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Psychology |
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PSYC 898 - Doctoral Directed Study Credits: Variable credit, (1-4)
Prerequisites: Admission into the Psy.D. program or permission of instructor and Directed Study form submitted to the Graduate College.
Provides doctoral students the opportunity to work individually with faculty members on topics of mutual interest.
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PSYC 899 - Dissertation Credits: (1)
Prerequisites: Admission into Psy.D. program.
This course is designed to be the capstone research component of the Psy.D. program. As such, students are expected to complete an original research project that is of sufficient size and quality to justify being considered competent to conduct research independently.
Note(s): Students must re-enroll in the course every term until the final product is complete and approved by the Psy.D. program faculty and the Graduate College. This is a pass/fail course.
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Reading (Literacy Education) |
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EDRD 516 - Content Reading and Literacy Credits: (3)
Instructional Method: Lecture
Prerequisites: Admission to Teacher Education program.
Introduces pre-service 6th -12th grade content area teachers to the why and how of promoting basic and higher-order literacy skills. Reading, writing, and thinking skills are fostered in the context of various content area subjects.
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EDRD 624 - Leadership in Literacy: Administration, Supervision, and Coaching Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: EDRD 688 , EDRD 641 /EDSP 641 , EDRD 695 / EDSP 695 .
EDRD 624 introduces the concepts of administering research-based reading programs in schools and districts. Candidates will examine and experience the responsibilities of a reading specialist in the roles of reading program supervisor, curriculum developer, and literacy coach.
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EDRD 630 - Teaching Reading in the Content Areas Credits: (3)
Instructional Method: Three hours lecture.
K-12 teacher candidates will develop competencies for applying effective research-based literacy strategies in content area subjects such as social studies, English, science, and mathematics, health and physical education.
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EDRD 641 - Assessment and Intervention for Language Development Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: EDRD 688 , EDRD 314 and 414.
Cross-Listed: EDSP 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.
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EDRD 660 - Current Issues in Education (Topic) Credits: Variable credit, (1-4)
One to four hours credit. Examines a major issue in reading and its implications for teachers and reading specialists.
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EDRD 688 - Foundation of Literacy Instruction Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Graduate standing or permission of Graduate Coordinator.
This course is designed to provide students with foundational knowledge of the developmental stages of literacy development, as well as important seminal research within each stage. Students will also gain knowledge of developmentally appropriate, research-based instructional strategies for each stage of reading development.
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EDRD 692 - Reading Diagnosis: Assessment to Inform Instruction Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: EDRD 688 ; EDRD 641 .
This course is designed to provide instruction in the administration and interpretation of a selected battery of tests, and in designing a program of intervention for students with reading disabilities in a clinical setting. Students will prepare a case study for teachers and parents that will include a description and interpretation of testing procedures and results, as well as plans for intervention using appropriate methods and materials.
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EDRD 695 - Alternative Approaches to Reading Instruction Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: EDRD 688 or EDRD 314 and EDRD 414.
Cross-Listed: EDSP 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.
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EDRD 697 - Practicum: Diagnosis and Intervention in Literacy Credits: (6)
Instructional Method: Six hours Practicum/Clinical.
Prerequisites: EDRD 688 : EDRD 695 ; EDRD 641 ; EDSP 669 , EDRD 692 .
Candidates in EDRD 697 will be placed with two children in a public school or clinical setting and will plan and implement an overall intervention program based on diagnosis with emphasis on the individual needs of each student.
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EDRD 698 - Directed Study Credits: Variable credit, (1-4)
Prerequisites: Approval of the advisor, Director of School of Teacher Education and Leadership and Directed Study form submitted to the Graduate College.
Hours and credits to be arranged. See “Directed Study .”
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Recreation, Parks and Tourism |
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RCPT 601 - Environmental and Experiential Philosophy Credits: (3)
Instructional Method: Three hours lecture.
Provides an advanced understanding of philosophical perspectives and theories relating to the experiential learning and environmental education.
Note(s): Offered in the fall.
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RCPT 611 - History and Philosophy of Recreation, Parks and Tourism Credits: (3)
Instructional Method: Three hours lecture.
