DEPARTMENT
OF EDUCATIONAL SPECIALTIES
Chair: Judith A. Losh1
Faculty: Dorea
Bonneau, Betty Wells Brown, Melody Chuang, Irina Falls, Zoe W. Locklear,
Frankie Denise Powell , Gretchen Robinson, Marisa Scott2, Kimberly
Dial Sellers3, Laura Staal
1Coordinator,
Birth-Kindergarten Education Program
2Coordinator,
Special Education Program
3Director, Reading Education Graduate Program
The
Department of Educational Specialties offers the Bachelor of Science degree in
Birth-Kindergarten Education and Special Education.
Undergraduate
programs in the School of Education prepare committed, collaborative, and
competent professional educators who are responsive to equity and diversity;
who are knowledgeable, effective, and reflective; and who provide leadership in
the classroom, school, and profession.
All professional programs for the preparation of educators at the
baccalaureate and master’s level are accredited by the National Council for
Accreditation of Teacher Education (NCATE), the North Carolina State Board of
Education, and the Southern Association of Colleges and Schools (SACS).
At
the graduate level, the department offers the Master of Arts in Education
(M.A.Ed.) degree in Reading Education.
The M.A.Ed. is designed for classroom and reading teachers to prepare them
as leaders in the field of literacy instruction and as reading
specialists. Since the program builds on
the knowledge base and experience of the practitioner, teachers who enter the
M.A.Ed. must be licensed in North Carolina.
Graduate study in reading education will enable teachers to develop
expertise in the teaching of reading, the diagnosis and remediation of
problems, and the development of successful reading programs. Teachers will also have opportunities to
develop leadership competence in the design, delivery, and assessment of
reading and services. The M.A.Ed. in
Reading Education is organized around four major standards established by the
International Reading Association (IRA) for Master’s level literacy
specialists.
The
Department offers add-on licensure in Education of the Academically and
Intellectually Gifted (AIG), K-12. For
additional information about AIG add-on license, see the Teacher Education
Program.
The
School of Education offers a well-articulated series of courses in educational
theory and practice. Faculty provide students with careful advising and
supervision as they progress through their program of study.
BACHELOR OF
SCIENCE IN BIRTH-KINDERGARTEN EDUCATION (B-K)
Coordinator: Judith Anne Losh
Upon successful completion of the program of study in
Birth-Kindergarten Education and related requirements, graduates are eligible
for a Standard Professional I license to teach in the State of North
Carolina. For a more detailed
description, including the program standards and goals and objectives, turn to
Undergraduate Licensure Programs in the School of Education section of this
catalog.
|
Course Requirements |
Sem. Hrs. |
|
Freshman Seminar and General
Education |
45 |
|
Educator Preparation Core EPC
2010, 2020, 2030, 2040, 3010, 3020 |
12 |
|
Essential Standards ECE
2020, 2030, 2040, 2050, 3110, 3120, 3130, 3140 EDN
2900 |
27 |
|
Content Pedagogy ECE
4010, 4020, 4030, 4040, 4050, 4060, 4070, 4460, 4750 |
35 |
|
Electives
|
9 |
|
|
Total: 128 |
BACHELOR OF
SCIENCE IN SPECIAL EDUCATION (K-12)
Coordinator: Marisa Scott
Upon successful completion of the program of study in Special
Education and related requirements, graduates are eligible for a Standard
Professional I license to teach in the State of North Carolina. For a more detailed description, including
the program standards and goals and objectives, turn to Undergraduate Licensure
Programs in the School of Education section of this catalog.
