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2014 - 2015 Graduate Catalog 
    
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2014 - 2015 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

The following section contains course descriptions.   Click here for information on how to read a course description. 
 

Social Work
  

  • SOWK 688 - Administration, Management, and Supervision

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Graduate standing.
    This course elective is designed to focus on the role and function of the social work leader as supervisor, manager, and administrator.
  

  • SOWK 698 - Directed Study

    Credits: Variable credit, (1-4)
    Prerequisites: Approval by the School of Social Work and Directed Study form submitted to the Graduate College.
    Hours and credit to be arranged. See “Directed Study .”
  

  • SOWK 710 - Women and Mental Health

    Credits: (3)
    Instructional Method: Three hours lecture and discussion.
    Prerequisites: Graduate standing or permission of instructor.
    This course is designed to provide students with specific knowledge about clinical social work practice with adult women and mental health issues that affect women. Key themes and concepts include: historical social work practice with women, theories for mental health practice and a feminist critique of those theories, feminist practice issues, aspects of feminist/mental health practice, feminist social work practice methods and current issues/situations that affect women’s lives and their mental health. Mental Health emphasis area elective.
  

  • SOWK 715 - Ethical Issues in Social Work Practice

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Acceptance into the School of Social Work or by permission of the instructor.
    This course focuses on the ethical issues and dilemmas that confront professional social workers in practice with individuals, groups, families, agencies and communities. Theoretical models for social work ethical decision-making and the National Association of Social Workers Code of Ethics are presented. The ways in which personal and professional values differ are addressed. The elements involved in ethical decision-making are applied to case illustrations. Examples from the student’s own practice experience will be used.
  

  • SOWK 720 - School Social Work

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Graduate standing in the MSW Program or permission of instructor.
    This course is designed as an entry for social workers into the School as a complex host organization for social work practice. Philosophical, societal, population and cultural sensitivity issues are addressed. School Social Work emphasis area elective.
  

  • SOWK 722 - Community Organization

    Credits: (3)
    Instructional Method: Three hours lecture and discussion.
    Prerequisites: Graduate standing or permission of instructor.
    This course focuses on community practice and the development of community strategies that address the needs of identified groups.
  

  • SOWK 761 - Social Welfare Policy II: Family Policies and Advocacy

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: SOWK 611  or SOWK 679 .
    The course provides a broad understanding of the development/analysis of family policies with an advocacy perspective on the local, state and federal levels. The role of socio-cultural values, contextual factors and policy/service assumptions are examined with the emphasis on social work advocacy to promote social/economic justice with populations at risk.
  

  • SOWK 772 - Research II: Advanced Research Methodology

    Credits: (3)
    Prerequisites: SOWK 621   or completion of SOWK 679  with a B or better
    The second course in the MSW research sequence is designed to explore the dynamics of research theory and practice. It is intended to provide students with the knowledge base to stimulate critical use of research studies in their practice, to prepare them for participation in agency or interdisciplinary research, and to prepare them to undertake selected research in social work practice. 
  

  • SOWK 783 - Social Work Practice III: Community Practice to Strengthen Families

    Credits: (3)

    Instructional Method: Three hours lecture.
    Prerequisites: SOWK 642  with a B or better; or completion of SOWK 679  with a B or better.

     
    The course is the first of two concentration practice courses and emphasizes community and organizational practice. Community-based family practice is the application of social work practice skills to enhance collaborative relationships among families and their community networks.
  

  • SOWK 784 - Social Work Practice IV: Family Practice in a Community Context

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: SOWK 783 .
    This course is the second of two concentration practice courses. This course focuses on the knowledge, methods and skills for family practice within a community-based family practice model.
  

  • SOWK 785 - Integrative Seminar

    Credits: (3)

    Instructional Method: Three hour lecture.
    Prerequisites: All core courses of the MSW program.
     

    Social Work 785 is the synthesis of all courses in the MSW program. This capstone course is designed to facilitate the integration of theory, practice, policy and research through the lens of community-based family practice
  

  • SOWK 791 - Concentration Practicum and Seminar I

    Credits: (5)
    Prerequisites: Admission to the graduate program in social work and completion of SOWK 642 with a B or better OR completion of SOWK 679 with a B or better; SOWK 783 as a pre- or co-requisite
    A practicum experience of 300 hours is accompanied by six class meetings designed to integrate the academic curriculum with the practicum experience.
  

