This introductory course focuses on an overall introduction to
individuals with developmental disabilities. Within a broad scope,
topics cover historical factors and attitudes, specific
developmental disabilities as life-long and manifesting themselves
prior to age 22, causes, legislation, specialized services and
supports, education, vocational training and life-span planning.
three semester hours

Everyone should enjoy the benefits of recreation. This course
addresses the role that recreation and leisure play specifically in
the lives of individuals with disabilities and also individuals from
diverse populations that include genders, ages, cultures,
ethnicities, races and religions.
three semester hours

The course is designed to introduce the prospective teacher to the
theories of human learning, development, and motivation and the
applications of these theories in the learning environment. Each of the
developmental stages of early childhood, childhood, preadolescence and
adolescence will be examined. Students will be required to participate
in a 20-hour Learn and Serve field experience to experience the
application of theories; observe the interaction of a child/adolescent
within the school, family and peer systems; and reflect upon their
learning through a case-study project.
three semester hours

This course addresses the challenges transition to adult life pose
for individuals with mild to moderate disabilities. The goal of
independent living will be explored through the integration and
collaboration of various resources including the individual, the
family, the school, support systems and the community. Advocacy
and self-determination will also be covered.
three semester hours

This course introduces the prospective teacher to the issues of
respect, appreciation and celebration of diversity in the educational
setting. It examines the myths and origins of prejudice and
discrimination. Prospective teachers will explore student-responsive
strategies(in a constructivist environment) to enhance learning for
students with cultural, ethnic, gender, racial, physical and mental
differences. Field experiences in an urban setting is a requirement
of this course.
three semester hours

This course provides in-depth understanding of the concepts
related to the transition of young adults with exceptional learning
needs, specifically, young adults with developmental disabilities.
Issues, challenges, and practices involved in assisting them
transition to a variety of options and participate to the fullest
degree in society will be examined.
three semester hours

This course is designed to orient potential coaches and
sports/games management coordinators to the basic structures
and concepts of Special Olympics. Sports-specific skills and
strategies, coaching philosophy and planning, mentoring, safety
and risk management, and sports management will be examined/
applied within the Special Olympics model. The goal of the course
is to develop students with competency in Special Olympics
coaching and game/event management.
three semester hours

This full-time field experience is designed to enable teacher candidates
to develop competence in teaching children of elementary school age
in the inclusive classroom. Teacher candidates are expected to
demonstrate knowledge, skills, and dispositions essential to effective
teaching consistent with the Common Core and State Learning
Standards. Teacher candidates will develop their final showcase portfolio
throughout the semester in conjunction with the professional seminar.
Student teachers are supervised by a qualified cooperating teacher and
the university supervisor.
nine semester hours

This course is designed to provide teacher candidates with
knowledge, skills and dispositions of competencies essential to
successful teaching. The seminar focuses upon the teacher
candidate’s professional role as a classroom practitioner in the
middle and secondary classroom. In addition, responsibilities for
classroom organization and management and the use of
technology in the classroom are addressed. Further, creation of
culturally relevant and gender equitable classrooms; attitudes
toward teaching, learning, and assessment; knowledge of ethics
and a basic understanding of school systems and community
characteristics are considered.
three semester hours