AMAUTA Y SU VISIÓN DEL MÉXICO REVOLUCIONARIO
2. LA REVOLUCIÓN MEXICANA VISTA DESDE LA REVISTA AMAUTA
2.3 DESENCANTO DE LA REVOLUCIÓN
2.3.2 LOS TEXTOS DE ESTEBAN PAVLETICH
College of Education
Education Building, Room 218 Phone: (208) 426-2814 http://education.boisestate.edu/spedecs/ Fax: (208) 426-4006 Chair and Associate Professor: Michael Humphrey. Professors: Carter, Johnson. Associate Professors: Allred, Pool. Assistant Professors: Ford, Hampshire.
Degrees Ofered
• Bachelor of Arts in Early and Special Education, Dual Early Childhood Intervention, Elementary Education Certifcation
• Bachelor of Arts in Early and Special Education, Dual Special Education, Early Childhood Intervention Certifcation
• Bachelor of Arts in Early and Special Education, Dual Special Education, Elementary Education Certifcation
Department Statement
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using efective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve diverse communities of learners as refective practitioners, scholars and artists, problem solvers, and partners.
Te Department of Early and Special Education at Boise State prepares teachers at the pre-service and in-service levels to more efectively serve all students from birth through 12th grade, with special emphasis on those students with disabilities. To this end the department has three specifc goals.
Te frst of these is to enable all students who are preparing to be teachers to better understand, accept, appreciate, and meet the instructional needs of the diverse learners who are part of contemporary general education classrooms. To do this, the Early and Special Education faculty ofer courses at both the undergraduate and graduate levels that provide an overview of exceptionality and special education programs to all education majors.
Te second goal is to ofer additional coursework in Early and Special Education to students who wish to gain additional professional knowledge, skills, and expertise in Early Childhood Intervention or Special Education. Te third and fnal goal is to prepare highly qualifed early childhood interventionists and special educators who will move into specialized instructional roles in community and school settings. Te Department of Early and Special Education ofers three program options culminating in the BA in Early and Special Education degree. After completing the BA degree, students will also receive an institutional recommendation for teaching certifcation in the areas targeted in their specifc degree option.
Te Dual Special Education, Elementary Education Certifcation option is designed to prepare highly qualifed special educators with maximum professional fexibility in working in both general and special education settings. Tis program results in the K-8 Elementary Education Certifcation as well as the K-12 Idaho Generalist Endorsement on the Standard Exceptional Child Certifcate. Te Dual Early Childhood Intervention, Elementary Education Certifcation option is designed for educators with professional interest in both early childhood intervention and elementary education. Tis program results in an institutional recommendation for both the Blended Early Childhood Education/Early Childhood Special Education Certifcation and the
K-8 Elementary Education Certifcation. Te Dual Special Education, Early Childhood Intervention Certifcation option is designed for educators with professional interest in special education from birth through 12th grade and in
early childhood education from birth through third grade. Tis program results in the K-12 Idaho Generalist Endorsement on the Standard Exceptional Child Certifcate as well as Blended Early Childhood Education/Early Childhood Special Education Certifcation.
Students pursuing study in early childhood intervention or special education at the post-baccalaureate level should consult the Boise State University Graduate Catalog. Te Department of Early and Special Education ofers graduate program options for students who wish to pursue a graduate degree concurrently with certifcation as well as for students who presently hold a teaching certifcation and wish to pursue advanced graduate study in Early Childhood Intervention or Special Education.
Admission Requirements
Admission to Teacher Education is required before a student can enroll in most upper-division courses (300- and 400-level) in both Early and Special Education. Basic requirements for admission into Teacher Education include the following:
• Submission of the completed application packet. • A minimum cumulative GPA of 3.00.
• Successful completion of certain university core courses. • Successful completion of certain professional education courses. • Successful admission interview.
• Passing scores on the Praxis I tests in Mathematics and in Writing. Because of the growing number of applicants to the programs in Early and Special Education, not all applicants can be admitted. Priority in admission is given to these applicants whose university and professional work to date ofers the greatest professional promise.
Admission to Professional Year is required before a student can enroll in internship and student teaching experiences. Basic requirements for admission into Professional Year include the following:
• Submission of the completed application packet. • Senior standing.