  • SOWK 792 - Concentration Practicum and Seminar II

    Credits: (5)
    Prerequisites: Completion of SOWK 791 with a B or better; SOWK 784 as a pre- or co-requisite
    This is the second concentration practicum experience of 300 hours accompanied by six class meetings designed to integrate the academic curriculum with the practicum experience.

Sociology
  

  • SOCY 511 - Appalachian Cultures

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Graduate standing.
    Contemporary Appalachian culture; social science explanations for regional culture; causes and repercussions of culture change in Appalachia examined.
  

  • SOCY 580 - Survey Research Methods

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Graduate standing.
    This course covers the construction of an instrument, sampling design and methods of analysis and interpretation of data. It acquaints students with the use of computers for social science research. Students gain a hands-on experience with design and completion of survey research that is valuable for any student entering a career requiring familiarity with the basis of social survey research.

    Note(s): Students receiving undergraduate credit for SOCY 480 cannot also receive graduate credit for SOCY 580.
  

  • SOCY 582 - Qualitative Research Methods

    Credits: (3)
    Instructional Method: Three hour lecture.
    Prerequisites: Graduate standing, or permission of instructor.
    The course develops skills in qualitative means of data collection and analysis.  The course promotes understanding of qualitative and ethnographic methods and perspectives for viewing people, cultures, and situations.  It acquaints students with the use of state-of-the-art digital audio and video recording equipment, and the use of computer software for transcribing, analysis, and movie-making.

Special Education
  

  • EDSP 500 - Introduction to Autism Spectrum Disorders

    Credits: (3)
    Instructional Method: Three hours lecture.
    Addresses characteristics and diagnosis of autism spectrum disorders including levels of severity; cognitive abilities; medical aspects; communication, language, and social development; and differential diagnoses. The primary emphasis is on autism and Asperger syndrome although Rett syndrome, Childhood disintegrative disorder, and PDD-NOS are also discussed. Students learn the impact of the characteristics of ASD on learning in order to develop an individualized program, which would allow students to access the general curriculum as well as an adapted curriculum. Proactive teaching strategies, accommodations, and modifications that support socialization, communication, and academics are addressed.
  

  • EDSP 501 - Approaches for Supporting and Teaching Individuals with ASD

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 400 or EDSP 500 
    Addresses a wide variety of approaches for teaching and supporting individuals with autism spectrum disorders. Included are relationship-based approaches, approaches based on the theories of applied behavioral analysis, biological or physiological interventions, and other therapeutic interventions (e.g. art, dance, music, auditory integration, discrete trial teaching).
  

  • EDSP 502 - Expanding Social Competence for Students with Autism Disorders

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 400 or EDSP 500 
    Addresses strategies to assist individuals with autism spectrum disorders to communicate and socialize. Emphasis is on analysis of environmental demands, assessing social competence, determining individual preferences, and offering instruction to address priority skills that will positively affect socializing in a variety of contexts.
  

  • EDSP 504 - Introduction to Special Education for Secondary Educators

    Credits: (3)
    Instructional Method: Three hours lecture.
    Corequisites: Must coincide with a field experience in secondary education.
    Prospective educators in secondary education are introduced to characteristics of exceptional learners, laws governing the delivery of special education and rights of people with disabilities, current trends and issues in special education services, and evidence-based instructional strategies that meet the needs of students with disabilities in a general education setting.
  

  • EDSP 526 - Introduction to Deaf and Hard of Hearing

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 361 or EDSP 651 
    Introduction to the education of deaf and hard of hearing students (PreK-12) for prospective teachers and other professionals serving deaf/hard of hearing students. Includes legislation, trends, issues, etiology, identification, characteristics, Deaf culture, school related needs and communication modes, educational placement options, and organizations and agencies relevant to individuals who are deaf and hard of hearing and their families and the professionals who work with them.
  

  • EDSP 527 - Curriculum and Methods for Deaf and Hard of Hearing Students

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 526 
    Study of curriculum, methods, techniques and materials used in the education of deaf/hard of hearing students. Includes information on classroom organization, classroom management, instructional planning, development of individualized education plans (IEPs) and individualized family service plans (IFSPs), curriculum adaptations and modifications, community agencies, assessment and evaluation, and standards of professionalism.
  