Discussion of issue, problems, trends and principles as foundations of recreation philosophy and education for leisure based living.
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RCPT 617 - Seminar in Recreation (Topical) Credits: Variable credit, (1-4)
Hours and credit to be arranged. Covers factors affecting leisure-centered living, specific topical inquiry and conceptual analysis of modern recreation, urban or rural recreation, sociology of sport, surveys in recreation.
Note(s): Students may take course again for maximum of six hours credit. Offered in the Fall and Spring, alternate years.
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RCPT 623 - Recreation Administration Credits: (3)
Instructional Method: Three hours lecture.
Introduction to the administration of recreation services. Emphasis on fiscal management, personnel management, organizational structure, marketing techniques and legal foundations in recreation and leisure services departments.
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RCPT 624 - Environmental Issues Credits: (3)
Instructional Method: Three hours lecture.
In-depth study of environmental issues facing outdoor recreation agencies. Focuses on care of resources and programming for large numbers of people. Discusses teaching and interpretation methodologies for educating a general audience.
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RCPT 625 - Issues in Recreation Management Credits: (3)
Instructional Method: Three hours lecture.
The course covers issues which influence recreation management such as financial analysis and future forecasting, financial accountability, politics, conflict management, strategic planning and technological applications in managing and marketing recreation services. Organizational simulations and role playing are incorporated in the course.
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RCPT 635 - Research Applications in Recreation, Parks and Tourism Credits: (3)
Instructional Method: Three hours lecture.
Provides basic understanding of research and its planning and application within recreation services.
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RCPT 655 - Leisure Education Credits: (3)
Instructional Method: Three hours lecture.
Develops an understanding of the need for recreation education in today’s society and how to plan, implement and provide education within the recreation systems.
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RCPT 660 - Legal Aspects of Environmental and Experiential Activities Credits: (3)
Instructional Method: Three hours lecture.
In-depth studies of legal issues related to the provision of outdoor adventure and experiential programming; liability, legislation, tours, contracts.
Note(s): Offered in the Spring.
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RCPT 676 - Wilderness Institute Credits: (6)
Instructional Method: Lectures, labs and field trips integrated into an intensive, experiential, primarily off-campus course.
Prerequisites: Permission of instructor.
This class provides graduate students with an in-depth experience in the design, development, implementation and evaluation of wilderness-based educational programs, including extending wilderness expeditions. Topical issues include environmental education, resource management, risk management, program design and group facilitation.
Note(s): Offered Summer I.
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RCPT 686 - Practicum in Environmental and Experiential Education Credits: Variable credit, (2-6)
Instructional Method: Six to 27 hours per week.
Prerequisites: Admission to candidacy with-in the department and permission of the department chair or advisor.
Offers additional practical experience in the management of experiential programs under the joint supervision of a qualified program administrator and Radford University faculty. Applications are available in the department office.
Note(s): May be taken for up to six hours credit. Practicum grades will be recorded as pass/fail.
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RCPT 690 - Seminar in Experiential Education Credits: (3)
Instructional Method: Three hours lecture.
Emphasis on current issues in the management and development of experiential programs. Examines one specific topic during any one semester of the school year.
Note(s): Students may take this course for a maximum of six hours credit.
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RCPT 698 - Directed Study Credits: Variable credit, (1-4)
Instructional Method: Hours and credit to be arranged.
Prerequisites: Eligibility for admission to candidacy within the department and approval of the advisor, department chair and Directed Study form submitted to the Graduate College.
To pursue in depth a topic of interest in the area of experiential or environmental education. See “Directed Study .”
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RCPT 699 - Research and Thesis Credits: (6)
Prerequisites: Approval of advisor in department.
Hours and credit to be arranged with the approval of the student’s thesis advisor, Thesis Committee and the dean of the Graduate College. Provides opportunity to show in-dependent judgment in the study of a specific issue. See “Thesis .”
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Secondary Education |
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EDSE 631 - Problems in Secondary School Teaching Credits: (3)
Instructional Method: Three hours lecture.
Examines instructional and organizational problems, both general and specific. Focuses on problems that arise in junior and senior high schools. Topics include, but are not limited to: curriculum, classroom procedure, materials, textbooks, study and assignments.
