Iowa Teaching Endorsement #261 (30 credits)
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| PSYC 212 |
Human Development |
4 credits |
| This course is a study of the individual from conception to death. The course explores the simultaneous cognitive, social, physical, and psychological changes which occur during the lifespan and the theories which attempt to explain these changes. The history of developmental psychology and research methods used to study developmental change also are explored. |
| EDUC 242 |
Pedagogies of Exceptional Learners |
3 credits |
This K-12 course focuses on the exceptionalities of children including the etiologies, characteristics and learning needs of children with disabilities and giftedness. Students learn about Multi-tiered Systems of Support (MTSS), interventions, Individualized Education Program (IEP), differentiated instructional planning/techniques, history, current trends of special education, coteaching/collaboration and legal requirements.
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| EDUC 343 / EDGR 533 |
Instructional Strategist I Methods (K-6) |
4 credits |
This course provides prospective K-6 special education teachers with information concerning instructional strategies and methods and programming concentration available to students receiving educational services in an Instructional Strategist I special education program. A laboratory experience correlates with the information presented in the classroom and through lecture topics.
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| EDUC 360 / EDGR 535 |
Career / Vocational Programming |
3 credits |
This course allows 7-12 special education teachers to explore a variety of career/vocational programming models and post-secondary educational opportunities for students with mild/moderate special education needs. Students become familiar with current legislation, the role of the teacher/work experience coordinator, transition and career education models, and local, state, and national resources.
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| EDUC 362 / EDGR 532 |
Education Practicum: Instructional Strategist I (5-12) |
3 credits |
This educational practicum is required for students seeking the 5-12 Instructional Strategist I Teaching Endorsement. Students are placed in a 5-12 Instructional Strategist I program to observe and to experiment with teaching materials and methods. Specific teaching strategies and issues are emphasized. Regular on-campus class meetings are provided to connect theories and practical experience. Field Experience: 6 hours per week arranged on a regular basis in a 5-12 Instructional Strategist I program. This assignment is made in consultation with the education faculty. Permission to take this practicum concurrently with another practicum must be obtained from the instructors.
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| EDUC 363 / EDGR 536 |
Working with Families, Teachers, and Community Agencies |
3 credits |
This course focuses on developing skills and strategies needed for working with families, other school teachers and paraprofessionals, service personnel, community agencies, and individuals involved in the education program. Topics include assessing needs of individuals and families and examining community resources. Parental rights and involvement are described, as is communication with parents and other professionals.
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| EDUC 415 / EDGR 515 |
Mental Health First Aid / Trauma-Informed Care: What to Know to Be Successful |
1 credit |
This course is designed to help students recognize risk factors and warning signs of mental health problems, acquire skills to assess immediate problems, intervene to connect people with professional care, understand the prevalence of disorders and the need to reduce stigma as well as understand common treatments. Students who complete the course will receive Mental Health First Aid certification.
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| EDUC 431 / EDGR 543 |
Assessing and Instructing Struggling Readers |
3 credits |
This course embeds individual instruction of a struggling reader with strategies to support accelerated learning. Participants will engage in an array of activities to support accelerated learning, including: identification of reading issues, on-going assessment to guide instruction, techniques supporting reading acquisition, and student monitoring. Time in the classroom.
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| EDUC 440 / EDGR 538 |
Diagnosis and Evaluation of Special Education Students |
3 credits |
Prospective K-12 special education teachers gain practical experience in interpreting standardized, criterion referenced, and informal diagnostic instruments. Functional and curriculum based assessments are examined as students use diagnostic and assessment instruments to plan appropriate instructional strategies.
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| EDUC 475 / EDGR 539 |
Individual Behavior Management |
3 credits |
Students are required to apply acquired techniques of behavior management and instructional accommodation to situations commonly encountered in school settings. Students are expected to contribute case studies, research current methods and strategies, and develop instructional plans.
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