  • EDSP 536 - Teaching Infants, Toddlers and Preschoolers with Disabilities

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 360 or EDSP 651 
    Addresses methods for providing appropriate instructional programming for young children with special needs in all areas of development. Includes development of individualized education programs and individualized family service plans.
  

  • EDSP 538 - Program Management in Early Childhood Special Education

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 360/361 or EDSP 651 
    Addresses administrative aspects of service delivery systems for young children with disabilities or at-risk conditions and their families. Examines legal requirements, funding mechanisms, service coordination, resource acquisition, interagency coordination, integration with peers without disabilities, child find, transition facilitation, professional development and program evaluation. Includes techniques for working with children, families, educators, related services providers and other human service professionals.
  

  • EDSP 545 - Adaptive Strategies in Mathematics

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prospective educators are prepared with the background knowledge and skills necessary to promote literacy in mathematics for diverse learners. An emphasis is placed on research based techniques, strategies, and technologies to improve teacher instruction and student understanding of mathematical skills and concepts.
  

  • EDSP 554 - Educational Technology for Diverse Populations

    Credits: (3)
    Instructional Method: Three hours lecture.
    Cross-Listed: EDET 554 

    Students will develop critical awareness of educational and assistive technologies that support students with disabilities, and other learners with diverse needs. The course begins with an overview of the latest research and evidence-based practice in educational technology applications for instruction. Participants will explore a wide range of these technology applications with a focus on assistive or adaptive technologies. The course focuses on the historical and legal mandates that guide the integration of assistive technologies into the educational programs of students with disabilities.
  

  • EDSP 560 - Current Problems in Special Education (Topic)

    Credits: Variable credit, (1-4)
    Examines a major problem or current topic in the field of special education, its implications and possible solutions.
  

  • EDSP 571 - Teaching the Gifted Learner

    Credits: (3)
    Instructional Method: Hybrid/Online
    Cross-Listed: EDUC 571 

    This course provides an introduction to the field of gifted education and the characteristics and needs of gifted learners.
  

  • EDSP 602 - Language Disorders: Birth to Five Years (Language Disorders 0-5)

    Credits: (3)
    Instructional Method: Three hours lecture.
    The nature, prevention, assessment, and treatment of language/ communication disorders in infants, toddlers and other preschool children are addressed. Includes the influence of disability, culture, and caregivers on communication development, and the effects of communication development on literacy acquisition.
  

  • EDSP 622 - Collaboration to Teach and Support Diverse Learners

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 360/361 or EDSP 651 
    Prospective educators are prepared with the background knowledge and skills necessary to develop and work within collaborative environments designed to enhance the success of individuals with diverse learning needs in the general education curriculum. Participants will gain an understanding of collaborative structures and demonstrate knowledge of skills and strategies to maintain effective relationships with a variety of stakeholders in collaborative settings. Emphasis will be placed on collaborative planning and co-teaching models.
  

  • EDSP 625 - Audiologic Assessment and Intervention

    Credits: (3)
    Instructional Method: Three hours lecture.
    An in-depth study of audiologic assessment, sensory devices, assistive listening devices, communication approaches, and audiologic intervention approaches for children with hearing loss.
  

  • EDSP 628 - Language Development and Literacy for the Deaf and Hard of Hearing Students

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 526 
    Study of the complex nature of language acquisition and literacy in deaf/hard of hearing students, and techniques for enhancing language and the teaching of reading and writing to this population. Examines current theories and practices in reading and language arts instruction for hearing as well as deaf/hard of hearing children. Presents methods for assessing reading, writing, and language problems in deaf/hard of hearing children, making adaptations and modifications to curriculum, integrating technology, and including parents in the instructional process.
  

  • EDSP 630 - Assessment, Identification, and Evaluation in Gifted Education

    Cross-Listed: EDUC 630 

    This course focuses on multiple means of assessment and identification of giftedness in the K-12 population.  The course also emphasizes the evaluation of programs for gifted learners.
  

  • EDSP 632 - Curriculum Differentiation and Instructional Methods for Gifted Learners

    Credits: (3)
    Instructional Method: Hybrid/Lecture
    Cross-Listed: EDUC 632 

    This course explores the design, delivery and implementation of differentiated curriculum and instruction for gifted learners.  
  