|
Course Requirements |
Sem. Hrs. |
|
Freshman Seminar and General
Education |
45 |
|
Educator Preparation Core EPC
2010, 2020, 2030, 2040, 3010, 3020,
3030 |
15 |
|
Essential Standards SED
3110, 3310, 3320, 3330, 3340, 3350, 4310, 4330, 4350, 4340 EDN
2900 |
32 |
|
Content Pedagogy SED
3360, 4320, 4360, 4960 |
18 |
|
Professional
Concentration (18-24 depending upon concentration program
requirements) |
18 |
|
|
Total: 128 |
PROFESSIONAL CONCENTRATIONS
For
students seeking a baccalaureate degree in Elementary Education, Physical
Education, or Special Education, an academic/professional concentration is
required. Students seeking a baccalaureate degree in Middle Grades Education
must complete an academic or professional concentration, in addition to one
teaching specialty area, as part of their degree requirements. Areas of
concentration are offered through the School of Education and through academic
departments in the College of Arts and Sciences. The School of Education offers
professional concentrations in Reading and Special Education.
PROFESSIONAL CONCENTRATION – Reading (18
hours)
|
Requirements for a Professional
Concentration in Reading |
Sem.
Hrs. |
Foundations Course
RDG
3000 Foundations of Reading and Language Development |
3 |
|
Evaluation, Intervention, and Diagnosis RDG 3200
Diagnosis and Remediation of Reading Difficulties RDG
3300
Reading Practicum |
6 |
|
Content ELE
4050 Literacy and Language Arts in the Elementary School II (3) EPC 3030 Reading Strategies for the 21st Century (3) |
6 |
Literacy and Literature
RDG
3100 Teaching with Children’s Literature |
3 |
|
|
Total:
18 |
NOTE: In order to achieve “Highly Qualified” status, a
total of 24 hours must be taken.
Additional hours may be taken from the following: ENG 3460, 3710, 4810,
4830, or 4850.
PROFESSIONAL CONCENTRATION – Special
Education (18 hours)
|
Requirements for a Professional
Concentration in Special Education |
Sem.
Hrs. |
|
Required courses: SED
3310 Introduction to the Exceptional Child SED
3340 Instructional Strategies for Students with Mild to Moderate Disabilities SED
3350 Assessment of Students with Mild to Moderate Disabilities SED
3360 Differentiation of Instruction for Special Education Students SED
4310 Discipline and Classroom Management SED
4320 Classroom Considerations and the IEP for Special Education Students |
|
|
|
Total:
18 |
NOTE: All the courses in the Special Education
Concentration require admission to the Teacher Education Program.
COURSES
BIRTH TO KINDERGARTEN (ECE)
ECE
2030. The Developing Young Child
This
course is designed to systematically explore the development of young children
from conception to early childhood. Emphasis will be placed on the
principles and theories of child development, as well as the interconnectedness
among theory, research, and practice. There is a required field experience in
this course. Credit,
3 semester hours. PREREQ: Must
have no less than a 2.0 overall QPA.
ECE
2040. The Child as Teacher
This
course provides an opportunity to interact with young children as an observer
of their behavior. Emphasis will be placed on students’ acquisition of
observation skills to facilitate planning of appropriate learning experiences
for individuals and groups within early childhood education
settings. There is a required field experience in this course. Credit, 3
semester hours. PREREQ: Must have no
less than a 2.0 overall QPA.
ECE
2050. Young Children and Families in a
Diverse World
This
course is designed to offer students the opportunity to examine the critical
importance of values and beliefs related to culture, ethnicity and language
traditions. Focus on the practice of culturally sensitive interventions and
effective communication and interaction among family, school, and other
professionals will allow students to develop the skills to become culturally
competent early childhood educators. There
is a required field experience in this course. Credit: 3 semester
hours. PREREQ: Must have no less than a 2.0
overall QPA.
ECE
3110. Behavior and Environments for
Early Childhood Education
This
course is designed to help address the growing questions posed by many early
childhood professionals regarding the “whys?” of a child’s challenging
behavior. Research-validated practices will be presented that will help future
and current professionals understand and address a child’s persistent
behavior(s) and create environments to encourage young children to use socially
appropriate behaviors in early childhood and kindergarten settings. There is a required field experience in this course. Credit, 3
semester hours. PREREQ: Admission to
Teacher Education
ECE
3120. Community Partnerships with
Families & Agencies
This
course provides students with theory, general principles, and procedures for
developing collaborative partnerships with families, young children,
professionals, and other stakeholders.
