Exploration of knowledge and skills in the arts appropriate for young children. Art techniques and media are explored.

Using the arts to promote physical, social, emotional, and cognitive development.

Art and the intellectual, creative, and emotional growth of adolescents and youth. The study of appropriate techniques and materials for teaching studio art and crafts, art history, appreciation and aesthetics, and participation in humanities programs at the secondary level. Laboratory practice in the secondary school. Restricted to N-12 art majors. Prerequisites: Completion of two-thirds of teaching field.

No more than two directed study courses can be counted toward the Bachelor's degree and Class B Certificate. Prerequisite: Permission of department chair.

Orients the student toward the artistic interests and creative abilities of children in the elementary school, and developing attitudes of respect for individuality and creativity. Included are laboratory experiences with art materials and research into appropriate techniques of teaching art

Current trends and practices in curriculum, instruction, selection of materials, and derivation of procedures for guiding learning in art in the secondary school.

Art and the intellectual, creative, and emotional growth of children. The role of art in the instructional program, examination of objectives in an art program, and the study of appropriate techniques and materials for teaching art and crafts at the elementary level. Restricted to N-12 art majors.

Research in problems confronting American education. Selected topics are explored by students which provide the basis for seminar discussions. A seminar paper is presented by each student. This course also includes a field-based practicum. Prerequisite: Permission of department chair.

Current topics of special concern to secondary educators. A different topic will be used each time the course is offered. No more than 6 hours can be applied toward a graduate degree. Prerequisite: Permission of department chair.

Students explore through directed study problems and issues of special interest or significance in Art Education. No more than 3 hours of any departmental 594 courses can be applied toward a degree program. Prerequisite: Permission of department chair.

The internship is a supervised learning experience in a work setting similar to that in which the educator will eventually be employed. The internship provides the students with an opportunity to apply the theories and concepts learned during the graduate program of study.

This course is for undergraduates who are, or aspire to be, leaders. Faculty from throughout the University will direct weekly class sessions. Requires permission of the Dean of Students.

The need for instructional leaders to understand and be able to operate within the larger context of community effect on opportunities for all students is addressed. Cooperation among schools, the district, parents, and the larger community as essential to the success of instructional leaders and students and ethical practices are emphasized.

This course stresses the engagement of the school community in developing and maintaining a shared vision; planning effectively; using critical thinking and problem-solving techniques; collecting, analyzing, and interpreting data; allocation of resources; and evaluation of results for the purpose of continuous school improvement.

This course addresses how the instructional leader recruits, selects, organizes, evaluates, and mentors faculty and staff to accomplish school and system goals.

Students completing this course will demonstrate understanding of the legal system of schools. Students will be able to relate constitutional, federal, state, and local requirements as they concern students, employees, teachers, and instructional program administration. The student will demonstrate an understanding of the concepts of honesty, integrity, and fairness.

This course explores leadership skills related to group dynamics, problem identification, accountability, diversity, economic levels, and their relationship to financing schools. Internal and external public relations and political factors which impact the funding of school will also be presented.

Student will acquire the knowledge to ensure that decisions about curricular, instructional strategies, assessment and professional development are based on sound research, best practices, and other contextual information needed to align the curricula with student needs.

This course is an introduction to the pedagogy of teaching adult learners. Topics will include basic instructional design, strategies to meet needs of adult learners, higher order questioning, student assessment, and mechanisms for providing feedback to students. The class will model effective teaching and assessment practices. Participants will be expected to demonstrate effective teaching in a summative class presentation.

Presents the field of community development, including basic terminology, concepts, methods and literature. Purposes are to present conceptual foundations of community development, provide some experiences in practical application, and lay foundations for further study and practice in the field.

Students in this course will learn to participate in the process of instructional improvement, adaptation to the needs of children and local communities, and instructional leadership within schools. The course will include staff development, instructional evaluation and assessment, school effectiveness concepts, government requirements, cultural diversity, curriculum development, problem solving, small group leadership, conflict management, empowerment, professional ethics, and other interpersonal skills applied to instructional development situations.

Students completing this course will demonstrate understanding of the legal system of schools. Students will be able to relate to constitutional, federal, state, and local requirements as they concern students, employees, teachers, and instructional program administration. Students will understand statutory rights of certified and non-certified personnel in Alabama, including due process, tenure, transfer, suspension, and termination, and will be able to investigate legal matters affecting the administration of schools.

This course explores leadership skills related to group dynamics, problem identification, accountability, diversity, economic levels, and their relationship to financing schools. Internal and external public relations and political factors which impact the funding of school will also be discussed. Fiscal management, including the Alabama Local School Accounting and Reporting system, will be analyzed.

This course describes the unique forces that shape the role and functions of the school superintendent. The management of conflict is explored as well as the management of all aspects of this school system. The concept of the administrative team is also explored and examined.

Provides understandings and skills in the leadership and management of secondary schools. Emphases are placed upon the administrator's role in staff and student personnel administration, program development, and building operations.

Provides an understanding of the organizational and various other characteristics of a good elementary school with emphasis on leadership.

The practicum is a supervised learning experience in several settings which simulates the work situations of educational supervision. An opportunity is provided to apply the theories and concepts learned during the student's graduate program.

This course provides understanding and skills in the leadership and management of schools, including elements of effective classroom management, monitoring student services, and school and community relations. Management skills associated with school facilities, transportation, and student records will be studied.

Students completing this course will learn to work with teachers in improving classroom instruction. Students will demonstrate the ability to collect classroom information, including assessment and evaluative data; coordinate student service needs; direct teachers using leadership, motivational techniques, professional ethics, and school management; and use techniques such as personnel selection, stress management, conflict management, scheduling, and research in adapting instruction to the changing needs of the community.

This course provides an overview of the organization, development and characteristics of postsecondary education.

This course focuses on the demographics and characteristics of the American college student today. Development theories applicable to the diverse population of students (e.g., race, ethnicity, age, gender, sexual orientation, disability) are introduced and examined.

Will introduce the students to the organization and administration of programs of instruction of and about older persons, instruction of general or specific audiences about aging, and instruction of professionals working with or on the behalf of older persons.

Designed as an introduction to and an analysis of organizational and administrative features of postsecondary education.

Explores court decisions and federal and state laws relating to governance, student rights, and tort liability in postsecondary education.

Guided supervision in the identification and completion of educational tasks, such as program design, program revision, self study for accreditation visitation, supervision in the organization, and application of selected learning activities to acquire and enhance leadership skills.

Exploration of problems and issues of special interest or significance in Educational Leadership. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Education Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is designed to place candidates in the cooperating school during critical times of instructional planning. The residency allows interns to experience leadership in as many of the Alabama Leadership Standard indicators as possible. Candidates shall prepare and maintain a comprehensive portfolio which indicates the level of experiences and knowledge gained in instructional leadership during the intern experiences.

Explores problems and issues at the federal, state, and local levels facing the administration and supervision of American educational institutions. Particular emphasis is on decision making affecting education.

Students will examine the role of educational leaders in schools with diverse student populations and study strategies to address race, class and gender inequities that exist in schools.

Designed to assess and improve the student's level of competency in communication and group leadership skills, knowledge of socio-cultural influences and differences, and understanding of the developmental characteristics of human beings.

Designed to assess and improve the student's level of competency in program development skills, instructional strategies, systems analysis, and change innovation.

Designed to assess and improve the student's knowledge of decision-making styles, problem-solving processes, leadership skills, implementation of organizational change, and physical environments which promote productivity. Additionally, when appropriate to the candidate's expected leadership position, current knowledge of law, finance, plant management, and professional negotiations will be stressed.

Basic principles of quantitative and action research for decision making and problem solving in the educational environment.