  • EDSP 634 - Current Issues in Teaching the Gifted

    Credits: (3)

    Instructional Method: Hybrid/Lecture
    Cross-Listed: EDUC 634

    This course focuses on critical issues, current research, and future directions in the field of gifted education. Assignments are structured to help participants develop the knowledge, conceptual understandings, and skills to assess, identify and nurture gifted learners, including those students who are typically underserved. 
  

  • EDSP 636 - Practicum and Action Research in Teaching Gifted Learners

    Credits: (3)
    Cross-Listed: EDUC 636 

    This practicum provides a minimum 60-hour clinical experience in teaching gifted learners. Seminar meetings are regularly scheduled to enhance professional development. An action research study is a required component of the course.
  

  • EDSP 638 - Early Childhood Assessment and Intervention

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: PSYC 631  (for psychology majors) or permission of instructor.
    Cross-Listed: PSYC 638 

     

    This course will teach selection, administration and interpretation of formal and informal assessment techniques for young children with disabling and at-risk conditions and their families. Within a developmental/ ecological context the course will teach assessment strategies and link assessment results with effective intervention strategies.
  

  • EDSP 641 - Assessment and Intervention for Language Development

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDRD 314, EDRD 414 and EDRD 688 
    Cross-Listed: EDRD 641 

    The purpose of this course is to provide knowledge concerning the development of language skills from birth to maturity, the relationship between thought and language, and language differences as a result of disability, culture, and life experiences. Graduate students will learn strategies for assessment and intervention in the areas of oral language development, word knowledge/spelling, and written language acquisition.
  

  • EDSP 650 - Characteristics of Students with Visual Impairment

    Credits: (2)
    Instructional Method: Online
    Provides an overview of the characteristics of and services to persons with visual impairments, including the impact of visual impairment on infants’ and children’s growth and development, child and adolescent emotional and social development, and family interaction patterns. Considers the educational, conceptual, psycho-social, and physical implications of a visual impairment. Course delivered online.
  

  • EDSP 651 - Students with Diverse Learning Needs and the Special Education Process

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Graduate standing or permission of Graduate Coordinator.
    This is the first course for all students in the master’s Special Education degree program and is also taken as an elective by graduate students in professions working with children and youth. This course provides an overview of the historical, social and cultural foundations that frame our response to disability and diversity today, and the philosophies, principles, theories, laws and policies that have shaped educational practice for students with disabilities. An introduction to diverse learning needs (including ADHD and giftedness) and the categories of eligibility for services, the general characteristics and needs of infants, children and youth with exceptionalities and their families, and the current trends and issues in service delivery and special education professional practice will be included.
  

  • EDSP 653 - Teaching Methods for Students with Visual Impairments

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 650 
    Emphasizes methods of teaching compensatory skills, the core curriculum, and technology for use by students who are blind and visually impaired. Addresses curriculum development, adaptations, and teaching methodology for individuals with visual impairments. Provides information on adaptations within various educational programs and adaptation of general education classroom materials and procedures for children and youth with visual impairments.
  

  • EDSP 654 - Assistive Technology for Individuals with Sensory Impairments

    Credits: (3)
    Instructional Method: Lecture
    Prerequisites: EDSP 650 
    For teachers and other professionals interested in serving individuals with visual impairments and blindness and other sensory disabilities. Participants will acquire awareness and knowledge specific technologies and resources available to enhance and improve the ability of individuals with visual and other sensory impairments to succeed in school, daily living activities and employment.
  

  • EDSP 655 - Braille Code

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 650 
    Provides instruction in the development, use, and application of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, while acquiring instructional methodologies for teaching children who are blind to read and write. Sources of Braille materials for educational purposes are identified.
  

  • EDSP 656 - Braille Reading and Writing

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 650  and EDSP 655 
    Provides basic instruction on transcription of advanced Braille codes, including: music, foreign language, chemistry, computer Braille, and Nemeth Code (Braille math code). Introduces techniques for teaching skills in each code. Explores technology tools used to create Braille and tactile materials in addition to other assistive technologies used for instruction in math and science.
  

