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• SO 310: Women and Work

  3.00 Credits

  Carlow University

  
  This course examines the experiences of women in paid and unpaid work. Women comprise a significant and growing portion of the labor force. Their positions and experiences are very diverse and rooted in the specific historical and social contexts in which they live and work. The course begins with an overview of gender in society and the structure of the United States economy. It will examine the history of women's employment and women's current status in the workforce. A significant portion of the semester will be devoted to women in poverty and low-wage work. The course will conclude with an exploration of the strains associated with women's professional work experiences
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• SO 312: Poverty & Social Problems

  3.00 Credits

  Carlow University

  
  An examination of poverty and other social problems which may include homelessness, teen pregnancy, alcoholism, racism, sexism, ageism, domestic violence and other violence against women, drug abuse, gang behavior, and urban violence
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• SO 315: Juvenile Delinquency

  3.00 Credits

  Carlow University

  
  An analysis of the history of the control and prevention of juvenile delinquency. The course includes an overview of the nature and extent of juvenile delinquency, theories about delinquency, an examination of the justice system, and procedures for juveniles in this system
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• SO 325: Race, Law and Public Policy

  3.00 Credits

  Carlow University

  
  This course will examine laws and public policies that have been constructed to address issues surrounding race in the areas of education, employment, and housing. It analyzes the historical constructions of race as a concept in American society, including how and why this concept was institutionalized publicly and privately in various arenas of the U.S. at different historical junctures. The course includes an examination of the progress that has been made in dismantling radicalized institutions since the Civil Rights era
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• SO 365: Globalization

  3.00 Credits

  Carlow University

  
  This course examines global socio-political and socio-economic interactions. Questions concerning the interactions among societies and benefits and problems arising from globalization are explored. Also, the impact of global relations on the social sciences is discussed
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• SO 400: Independent Study

  1.00 - 3.00 Credits

  Carlow University

  
  An exploration of an area of study which is not already offered as a course. Students design the course with the consent of a faculty member
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• SO 422: Research Methods II

  3.00 Credits

  Carlow University

  
  An applied course designed for students to gain field experience in social science research. Students complete a comprehensive research project in the field using the research design created in SO 421
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• SPED 230: Foundations of Special Ed

  3.00 Credits

  Carlow University

  
  This course serves as an introduction to the field of special education. Included among the topics addressed are the history of special education; its legal and legislative foundation; and the purpose of the Individual Education Plan (IEP), its development and requirements for implementation. A focus on the nature and causes of disabilities will give students an overview of the needs of exceptional children. The entire range of disabilities requiring special education intervention will be addressed. This includes children with hearing losses; visual problems; speech disorders; attention deficit; traumatic brain injury; autism; emotional, behavioral, and social disorders; mental retardation; learning disabilities; physical disabilities; and giftedness. Current trends will focus on minority representation, inclusion, and standards. Models for collaboration including the multidisciplinary team and trans-disciplinary approaches for effective communication with family and among related service providers will be addressed. Lastly, definitions, prevalence, causes, assessment, characteristics, and educational considerations for several exceptionalities will be reviewed. This course is designed to nurture in students a critical stance towards research, theory, and practice. The goal is that students become educated consumers of the special education knowledge base. For this purpose, the prevailing as well as alternative perspectives on topics will be reviewed. In addition, cultural diversity and social justice will be emphasized throughout the course
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• SPED 332: Instructional Support in Reading, Writing and Mathematics

  3.00 Credits

  Carlow University

  
  Designed for the general education teacher, this course focuses on prevention and early intervention for struggling learners in general and inclusive classrooms. The instructional cycle of assessment, planning, instruction, and progress monitoring combines for a complete view for developing an effective learning environment for all learners. Specific instructional and learning strategies to improve literacy and mathematics are introduced, practiced, and applied in a 30-hour field placement in a classroom with students exhibiting learning difficulties. Emphasis on the reading-writing connection is included. Examination of current practices in the implementation of responsiveness to intervention (RTI) models and understanding of universal design for learning (UDL) prepares teachers to meet the learning needs of all students, including those identified as having special needs and those students who are at risk. Models and methods for collaboration and communication with other teachers and parents are examined
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• SPED 334: Instructional Support for Content Areas (PreK-8)

  3.00 Credits

  Carlow University

  
  This course focuses on expanding the understanding of development and cognition in and academic and functional performance of students with disabilities, how these are similar to and different from all developing students, and how this understanding informs the teaching of students with disabilities in the primary and middle school environments. Another area of exploration is the way in which these differences need to be addressed within a standards-aligned system that demands high expectations of students with disabilities so that they have true access to the general education curriculum. This course will enhance the development of a range of instructional supports and use of validated practices in prospective teachers for inclusive settings, especially in content area subjects, but also the supporting skills of reading, written language, and math, that are necessary for success in today's classrooms
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