Course develops the teacher candidate‚Äôs collaborative skills and effective communication practices in working with families, teachers and other stakeholders of 4th and 5th graders including those with learning disabilities.
  • Specific strategies to more effectively develop collaboration with regular classroom teachers and other school and community personnel are explored, as well as opportunities to practice elements of successful and effective team relationships through knowledge and comprehension of the positive aspects of the consultative mod
  • Specific strategies to more effectively develop family/professional-working partnerships to effectively work with students at the 4th and 5th-grade levels.
  • Opportunities to practice elements of successful and effective team relationship building.
  • Students will study issues associated with the Individual Education Plan (IEP) team.
  • Students will have multiple opportunities to practice elements of successful and effective team relationship through knowledge and comprehension of the positive aspects of collaboration.
  • Students will demonstrate awareness of and means to improve his/her own behavior on a team.
  • On successful completion of the course, participants will be able to know, apply, and on occasion, create principles and good practices surrounding 4th/5th-grade environment for collaboration, consultation, and teamwork.

This course is designed to prepare the PreK-3 licensed teacher to successfully teach mathematics, science, social studies, and language arts to students in the fourth and fifth grades. Pedagogy directly linked to the nature and needs of the child in the fourth and fifth grades as related to math, science, social studies, and language arts will be applied and practiced throughout the experience. This course will build on the knowledge that early childhood education teacher already has so that he or she can successfully serve students in the fourth and fifth grades. Best practices for teaching fourth and fifth grade observed and practiced throughout the experience. 20 hours of observation must be completed; 5 hours in each of the following content areas: mathematics, science, social studies, and language arts.

This is the final course in the autism program; candidates must have completed the rest of the autism courses in order to participate in this course. The goal of this course is for candidates to demonstrate their knowledge of ASD identification, interventions, and supports. Candidates will use their comprehensive skills in assessment, programming, and current evidence-based practice to address the needs of students with ASD. Topics may include analyzing data from their professional context (Behavior, Academic, Sensory, Communication, etc.) gathered through formal and informal assessments, creating and evaluating programs, Pretesting, determining an intervention plan, post-testing, and writing a diagnostic report are elements of the practicum and serve as the basis for intensive problem-solving in the online meetings with the instructor. Pre-requisites: EDD 683, 684, 685 and 686.