  • EDSP 657 - Curriculum and Assessment for Students with Visual Impairments

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 650 
    Provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students practice assessing and planning educational programs for students with visual impairments. Addresses assessment of technology for students with visual impairments. Examines determination of learning needs and appropriate learning media, relationship of assessment, IEP development, and placement.
  

  • EDSP 658 - Medical and Educational Implications of Visual Impairments

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 650 
    Provides an introduction to anatomy and physiology of the visual system and the educational implications of visual pathology. Topics include anatomy of the human eye, normal visual development, pathology of the eye, examination procedures for the identification of visual pathology, and the effects of pathology on visual learning and development.
  

  • EDSP 659 - Orientation and Mobility for Students with Visual Impairments

    Credits: (2)
    Instructional Method: Two hours lecture.
    Prerequisites: EDSP 650 
    Establishes how the need for independent travel in the blind population created the field of O&M. Explores the philosophy and history of orientation and mobility including cane instruction, dog guides and methods of travel. Addresses techniques in developing orientation skills and basic mobility instruction. Motor and concept skill development are emphasized.
  

  • EDSP 660 - Current Issues in Special Education (Topic)

    Credits: Variable credit, (1-4)
    One to four hours per week. Examines a major problem in special education, its implications and possible solutions.
  

  • EDSP 663 - Characteristics of Students with Severe Disabilities

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Permission of instructor.
    Provides knowledge and understanding of the characteristics and needs of individuals with severe disabilities. Serves as the foundations course for the licensure program in severe disabilities. Course format is a combination of distance-learning and web-based learning modules and interactive sessions.
  

  • EDSP 664 - Curriculum and Assessment in Severe Disabilities

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Permission of instructor.
    This course is designed to develop knowledge and skills related to best practices in curriculum and assessment for those preparing to teach individuals with severe disabilities. Students will plan, develop and implement a variety of assessment and curriculum activities that target students with disabilities. Applied use of assistive technology will be integrated within the course. Field-based activities are required to allow students to directly apply and demonstrate their learning.
  

  • EDSP 665 - Positioning and Handling

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Permission of instructor.
    Focuses on the educational, social, physical and health care needs of students with both cognitive and physical/sensory disabilities. Emphasis is given to specific strategies for positioning and handling, facilitating movement and developing self-care skills. Students are required to hold or obtain CPR and Airway Obstruction certification. Field-based activities are required to allow students to directly apply and demonstrate their learning.
  

  • EDSP 667 - Communication and Severe Disabilities

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Permission of instructor.
    This course introduces special education professionals to augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. This course will address the knowledge and skills needed to assess the potential AAC user, make team decisions, develop and implement instruction and evaluate the effects of instruction with focus on motivating, building and expanding communication, choice-making and social interaction. Field-based activities are required to allow students to directly apply and demonstrate their learning.
  

  • EDSP 668 - Transition and Community-based Instruction

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Permission of instructor.
    This course provides an overview of the special educator’s role in preparing students with disabilities for postsecondary educational and vocational environments. Emphasis is placed on designing and modifying high school curricula, involving students and their families in transition planning and helping students acquire the services needed to be successful in adult life. Field-based activities are required to allow students to directly apply and demonstrate their learning.
  

  • EDSP 669 - Diagnostic and Assessment Procedures for Individuals with Disabilities

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 361 or EDSP 651  or PSYC 401
    This course teaches the rationale, content, technical adequacy, administration and scoring of diagnostic educational instruments used with students with disabilities. The emphasis is on identifying areas of educational need in students with disabilities. Diagnostic and informal information is used to formulate a written and oral report and recommendations for teachers and/or parents. This includes assessment and management of instruction and behavior that includes an understanding and application of the foundation of assessment and evaluation related to best special education practice; of service delivery, and curriculum and instruction of students with disabilities.
  

  • EDSP 670 - Proactive Classroom Management and Advanced Positive Behavior and Support

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 360/361 or EDSP 651 
    This course provides the prospective educator with the background and skills necessary to effectively manage the classroom environment, conduct functional behavior assessments regarding difficult behavior, and design and implement individual positive behavior support plans and social skills programs for students with disabilities. Related topics include functional behavioral analysis, positive behavioral supports, student motivation, age appropriateness, problem solving, awareness of commercially prepared resources, and collaboration with families and professionals in designing behavior intervention plans.
  

