Special education services in American education, including various exceptionalities and the roles of professionals. CA 4

The role of the mind and its effects on subjective well-being (e.g., happiness, stress, depression, anxiety) and the physical body. The past history and current literature supporting the mind-body connection, assessment, and intervention. Implications for understanding mind body health relative to quality of life. CA 2.

Topics such as logical fallacies, influence, metacognition, problem solving, creative genius, personality, and motivation will be explored. Students will use readings and films to investigate the role and application of these topics on critical thinking and creativity. CA 2.

Examination of interrelated contributors in health and education on child well-being using the Whole School, Whole Community, Whole Child model. Discussion of theory and evidence behind initiatives to integrate policy, process, and practice across learning and health sectors, providing broad perspective on interconnections across critical systems of care for children. CA 2.

Examination of interrelated contributors in health and education on child well-being using the Whole School, Whole Community, Whole Child model. Discussion of theory and evidence behind initiatives to integrate policy, process, and practice across learning and health sectors, providing broad perspective on interconnections across critical systems of care for children. CA 2.

Introduction to the science of creativity and to strategies for enhancing creativity in self and others. CA 2.

The psychology of learning and teaching, and the study of the nature and development of children and adolescents.

Focuses on the development of those communication skills which are necessary for effective peer and paraprofessional counseling. Several theories of interpersonal communication, experiential learning and self-psychology will also be covered.

The UConn Connects Mentoring Program pairs 4-5 student participants with an undergraduate student mentor. Mentors coordinate weekly meetings with the student participants throughout the semester. Mentors provide process coaching on techniques, strategies, and attitudes related to performing academically at a consistently high level. Course topics include, but are not limited to time management, stress management, information management, self-regulation, and exam preparation.

Practical knowledge and skills needed for LC Floor Mentor Role at UConn. Student and community development, leadership, communication, and diversity. Through exposure to theories, experiential learning situations and the use of critical thinking and reflective analysis, participants will develop background and knowledge that will allow them to be successful in collaborating to build a cohesive community and supporting first-year LC students in their transition to UConn.

Active study through visitation and participation in educational and/or rehabilitation environments. Participation in appropriate lectures and seminars is required. Students must be prepared to provide own transportation.

Designed primarily for qualified students who wish to extend their knowledge in some specialized area. Students must present the instructor with a problem well laid out for investigation.

Overview of characteristics of students with exceptionalities and of educational programming for exceptional learners.

Covers basic knowledge and skills related to collaboration with families, paraprofessionals, other teachers, and professionals from other disciplines, including specialized services for children with disabilities (EG, Health, Assistive Technology, Related Services). Introduction to library and computer resources for school leaders.

Overview of preferred practices for providing positive behavior supports for students with disabilities across a variety of classroom and other educational environments.

Informs students of research-based methods and instructional formats for teaching students with disabilities. Integration of methods with clinical experiences.

Gives prospective professionals the opportunity to observe Special Education Teachers and/or Rehabilitation Specialists working with the handicapped. Students must be prepared to provide own transportation. Prior to registration, students must apply for Directed Observation. May be taken more than one semester.

The use of educational technology in the education profession. Emphasis is placed on computer technology, software evaluation and instructional devices.

Focuses on the development of college students as it relates to college residence hall life and the Resident Assistant position. Topics include leadership, community development, select (human) student development theories, and issues of social justice. Students will develop a working knowledge of human development theory for college students and associated practical applications.

Principles of professional counseling including therapeutic processes, roles and skills. How counselors help people solve problems is explored and students psychological growth and development is facilitated through psychological education.

Overview of how individual differences in a variety of psychological, educational, and demographic factors impact creativity. Special attention will be given to how these factors are measured and how they may interrelate.

Overview of creativity as applied to educational settings. The course will provide a brief historical overview of efforts aimed at promoting creativity in K-12 settings, introduce students to contemporary insights from the creativity studies literature, and highlight various factors related to supporting creativity in educational contexts.

Provides an overview of how creativity is measured, from divergent thinking to problem solving to ratings of creative work to self-assessments.

Theory and practices of the assessment of learning.

Provides students with knowledge and understanding of both the unique and common cognitive, academic, physical, cultural, social, and emotional needs and characteristics of individuals with various disabilities.

Practicum experience with students with disabilities. Application must be made to the Coordinator of Student Teaching for the fall semester prior to March 1; for the spring semester prior to October 1.

Introduction to assessment in special education focusing on current purposes, policies, and practices in schools.

Discusses advanced topics in creativity and innovation. Students will revisit topics discussed in earlier courses and reflect on the application of this information to their primary academic and professional interests.