EDCI 364: Creativity and the Young Child. Credit 3. Creative expression in young children with a focus on artistic and musical expression, creative movement and creative dramatics; creativity as related to development of the right hemisphere of the brain.
Education Technology (EDTC)
EDTC 311: Adaptive/Assistive Technology. Credit 3. Comprehensive overview of Adaptive/Assistive Technology (AT) solutions for persons with special needs. Prerequisites: Admission to Special Education program; SEFB 311, SEFB 414; SEFB 442, EPFB 484.
Education Psychology (EPSY)
EPSY 320: Child Development. Credit 3. Growth and development of the normal child from infancy to adolescence; implication of children's cognitive, language and psychosocial development for success in academic and social interactions. Prerequisite: Junior or senior classification.
EPSY 321: Adolescent Development. Credit 3. Characteristics of adolescent growth and development emphasizing behavior within secondary school setting; influences of prior development; home, family and community; peer group, as these affect school adjustment and success. Prerequisite: Junior or senior classification.
Educational Psychology Field Based (EPFB)
EPFB 210: Family Involvement and Empowerment. Credit 3. Field-based course that provides information and skills necessary to work with diverse families; addresses need for positive school-family collaboration and characteristics of families throughout the life cycle, the collaboration of educators with families through the special education process, and the provision of family services through community agencies.
EPFB 428: Collaboration in School Settings. Credit 3. Strategies and skills for providing collaborative services in school settings with emphasis on problem solving; coordinated team functioning and delivery of services at the individual classroom and school building levels. Prerequisites: SPED 302; admission to program; junior or senior classification.
EPFB 484: Field Experiences. Credit 1 to 6. University-supervised experience in a professional employment setting related to specializations in guidance and special education. May be repeated for credit up to 6 hours. Prerequisites: Admission to program; junior or senior classification.
MASC 351: Problem Solving in Mathematics. Credit 3. Problem solving strategies in math and science; evaluate conjectures and arguments; writing and collaborating on problem solutions; posing problems and conjectures; constructing knowledge from data; developing relationships from empirical evidence; connecting mathematics concepts; readings, discussions, and analyses will model and illustrate mathematics problems solving and proofs.
MASC 371: Inquiries in Life and Earth Sciences. Credit 3. Integration and connections among topics in the life and earth sciences - diversity, natural selection, ecosystem development, earth's features, and weather systems; inquiry emphasizing experimental design, data analysis and collection; use of models in the life and earth sciences.
MASC 475: Inquiries in Physical Science. Credit 3. Integration and connections among topics in physical sciences - matter, energy, force, motion, scientific cycles; focuses on inquiry emphasizing experimental design, data analysis and collection, and use of models in the physical sciences.
Interdisciplinary Studies (INST)
INST 301: Educational Psychology. Credit 3. Application of psychology to problems of teaching. Nature and operation of principles of learning, transfer of training; nature, measurement and significance of individual differences; conditions influencing efficiency of learning. Prerequisite: Junior or senior classification.
INST 310: Understanding Special Populations. Credit 3. Referral, assessment and categorization of special populations including physical, cognitive and affective characteristics; cultural, ethnic, economic and linguistic differences; giftedness; special education and compensatory programs; awareness of legislative history that results in rights for special populations. Prerequisite: Sophomore classification or above.
INST 322: Foundations of Education in a Multicultural Society. Credit 3. Historical, philosophical and cultural foundations of education emphasizing education for a multicultural society. Prerequisite: Junior classification or above.
INST 462: Language Acquisition and Development. Credit 3. Role of the child, the community and the school through stages of language development; relationship of linguistic, cultural and conceptual processes to second language learning.
INST 463: Second Language Methodology: ESL/Bilingual. Credit 3. Techniques and methods of intensive English instruction for limited-English-speaking proficient students; use of instructional materials and language assessment instruments.
RDNG 460: Language and Reading. Credit 3. Relationship between language and reading, dialect and reading, and linguistics.
RDNG 468: Acquisition of Literacy by Culturally Diverse Learners. Credit 3. Diverse learner reading processes; development of English and second language reading; integration of linguistic proficient reading transfer skills and evaluation issues; communicative competence.
SPED 302: Instructional Design for Students with Disabilities. Credit 3. Familiarizes pre-service teachers with methods for designing and implementing instruction for students with mild to moderate disabilities; designing and managing environments and materials. Prerequisites: INST 310; junior classification.
Special Education Field Based (SEFB)
SEFB 310: Instructional Strategies for Students with Disabilities. Credit 3. Field-based course designed to provide pre-service teachers with strategies and techniques effective in teaching students with mild to moderate disabilities in a variety of general and special education settings; addresses teaching of academic, social and behavioral skills. Prerequisites: SPED 302; admission to the program; junior or senior classification.
SEFB 311: Assessment of Students with Disabilities. Credit 3. Field-based course involving formal and informal assessment techniques used with students with disabilities, including progress monitoring; development of Individual Education Plans and the IEP process. Prerequisites: SPED 302; admission to teacher education.
SEFB 312: Effective Reading Instruction for Students with Disabilities. Credit 3. Information and competencies through field-based instruction in effective reading instruction for students K-12 with academic learning problems and mild/moderate disabilities; reading assessment, effective instruction design and teaching techniques, error analysis, correction procedures, and analyses and adaptations of commercial reading materials. Prerequisites: SPED 302; admission to the program.
SEFB 320:Education and Employment Issues in Secondary Special Education. Credit 3. Field-based course involving psychological, social, physical and cognitive development of
secondary-age students; career assessment; programmatic options within education and employment settings; transition models from school to adult settings. Prerequisites: Admission
to Special Education program; SEFB 311, SEB 414, SEFB 442, EPFB 484.
SEFB 414: Methods and Issues in Low-Incidence Disabilities. Credit 3. Examination of how low-incidence disabilities affect academic and job performance; current methods for teaching and training individuals with low-incidence disabilities; includes 45-hour practicum with students with low-incidence disabilities. Prerequisites: SPED 302; admission to program; junior or senior classification.
SEFB 425: Student Teaching in Special Education. Credit 3. Observation and participation in settings involving students with disabilities; supervised student teaching in accredited school or supervised field work in settings approved by program. Must be taken satisfactory/unsatisfactory. Prerequisites: 2.5 GPA in teaching fields and professional development.
SEFB 426: Effective Instruction of Students of Diverse Abilities. Credit 3. Field-based application of effective instructional strategies for teaching students of diverse abilities; analysis of teaching style and strategies for improving ability to work with diverse populations. To be taken concurrently with SEFB 425. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Senior classification; 2.5 GPA in teaching field; approval of department head.
SEFB 442: Teaching Students with Emotional Disturbances and Behavior Disorders. Credit 3. Special techniques and materials used in the instruction of students who have emotional and behavioral disorders; field-based course that includes practica related to behavior and instructional interventions. Prerequisites: SPED 302; admission to the program.
SEFB 471: Classroom Management and Behavioral Interventions. Credit 3. Field-based course focusing on the effective management of classrooms: including research-based models of classroom discipline, proactive strategies that prevent misbehavior; interventions that decrease problem behaviors, and management systems appropriate for students with disabilities. Prerequisites: SPED 302; admission to the program.
Teacher Education Field Based (TEFB)
TEFB 273: Introduction to Culture, Community, Society and Schools. Credit 3. Field-based course that introduces the culture of schooling and classrooms for analysis within the lens of language, gender, racial, socio-economic, ethnic and academic diversity; the family as a partner in education and educational equality discussed.