EDUC 504-601 DIVERSITY IN A DEMOCRACY Examination of contemporary cultural diversity within the United States educational environments. Special attention given to cultural problems and issues that influence opportunities and performance in educational institutions. Human relations skills considered for improving success within culturally diverse populations. Must be taken within the first 12 hours of M.Ed. program. Prerequisite: Admission to graduate study. Three hours per week.
ELED 304-701 LEARNING & ASSESSMENT Examines concepts, principles, theories and research related to teaching and learning for diverse populations across grade levels. Explores traditional and nontraditional strategies for assessing student learning. Field experience is included. Credit cannot be received for both EDUC 300 and EDUC 304. Prerequisite: EDUC 210. Three hours per week.
2013 Fall
EDUC 504-601 DIVERSITY IN A DEMOCRACY Examination of contemporary cultural diversity within the United States educational environments. Special attention given to cultural problems and issues that influence opportunities and performance in educational institutions. Human relations skills considered for improving success within culturally diverse populations. Must be taken within the first 12 hours of M.Ed. program. Prerequisite: Admission to graduate study. Three hours per week.
ELED 415-001 INST TECHNIQ FOR INCLUSION Develops skills for creating and implementing curricular, instructional and environmental modifications/accommodations to meet the social, affective, behavioral and cognitive needs of exceptional students. In depth study of collaborative processes involving family, community, school staff and special education teachers in developing and implementing IEPs as well as developing the support system necessary for inclusion. Prerequisites: Admission to Professional Teacher Education Program, senior standing and one semester successful completion professional program courses.Three hours per week.
ELED 415-002 INST TECHNIQ FOR INCLUSION Develops skills for creating and implementing curricular, instructional and environmental modifications/accommodations to meet the social, affective, behavioral and cognitive needs of exceptional students. In depth study of collaborative processes involving family, community, school staff and special education teachers in developing and implementing IEPs as well as developing the support system necessary for inclusion. Prerequisites: Admission to Professional Teacher Education Program, senior standing and one semester successful completion professional program courses.Three hours per week.
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Pennerman, A.J. (2009). The onerous achievement gap: An investigation of perceived factors that contribute to disparities in academic performance between Black & White students in the United States. Saarbrucken, Germany: VDM Publishing House Ltd..
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