Emphasis is placed on a comprehensive review of family systems theory
and its application to diverse families who have young children with
disabilities. Principles are presented that support the establishment,
facilitation, and maintenance of family-professional and
professional-professional partnerships.
There is a required field experience in this course. Credit, 3
semester hours. PREREQ:
Must have no less than a 2.0 overall QPA.
ECE
3130. Early Childhood Educators as
Leaders
This
course examines the leadership role of the early childhood educator. Topics
include qualities of leaders, leadership skills development, early childhood
professional organizations and their contributions to the field of early
childhood education, and strategies for using leadership skills in the
classroom, school, and community. There is a required field experience in this
course. Credit,
3 semester hours. PREREQ: Must
have no less than a 2.0 overall QPA.
ECE 3140. Health Issues in Birth - Kindergarten Education
This
course will prepare early childhood professionals to identify and address the
special health, safety and nutrition issues of young children, birth-5 years,
with and without disabilities, in a variety of educational settings. Students
will demonstrate competence in strategies required to manage health issues in
classroom settings, collaborate with other professionals, and to communicate
with parents in caring for the health needs of young children. Credit: 3 semester hours. PREREQ: Must have no less than a 2.0 overall QPA.
ECE
4010. Integrated Curricula and
Appropriate Practices: Infants & Toddlers
This
course is designed to explore the unique educational and developmental needs of
infants and toddlers in home and group settings. Emphasis will be placed on
designing early learning environments to facilitate development of cognitive,
language, physical, and social-emotional skills as well as on family
involvement in the education of these young children. There is a required field experience in this course. Credit, 3
semester hours. PREREQ: Admission to
Teacher Education
ECE
4020. Integrated Curricula and
Appropriate Practices: Preschoolers
This
course provides a study of curricula and program models appropriate for
implementation in inclusive preschool classrooms. Emphasis will be placed on integration of
disciplines through application of Foundations:
Early Learning Standards for North Carolina Preschoolers, ages 3-4
years. Participants will plan and
implement center-based instructional activities designed to motivate young
children to engage in discovery learning, as well as engage in assessment of
children and reflection of teaching. There is a required field experience in this course. Credit: 3
semester hours. PREQ: Admission to Teacher Education
ECE
4030. Integrated Curricula and
Appropriate Practices: Kindergarteners
This
course provides a study of curricula and program models appropriate for
implementation in the inclusive kindergarten classroom. Emphasis is placed on integration of
disciplines through developmentally appropriate application of NC Standard
Course of Study and methods to motivate young children to engage in active learning. Planning, implementation, assessment and
reflection are critical components of the course. There is a
required field experience in this course. Credit, 3 semester hours. PREQ: Admission to Teacher Education
ECE
4040. Differentiation, Individualization,
and Universal Design
This
course provides the opportunity to learn about variations in learning styles
and student needs while examining strategies to individualize instruction
within inclusive classrooms for young children. Topics addressed in this course
include: differentiation and individualization of instruction; universal design
for learning (UDL); strategies for developing and implementing modifications
and accommodations; and appropriate use of technology to meet individual
student needs. There is a required field
experience in this course. Credit, 3 semester hours. PREREQ: Admission to Teacher Education
ECE
4050. Practicum I
This
practicum provides opportunities to refine and implement assessment and
leadership skills developed in prerequisite courses. Students will work with an
agency partner that provides services to families of young children with and
without disabilities to conduct program evaluations. Credit, 4
semester hours. PREREQ:
Admission to the Teacher Education Program AND completion of, or simultaneous
enrollment in, the following: ECE 3120, ECE 3130, and ECE 4060.