  • EDSP 672 - Characteristics of Learners with Disabilities who Access the General Education Curriculum, K-12

    Credits: (3)
    Instructional Method: Three hours lecture.
    This course provides educators an understanding of characteristics and the learning and behavioral support needs of students with disabilities who are accessing the general education curriculum at the elementary, middle, and high school levels, including students with specific learning disabilities, intellectual disabilities, emotional and behavioral disabilities, other health impairments, traumatic brain injury, developmental delay, autism, multiple disabilities and orthopedic impairments. Students will understand how the experiences of individuals with disabilities can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of their communities.
  

  • EDSP 674 - Teaching Students with Individualized Adapted Curriculum

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDSP 464 orEDSP 663  
    Corequisites: EDSP 781  /EDSP 782  or on-the-job placement
    This course focuses on evidence-based strategies and methods for students in the adapted curriculum, including specific individualized instructional strategies, general strategies for working with heterogeneous groups of students in inclusive settings, and methods for adapting the general education curriculum to ensure academic access and success for students with severe disabilities. IEP planning and program content for K-12 levels are addressed.
  

  • EDSP 675 - Teaching Students with Exceptional Learning Needs in the Elementary General Curriculum

    Credits: (3)
    Instructional Method: Three hours lecture.
    Addresses current issues and needs in instructional programming for students with disabilities at the elementary level including IEP development and research-based teaching approaches. Emphasizes teaching methods that are tailored to promote student academic progress and effective preparation for participation in the general curriculum and standardized assessments. The course prepares teachers to teach and remediate academic skills, study skills, learning strategies, and modification of course content to meet individual needs of students who are engaged in the general education curriculum at the elementary level.
  

  • EDSP 676 - Teaching Exceptional Learners in Secondary General Curriculum

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Graduate standing, EDSP 651  , EDSP 672 
    Addresses current issues and needs in instructional programming for students with disabilities at the secondary level, including IEP development for students preparing to transition, and research-based teaching approaches. Emphasizes teaching methods that are tailored to promote student academic progress and effective preparation for participation in the general curriculum and standardized assessments. The course prepares teachers to teach and remediate academic skills, study skills, learning strategies, and modification of course content to meet individual needs of students who are engaged in the general education curriculum at the secondary level. This course also addresses the development of effective transition planning for students with disabilities, including services that will facilitate the success of the students in post-secondary environments.
  

  • EDSP 677 - Medical Aspects of Teaching Young Children with Disabilities

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Permission of instructor or EDSP 651  .
    Examines the educational, physical, medical and health care needs of infants, toddlers, and young children with cognitive, physical, or sensory disabilities. Includes intervention, medical aspects, and management of neurodevelopmental and motor disabilities.
  

  • EDSP 691 - Emergent Literacy for Students with Complex Language and Learning Needs

    Credits: (3)
    This course provides an understanding of the development of emergent and early literacy in developmentally-typical learners and learners with complex language and learning needs, the inter-relationship of language and literacy development, and the strategies for promoting emergent literacy for students with complex needs.
  

  • EDSP 695 - Alternative Approaches to Reading Instruction

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: EDRD 314 and 414 or EDRD 688 .
    Cross-Listed: EDRD 695 

    This course examines alternative approaches and individualized interventions for reading instruction for students who have exceptional learning needs. The complex nature of the reading process is explored. Alternative approaches for instruction in the varied reading skills are addressed and students explore how alternative approaches to instruction may supplement, extend or replace ongoing classroom programs in order to meet students individualized needs. Motivational, emotional, linguistic and cultural factors influencing reading and instructional planning are considered.
  

  • EDSP 698 - Directed Study

    Credits: Variable credit, (1-4)
    Prerequisites: Approval of the advisor, School Director and Directed Study form submitted to the Graduate College.
    Hours and credit to be arranged. See “Directed Study .”
  

  • EDSP 700 - E-Portfolio Preparation for Special Education

    Credits: (1)
    Instructional Method: Online
    Prerequisites: Completion of either EDSP 429/430 or a minimum of 6 EDSP graduate credit hours.
     
    This one-credit portfolio preparation course will be offered online and will assist students in setting up their portfolio outline in D2L. Students will learn how to write Council for Exceptional Children (CEC) standards-based reflective narratives and begin the process of selecting assignments to place in their portfoliofor their Table of Contents.