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Social Work |
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SOWK 601 - Human Behavior in the Social Environment I Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the graduate program in Social Work or permission of the instructor.
This is the first course in the Human Behavior sequence. In this course the dynamics of human behavior and the contexts within which humans grow and develop through the life cycle are explored. It provides a foundation knowledge base from which social work students ground the assessment and intervention processes with individuals and families utilizing a biopsychosocial spiritual framework. Traditional and postmodern theories are analyzed and challenged. The ecological and strengths perspectives are presented in relation to human risk and resilience. HBSE I attempts to honor different ways of knowing and being, developing pathways to understanding and appreciating uniqueness. Students are challenged to explore their own values and culture in an effort to create an inclusive viewpoint of human diversity.
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SOWK 602 - Human Behavior in the Social Environment II Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: SOWK 601 or permission of instructor.
Human Behavior in the Social Environment II is the second of two Foundation courses. Students will continue to apply basic frameworks for creating and organizing knowledge of human behavior. The course examines problems of living; impacts of racial, ethical, class, cultural, religious/spiritual and gender diversity on behavior; and the reciprocal nature of interactions of persons, families, social groups, communities, organizations and institutions.
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SOWK 611 - Social Welfare I. Policy is Practice Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to graduate program in Social Work or permission of the instructor.
The course covers frameworks to understand the formulation/analysis of Social Work policies and programs. The significance of contextual factors, values and history are examined from a “policy is practice” perspective with emphasis on social/economic justice, diversity and populations-at-risk.
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SOWK 613 - Crisis Intervention Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Accepted into School of Social Work or permission of instructor.
This course focuses on developing basic crisis intervention skills (interviewing, assessment, intervention and follow-up). Special topics of concern in populations at risk will be highlighted: lethality/suicide/homicide; partner abuse; child abuse; school violence, workplace violence, substance abuse and the chronically mentally ill. Students become aware of the role of various agencies within the realm of crisis intervention and the importance of collaboration.
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SOWK 615 - Substance Abuse and Dependency Credits: (3)
Instructional Method: Three hours lecture and discussion.
Prerequisites: Graduate standing or permission of instructor.
This course examines current theories and models pertaining to substance abuse and chemical dependency. It explores intervention and treatment techniques for working with chemically dependent individuals and their families, with an emphasis on diverse populations. The course integrates theory and practice skills to teach students to critically examine the clinical issues involved in substance abuse and chemical dependency treatment. Mental Health emphasis area elective.
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SOWK 621 - Research I: Basic Research Methodology Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the Graduate Program in Social Work or permission of the instructor.
The fundamental elements of scientific inquiry and research techniques, including a variety of research methodologies, are introduced in this course. Students are challenged to enhance their learning through a focus on the technical aspects of research analysis and critical evaluation of research conclusions, with each step building on previously acquired learning in order to encourage a depth of knowledge about research. Students are introduced to a systematic approach to the classification, organization, and analysis of data through a consideration of the fundamental essentials of scientific thinking and methodology relative to social welfare planning and practice. The course emphasizes the identification and formulation of researchable problems in social work, the utility of the scientific method, the selection of appropriate methodologies, an understanding of the standards for evaluation of research, and sensitivity to bias and ethical behavior in the conduct of research. Also emphasized is an understanding of the fundamental assumptions underlying quantitative and qualitative methodologies as well as their ramifications for research undertaken consistent with each.
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SOWK 625 - Child Sexual Abuse and CPS (Child Protective Services) Investigation Credits: (3)
Instructional Method: Three hours lecture, demonstration and discussion.
Prerequisites: Graduate standing or permission of instructor.
This course explores the issues involved in child abuse and neglect cases, with an emphasis on child sexual abuse. If offers an integrative framework of principles, theories, process and skills specifically designed for performing culturally sensitive investigations and assessments with alleged abusive and neglectful families. This academic course is offered to graduate students interested in public social services and to those awarded Title IV-E stipends (supplanting the VISSTA [Virginia Institute for Social Services Training Activities] training sequence) and to qualified community people. Child Welfare emphasis area elective.
