Education Paraprofessional - Special Education

This course focuses on personal qualities of teachers, the changing face of education, learning theories, teaching methods, classroom management and career planning. Observations in educational settings occur to identify differences in grade levels, child development, and teaching styles. In addition, practical, hands-on experiences are incorporated to complement academic training.

Build a functional understanding of the foundation of child development, prenatal to adolescence. Observe and document physical, social, emotional, and cognitive development of children, reflective of cross cultural and global perspectives.

Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences.

Develop skills to provide developmentally appropriate and culturally relevant activities and care, specifically: preparing the environment, implementing curriculum, building relationships, guiding academic/social skill development, and community outreach.

Integrate the family and community contexts in which a child develops. Explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child, and tools for effective communication.

An orientation course designed to help the student--through an analysis of current educational issues--make a determination as to whether he or she should enter the field of teaching.

This course introduces students to various categories of disabilities, legal and historical foundations for special education services, as well as opportunities to design and access educational resources for exceptional students from infancy to adulthood, within a community of collaboration and inclusion.

This course begins with an orientation to the discipline of social and personality development through research methodologies and classical theories. Early social and emotional development are explored as are topics of the development of self-achievement, gender issues, and aggression and antisocial conduct. We conclude by considering the impact of family as well as extrafamilial influences, such as TV, peers and schools. Theory and research are applied to real life.

This course addresses etiology of retardation, unresolved social questions, and problems related to the identification, education and professional/technical training of persons with developmental disabilities. Students are assigned to community agencies where they receive practical experience working with children or adults. Orientation includes current problems and trends in the field of developmental disabilities. Forty-four hours of field experience are required. Prerequisite: EDUC& 204 or permission of instructor.

Basic difficulties encountered by children that lead to the label of "learning disabled" are addressed. Perceptual and neurological problems, reading difficulties and other etiological considerations are discussed. Practical classroom suggestions for treatment and remediation of learning disabilities are examined and outlined. Students are assigned to community agencies for practical experience working with children or adults who are experiencing learning problems. Forty-four hours of field experience are required.

This course provides a forum in which to explore various behavioral prevention and intervention strategies used in the education of children. Through this course students have opportunities to conduct observations, to develop prevention and interventions for specific situations, and to discuss the ethical issues with regard to behavioral support and management.

Students are placed in an educational setting commensurate with their intended career goal. Key professional competencies are developed incorporating elements of teaching and learning. Integration of theory and practice is accomplished through practical engagement for 132 hours under close supervision. Prerequisite: Permission of instructor.

Students in the education paraprofessional program are placed in a practicum setting, such as a public school or community service agency, where they have an opportunity to observe and work in settings in accordance with their career direction. Students work under the supervision of a qualified professional. As a culminating experience, students publicly present a capstone project of their own design. Prerequisite: EDUC 281.