    Note(s): Pass/Fail/In-Progress
  

  • EDSP 740 - Teaching Internships in Early Childhood Special Education

    Credits: Variable credit, (3-6)
    Instructional Method: Three to six hours credit of field experience.
    Prerequisites: Completion of coursework required for licensure and admission to the Teacher Education Program.
    Provide pedagogical experience with infants, toddlers or preschoolers with disabilities, developmental delays, risking conditions, or typical development in settings including but not limited to home-based, school-based, and community. EDSP 740 placements focus on services delivered in early intervention settings. These are structured and supervised clinical field experiences.

    Note(s): Field Experience grades are recorded as “Pass” or “Fail.”
  

  • EDSP 741 - Teaching Internships in Early Childhood Special Education

    Credits: Variable credit, (3-6)
    Instructional Method: Three to six hours credit of field experience.
    Prerequisites: Completion of coursework required for licensure and admission to the Teacher Education Program.
    Provide pedagogical experience with infants, toddlers or preschoolers with disabilities, developmental delays, risking conditions, or typical development in settings including but not limited to home-based, school-based, and community. EDSP 741 placements focus on school-based services. These are structured and supervised clinical field experiences.

    Note(s): Field Experience grades are recorded as “Pass” or “Fail.”
  

  • EDSP 750 - Internship in Early Childhood Special Education

    Credits: (9)
    Instructional Method: Field Experience
    Prerequisites: Admission to the Teacher Education Program.
    Students in the five-year IDEC program will participate in a one semester, full-time placement in which they will work in an early childhood special education setting under the direction of a qualified teacher. Full teaching responsibility is assumed for at least seven weeks.
  

  • EDSP 755 - Teaching Internship in Special Education: Deaf and Hard of Hearing. Preschool-Elementary Level

    Credits: Variable credit, (4-6)
    Instructional Method: Field Experience
    Prerequisites: Completion of coursework required for licensure and admission to the Teacher Education Program.
    Teacher candidates work with PreK-12 students who are deaf and/or hard of hearing during these courses under the supervision of cooperating teachers and university supervisor. Placements are provided at the Preschool or elementary levels and middle or high school levels. Each course represents a one-half semester, full-time placement. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher’s daily schedule, including provision of direct instruction to students.
  

  • EDSP 756 - Teaching Internship in Special Education: Deaf and Hard of Hearing. Secondary Level

    Credits: Variable credit, (4-6)
    Instructional Method: Field Experience
    Prerequisites: Completion of coursework required for licensure and admission to the Teacher Education Program.
    Teacher candidates work with PreK-12 students who are deaf and/or hard of hearing during these courses under the supervision of cooperating teachers and university supervisor. Placements are provided at the Preschool or elementary levels and middle or high school levels. Each course represents a one-half semester, full-time placement. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher’s daily schedule, including provision of direct instruction to students.
  

  • EDSP 771 - Teaching Internship in Special Education: Visual Impairments PreK-8th grade

    Credits: Variable credit, (1-6)

    Instructional Method: Field Experience
    Prerequisites: Enrollment in one or more of the following courses: EDSP 653  , EDSP 654  , EDSP 656  , EDSP 657  , EDSP 658  , EDSP 659  , EDSP 670 

    During this internship, teacher candidates work with PreK-12 students with visual impairments. For students who are working as teachers in classrooms serving students with visual impairments, internship experiences and assignments may be completed in that setting; full-time master’s degree students seeking initial licensure will be placed in classroom settings with students with visual impairments. One hour of internship credit requires 50 clock hours in the schools and completion of performance-based assignments with target students. Teacher Candidates must complete a total of six (6) field experience hours with 300 clock hours for licensure in visual impairments. At least one (1) credit hour must be in EDSP 771 Internship in grades PreK-8 and one (1) credit hour must be in EDSP 772 Internship in grades 6-12.
  