May be a content-varying course or may be guided supervision in the identification and completion of educational tasks as well as supervision in the organization and application of selected learning activities to acquire and enhance leadership skills. May be repeated for credit when course content varies.

Students explore problems and issues of special interest or significance to advanced students. Not more than three semester hours of any department 694 courses can be accepted toward a degree.

This course is a learning experience in mentoring relationships. The course provides an opportunity to apply the theories and concepts learned during the student's advanced graduate studies. The student will learn mentoring skills and serve as a mentor for students interested in educational administration or new to the field of administration.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

An in-depth exploration of organizing in educational settings. Organizational theories and models are examined, as is their application to educational settings, particularly when challenges or changes are introduced.

General study of finance at local, state, and federal basis. Include principles of taxation, the concepts of equity and adequacy, acceptable practices in securing and administering school funds, and acceptable accounting and business procedures. Explores the unique characteristics of the Alabama Tax structure, its history, and impact on the funding of education.

This course explores research-based practices of effective leadership in P-12 education settings. The role of mission and vision in the leadership of an organization, decision-making models, and leadership styles will be explored.

This course focuses on similarities and differences in the ways various countries educate their citizens from early childhood to adult learners.

An examination of ethical and legal issues present in educational settings, including primary, secondary, and postsecondary education.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

Directed dissertation research in the field of educational leadership. Faculty advisor approval required.

This course provides a broad overview of education, schools, and teaching as well as an orientation to the K-6 Teacher Education Program.

Guided study of selected educational tasks (e.g. curriculum revision, classroom materials development, models of learning and teaching) and teaching problems and practices for improving student achievement. Not more than six hours may be earned in Special Topics courses.

An introductory course in classroom management with emphasis upon effective instructional practices that inhibit student behaviors incompatible with learning. The focus is upon PEPE and how it provides the framework for effective teaching practices through the use of rules and procedures.

Knowledge and skills appropriate to the elementary school art program. Techniques in media for teaching art in the various grades.

An introductory course in classroom management with emphasis upon effective instructional practices that inhibit student behaviors incompatible with learning. The focus is upon PEPE and how it provides the framework for effective teaching practices through the use of rules and procedures.

An in-field opportunity for early field-based practicum in a variety of placements.

Emphasis is on the special problems found in the home, community, and school of the exceptional child, the teacher, the family, and community resource agencies. Ways for the teacher to form teamships to work collaboratively with all human resources involved in the child's life are explored and ethical and moral standards examined.

A study of the intellectual and physical disability which usually require substantial curriculum adaptations or ecological accommodation. Historical perspectives, etiology, definitions, classification, treatment, social aspects and interdisciplinary team work will be explored.

An examination of the definitions, characteristics, and prevalence of children with learning and/or behavioral disabilities. Emphasis is placed on the causes of problems in motor, perceptual, social, academic, affective and behavioral development. Students will be introduced to current service delivery models and the programming options for individuals with learning and behavioral disabilities.

A series of in-field opportunities in Special Education. A variety of appropriate placements will be employed depending on each student's interest and needs. May be repeated for credit.

A series of in-field opportunities in Special Education. A variety of appropriate placements will be employed depending on each student's interest and needs. Students are placed in settings related to the student's major areas of study and co-requisites in progress. May be repeated for credit.

A course to orient the study to fundamentals in the teaching of reading and provides practice in basic skills. This course has a required field experience.

A course focusing on methodology, materials, and techniques for developing systematic instruction and diagnosis appropriate for early childhood and elementary children. This course has a required field experience.

A course presenting methods of promoting meaningful language and literacy skills in early childhood and elementary school programs. This course has a required field experience.

A course which deals with effective methods of teaching mathematics to elementary school students. Emphasis will be on developing an understanding of numbers, teaching basic operations, and using teaching aids and materials to meet the various needs of elementary age children. This course has a required field experience.

A course using problem solving and independent investigation as means as teaching the relationship of humans to their environment. Objectives, content and procedures are discussed. This course has a required field experience.

A course using discovery, inquiry and problem-solving approaches as a means of teaching science. Relationships of science to entire early childhood and elementary curriculum is discussed. This course has a required field experience.

This course provides an introduction to effective instructional practices in the secondary classroom. The focus is on planning for instruction and classroom management. This course has both required class meetings and field experiences.

Philosophy, concepts, and issues of middle level education including the developmental stage of young adolescence, appropriate and responsive curricular, and meeting the physical, emotional, psychosocial, and cognitive needs of diverse learners.

Supervised practice in teaching curriculum areas in middle and high school classroom settings during the semester in which block courses are taken.

Supervised practice in teaching curriculum areas in the elementary or early childhood classroom setting during the semester in which sequence courses are taken.

This course will introduce the roles of the teacher in working with children in the elementary grades.

This course will introduce the roles of the teacher in working with children during the early childhood years (preschool through 3rd grade)

This course will introduce the roles of the teacher in working with children from pre-kindergarten through the primary grades. History, management, and parent education techniques are presented.

Curriculum and methods for individuals who exhibit significant challenges in the areas of cognitive, motor, self care, communicative, and/or social behaviors. Emphasis is on physical management, class/individual scheduling, adapted aids and equipment, task analysis, and functional life skills.

Presentation of the principles and applications of behavioral modification, data collection procedures, and single-subject research designs as related to exceptional children and youth in special education environments.

An examination of regular and special education K-12 curricula, materials, and procedures. Specific emphasis will be placed on the selection modification, and adaptation of curricula, materials, and procedures to meet the needs of individuals with learning and behavioral disabilities.

Presentation of the principles and applications of behavior analysis, data collection procedures, and single subject research designs as related to exceptional children and youth.

Introduces the student to the curriculum, teaching the methodologies and instructional activities and materials associated with effective and appropriate developmental and functional reading instruction for students with disabilities.

Observation and supervised teaching in an early childhood classroom setting prior to Internship

Introduction to the field of exceptional children and youth, involving the study of various areas of exceptionality.

Assesses developmental levels, academic and non-academic performance of exceptional individuals through the administration and interpretation of criterion-referenced instruments, and informal measures. Evaluation of classroom teaching and special education programs is also emphasized.

Professional laboratory experiences of observation and participation for a two-week period at the opening of school. (May be taken twice.) Prerequisite: senior standing.

Observation and supervised teaching in elementary or early childhood settings with the opportunity for study and discussion of problems and issues encountered.

Observation and supervised teaching in elementary or early childhood settings with the opportunity for study and discussion of problems and issues encountered.

An examination of typical child development and developmental characteristics of infants, toddlers, and young children with disabilities from the prenatal period through age eight. Characteristics of disabling conditions and their impact upon development are also discussed.

This course prepares students to work with infants, toddlers, and young children with disabilities and their families. Topics covered include specific teaching and intervention techniques, special education laws and regulations, and service delivery models.

Methods and materials in the teaching of reading. Development of effective study and skills at the secondary level is stressed.

Assists the student in organizing materials and in developing methods of teaching language subjects in secondary schools

Assists the student in organizing materials and in developing methods of teaching mathematics in secondary schools.

Assists the student in organizing materials and in developing methods of teaching science in secondary schools

Assists the student in organizing materials and in developing methods of teaching social studies in secondary schools

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the N-12 program. Students will be placed with a person holding a valid teaching certificate in the appropriate field. Prerequisite: Appropriate methods course.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the 6-12 program. Students will be placed with a person holding a Masters degree and a valid teaching certificate in the appropriate field.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the N-12 program. Students will be placed with a person holding a valid teaching certificate in the appropriate field.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the 6-12 program. Students will be placed with a person holding a Masters degree and a valid teaching certificate in the appropriate field.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the 6-12 program. Students will be placed with a person holding a Masters degree and a valid teaching certificate in the appropriate field.

