Prerequisites:
Completion of SDIS 331, SDIS 332 with grade of C or better
Concurrent enrollment in SDIS 442
Examines secondary transition issues and assessment, individualized transition planning for career and/or postsecondary, collaborating with community agencies, strategies in academics and career readiness.
Prerequisites:
Completion of SDIS 221, SDIS 222 with grade of C or better
Concurrent enrollment in SDIS 331
Focuses on curriculum development across general education subjects including local adaptations and accommodations for inclusion from early intervention through middle school grades. It includes instruction in important positioning skills so that students can have access to materials for learning. Also infused will be strategies for inclusion in home and community, age-appropriate activities, functional skills, building circles of supports and teaming skills.
Prerequisites:
Completion of SDIS 111, SDIS 112 with grade of C or better
Concurrent enrollment in SDIS 332
Examines functional communication, concept development, and social behavior across domains (school, home, community). It also addresses evidence-based strategies to teach specific communication skills and for development of social skills, communication profiles, and augmentative communication in meaningful activities and inclusive settings.
Prerequisites:
Completion of SDIS 111, SDIS 112 with grade of C or better
Concurrent enrollment in SDIS 221
Examines and applies gross and fine motor development across school, home and community settings. Values that will be promoted include
Prerequisites:
Completion of SDIS 221, SDIS 222 with grade of C or better
Concurrent enrollment in SD 222
Examines typical and atypical development of basic communication, basic sign language, focus on early intervention strategies for communication, positive behavioral supports, and characteristics of students with Autism Spectrum Disorders.
Prerequisites:
Acceptance into Severe Disabilities program of Teacher Education Completion of or concurrent enrollment in SDIS 111 grade C or better
Addresses foundational concepts, best practices, issues in special education/general education, and instructional strategies for target population. Examines characteristics of the SD population in the Pacific, etiologies, and atypical vs. typical development with a focus on motor development and early intervention.
Prerequisites:
C or better in ENG 111 and ENG 105
Acceptance into Severe Disabilities program of Teacher Education
Co-requisite:
SDIS 112
Examines typical and atypical development and early intervention Person-Centered Planning, authentic assessment, interpretation of assessment findings, development of intervention plans (IEP, IFSP), implementation of strategies, IEP development for children with motor, communication, nutrition, feeding and sensory disorders.
Prerequisites:
B or better in DEAF 444
Provides teacher candidates with on-the-job student teaching internship in their own classroom of deaf students with supervision and mentoring. Instruction will include literacy development and content instruction in all subject areas. For students with no master teacher, this course is the second semester of a 2-semester requirement within their own classroom and supervised by NSSP personnel.
Prerequisites:
B or better in DEAF 442
Provides teacher candidates with on-the-job student teaching internship in their own classroom of deaf students with supervision and mentoring. Instruction will include literacy development and content instruction in all subject areas. For students with no master teacher, this course is the first semester of a 2-semester requirement within their own classroom and supervised by NSSP personnel.
Prerequisites:
Completion of DEAF 442 with a B or better, bilingual fluency (ASL/English)
Students who have earned a BA/BS degree and have their own classrooms replace DEAF 443 with DEAF 444 & DEAF 445
Provides teacher candidates with full-time supervised student teaching experience in a deaf education classroom for one semester with a master teacher where they would gradually be expected to be responsible for all aspects of the classroom. Instruction will include literacy development and content instruction in all subject areas.
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