• A minimum cumulative GPA of 3.0.
• A minimum GPA of 3.0 in all education courses. • Passing score on required Praxis II exams. • Fingerprinting and background check.
For further information on the most current requirements for Admission to Teacher Education and Admission to Professional Year please go to: http:// education.boisestate.edu/teachered/.
Degree Requirements
Te Special Education program ofers two options culminating in the BA in Special Education degree. Option 1, ofering dual certifcation in special education and in elementary education, is designed to prepare highly qualifed special educators with maximum professional fexibility in working in both general and special education settings. Tis program results in K-8 Elementary Education certifcation as well as the K-12 Idaho Generalist Endorsement on the Standard Exceptional Child Certifcate. Option 2 is designed for educators with professional interest in both special education and early childhood/early childhood special education studies. Tis program results in the K-12 Idaho Generalist Endorsement on the Standard Exceptional Child Certifcate as well as Blended Early Childhood Education/Early Childhood Special Education Certifcation.
Early and Special Education, Dual Early Childhood Intervention, Elementary Education Certifcation
Bachelor of Arts
Course Number and Title Credits
Foundational Studies Program requirements indicated in
bold. See page 50 for details and lists of approved courses.
ENGL 101 Introduction to College Writing 3
ENGL 102 Intro to College Writing and Research 3
UF 100 Intellectual Foundations 3
UF 200 Civic and Ethical Foundations 3
DLM MATH 257 Geometry and Probability for Teachers 4
DLN Natural, Physical, & Applied Sciences course with lab 4
DLN Natural, Physical, & Applied Sciences course in a
second feld 3-4
DLV Visual and Performing Arts 3
DLL Literature and Humanities (ASL 101 recommended) 3-4
DLS ED-CIFS 201 Foundations of Education 3
DLS ED-LLC 200 Cultural Diversity in the School 3
ED-CIFS 329 Assessment in Teaching and Learning 3 ED-CIFS 330 Elementary Social Studies Curriculum &
Instruction 3
ED-CIFS 331 Elementary Mathematics Curriculum & Instruction 3 ED-CIFS 332 Elementary Classroom Learning Environments 3 ED-CIFS 333 Elementary Science Curriculum & Instruction or
ENGR 385 Science Methods through Engineering 3-4
ED-CIFS 459 Professional Year I 2
ED-CIFS 461 Professional Year II: Teaching Experience in
Elementary Education 6
ED-ESP 221 Foundations of Professional Practice: ECE/ECSE 3 ED-ESP 223 Child Growth and Development 3 ED-ESP 250 Exceptionality in the Schools 3 ED-ESP 255 Educational and Assistive Technology 3 ED-ESP 260 Special Education Policies and Procedures 3 ED-ESP 321 Family and Community Relations: ECE/ECSE 3
ED-ESP 322 ECE/ECSE Methods I 3
ED-ESP 326 Natural Environments, Birth to Three: ECE/ECSE 3
ED-ESP 327 EI/ECSE Assessment 3
ED-ESP 328 ECE/ECSE Methods II 3
ED-ESP 329 Behavior Support in Early Childhood 3 ED-ESP 463 Teaching Experience in Preschool Programs:
ECE/ECSE 8
ED-ESP 464 Birth to Three Practicum 2
FF ED-ESP 470 Teaching and Refection 1
ED-LLC 340 Idaho Comprehensive Literacy 4 ED-LLC 345 Writing Process and Assessment for K-8
Classrooms 3
CID ED-LLC 440 Content Area Language Arts: K-8 3
KINES 305 Adapted Physical Education (recommended) or KINES 355 Elementary School Health & PE Curriculum & Instruction
3
MATH 157 Structure of Arithmetic for Teachers 4
Electives to total 120 0-1
Early and Special Education, Dual Special Education, Early Childhood Intervention Certifcation
Bachelor of Arts
Course Number and Title Credits
Foundational Studies Program requirements indicated in
bold. See page 50 for details and lists of approved courses.