Guided study of selected educational tasks (e.g. curriculum revision, classroom materials development, models of learning and teaching) and teaching problems and practices for improving student achievement. Not more than six hours may be earned in Special Topics courses.

No more than six hours can be accepted for a Bachelor's Degree and Class B Certificate.

Observation and supervised K-6 classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Under the advice and guidance of a faculty mentor, honors students will identify and carry out a research project, relevant to the field of elementary/early childhood study, that will lead to a formal presentation at the annual Honors Student Colloquium. The senior project will be judged and graded by three faculty chaired by the honors mentor. This course is required for Honors recognition and may be repeated for up to six hours. Prerequisite: Participant in honors program and junior level status.

The capstone portfolio is a 0 credit course for graduate students whose programs require a capstone portfolio as all or part of their comprehensive exam. Students will enroll in this course for their final semester. The portfolio will be developed under the guidance of the student's academic advisor and other departmental faculty, and will demonstrate mastery of content knowledge, professional dispositions and skills.

In an increasingly diverse society, teachers must be able to work with students with form a variety of backgrounds, some quite different from teachers' own cultural backgrounds. This course responds to the growing need for better training for teachers in how to work with a diverse population, increase academic achievement, and prepare students from a global workplace.

Preparation of a modular program of instruction which incorporates all elements of the instructional-design process.

Survey of both current and classic research in education. Students will identify a research problem of significance in their area of specialization and develop a strategy or research design to solve this problem.

Guided study of selected educational tasks (e.g. curriculum revision, classroom materials development, models of learning and teaching) and teaching problems and practices for improving student achievement. Not more than 6 hours may be earned in Special Topics courses.

A study of environments that promote learning through play in early childhood. Emphasis on materials, activities, equipment, and effective strategies that support and encourage young children's play, learning and creativity.

A course presenting methods of promoting meaningful language and literacy skills in early childhood and elementary school programs. This course has a required field experience.

A survey course dealing with methods of writing literary materials with children in preschool through the primary grades. It is designed to assist those who wish to become widely acquainted with books and related materials for today's young children.

A course which deals with effective methods of teaching mathematics to elementary school students. Emphasis will be on developing an understanding of numbers, teaching basic operations, and using teaching aids and materials to meet the various needs of elementary age children. This course has a required field experience.

A course using problem solving and independent investigation as means of teaching the relationship of humans to their environment. Objectives, content and procedures are discussed. This course has a required field experience.

A course using discovery, inquiry and problem-solving approaches as a means of teaching science. Relationships of science to entire early childhood and elementary curriculum is discussed. This course has a required field experience.

Focus on planning, preparing, and guiding experiences for young children in musical play, movement, and creative dramatics to develop the whole child through cooperative activities that promote language and literacy learning across the curriculum.

Supervised practice in teaching curriculum areas in the elementary or early childhood classroom setting during the semester in which sequence courses are taken.

This course will introduce the roles of the adult in working with children from birth through age 8. History, management and parent education techniques are presented.

An introduction to speech and language development birth through primary grades and teaching practices that support language and literacy development. Includes discussion of cultural and developmental factors that influence language development methods appropriate for helping young children acquire language and literacy skills.

A study of physical, cognitive, social, and emotional development from birth to age 8. Emphasis is placed on applying an understanding of child growth and development in an educational context. This course includes a field experience in an early childhood setting.

Professional laboratory experiences of observation and participation for a two-week period at the opening of school. (May be taken twice.) Prerequisite: senior standing.

Observation and supervised teaching in elementary or early childhood settings with the opportunity for study and discussion of problems and issues encountered. (Co-requisite: Lab) Prerequisite: Permission of department.

Observation and supervised teaching in elementary or early childhood settings with the opportunity for study and discussion of problems and issues encountered. (Co-requisite: Lecture) Prerequisite: Permission of department.

Guided study of selected educational tasks (e.g. curriculum revision, classroom materials development, models of learning and teaching) and teaching problems and practices for improving student achievement.

No more than 6 hours can be accepted for a Bachelor's Degree and Class B Certificate. Prerequisite: Permission of department chair.

The internship is a supervised learning experience in an approved setting similar to that in which the student will eventually be employed. The internship provides students with an opportunity to apply theories and concepts learned during the undergraduate program. Requires candidacy and approval of department chair.

Under the advice and guidance of a faculty mentor, honors students will identify and carry out a research project, relevant to the field of elementary/early childhood study, that will lead to a formal presentation at the annual Honors Student Colloquium. The senior project will be judged and graded by three faculty chaired by the honors mentor. This course is required for Honors recognition and may be repeated for up to 6 credit hours. Prerequisite: Participant in honors program and junior level status.

The study of curriculum with an emphasis on concepts, procedures and models particular to curriculum in the elementary school. Curriculum study includes the context of and a process of planning, developing, implementing, and evaluating the elementary school curriculum.

Presents an overview of factors and procedures involved in planning, developing and evaluating the elementary school instructional process.

Designed to explore the multi-dimensional theory of language development and to provide techniques and practices for development of language ability. Through correlating these related areas, the student should grow in understanding dynamics and change in language structure and development. Opportunities for oral and written communication are emphasized.

This course emphasizes new methods of presenting mathematical content to elementary school students. Various materials will be developed to promote thinking and discovery of mathematical concepts. Opportunities are provided for developing multi-level materials appropriate to the varied abilities and interest levels in elementary school.

Current issues and innovations in early childhood and elementary school social studies teaching and learning are reviewed.

Current trends and issues in early childhood and elementary school science teaching and learning are reviewed.

This course prepares students to provide effective science instruction using strategies that focus on phenomena, inquiry learning, sensemaking, and science practices

Experiences in a field-setting working with children birth through age 8 under the supervision of qualified personnel.

A study of current trends in parent education designed to promote better homeschool communication and cooperation.

A seminar of topics, programs and research in the field of elementary education. This course provides a forum for discussion of contemporary educational issues and practicum experiences in the teaching field in which the quality of performance in teaching is evaluated.

Study of agencies which provide services, types of services provided, and means of obtaining needed services.

A review of organizational and curricular patterns utilized in the classroom setting for the education of young children. A study of educators and their theories concerning learning styles and developmental patterns in relation to the school setting and curriculum.

Study of the language development of young children with an emphasis on provision of classroom environment to promote growth of language.

Managing the multiple responsibilities of administrative heads of educational programs for young children.

An in-depth study of the development, implementation, and assessment of Elementary school curriculum through a theoretical and research-based lens.

Experiences in a field setting working with children in grades K-6 under the supervision of qualified personnel.

Analysis of methods of teaching spelling and the mechanics of writing, included review of pertinent research in the skill areas as well as emphasis on the relationship of spelling to the development of skills in word recognition.

A topical workshop in which participants have experiences in creating, designing, constructing and using instructional materials and activities. No more than 6 hours can be applied toward a degree program.

To increase teacher's competencies to facilitate learning by providing a classroom atmosphere conducive to self- discipline, participation and worthwhile learning activities.

Analysis of diagnostic techniques for identifying children's learning difficulties in mathematics.

An exploration of research related to reading behavior of gifted and high-ability children with emphasis on examining criteria for selecting and utilizing literature to promote cognitive, emotional, and social development.

Guided supervision in the identification and completion of educational tasks, such as curriculum revision, course and/or program design, self-study for accreditation visitation, student achievement evaluation, aesthetic experiences, consumer and career education. No more than 6 hours can be applied toward a graduate degree.

Structured to assist graduate students in designing and implementing appropriate research for professional growth and writing of a thesis.