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SOWK 631 - Social Work Practice I: Foundations Credits: (3)
Instructional Method: Two hours lecture, two hours skill lab.
Prerequisites: Admission to the graduate program in social work.
This course is the first of two foundation courses designed to provide students with an overview of the basic knowledge and skills essential to generalist social work practice. Key themes and concepts include interviewing, relationship building and assessment as they relate to community-based family practice. The course introduces practice models in relation to populations at risk. Personal and professional values will be discussed, along with the use of self, the importance of evaluation, research and ethics.
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SOWK 632 - Social Work Practice II: Groups Practice Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the graduate program in social work or permission of the MSW Coordinator. SOWK 601 and SOWK 631 with a C or better.
This second foundation practice course is designed to provide students with an overview of the basic knowledge and skills essential to generalist social work practice as it relates to group practice. Groups are used at all levels of social work practice (micro, mezzo, and macro) for purposes ranging from support and personal growth to social planning and social action. Key themes include introductory group practice knowledge for developing and intervening with various types of groups, with particular emphasis on groups for populations at risk, rural populations, and groups that experience social and economic injustices. Key concepts include stages of group development, group processes and dynamics, leadership and ethical practice with groups.
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SOWK 641 - Foundation Practicum and Seminar I Credits: (3)
Prerequisites: Admission to the graduate program in social work and SOWK 631 .
Corequisites: SOWK 631
Pre- or Corequisites: SOWK 631
This is a practicum experience of 205 hours accompanied by six class meetings designed to integrate the academic curriculum with the practicum experience.
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SOWK 650 - Disability in Human Services: Policy, Theory and Practice Credits: (3)
Prerequisites: Graduate Standing or permission of instructor.
This elective course is designed to provide students with specific knowledge about clinical social work practice with people who have a diagnosed disability. Key themes and concepts include: historical social work practice with people who are diagnosed with a disabling condition, theories of disability to include explanatory theory and a critique of those theories, and current issues/situations that affect people with a disabling condition.
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SOWK 678 - Advanced Standing Bridge Course I Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: A Bachelor of Social Work degree from CSWE-accredited institution, or expected graduation and admission to the Advanced Standing program.
SOWK 678 is the first course in a two course sequence that students with a Bachelor in Social Work Degree admitted for Advanced Standing take to prepare for the (second) concentration year. It will cover the areas of Human Behavior in the Social Environment and Practice with Individuals and Families.
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SOWK 679 - Advanced Standing Bridge Course II Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the Advanced Standing program in Social Work, completion of SOWK 678 with a B- or better.
This is the final course in the two-course sequence required for all students admitted to the Advanced Standing program in Social Work. This course focuses on social work policy and social research.
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SOWK 680 - Feminist Theory Credits: (3)
Instructional Method: Lecture
Prerequisites: Admission to the graduate program in social work.
This course is designed to provide students with specific knowledge about feminist theory and practice with multiple populations. Key themes and concepts include: basic knowledge of the development of feminist theory, different forms of feminist theory, feminist theories for social work practice and a critique of those theories, feminist practice issues/ situations that affect women’s lives and the lives of others. This course also focuses on diverse populations, with particular emphasis on interventions with rural populations and groups that experience social and economic injustices based on race, ethnicity, sexuality, gender, religion, and other factors.
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SOWK 680 - Special Topic Seminar Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Graduate standing and permission of instructor.
An intensive study of a specialized area in human services. Topics will be determined by the instructors based upon demonstrated student interest.
Note(s): Special topics courses may be elected for no more than nine semester hours of credit. May be taken a maximum of three times.
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SOWK 682 - Biopsychosocial Assessment Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the graduate program in social work or permission of the instructor.SOWK 679 with a B- or better or SOWK 602 with C or better.
This course focuses on identifying individual and family strengths and on viewing behavior in context. Particular emphasis is placed on assessing the risks and the protective factors of the person in environment from a systems perspective. This course addresses the diagnosis of mental disorders and evidence based treatment. Issues of diversity, cultural competence, ethics, laws, and social justice are integrated into the course content.
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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.
