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EDU 293 Curriculum Development for Students with Autism Spectrum Disorders (Fall 2009)
Site: Warsaw Campus
Instructor: Noel Woolard
Prerequisites: PSY 293
Course Abstract: Methodologies and Curriculum Development for Students with Autism Spectrum Disorders is the second course in a three course sequence leading to certification in autism spectrum disorders. This certificate is endorsed by the Virginia Autism Council. This course will cover in detail the current methodologies used when treating and teaching students with Autism Spectrum Disorders. Emphasis will be placed on evidence based intervention strategies. Topics that will be covered in detail during this course will include: The Assessment of Basic Learning and Language Skills (ABLLS), Verbal Behavior (and the development of language based concepts), Picture Exchange Communication System (PECS), and teaching independent behavior through the use of visual schedules.
Dates and Times:
September 25 (Friday): 5:00 PM - 8:00 PM October 17 (Saturday): 8:00 AM - 5:00 PM
September 26 (Saturday): 8:00 AM - 5:00 PM November 13 (Friday): 5:00 PM - 8:00 PM
October 16 (Friday): 5:00 PM - 8:00 PM November 14 (Saturday): 8:00 AM - 5:00 PM
EDU 295 Methods for Supporting Students with Autism Spectrum Disorders in the School Setting (Spring 2010)
Site: Warsaw Campus
Instructor: Noel Woolard
Prerequisites: PSY 293 and EDU 293
Course Abstract: Methods for supporting students with autism spectrum disorders in the school setting, is the third course in a three course sequence leading to certification in autism spectrum disorders. This certificate is endorsed by the Virginia Autism Council. This course will provide effective and appropriate socialization and behavior management strategies specific to students with autism spectrum disorders. Student participants will learn various strategies to promote social skill development and generalization for children with ASD. In addition, they will be exposed to and demonstrate mastery of various data collection systems used to increase appropriate behavior and decrease inappropriate behavior. Functional behavior assessment will be emphasized. Collaboration between the home and school setting will be targeted. In addition, student participants will spend time with a student with autism in the classroom setting. They will assist a classroom teacher to develop social or behavioral intervention strategies for a student with ASD.
Dates and Times:
January 22 (Friday): 5:00 PM - 8:00 PM February 20 (Saturday): 8:00 AM - 5:00 PM
January 23 (Saturday): 8:00 AM - 5:00 PM March 19 (Friday): 5:00 PM - 8:00 PM
February 19 (Friday): 5:00 PM - 8:00 PM March 20 (Saturday): 8:00 AM - 5:00 PM
EDU 293 Interactive Reading and Notetaking
This course will examine and evaluate current research supporting the use of research-based instructional strategies and reading practices. Using the Interactive Reading & Notetaking Strategy as a framework for teaching the strategies and content explicitly and consistently, participants will learn how to move theory into practice and impact teaching and learning in the areas of comprehension, engagement, motivation, ownership, achievement, and accountability. The course is presented in a "hybrid" format with 4 days in-class instruction and 8 weeks classroom implementation and online collaboration.
Oct. 10, 24, Nov. 7, 4th session TBA (in class instruction): 8 AM - 5 PM GC Instructor: A. Donnelly
EDU 295 Interactive Reading & Notetaking Strategy for PRESCHOOL/KINDERGARTEN/FIRST GRADE
In this very interactive workshop, you’ll HEAR, SEE, and DO what the research supports as we take the nine instructional learning strategies that Marzano, Pickering, and Pollock (Classroom Instruction That Works) say affect student learning and combine them with the best reading strategies. Adding the philosophies of Brian Cambourne (The Whole Story), Ellin Keene & Susan Zimmerman (Mosaic of Thought) and the research of Doug Reeves, Judy Willis, Susan Neuman, and Ruby Payne, we’ve created a powerful framework, or structure, for teaching and learning that’s effective and engaging and balances play time with knowledge time! As effective early literacy teachers know, we must construct learning and playing environments that involve children in using literacy in practice (Neuman, 2006).
The Interactive Reading & Notetaking Strategy in the PK/kindergarten/first grade classroom shows our preliterate and beginner students how to learn, filling in the knowledge gaps and closing the achievement gap for good! Join us as we move theory and research into action and show educators how to help beginning learners become GREAT learners!
The course is presented in a "hybrid" format with 4 days in-class instruction and 8 weeks classroom implementation and online collaboration.
Oct. 10, 24, Nov. 7, 4th session TBA (in class instruction): 8 AM - 5 PM GC Instructor: A. Donnelly
On-Line Education
Professional Development and Career Enhancement Online
Browse our catalog of instructor-facilitated courses or demo one of our online classes at http://www.rappahannock.edu/workforce/onlineprograms.shtml.
For Employers:
• Arrange training for employees regardless of how many or where they’re located.
• Anywhere-anytime scheduling convenience
• Expert Instructors-the personal touch
• Participants gain valuable skills
For Employees:
• Interact and learn with your peers. Courses are designed to fit your schedule and budget and many may be taken from the comfort of your home or office, when it’s most convenient for you.
• Flexible-fits your schedule
• Engaging-apply your knowledge today
• Interactive-you are not alone
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