Students explore through directed individual study research problems and issues of special interest or significance in elementary or early childhood education. No more than 3 hours of any departmental 594 courses can be applied toward a degree program. Prerequisite: Permission of department chair

The internship is a supervised learning experience in a work setting similar to that in which the educator will eventually be employed. The internship provides the student an opportunity to apply the theories and concepts learned during the graduate program of study. Prerequisite: Permission of department chair.

The internship is a supervised learning experience in a work setting similar to that in which the educator will eventually be employed. The internship provides the student an opportunity to apply the theories and concepts learned during the graduate program of study. Prerequisite: Permission of department chair.

A student selects a project, study, or investigation related to his area of specialization in early childhood or elementary education. The project forms a basis for the thesis. A thesis committee will provide direction during the investigation for and writing of the thesis.

In depth study of various curriculum areas through research reports, problem analysis and individual evaluation of promising practices and topical issues. Each seminar participant will concentrate on a curriculum area: e.g., arithmetic, career awareness, communication, consumer education, humanities, natural sciences, social sciences, early reading and psycholinguistics.

Designed to assist teachers and school leaders in understanding the skills and techniques necessary for diagnosing and prescribing instruction for learners in different types of teaching-learning settings.

Critical study of curriculum and instructional problems in the elementary school. Research reviews and program design problems are emphasized.

A study of current topics related to teaching mathematics in early childhood and elementary years.

Guided supervision in the identification and completion of educational tasks, such as curriculum revision, course and/or program design, self-study for accreditation visitation, student achievement evaluation. No more than 6 hours can be applied toward a graduate degree. Prerequisite: Permission of department chair.

Students explore through directed study problems and issues of special interest or significance in early childhood or elementary education. No more than 3 hours of any departmental 694 courses can be applied toward a degree program. Prerequisite: Permission of department chair.

The internship is a supervised learning experience in a work setting similar to that in which an educator will eventually be employed. The internship provides the student with an opportunity to apply the theories and concepts learned during the graduate program.

The research project, as the culminating experience in the Instructional Specialist Program, provides an opportunity for the candidate to synthesize and apply the various program components in a selected instructional setting. Suitable agreements are reached with the appropriate school systems by the candidate. May be taken more than one semester. Prerequisite: Permission of department chair.

A comprehensive survey of current research, methodology and materials in the field of English as a Second Language and historical, philosophical, political, legal, social and educational issues that have contributed to policy regarding public school services for language minority students.

Techniques of teaching English as a second language will be introduced and applications explored. Acquaints students with methodology and materials, with instruction on the preparation of audio and visual teaching aids, lesson plans and the use of educational technology, behavioral objectives, state ESOL objectives and teaching strategies for English learners in the ESL or mainstream classroom. ELT 525 is a recommended pre-requisite or co-requisite course, but is not a requirement.

Investigates the roles of language and culture in education. Addresses the social processes involved in second language acquisition, including developmental influences, influences of home language and culture, culture variation, home vs. school cultural differences and working parents/family of ELL students.

This course provides knowledge of linguistics including English syntax, semantics, pragmatics, morphology, phonemics and phonology as applied to teaching English Language Learners. Students will review theories in first and second language acquisition. Students will apply linguistic theory, issues in sociolinguistics, psycholinguistics and neurolinguistics to teach English to ELLs, with emphasis on pronunciation, intonation and structural analysis of English and contrastive analysis of English and non-English linguistic systems.

A comprehensive survey of current research, methodology and materials in the field of English as a Second Language and historical, philosophical, legal, social, and educational issues that have contributed to policy regarding public school services for language minority populations.

Techniques of teaching English as a second language will be introduced and applications explored. Acquaints students with methodology and materials, with instruction on the preparation of audio and visual teaching aids, lesson plans, and the use of educational technology, behavioral objectives, state ESOL objectives, and teaching strategies for the ELL student in the ESL or mainstream classroom. Course restricted to majors in ESOL education.

Investigates the roles of language and culture in education. Addresses the social processes involved in the second language acquisition, including developmental influences, influences of home language and culture, cultural variation, home vs. school cultural differences, and working with parents/family of ELL students.

Selection, administration, and interpretation of measurement instruments. Includes entry and placement procedures, language proficiency/achievement testing, linguistic and cultural aspects of intelligence testing, multiple intelligence assessment, ELL student assessment in the mainstream classroom, and application of testing to instruction. Course restricted to majors in ESOL education.

This course provides knowledge of linguistics including English syntax, semantics, pragmatics, morphology, phonemics, and phonology as applied to teaching English Language Learners. Students will review theories in first and second language acquisition. Students will apply linguistics theory, issues in sociolinguistics, psycholinguistics, and neurolinguistics, to teach English to ELLs with emphasis on pronunciation, intonation, and structural analysis of English and contrastive analysis of English and non-English linguistic systems. Course restricted to majors in ESOL education.

Current topics of special concern to ESOL Educators. A different topic will be covered each time the course is offered. Not more than six semester hours may be applied toward a degree program.

Students explore through directed study problems and issues of special interest or significance in ESOL Education. Not more than three semester hours may be applied toward a degree program.

Three hundred hours of supervised on-the-job experience in teaching English to speakers of other languages (ESOL) in P-12 settings. Interns are engaged in the full scope of teaching activities including planning, delivering lessons, evaluating students, and conducting managerial tasks related to teaching English as a Second Language. Teaching experience will be accompanied by scheduled observations and discussions to analyze and evaluate each student's internship experience. Course restricted to majors in ESOL education.

This course will explore the role of digital media, including social media, in higher education administration.

This course will examine national, state and local economic factors and their impact upon budgeting and financial management work of higher education administrators/leaders.

Analysis of current issues affecting higher education.

Designed to assess and improve the student's level of competency in program development skills, instructional strategies, systems analysis, and change innovation.

Designed to assess and improve the student's knowledge of decision making styles, problem-solving processes, leadership skills, implementation of organizational change, and physical environments which promote productivity, all in the context of higher education.

This course is designed to provide students with an in-depth exploration of organizational theories and models and organizational approaches in higher education. Topics covered include administrative structure and leadership, accountability and change.

This course is designed to provide students with an overview of finance in higher education. The overview will include the financial benefits of higher education, access and affordability issues, state and federal funding, price-setting, tuition discounting, merit aid, sources of revenue and expenditures, cost-cutting measures, budgeting and college athletics.

This course is designed to provide students with an in-depth exploration of leadership theories and models. Students will create a personal knowledge base from which to create a plan to develop or revise a leadership perspective.

This course offers an in-depth analysis of current issues in and challenges to higher education.

Students will examine the role of University leaders, at Universities and diverse student populations, and study strategies and organizational models relative to the solution of problems associated with the implementation of organizational diversity plans.

An examination of ethical and legal issues present in higher education.

An overview of strategies for guiding teachers and other professionals toward improving student achievement by building better learning communities.

A purpose of this course will be to prepare professional educators through teaching, research and services to become committed to life-long learning and to facilitating the process of building better communities.

This course will prepare future teacher leaders to work effectively within their school community as well as with the communities in which they work and with the families of the students they teach.

A purpose of this course is to prepare professional educators through teaching, research, and service to become committed to life-long learning and to facilitate the process of building better communities. Students will demonstrate best educational practices and professional dispositions and will learn how to create a positive, motivational learning environment in schools while recognizing, appreciating, and including diverse learners and perspectives. Additionally, students are expected to demonstrate satisfactory skills in curriculum leadership; to engage in action research related to schools; to engage in literacy coaching; to address current family, community, regional, and national issues related to scholastic achievement, and to use tenets of instructional leadership to guide teachers and other professionals toward improving student achievement.

The Research Project, as the culminating experience in the Instructional Specialist Program, provides the candidate an opportunity to synthesize and apply program components and a timely topic in the field.

The scientific attitude, the application of physical laws and principles to modern life, and assembling of apparatus and materials for demonstrating these principles are studied. (Not open to science majors.)

