Courses may be offered in one of the following modalities:
If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
| Semester: | Fall 2024 |
| Number: | 0802-630-001 |
| Instructor: | TBA |
| Days: | Monday 6:30 pm - 8:20 pm |
| Note: | Online, Synchronous |
| Location: | Online |
| Credits: | 3 |
| Notes: |
Students must post a completed fieldwork log to Moodle |
| Course Materials: | View Text Books |
| Description: |
This course is designed to give teachers an introduction to individualized programs for the exceptional child. Students will learn about reading assessment and evaluation with the goal of designing individualized literacy instructional programs for children. As part of this class, students will participate in a fieldwork component where they will evaluate a child identified as needing extra help and then create an individualized literacy program for that child. Topics to be covered include: emergent literacy; conducting a clinical interview; communicating with parents; literacy assessment techniques; report writing; making instructional recommendations; creating an individualized instructional program; using a balanced literacy approach; guided and shared reading; independent reading; choosing appropriate materials for each child; writing process, and; reading strategies for instruction and intervention. |
| Learning Goals: |
COURSE OBJECTIVES:In this course, you will have the opportunity to develop a knowledge base in the following areas:To identify the components of integrated literacy instructionTo evaluate the results of various informal and formal assessment tools, including the standardized assessments mandated by New York StateTo interpret results of assessment data in order to address deficienciesTo develop an understanding of various established programs and their underlying methodologies, and evaluate their effectivenessTo document the learner’s progress and communicate with the learner, parents, and colleaguesTo understand and participate in collaboration between support services, classroom teacher, and home, as it benefits the student *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
| Prerequisites: |
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