ENGL 101 Introduction to College Writing 3
ENGL 102 Intro to College Writing and Research 3
UF 100 Intellectual Foundations 3
UF 200 Civic and Ethical Foundations 3
DLM MATH 257 Geometry and Probability for Teachers 4
DLN Natural, Physical, & Applied Sciences course with lab 4
DLN Natural, Physical, & Applied Sciences course in a
second feld 3-4
DLV Visual and Performing Arts 3
DLL Literature and Humanities (ASL 101 recommended) 3-4
DLS ED-CIFS 201 Foundations of Education 3
DLS ED-LLC 200 Cultural Diversity in the School 3
ED-ESP 221 Foundations of Professional Practice: ECE/ECSE 3 ED-ESP 223 Child Growth and Development 3 ED-ESP 250 Exceptionality in the Schools 3 ED-ESP 255 Educational and Assistive Technology 3 ED-ESP 260 Special Education Policies and Procedures 3 ED-ESP 321 Family and Community Relations: ECE/ECSE 3
ED-ESP 322 ECE/ECSE Methods I 3
ED-ESP 326 Natural Environments, Birth to Three: ECE/ECSE 3
ED-ESP 327 EI/ECSE Assessment 3
ED-ESP 328 ECE/ECSE Methods II 3
ED-ESP 329 Behavior Support in Early Childhood or
ED-ESP 345 Positive Behavior Intervention and Support 3 ED-ESP 330 Diagnostic Assessment in Special Education 3 ED-ESP 332 Language Arts for Students with Disabilities 3 ED-ESP 333 Mathematics for Students with Disabilities 3 ED-ESP 358 Students with Severe Disabilities 3 ED-ESP 460 Special Education at the Secondary Level 3 ED-ESP 463 Teaching Experience in Preschool Programs:
ECE/ECSE 8
ED-ESP 464 Birth to Three Practicum 2 ED-ESP 467 Teaching Experience in Special Education 12
FF ED-ESP 470 Teaching and Refection 1
ED-LLC 340 Idaho Comprehensive Literacy 4
CID ED-LLC 440 Content Area Language Arts: K-8 3
KINES 305 Adapted Physical Education (recommended) or KINES 355 Elementary School Health & PE Curriculum & Instruction
3
MATH 157 Structure of Arithmetic for Teachers 4
Total 120-122
Early and Special Education, Dual Special Education, Elementary Education Certifcation
Bachelor of Arts
Course Number and Title Credits
Foundational Studies Program requirements indicated in
bold. See page 50 for details and lists of approved courses.
ENGL 101 Introduction to College Writing 3
ENGL 102 Intro to College Writing and Research 3
UF 100 Intellectual Foundations 3
UF 200 Civic and Ethical Foundations 3
DLM MATH 257 Geometry and Probability for Teachers 4
DLN Natural, Physical, & Applied Sciences course with lab 4
DLN Natural, Physical, & Applied Sciences course in a
second feld 3-4
DLV Visual and Performing Arts 3
DLL Literature and Humanities (ASL 101 recommended) 3-4
DLS ED-CIFS 201 Foundations of Education 3
DLS ED-LLC 200 Cultural Diversity in the School 3
ED-CIFS 203 Child and Educational Psychology 3 ED-CIFS 329 Assessment in Teaching and Learning 3 ED-CIFS 330 Elementary Social Studies Curriculum &
Instruction 3
ED-CIFS 331 Elementary Mathematics Curriculum & Instruction 3 ED-CIFS 332 Elementary Classroom Learning Environments 3 ED-CIFS 333 Elementary Science Curriculum & Instruction or
ENGR 385 Science Methods through Engineering 3-4
ED-CIFS 459 Professional Year I 2
ED-CIFS 461 Professional Year II: Teaching Experience in
Elementary Education 6
ED-ESP 250 Exceptionality in the Schools 3 ED-ESP 255 Educational and Assistive Technology 3 ED-ESP 260 Special Education Policies and Procedures 3 ED-ESP 330 Diagnostic Assessment in Special Education 3 ED-ESP 332 Language Arts for Students with Disabilities 3 ED-ESP 333 Mathematics for Students with Disabilities 3 ED-ESP 345 Positive Behavior Intervention and Support 3 ED-ESP 358 Students with Severe Disabilities 3 ED-ESP 460 Special Education at the Secondary Level 3 ED-ESP 467 Teaching Experience in Special Education 12
FF ED-ESP 470 Teaching and Refection 1
ED-LLC 340 Idaho Comprehensive Literacy 4 ED-LLC 345 Writing Process and Assessment 3
CID ED-LLC 440 Content Area Language Arts: K-8 3
KINES 305 Adapted Physical Education (recommended) or KINES 355 Elementary School Health & PE Curriculum & Instruction
3
MATH 157 Structure of Arithmetic for Teachers 4
PSYC 101 General Psychology 3
Course Oferings
See page 63 for a defnition of the course-numbering system. ED-ESP – Early and Special Education
Lower Division
ED-ESP 221 FOUNDATIONS OF PROFESSIONAL PRACTICES: ECE/ ECSE (2-3-3)(F). Principles and practices of early childhood education/early childhood special education. Developmentally appropriate practices in the teaching/learning process of young children with and without special needs, in natural learning environments. Weekly classroom feldwork required. ED-ESP 223 CHILD GROWTH AND DEVELOPMENT (3-0-3)(S)(DLS). Growth and development from the prenatal stages through school age, addressing physical, cognitive, communication, adaptive, social, and emotional domains. Emphasis on both the impact of cultural diversity on the lives of children and families as well as individual diferences in the study of human development. Includes applied assignments and experiences.