  • EDSP 772 - Teaching Internship in Special Education: Visual Impairments 6-12th grade

    Credits: Variable credit, (1-6)

    Instructional Method: Field Experience
    Prerequisites: Enrollment in one or more of the following courses: EDSP 653  , EDSP 654  , EDSP 656  , EDSP 657  , EDSP 658  , EDSP 659  , EDSP 670 

    During this internship, teacher candidates work with PreK-12 students with visual impairments. For students who are working as teachers in classrooms serving students with visual impairments, internship experiences and assignments may be completed in that setting; full-time master’s degree students seeking initial licensure will be placed in classroom settings with students with visual impairments. One hour of internship credit requires 50 clock hours in the schools and completion of performance-based assignments with target students. Teacher Candidates must complete a total of six (6) field experience hours with 300 clock hours for licensure in visual impairments. At least one (1) credit hour must be in EDSP 771 Internship in grades PreK-8 and one (1) credit hour must be in EDSP 772 Internship in grades 6-12.
  

  • EDSP 781 - Teaching Internship in Special Education: Adapted Curriculum (Elementary K-8)

    Credits: Variable credit, (1-6)
    Instructional Method: Field Experience
    Corequisites: Enrollment in one or more of the following courses: EDSP 674 , EDSP 664 , EDSP 665 , EDSP 667 , EDSP 668 , EDSP 670 ; departmental approval that student meets professional performance criteria.
    During this internship, teacher candidates work with K-12 students in special education who receive an adapted curriculum. For students who are working as teachers in classrooms serving students with adapted curriculum, internship experiences and assignments may be completed in that setting; full-time master’s degree students seeking initial licensure will be placed in classroom settings with students with adapted curriculum each semester. One hour of internship credit requires 50 hours of contact and completion of a detailed weekly interactive log, digital recordings of work with target students, and completion of performance-based assignments.
  

  • EDSP 782 - Teaching Internship in Special Education: Adapted Curriculum (Secondary 6-12)

    Credits: Variable credit, (1-6)
    Instructional Method: Field Experience
    Corequisites: Enrollment in one or more of the following courses: EDSP 674 , EDSP 664 , EDSP 665 , EDSP 667 , EDSP 668 , EDSP 670 ; departmental approval that student meets professional performance criteria.
    During this internship, teacher candidates work with K-12 students in special education who receive an adapted curriculum. For students who are working as teachers in classrooms serving students with adapted curriculum, internship experiences and assignments may be completed in that setting; full-time master’s degree students seeking initial licensure will be placed in classroom settings with students with adapted curriculum each semester. One hour of internship credit requires 50 hours of contact and completion of a detailed weekly interactive log, digital recordings of work with target students, and completion of performance-based assignments.
  

  • EDSP 791 - Teaching Internship in Special Education: General Curriculum. Semester hours credit (Elementary Level)

    Credits: (6)
    Instructional Method: Field Experience
    Prerequisites: Departmental approval that candidate meets professional performance criteria; Acceptance in the Teacher Education program; Permission of the Special Education Program Coordinator at least four weeks prior to registration.
    Teacher candidates work with K-12 students with varying disabilities who access the general curriculum during these courses. Placements are provided at the elementary and middle or secondary levels. Each course represents a one-half semester, fulltime placement. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher’s daily schedule, including provision of direct instruction to students.

    Note(s): Grading: A-F
  

  • EDSP 792 - Teaching Internship in Special Education: General Curriculum. Semester hours credit (Secondary Level)

    Credits: (6)
    Instructional Method: Field Experience
    Prerequisites: Departmental approval that candidate meets professional performance criteria; Acceptance in the Teacher Education program; Permission of the Special Education Program Coordinator at least four weeks prior to registration.
    Teacher candidates work with K-12 students with varying disabilities who access the general curriculum during these courses. Placements are provided at the elementary and middle or secondary levels. Each course represents a one-half semester, fulltime placement. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher’s daily schedule, including provision of direct instruction to students.

    Note(s): Grading: A-F

Statistics
  

  • STAT 644 - Applied Statistics for Teachers

    Credits: (3)
    Instructional Method: Three hours lecture.
    Prerequisites: Undergraduate degree in mathematics or permission of instructor; some familiarity with basic statistics desirable.
    In this course students will develop a comprehension of, and an ability to perform, statistical methods that are most common in educational research. Emphases will be placed on statistical concepts that will prepare teachers to teach AP Statistics and to critically examine and comprehend the data analysis in educational literature. Graphing calculators and computer software may be used to analyze and display data. Lecture and self-directed learning will primarily be used.
 

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