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based upon standards for beginning teachers
and build their skills as a teacher. (U)(2). Fall
and spring.
ED448, Instructional Technology Practicum:
The emphasis of this course will be on practice
of skills gained in other instructional technology
classes. Students will work in schools implementing
technology, working with teachers and
students and performing various technology
related duties. (U)(3). Occasionally.
ED454, Assistive Technology: Students learn
about the technology that is appropriate to
support the learning of students with special
needs. A wide range of special needs is considered,
including issues related to vision, hearing,
mobility, cognition and learning. Students have
an opportunity to put the issues discussed in
the class into action. (U/G)(3). Occasionally.
ED465, Second Language Acquisition and
Assessment: This course will explore the
socio-psycholinguistic factors that influence
how multilingual learners acquire English as a
second language in terms of reading, writing,
speaking and listening. Students will learn
how to assess second language acquisition and
literacy development. Prerequisites include
ED408, 490, and 498. (U/G)(3). Fall.
ED479, Communication/Collaboration with
Stakeholders: This course examines how to
develop effective communication models with
education professionals, community leaders
and families. Instructor guided fieldwork with
professionals is required. (U/G)(3). Fall.
ED490, Assessment of Children with Special
Needs: This course examines formal and
informal assessment and their application to
writing Individual Education Plans (IEPs)
curriculum modifications and adaptations
(academic and social), behavioral management
plans and reports to families. Assessment bias
and its implications will be studied. Fifteen
clock hours of instructor-guided fieldwork are
required. (U/G)(3). Fall, spring and summer.
ED491, Behavior Management for Inclusive
Classrooms: This course examines positive,
effective classrooms, student motivation,
and practical methods for various behavioral
problems common in inclusion classrooms.
Emphasis is in designing, implementing and
Butler University
evaluating positive management in general
education classrooms, including functional behavioral
analyses and plans. Fifteen clock hours
of instructor-guided fieldwork are required.
(U/G)(3). Fall, spring and summer.
ED492, Special Education Law: This online
course will cover information on P.L. 94-
142-IDEA-04; Section 504; Article 7 and its
implication for teachers. The online activities
will include reviewing articles, power point
presentations, handouts, case studies and participating
in discussion via e-mail. Prerequisite
for undergraduate: Completion of COE CORE
I. (U/G)(1). Fall and spring.
ED493, Professional Practicum: Mild Intervention
Early Childhood: Guided professional
experiences in primary grade (K–3) working
with mild intervention students. Student teachers
demonstrate best practice in teaching and
managing a classroom in an inclusive school
setting. The experience includes observations,
teaching and other professional activities, which
demonstrate competency of the INTASC/CEC
teaching standards for mild intervention. Concurrent
with ED440. Prerequisite: Completion
of COE CORE I, COE CORE II, and COE
CORE III. (U/G)(3). Fall and spring.
ED494, Professional Practicum: Mild
Intervention Middle Childhood: Guided
professional experiences primary grade (4–6)
working with mild intervention students.
Student teachers demonstrate best practice
in teaching and managing a classroom in an
inclusive school setting. The experience
includes observations, teaching and other
professional activities, which demonstrate
competency of the INTASC/CEC teaching
standards for mild intervention. Concurrent
with ED442. Prerequisite: Completion of COE
CORE I, COE CORE II, and COE CORE
III. (U/G)(3). Fall and spring.
ED496, Professional Practicum: Mild
Intervention Early Adolescent: Guided
professional experiences in early adolescent
(ages 7–15) working with mild intervention
students. Student teachers demonstrate best
practice in teaching and managing a classroom
in an inclusive school setting. The experience
includes observations, teaching and other professional
activities, which demonstrate competency
of the INTASC/CEC teaching standards