Course Search Results

  • SP ED 5540: Spoken Lang D/HH

    4.00 Credits
    University of Utah

    The ramifications of a hearing loss on language development are discussed. The assessment of language across form, content and use to develop outcomes, goals and objectives leading to appropriate programming, planning and lesson implementation is emphasized. Spoken language development in early intervention, pre-school, elementary, and secondary levels are all included. Field hours required. Prerequisite: SP ED 3508 and 5030.
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  • SP ED 5550: ASL/English Strategies

    4.00 Credits
    University of Utah

    The purpose of this course is to develop both the understanding and the skills of signed language communication in educational settings, with emphasis on the development of ASL/English strategies for classroom instruction of Deaf and hard of hearing students. Students participating in this course will compare, contrast and practice American Sign Language, English sign language systems and Cued Speech. Students will investigate home and educational use of sign language and the issues impacting sign language choice and implementation. Cultural issues as well as community impacts will be reviewed. Students will reinforce their classroom learning within the school and community settings. Prerequisite: ASL 2010 AND SP ED 5522 AND Sign Language Competency Test.
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  • SP ED 5560: Effective Practices DHH

    3.00 Credits
    University of Utah

    This course focuses on effective and evidence-based practices for teaching students who are deaf and hard of hearing (DHH). Teacher candidates will identify the challenges that students who are DHH face when learning content in curricular subject areas. They will develop proficiency using instructional strategies across a variety of service delivery models and instructional settings. They will learn how to select, adapt, and modify curriculum to meet the unique and diverse needs of students who are DHH. Attention will be given to the development of lesson and unit plans that meet the state core curriculum standards as well as incorporate language, literacy, and IEP goals. Teacher candidates will analyze the social and emotional needs of students with hearing loss and their families. Discussion will include the needs of students and families with culturally diverse backgrounds and students with additional disabilities. Emphasis will be placed on the roles and responsibilities of teachers of the DHH to train, consult, and collaborate with families and other professionals. Prerequisite: SP ED 5530 and 5540.
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  • SP ED 5565: Educational Program DHH

    2.00 Credits
    University of Utah

    In this course, teacher candidates will consider the unique characteristics and needs of students who are deaf or hard of hearing, which influence programming in the early intervention, preschool, elementary, and secondary settings across the broad range of educational placement options. This course includes practice in developing IFSPs and IEPs including preschool and post-secondary transitions. Teacher candidates will use and interpret technically sound assessments to determine present levels of functioning, write goals, and make decisions regarding appropriate services and educational placement. Emphasis will be placed on accommodations and modifications of the instructional environment to meet the individual physical, cognitive, cultural, communication and social needs of students. Included will be the management of listening technology in the home and classroom.
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  • SP ED 5600: Student Tch D/HH (5-21)

    9.00 Credits
    University of Utah

    Students are assigned a full-time practicum setting with children who are Deaf and hard of hearing for 15 weeks under the direct supervision of cooperating teachers. This capstone experience provides opportunities to refine and develop key knowledge and skills specific to educating this population of students. Teacher candidates transition from theory to practice as they become responsible for educational programming, instructional planning, facilitation of language development, management of learning environments, assessment, and collaboration. Prerequisite: Department consent required.
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  • SP ED 5655: College of Ed: Peru

    6.00 Credits
    University of Utah

    This course will create an opportunity for students to further develop the knowledge and skills integral to becoming a culturally competent and responsive professional. The goals of this course are toe provide students with (a) broader base knowledge about global issues and perspectives, (b) knowledge and understanding relative to Peru, (c) an opportunity to develop insight into the complexity of experiences that individuals from culturally and linguistically diverse cultures may face when they are immersed in the United States, and (d) an opportunity to develop a deeper understanding of how their own social, cultural, economic, political, educational, and historical experiences influence their behaviors as professionals.
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  • SP ED 5700: Stu Tch Vis Imp (0-5)

    6.00 Credits
    University of Utah

    Students are assigned a practicum setting with children birth - 3 (EI) and 3-5 (Preschool) under the direct supervision of a cooperating teacher for a total of 400 clock hours. Students will identify, analyze and interpret family issues, visual issues, mobility issues, maintain an evaluation system and implement and manage educational programs for families who have children with visual impairments. Student teaching must be either concurrent or following the completion of the Special Education Early Childhood Licensure. Prerequisite: SP ED core and VI Specialization courses. Department consent required.
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  • SP ED 5710: Stu Tch Vis Imp (0-3)

    3.00 Credits
    University of Utah

    Student teaching must be either concurrent of following the completion of the Special Education Early Childhood licensure program. Students are assigned a practicum setting with young children who are blind and/or visually impaired under direct supervision of a cooperating teacher for a minimum of 150 clock hours. Students will identify, analyze and interpret child needs, family issues, mobility issues, behavior problems, maintain an evaluation system and implement and manage educational programs for young children who are blind or visually impaired and their families. Prerequisites: Department Consent.
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  • SP ED 5800: Stu Tch: D/HH (Birth-5)

    7.00 Credits
    University of Utah

    Students are assigned practicum settings (early intervention and preschool) with children birth-5 under direct supervision of cooperating teachers for a total of 400 clock hours. Students will design and implement IFSP and IEP based interventions for children who are deaf and hard of hearing and their families. Student teaching must be either concurrent or following the completion of the Special Education Early Childhood licensure program. Prerequisite: Department consent required.
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  • SP ED 5820: Dance and Special ED

    1.00 - 3.00 Credits
    University of Utah

    This course will provide a context in which dance and special education students collaborate to share knowledge, generate new ideas, and develop effective and individualized arts instruction for students with disabilities in inclusive and self-contained settings. At the beginning of the semester, all students will meet together on campus to share backgrounds and to prepare for teaching practicums. For the latter part of the semester, students will work in collaborative teaching teams, providing creative dance sessions at assigned sites off campus. Students will learn effective practices for designing and implementing integrative creative dance instruction for students with disabilities including best practices in dance and special education. During on campus classes, students will learn consultation skills and have an opportunity to use them in their practicum sites.
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