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SOWK 694 - Social Work Practice with Families and Couples Credits: (3)
Prerequisites: Admission to the MSW program.
This is an elective course for students who are in the MSW program. It focuses on commonly employed models of social work practice with diverse families and couples. This course is designed to help students develop a better understanding of the applications of specialized methods of social work practice and interventions with families/couples. Specific treatment models, which have significantly contributed to social work practice with this targeted population, are studied. Particular focus on the processes of assessment, intervention, and evaluation will be provided in order to increase the students’ social work skills and techniques as specifically related to working with this population. Particular emphasis is given to interventions with rural families, as well as populations at risk. It is expected that students will develop a more complete integration of knowledge, values and skills for practice with different types of family units in various social contexts.
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SOWK 695 - Social Work with Military Populations Credits: (3)
Prerequisites: Accepted into the MSW program.
This course is designed to provide students with on overview working with military populations, as well as the basic knowledge of military personnel, veterans, and their families. Key themes will include understanding military culture, issues of special relevance to the military population, and how to work with that population, which includes theoretical perspectives on understanding and working with military populations. The course will emphasize the development of skill related to working with military personnel, veterans, and their families.
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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 .”
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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.
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SOWK 712 - Feminist Theory Credits: (3)
Prerequisites: Admission to the MSW program.
This course is designed to provide students with specific knowledge about feminist theory and practice with multiple populations. Key themes and concepts include: basic knowledge of the development of feminist theory, different forms of feminist theory, feminist theories for social work practice and a critique of those theories, feminist practice issues/ situations that affect women’s lives and the lives of others. This course also focuses on diverse populations, with particular emphasis on interventions with rural populations and groups that experience social and economic injustices based on race, ethnicity, sexuality, gender, religion, and other factors.
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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.
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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.
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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.
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SOWK 761 - Social Welfare Policy II: Family Policies and Advocacy Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the graduate program in social work or permission of the MSW Coordinator. SOWK 611 th a C or better or SOWK 679 with a B- or better.
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.
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SOWK 772 - Research II: Advanced Research Methodology Credits: (3)
Instructional Method: Lecture
Prerequisites: Admission to the graduate program in social work. SOWK 621 with a C or better or SOWK 679 with a B- or better.
This 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.
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SOWK 784 - Social Work Practice IV: Family Practice in a Community Context Credits: (3)
Instructional Method: Three hours lecture.
Prerequisites: Admission to the graduate program in social work or permission of the instructor. SOWK 783 C or better.
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.
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SOWK 785 - Integrative Seminar Credits: (3)
Instructional Method: Three hour lecture.
Prerequisites: Admission to the graduate program in social work. SOWK 784 , SOWK 761 , SOWK 772 , SOWK 682 with a C or better (co or pre-req) and SOWK 792 with a B or better (co or pre-req).
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
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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.
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SOWK 792 - Concentration Practicum and Seminar II Credits: (5)
Prerequisites: Admission to the graduate program in social work or permission of the instructor.SOWK 784 can be a prerequisite with a C or better or a co-requisite and SOWK 791 with a B or better.
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.
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Sociology |
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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.
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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.
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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.
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Special Education |
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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.
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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).
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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.
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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.
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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, 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.
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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.
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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 developmentally- and exceptionality-appropriate instructional programming for young children with special needs in all areas of development. Includes development of individualized education programs (IEPs) and individualized family service plans (IFSPs).
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EDSP 538 - Program Management in Early Childhood Special Education Credits: (3)
Instructional Method: Lecture
Prerequisites: EDSP 360/361 or EDSP 651 or permission of the intstuctor.
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.
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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.
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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.
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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.
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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.
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EDSP 602 - Language Disorders: Birth to Five Years (Language Disorders 0-5) Credits: (3)
Instructional Method: Lecture
Prerequisites: Graduate standing or permission of instructor.
The nature, prevention, assessment, and treatment of language/communication disorders in infants, toddlers and other preschool children. Includes the influence of disability, culture, and caregivers on communication development, and the effects of communication development on literacy acquisition.
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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.
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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.
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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.
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EDSP 630 - Assessment, Identification, and Evaluation in Gifted Education Credits: (3)
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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