ED-ESP 250 EXCEPTIONALITY IN THE SCHOOLS (2-3-3)(F,S). An overview of student ability and disability in the schools, including characteristics of students with disabilities, legal requirements for educating students with disabilities, and basic educational strategies. Includes weekly feld experience.
ED-ESP 255 EDUCATIONAL AND ASSISTIVE TECHNOLOGY (3-0-3) (S). Word processing; spreadsheets; presentation software; electronic
communications; Internet use; and assistive, adaptive, and rehabilitative devices and technologies, including Augmentative and Alternative Communication (AAC). PRE/COREQ: ED-ESP 250 or PERM/INST.
ED-ESP 260 SPECIAL EDUCATION POLICIES AND PROCEDURES (3-0-3)(F). Legal and procedural guidelines and practices in special education service delivery in current federal and state legislation, Individualized Education Programs, issues of culture and diversity, and professional collaboration. PRE/ COREQ: ED-ESP 250 or PERM/INST.
Upper Division
ED-ESP 321 FAMILY AND COMMUNITY RELATIONS: ECE/ECSE (3-0-3)(F). Partnering with families of young children, both typically and atypically developing. Family systems theory, roles and functions of special service colleagues and community resources. PREREQ: Admission to Teacher Education or PERM/INST.
ED-ESP 322 ECE/ECSE METHODS I (2-3-3)(F). Application of a linked system of assessment, goal development, intervention and evaluation. Focus on curriculum, assessment, and goal development. Weekly classroom feldwork required. PREREQ: Admission to Teacher Education.
ED-ESP 326 NATURAL ENVIRONMENTS, BIRTH TO THREE: ECE/ ECSE (3-0-3)(S). Development of infants, both typically developing and those with delays and disabilities. Focus on attachment processes, learning in naturalistic environments, and communication with families. PREREQ: Admission to Professional Year. COREQ: ED-ESP 464.
ED-ESP 327 EI/ECSE ASSESSMENT (3-0-3)(F). Assessment of infants and young children ages birth to eight, both typically and atypically developing. Concepts of assessment and direct experience with both formal and informal assessments. PREREQ: Admission to Teacher Education or PERM/INST. ED-ESP 328 ECE/ECSE METHODS II (2-3-3)(S). Application of a linked system of assessment, goal development, intervention and evaluation. Focus on developmentally appropriate and functionally relevant curriculum, teaching strategies, and evaluation. Weekly classroom feldwork required. PREREQ: ED-ESP 322 and Admission to Teacher Education.
ED-ESP 329 BEHAVIOR SUPPORT IN EARLY CHILDHOOD (3-0-3) (S). Application of behavior support for young children and their families. Focus on implementing positive, preventive, and function-based interventions in school, home, and community environments. PREREQ: Admission to Teacher Education or PERM/INST.
ED-ESP 330 DIAGNOSTIC ASSESSMENT IN SPECIAL EDUCATION (3-0-3)(S). Standardized assessments used in eligibility determination and program planning for students with disabilities. Administration, scoring, and interpretation of academic achievement, intellectual, and associated diagnostic tests, including issues of cultural bias and disproportionality. PREREQ: Admission to Teacher Education.