The scientific attitude, the application of physical science laws and principles to modern life, and assembling of apparatus and materials for demonstrating these principles are studied. (Not open to science majors.)

Basic principles of flight; survey of space exploration, military, commercial, and general aviation. Preparation of materials for use in teaching.

Basic scientific principles applied in aerospace. Development of model rockets and aircraft. Preparation of materials for use in teaching.

Directed study. No more than 6 hours can be accepted for a Bachelor's Degree and Class B Certificate. Prerequisite: Permission of department chair.

Scientific principles applied in aerospace education. Development of model rockets and aircraft. Preparation of advanced materials for teaching.

Students explore through directed study problems and issues of special interest or signification in Science Education. No more than 3 hours of any departmental 594 courses can be applied toward a degree program. Prerequisite: Permission of department chair.

A learner-centered approach to developing self-advocacy, academic/career, independent living, and community integration skills is used. Seminar I focuses on personal safety and prevention, campus navigation, learning with technology, and personal care.

Individualized instruction focused on career exploration and soft skill development. Students will explore different job and career options during the semester as well as develop skills related to employment.

A holistic instructional approach addresses individual learning goals in areas of functional skills and knowledge, application, integration, caring, and learning to learn is used. Seminar II focuses on goal setting, self-care, well-being, budgeting, and learning strategies.

Individualized instruction focused workplace documentation, characteristics of good employees and employment development. Students will explore different job and career options while practicing skills they have learned in class in supervised work experiences.

Students will participate in valuable and diverse learning experiences generalized to multiple environments. Seminar III focuses on transportation to and from campus, managing personal, fiances, interpersonal skills development, and citizenship responsibilities.

Students will be placed in supervised internship/work placements and receive on job training. Individual job training will address Adult Education Program goals as well a student's needs.

Through individualized instructions students will refine self-advocacy, academic/career, independent/daily living, and community integration skills. Seminar IV focuses on advanced transportation, budgeting and finances, interpersonal, well-being, and self-care skills.

Students will have a supervised internship/work experience. Instruction will focus on the skills needed to gain and/or maintain paid employment. Individualized instruction will be provided.

Students will engage in supervised work-based experience in a practicum setting(s) for a minimum of 6 hours a week.

Students will engage in supervised work-based experience in a practicum setting(s) for a minimum of 6 hours a week.

Students will engage in supervised work-based experience in a practicum setting(s) for a minimum of 10 hours a week.

Students will engage in supervised work-based experience in a practicum setting(s) for a minimum of 10 hours a week.

An individualized approach is taken toward identifying and mastering the skills that will be needed for jobs and career. Contents include workplace advocacy, on-site generic and specific work skills, workplace hazards, and specific work skills for employment sectors.

An individualized approach is taken toward identifying and mastering the skills that will be needed for independent living. Focus areas will include budgeting, hygiene, home upkeep, personal safety and prevention, community engagement, social skills and other skills.

An individualized approach is taken toward identifying and mastering the skills that will be needed for jobs and career: workplace advocacy, on-site work skills, workplace hazards, and specific work skills for employment sectors.

An individualized approach is used to develop needed independent living skills. Personal, financial, nutritional, safety, and community skills will be assessed and taught using a strengths-based approach.

An individualized approach is taken toward identifying and mastering the skills that will be needed for jobs and career in fields of interest. Specific and general skills needed in related employment sectors will also be taught.

Individualized supports and direct instruction will be provided to help students master the skills they need t live as independently as possible in their community residence.

An individualized approach is taken toward identifying and mastering the skills needed for jobs and career in fields of interest. Specific and general skills needed in related employment sectors will also be taught.

Individualized supports and direct instruction will be provided to help students master the skills they need to live as independently as possible in their community residence. Person-centered planning will be used to identify strengths and needs.

Individualized community-based supports and direct instruction will be provided to help students master the skills they need to live as independently as possible in their community residence. Person-centered planning will be used to identify strengths and needs.

Students will engage in supervised work-based experience in a competitive employment setting. The practicum setting will be related to students' job and career goals.

Students will engage in supervised work-based experience in a competitive employment setting. The practicum setting will be related to students' job and career goals.

Students will engage in supervised work-based experience in a competitive employment setting in the community.

Students will engage in extended-length, supervised work-based experience in a competitive employment setting in the community.

Students will engage in extended-length, supervised work-based experience in a competitive employment setting in the community.

Guided study topics of specific interest to the student. Students will participate in inclusive classes that are part of the USA undergraduate curriculum.

A laboratory experience to increase facility in reading, language and study skills.

A course to orient the student to fundamentals in the teaching of reading and provides practice in basic skills.

A course focusing on methodology, materials, and techniques for developing systematic instruction and diagnosis appropriate for early childhood and elementary children. This course has a required field experience.

A course for the selection and use of literature based on the interests, abilities, and needs of children from prekindergarten through the elementary school. Particular emphasis on creative ways of sharing books with children. This course has a required field experience.

A survey course dealing with methods of writing literary materials with children in preschool through the primary grades. It is designed to assist those who wish to become widely acquainted with books and related materials for today's young children.

A study of oral language structures and stages of development, early literacy foundations, and developmental sequences of phonological awareness along with teaching practices that support language and literacy development. Includes discussion of cultural and developmental factors that influence acquisition of language and literacy skills.

Discussion and evaluation of literature for students in grades 7 through 12 with extensive reading, listening, and viewing of materials.

Methods and materials in the teaching of reading. Development of effective study and skills at the secondary level is stressed.

An examination of non-fiction (and some fiction) which emphasizes critical reading skills. Various types of prose will be considered including that found in textbooks, newspapers and other periodicals, popular fiction, and non-fiction.

Introduces students to the fundamentals of the teaching of reading, including concepts of print, phonological awareness, phonics, fluency, vocabulary, and comprehension and how these areas are assessed. This course has a required field experience.

An intensive exploration of the current theories, practices, and research in the teaching of reading.

Begins with in-depth study of the nature of reading as a process and its place in the total school program and extends through assessments, methods, materials, and personalized procedures for pupils and teachers.

First, an intensive study of steps in the diagnosis of reading disabilities; second, a survey of corrective and remedial techniques for eliminating the difficulties; the third, application of diagnostic and instructional techniques to specific type of disabilities.

A practicum in remediating reading disabilities. Each student receives close supervision in work with actual cases at varying disabilities levels.

This course includes the methods and materials for literacy-based instruction in the content areas. The incorporation of literacy-based activities such as reading, writing, and thinking; and the use of strategies to promote student comprehension are emphasized. Prerequisite: Admission to teacher education program.

Intensive writing applications with an emphasis on the writing process, action research, and the reading and discussion of reading and writing pedagogy and research.

Provides a comprehensive survey of books written for children and adolescents, and makes appropriate interspersions of periodicals and other media. Through varied class activities, with emphasis on techniques for encouraging literary enjoyment, the student will increase skills in making children's literature an integral part of the school curriculum.

Provides a comprehensive survey of books written for children in the pre K-3 classroom, and incorporates periodicals, media and technology appropriate for teaching young children. A variety of class activities intended to motivate and encourage children to become lifelong readers is included.

Includes an in-depth study of coaching techniques, specifically the role of coaching in the school setting. This course includes strategies for encouraging teachers to engage in the coaching process, coaching teachers to meet the literacy needs of their students, as well as providing school-based professional development and maximizing moments with struggling readers.

Experiences in working in the area of reading instruction and/or diagnosis under the supervision of a reading teacher or supervisor and a college supervisor.

A topical workshop in which participants have experiences in creating, designing, constructing and using instructional materials and activities. This work will emphasize reading and language arts. No more than 6 hours can be applied toward a degree program. Prerequisite: Permission of instructor.