ED-ESP 332 LANGUAGE ARTS FOR STUDENTS WITH DISABILITIES (3-0-3)(F). Research-based explicit instruction in reading and writing for students with disabilities. Response to Intervention (RTI) and integrated formative assessment and interventions in language arts. PREREQ: Admission to Teacher Education.
ED-ESP 333 MATHEMATICS FOR STUDENTS WITH DISABILITIES (3-0-3)(S). Research-based explicit instruction in mathematics for students with disabilities. Response to Intervention (RTI) and integrated formative assessment and interventions in mathematics. PREREQ: Admission to Teacher Education.
ED-ESP 345 POSITIVE BEHAVIOR INTERVENTION AND SUPPORT (2-3-3)(S). Development of research-based positive behavioral interventions and supports for students with behavioral/emotional disabilities, including functional and applied behavioral analysis in a weekly school feld experience. PREREQ: Admission to Teacher Education.
ED-ESP 350 TEACHING STUDENTS WITH EXCEPTIONAL NEEDS AT THE SECONDARY LEVEL (3-0-3)(F,S). Characteristics of students from common areas of exceptionality, relevant litigation and legislation, assessment techniques, instructional strategies, and collaboration. PREREQ: Admission to Secondary Education. COREQ: ED-CIFS 301 (except for Art Education majors) and ED-CIFS 302.
ED-ESP 358 STUDENTS WITH SEVERE DISABILITIES (3-0-3)(F). Development of individualized curricula and instruction for students with severe disabilities in specialized and inclusive education settings. PREREQ: Admission to Teacher Education.
ED-ESP 458 AUTISM SPECTRUM DISORDER (3-0-3)(F). Contemporary perspectives on Autism Spectrum Disorder, including historical context, defnitions, identifcation, characteristics, and social and educational interventions and services. PREREQ: Admission to Teacher Education or PERM/INST.
ED-ESP 459 SPECIAL EDUCATION PRACTICUM (number of credits varies)(F/S). Special education classroom experience for students pursuing an endorsement or certifcation in special education. Responsibilities in a K-12 classroom with students with disabilities including instructional planning, progress monitoring, and school-wide academic and behavioral interventions. (Pass/Fail). PREREQ: Admission to Professional Year.
ED-ESP 460 SPECIAL EDUCATION AT THE SECONDARY LEVEL (3-0-3)(F). Development of curricular and instructional adaptations and accommodations for adolescents with disabilities in secondary programs, including transition and vocational planning. PREREQ: Admission to Teacher Education.
ED-ESP 463 TEACHING EXPERIENCE IN PRESCHOOL PROGRAMS: ECE/ECSE (number of credits varies)(F,S). Preschool teaching experience for students pursuing the ECE/ECSE blended certifcate. Teaching responsibilities in programs for children with and without delays and disabilities with an emphasis on inclusive environments. Students will complete a teaching experience consistent with the calendars of the assigned partnership programs. If passed, may be repeated, maximum seven credits. (Pass/Fail.) PREREQ: Admission to Professional Year.
ED-ESP 464 BIRTH TO THREE PRACTICUM (number of credits varies) (S). Infant/toddler program experience for students pursuing the Early Childhood/Early Childhood Special Education Blended certifcate. Responsibilities in a natural environment, center or home, for infants and toddlers with and without disabilities including family contact. If passed, may be repeated, maximum seven credits. (Pass/Fail.) PREREQ: Admission to Professional Year. COREQ: ED-ESP 326.
ED-ESP 467 TEACHING EXPERIENCE IN SPECIAL EDUCATION (number of credits varies)(F/S). Teaching experience in a K-12 special education classroom for students pursuing an endorsement or certifcation in special education. Students will complete a teaching experience consistent with the calendars of the assigned partnership schools and degree program requirements. If passed, may be repeated, maximum seven credits. (Pass/Fail.) PREREQ: Admission to Professional Year.
ED-ESP 470 TEACHING AND REFLECTION (0-3-1)(F,S)(FF). A Professional Year capstone experience in which student teachers individually and collectively refect upon issues in professional education emerging in student teaching and elsewhere. COREQ: ED-ESP 463 or ED-ESP 467.