Guided investigation of topics in reading education, such as curriculum revision, course or program design, newly evolved trends in reading education, and implications of research in reading education. No more than 6 hours can be applied toward a degree program.

Students explore through directed study research problems and issues of special interest or significance in reading education. No more than 3 hours of any departmental 594 courses can be applied toward a degree program. Prerequisite: Permission of department chair.

The internship is a supervised learning experience in a work setting similar to that in which an educator will eventually be employed. The internship provides students with an opportunity to apply the theories and concepts learned during the graduate program.

A student selects a project, study, or investigation which is related to reading education. The project will form the basis for the thesis. A thesis committee will provide direction during the investigation and during the writing of the thesis.

Emphasizes theories of language acquisition and development. Includes linguistics, language development of the culturally different child, and application of theory to classroom practices in reading and related areas. Requires special permission.

Focuses upon the history of reading instruction, sociological factors influencing reading, reading in relation to other media of communication, and ways of applying these findings in classroom and clinical practice. Requires special permission.

Analyzes and interprets administrative and supervisory roles and functions as they relate to the total school program, elementary through high school. Stress is upon facilitating and enhancing all aspects of the program. Requires special permission.

Provides laboratory experiences in studying severe cases of reading disabilities and in developing plans and procedures for their remediation. Requires special permission.

Relates pertinent psychological concepts and principles to (1) current definitions of the reading process, (2) methods of teaching, and (3) special procedures for reluctant and disabled readers. The student may apply these concepts and principles in regular or laboratory settings.

A critical analysis and evaluation of the significant research studies in reading from which reading concepts emerge and from which implications for teaching and further research may be drawn.

A purpose of this course is to prepare professional educators through teaching, research, and service to become committed to life-long learning and to facilitate the process of building better communities. Students will demonstrate best educational practices and professional dispositions and will learn how to create a positive, motivational learning environment in schools while recognizing, appreciating, and including diverse learners and perspectives. Additionally, students are expected to demonstrate satisfactory skills in curriculum leadership; to engage in action research related to schools; to engage in literacy coaching; to address current family, community, regional, and national issues related to scholastic achievement, and to use tenets of instructional leadership to guide teachers and other professionals toward improving student achievement.

Guided investigation of topics in reading education such as curriculum revision, course or program design, newly evolved trends in reading education, and implications of research in reading education.

Students explore through directed study problems and issues of special interest or significance in reading education. No more than 3 hours of any departmental 694 courses can be accepted toward a degree program. Prerequisite: Permission of department chair.

A supervised research project, study, or investigation in reading. Student will conduct an investigation, and apply concepts and skills learned during the sixth-year program. May be taken more than one semester. Prerequisite: Permission of department chair.

A series of in-field opportunities for students in Special Education. A variety of appropriate placements will be employed depending on each student's interest and needs. May be repeated for credit.

A series of in-field opportunities in special education. A variety of appropriate placements will be employed depending on each student's interests and needs. To be taken with SPE 312.

A series of in-field opportunities in special education. A variety of appropriate placements will be employed depending on each student's interests and needs. To be taken with SPE 410.

A series of in-field opportunities in special education. A variety of appropriate placements will be employed depending on each student's interests and needs. To be taken with SPE 410.

An in-field opportunity for early field-based practicum in a variety of placements. To be taken with SPE 400 by Special Education majors.

Empasis is on the special problems found in the home, community, and school of the exceptional child, the teacher, the family, and community resource agencies. Ways for the teacher to form teamships to work collaboratively with all human resources involved in the child's life are explored and ethical and moral standards examined.

A study of the intellectual and physical disability which usually require substantial curriculum adaptations or ecological accommodation. Historical perspectives, etiology, definitions, classification, treatment, social aspects and interdisciplinary team work will be explored.

An examination of the definitions, characteristics, and prevalence of children with learning and/or behavioral disabilities. Emphasis is placed on the causes of problems in motor, perceptual, social, academic, affective, and behavioral development. Students will be introduced to current service delivery models and the programming options for individuals with learning and behavioral disabilities.

An ecological systems view which emphasizes curricular design as a multisystem interaction involving the individual, family, school, occupational setting, and society.

Presentation of the principles and applications of behavioral modification, data collection procedures, and single-subject research designs as related to exceptional children and youth in special education environments.

An examination of regular and special education K-12 curricula, materials, and procedures. Specific emphasis will be placed on the selection modification, and adaptation of curricula, materials, and procedures to meet the needs of individuals with learning and behavioral disabilities.

Introduces the student to the curriculum, teaching the methodologies and instructional activities and materials associated with effective and appropriate developmental and functional reading instruction for students with disabilities.

Introduction to the field of exceptional children and youth, involving the study of various areas of exceptionality.

Assesses developmental levels, academic, and non-academic performance of exceptional individuals through the administration and interpretation of criterion-referenced, formal and informal measures. Evaluation of classroom teaching and special education programs is also emphasized.

An examination of typical child development and developmental characteristics of infants, toddlers, and young children with disabilities from the prenatal period through age 8. Characteristics of disabling conditions and their impact upon development are also discussed.

This course prepares students to work with infants, toddlers, and young children with disabilities and their families. Topics covered include specific teaching and intervention techniques, special education laws and regulations, and service delivery models.

Issues and practices involved in the vocational preparation and training of students with disabilities, including career awareness, exploration, preparation, and use of vocational resources. Vocationally related programs and services, both within and outside the special education environment are included.

Topics based upon students' experiences in internship. Students develop personal growth plans to enhance professional functioning.

Curriculum and methods of instruction for individuals who function in the lower levels of cognitive, motor, self care, communicative, and/or social behaviors. Emphasis is on physical management, class/individual scheduling, adapted aids and equipment, task analysis, and functional life skills.

A Curriculum course designed to emphasize general education and special education K-12 curriculum. Students learn content of general education curricula through study of scope and sequence charts and strategies for adapting the curricula for students with exceptionalities, especially in inclusionary settings.

Supervised experience in the teaching field which allows the teacher's performance to be evaluated qualitatively.

Varies in content and deals with issues, trends, and topics of current interest in the field of educating exceptional individuals. May be repeated for credit when course content varies.

Directed Study. No more than two directed studies may be applied to programs at the undergraduate level or for certification.

Observation and supervised K-6 classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised 6-12 classroom teaching experiences providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised ECSE classroom teaching experiences providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Under the advice and guidance of a faculty mentor, honors students will identify and carry out a research project, relevant to the field of study in Special Education, that will lead to a formal presentation at the annual Honors Student Colloquium. The senior project will be judged and graded by three faculty chaired by the honors mentor. This course is required for Honors recognition and may be repeated for up to 6 credit hours. Prerequisite: Participate in honors program and junior level status.

Introduction to the field of special education involving the study of all exceptionality areas. Developmental and maturational sequences of exceptional children/youth are included.

Designed to allow students an in-depth exploration of topics of special concern to them related to children with disabilities or high potential.

Establishing, maintaining, supervising, and evaluating special education programs in school districts and systems. Legislation and litigation, budgeting and finance, trends and issues in special education are included.

An examination of the definitions, characteristics, and prevalence of children with learning disabilities, emotional and/or behavioral disabilities, mental retardation and multiple disabilities. Emphasis is placed on the environmental and biological causes of problems in motor, perceptual, social academic, affective, and behavioral development. Students will be introduced to current service delivery models and the programming for individuals with disabilities.

Examination of all curricula as represented by various state course of study documents. Students will study and develop relevant adaptations of curricula to meet needs of various exceptional children.

From an ecological systems view, methods of individually deriving a functional, life-centered curriculum for students with mild to severe disabilities as well as educational strategies for teaching and training within such a framework.

An intensive study of the nature of teaming and collaborative practices with an emphasis on developing skills to organize and participate in a variety of such situations.

Behavioral assessment techniques and experimental designs for the evaluation of behavior change programs. Operant and respondent methods for deceleration of inappropriate behavior. Operant methods for accelerating appropriate behaviors, teaching new behaviors and maintaining behaviors. Data-Based decision making strategies for formative program evaluation and modifications.

An examination of the methodologies employed in teaching special needs learners. The course covers the theoretical underpinnings and practical application of techniques with media, and materials.

Major topics include the nature of language, language development and language problems in exceptional students; and remedial procedures. Informal and formal language and reading assessment. Relationship of reading to writing, phonetic, sight and combination means of reading instruction.

Advanced assessment of developmental levels, academic and non-academic performance of exceptional individuals through the administration and interpretation of standardized tests, criterion-referenced instruments, and informal measures.

Study of the intellectual, creative, emotional, and other psychological facets of gifted and talented children. Attention will be paid both to those individuals whose potential is realized and those who are considered underachievers.

Geared to understanding the creative process, personality, and product of gifted and talented children as well as how to foster creativity and productive thought in the classroom.

Various curricular emphases and program approaches employed for gifted, creative, and talented children are studied. Insights are offered into articulating educational efforts.

This course is an in-depth study of the unique needs of atypical populations of gifted students. Attention will be directed to the culturally diverse gifted, economically disadvantaged gifted, underachieving gifted, gifted in rural areas, gifted females, highly/profound gifted, gifted handicapped, gifted with ADD/ADHD/SLD, and gifted preschoolers.

An examination of typical child development and developmental characteristics of infants, toddlers, and young children with disabilities from the prenatal period through age eight. Characteristics of disabling conditions and their impact upon development are also discussed.

This course prepares students to work with infants, toddlers, and young children with disabilities and their families. Topics covered include specific teaching and intervention techniques, special education laws and regulations, and service delivery models.

This course contains information on basic psychometric qualities of screening, evaluations, and assessments, tools for use with infants, toddlers, and young children with disabilities, conducting family assessments, adapting measures for children with disabilities and using screening assessment, and evaluation in individualized programming.

This course prepares students to work with families of children with special needs. It contains information on understanding families, working with traditional and non- traditional families, and providing family-centered services.

The purpose of this course is to provide a field experience focusing on evaluation and program improvement n academic and behavioral assessment, program planning, and experiences in implementation of special education programming.

Supervised experience in the teaching field which allows the teacher's performance to be evaluated qualitatively.

A course with varying content dealing with issues, trends, and topics of current interest in the field of education exceptional individuals. May be repeated for credit when course content varies. Composition of activity. Total credit cannot exceed 6 hours.

Combines field experiences and technology-based simulations and learning experiences with an ongoing seminar to address a wide-range of disabilities and educational implications. Course content will be individualized according to the students educational and professional background.

A seminar which enables students to discuss controversial issues related to the role and function of the collaborative teacher. Students lead and respond to discussion on topics which include teaming, inclusion, and collaboration.

Supervised experience in the teaching field which allow the teacher's performance to be evaluated qualitatively.

Students explore through directed individual study and research, problems and issue of special interest or significance in Special Education.

Supervised experiences in Collaborative Teaching K-6 in the teaching field which allow the teacher's performance to be evaluated qualitatively.

Supervised experiences in Collaborative Teaching 6-12 in the teaching field which allow the teacher's performance to be evaluated qualitatively.

Supervised experiences in Collaborative Teaching ECSE in the teaching field which allow the teacher's performance to be evaluated qualitatively

Supervised experiences in Collaborative Teaching Gifted/Talented in the teaching field which allows the teacher's performance to be evaluated qualitatively.

A student selects a project, study, or investigation in Special Education related to the student's area of specialization. The project forms a basis for the thesis. A thesis committee will give guidance during the investigation and during the writing of the thesis.

Methods and procedures for developing criterion-referenced instruments and assessment batteries for classroom use in evaluating exceptional children and youth.

Comparison of the normal development progress and that usually seen in the various exceptionality categories of special education especially cognitive, communication, motor, social and emotional development.

Advanced study and review of the state of present knowledge in areas relevant to the psycho-pathological disorders of childhood including etiology, assessment, treatment and education.

A study of the principles of behavioral theory upon which strategies for change in cognitive and social behavior rest and the evaluative designs used to monitor behavioral change and validate strategies.

A study and review of clinical research relevant to the curriculum requirements in the education and treatment of exceptional children and the identification of research needs in the various areas of exceptionality.

Current trends and issues in the education of learning disabled individuals are discussed, various theoretical approaches and current empirical evidence provide the basis for discussion.

Current trends and issues in the education of individuals with intellectual disabilities. Class and recent professional literature are the basis for developing perspectives.

A course with varying content dealing with issues, trends, and topics of current interest in the field of education exceptional individuals. May be repeated for credit when course content varies.

Students explore through directed study problems and issues of special interest or significance in Special Education.

The Research Project, as the culminating experience in the Specialist Program, provides an opportunity for the candidate to synthesize and apply the various program components in a selected instructional setting. Suitable agreements are reached with the appropriate public school system by the candidate. MR majors may not take more than 8 hours.

A series of in-field opportunities for students in Special Education. A variety of appropriate placements will be employed depending on each student's interest and needs. May be repeated for credit.

A series of in-field opportunities in special education. A variety of appropriate placements will be employed depending on each student's interests and needs. To be taken with SPE 312.

A series of in-field opportunities in special education. A variety of appropriate placements will be employed depending on each student's interests and needs. To be taken with SPE 410.

A series of in-field opportunities in special education. A variety of appropriate placements will be employed depending on each student's interests and needs. To be taken with SPE 410.

An in-field opportunity for early field-based practicum in a variety of placements. To be taken with SPE 400 by Special Education majors.

Empasis is on the special problems found in the home, community, and school of the exceptional child, the teacher, the family, and community resource agencies. Ways for the teacher to form teamships to work collaboratively with all human resources involved in the child's life are explored and ethical and moral standards examined.

A study of the intellectual and physical disability which usually require substantial curriculum adaptations or ecological accommodation. Historical perspectives, etiology, definitions, classification, treatment, social aspects and interdisciplinary team work will be explored.

An examination of the definitions, characteristics, and prevalence of children with learning and/or behavioral disabilities. Emphasis is placed on the causes of problems in motor, perceptual, social, academic, affective, and behavioral development. Students will be introduced to current service delivery models and the programming options for individuals with learning and behavioral disabilities.

An ecological systems view which emphasizes curricular design as a multisystem interaction involving the individual, family, school, occupational setting, and society.

Presentation of the principles and applications of behavioral modification, data collection procedures, and single-subject research designs as related to exceptional children and youth in special education environments.

An examination of regular and special education K-12 curricula, materials, and procedures. Specific emphasis will be placed on the selection modification, and adaptation of curricula, materials, and procedures to meet the needs of individuals with learning and behavioral disabilities.

Introduces the student to the curriculum, teaching the methodologies and instructional activities and materials associated with effective and appropriate developmental and functional reading instruction for students with disabilities.

Introduction to the field of exceptional children and youth, involving the study of various areas of exceptionality.

Assesses developmental levels, academic, and non-academic performance of exceptional individuals through the administration and interpretation of criterion-referenced, formal and informal measures. Evaluation of classroom teaching and special education programs is also emphasized.

An examination of typical child development and developmental characteristics of infants, toddlers, and young children with disabilities from the prenatal period through age 8. Characteristics of disabling conditions and their impact upon development are also discussed.

This course prepares students to work with infants, toddlers, and young children with disabilities and their families. Topics covered include specific teaching and intervention techniques, special education laws and regulations, and service delivery models.

Issues and practices involved in the vocational preparation and training of students with disabilities, including career awareness, exploration, preparation, and use of vocational resources. Vocationally related programs and services, both within and outside the special education environment are included.

Topics based upon students' experiences in internship. Students develop personal growth plans to enhance professional functioning.

Curriculum and methods of instruction for individuals who function in the lower levels of cognitive, motor, self care, communicative, and/or social behaviors. Emphasis is on physical management, class/individual scheduling, adapted aids and equipment, task analysis, and functional life skills.

A Curriculum course designed to emphasize general education and special education K-12 curriculum. Students learn content of general education curricula through study of scope and sequence charts and strategies for adapting the curricula for students with exceptionalities, especially in inclusionary settings.

Supervised experience in the teaching field which allows the teacher's performance to be evaluated qualitatively.

Varies in content and deals with issues, trends, and topics of current interest in the field of educating exceptional individuals. May be repeated for credit when course content varies.

Directed Study. No more than two directed studies may be applied to programs at the undergraduate level or for certification.

Observation and supervised K-6 classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised 6-12 classroom teaching experiences providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised ECSE classroom teaching experiences providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Under the advice and guidance of a faculty mentor, honors students will identify and carry out a research project, relevant to the field of study in Special Education, that will lead to a formal presentation at the annual Honors Student Colloquium. The senior project will be judged and graded by three faculty chaired by the honors mentor. This course is required for Honors recognition and may be repeated for up to 6 credit hours. Prerequisite: Participate in honors program and junior level status.

Introduction to the field of special education involving the study of all exceptionality areas. Developmental and maturational sequences of exceptional children/youth are included.

Designed to allow students an in-depth exploration of topics of special concern to them related to children with disabilities or high potential.

Establishing, maintaining, supervising, and evaluating special education programs in school districts and systems. Legislation and litigation, budgeting and finance, trends and issues in special education are included.

An examination of the definitions, characteristics, and prevalence of children with learning disabilities, emotional and/or behavioral disabilities, mental retardation and multiple disabilities. Emphasis is placed on the environmental and biological causes of problems in motor, perceptual, social academic, affective, and behavioral development. Students will be introduced to current service delivery models and the programming for individuals with disabilities.

Examination of all curricula as represented by various state course of study documents. Students will study and develop relevant adaptations of curricula to meet needs of various exceptional children.

From an ecological systems view, methods of individually deriving a functional, life-centered curriculum for students with mild to severe disabilities as well as educational strategies for teaching and training within such a framework.

An intensive study of the nature of teaming and collaborative practices with an emphasis on developing skills to organize and participate in a variety of such situations.

Behavioral assessment techniques and experimental designs for the evaluation of behavior change programs. Operant and respondent methods for deceleration of inappropriate behavior. Operant methods for accelerating appropriate behaviors, teaching new behaviors and maintaining behaviors. Data-Based decision making strategies for formative program evaluation and modifications.

An examination of the methodologies employed in teaching special needs learners. The course covers the theoretical underpinnings and practical application of techniques with media, and materials.

Major topics include the nature of language, language development and language problems in exceptional students; and remedial procedures. Informal and formal language and reading assessment. Relationship of reading to writing, phonetic, sight and combination means of reading instruction.

Advanced assessment of developmental levels, academic and non-academic performance of exceptional individuals through the administration and interpretation of standardized tests, criterion-referenced instruments, and informal measures.

Study of the intellectual, creative, emotional, and other psychological facets of gifted and talented children. Attention will be paid both to those individuals whose potential is realized and those who are considered underachievers.

Geared to understanding the creative process, personality, and product of gifted and talented children as well as how to foster creativity and productive thought in the classroom.

Various curricular emphases and program approaches employed for gifted, creative, and talented children are studied. Insights are offered into articulating educational efforts.

This course is an in-depth study of the unique needs of atypical populations of gifted students. Attention will be directed to the culturally diverse gifted, economically disadvantaged gifted, underachieving gifted, gifted in rural areas, gifted females, highly/profound gifted, gifted handicapped, gifted with ADD/ADHD/SLD, and gifted preschoolers.

An examination of typical child development and developmental characteristics of infants, toddlers, and young children with disabilities from the prenatal period through age eight. Characteristics of disabling conditions and their impact upon development are also discussed.

This course prepares students to work with infants, toddlers, and young children with disabilities and their families. Topics covered include specific teaching and intervention techniques, special education laws and regulations, and service delivery models.

This course contains information on basic psychometric qualities of screening, evaluations, and assessments, tools for use with infants, toddlers, and young children with disabilities, conducting family assessments, adapting measures for children with disabilities and using screening assessment, and evaluation in individualized programming.

This course prepares students to work with families of children with special needs. It contains information on understanding families, working with traditional and non- traditional families, and providing family-centered services.

The purpose of this course is to provide a field experience focusing on evaluation and program improvement n academic and behavioral assessment, program planning, and experiences in implementation of special education programming.

Supervised experience in the teaching field which allows the teacher's performance to be evaluated qualitatively.

A course with varying content dealing with issues, trends, and topics of current interest in the field of education exceptional individuals. May be repeated for credit when course content varies. Composition of activity. Total credit cannot exceed 6 hours.

Combines field experiences and technology-based simulations and learning experiences with an ongoing seminar to address a wide-range of disabilities and educational implications. Course content will be individualized according to the students educational and professional background.

A seminar which enables students to discuss controversial issues related to the role and function of the collaborative teacher. Students lead and respond to discussion on topics which include teaming, inclusion, and collaboration.

Supervised experience in the teaching field which allow the teacher's performance to be evaluated qualitatively.

Students explore through directed individual study and research, problems and issue of special interest or significance in Special Education.

Supervised experiences in Collaborative Teaching K-6 in the teaching field which allow the teacher's performance to be evaluated qualitatively.

Supervised experiences in Collaborative Teaching 6-12 in the teaching field which allow the teacher's performance to be evaluated qualitatively.

Supervised experiences in Collaborative Teaching ECSE in the teaching field which allow the teacher's performance to be evaluated qualitatively

Supervised experiences in Collaborative Teaching Gifted/Talented in the teaching field which allows the teacher's performance to be evaluated qualitatively.

A student selects a project, study, or investigation in Special Education related to the student's area of specialization. The project forms a basis for the thesis. A thesis committee will give guidance during the investigation and during the writing of the thesis.

Methods and procedures for developing criterion-referenced instruments and assessment batteries for classroom use in evaluating exceptional children and youth.

Comparison of the normal development progress and that usually seen in the various exceptionality categories of special education especially cognitive, communication, motor, social and emotional development.

Advanced study and review of the state of present knowledge in areas relevant to the psycho-pathological disorders of childhood including etiology, assessment, treatment and education.

A study of the principles of behavioral theory upon which strategies for change in cognitive and social behavior rest and the evaluative designs used to monitor behavioral change and validate strategies.

A study and review of clinical research relevant to the curriculum requirements in the education and treatment of exceptional children and the identification of research needs in the various areas of exceptionality.

Current trends and issues in the education of learning disabled individuals are discussed, various theoretical approaches and current empirical evidence provide the basis for discussion.

Current trends and issues in the education of individuals with intellectual disabilities. Class and recent professional literature are the basis for developing perspectives.

A course with varying content dealing with issues, trends, and topics of current interest in the field of education exceptional individuals. May be repeated for credit when course content varies.

Students explore through directed study problems and issues of special interest or significance in Special Education.

The Research Project, as the culminating experience in the Specialist Program, provides an opportunity for the candidate to synthesize and apply the various program components in a selected instructional setting. Suitable agreements are reached with the appropriate public school system by the candidate. MR majors may not take more than 8 hours.