ECE
4060. Assessment Strategies and
Application
This
course is designed to provide an understanding of standardized and authentic
screening and diagnostic assessment practices as used with young children ages
birth through five years. Students will
develop proficiency in using assessment manuals, protocols, and instruments. In
addition, students will develop competencies in reading and interpreting
assessment reports to develop Individualized Family Service Plans (IFSP),
Individualized Education Plans (IEP), and modifying classroom lesson plans to
meet individual student needs. There is a required field experience in this course. Credit, 3
semester hours. PREREQ: Admission to
Teacher Education
ECE
4070. Practicum II
This
practicum provides opportunities to determine the learning needs of
preschoolers and kindergartners with and without disabilities. Emphasis will be
placed on creating caring, developmentally and ability appropriate
environments, events, and lessons for individuals and groups of students. Credit, 4
semester hours. PREREQ:
Admission to the Teacher Education Program AND completion of, or simultaneous
enrollment in, the following: ECE 4020, ECE 4030, and ECE 4040.
ECE
4460. Internship in Birth-Kindergarten
Programs
This
course is designed to provide a semester long full-time internship experience
in a public school or other DPI-approved early childhood setting.. Intensive field experience is an opportunity
to teach children and work with families in home, school, and community
settings. Credit: 9 semester
hours. COREQ: ECE 4750. PREREQ: Admission to the Professional
Semester.
ECE
4500. Practicum for Professionals in
Pre-Kindergarten Settings
This
course is designed to assist practicing pre-kindergarten teachers without BK
licensure as they develop and refine the skills necessary to apply successful
instructional practices in an early childhood classroom setting. Emphasis will be placed on understanding the
role of the practitioner and implementation of developmentally and individually
appropriate practices with pre-kindergarteners.
Students will reflect upon current theory and research as they integrate
and develop professional skills. Credit,
3 semester hours. PREREQ: Admission to the Professional Semester and completion
of all coursework in the student’s Licensure Education Plan.
ECE
4750. Professional Seminar for
Pre-service Birth-Kindergarten Teachers
Seminar
designed to parallel the full semester internship experience. Emphasis is on helping these on-site
pre-service teachers understand the purpose, organization, and administration
of various service delivery sites; and the role of a Birth-Kindergarten
practitioner. Students continually
review and reflect on elements of the total service delivery process in early
childhood education and the developmentally appropriateness of instructional
approaches, assessment strategies, behavior management systems, curriculum
models, and home/school/community collaboration. Credit: 3 semester hours. PREREQ: Admission to the Professional
Semester. COREQ: ECE 4460.
EDUCATION (EDN)
EDN
0104. College Reading
This
course is designed to foster effective and efficient reading. Vocabulary,
comprehension, and strategies for reading college texts are addressed. (Will
not count toward graduation requirements.) Open to all students. Credit, 3 semester hours.
EDN
1020. Language Skills in Teaching
Reading
A
study designed for helping prospective elementary teachers improve their power
in the use of language skills in the teaching of reading. Credit, 3 semester hours.
EDN
2020. Foundations of Early Childhood
Education
This
course is designed to introduce students to the field of early childhood
education. Topics include the history of
early childhood education, professional roles and expectations, and current
trends in the field. All topics will be
explored using the perspective that diversity influences development and
implementation of early childhood programs and practices. Credit, 3
semester hours. PREREQ: Must have no less than a 2.0 overall QPA.
EDN
3010. Early Childhood Curriculum
A
study of curriculum emphasizing the interrelationships between content, method,
and child development. Required of all early childhood majors. (Must be taken
prior to teaching internship.) Credit, 3
semester hours. PREREQ: EDN 3020.
EDN
3060. Psychology of Early Childhood
In
this course, pre-service teachers examine the processes and products of theory
and scientific research on human maturation and development to refine their
beliefs about the nature of the young child as learner. During a required field experience, the
pre-service teacher validates, through critical reflection, the theoretical
principles learned. Credit, 3 semester
hours. PREREQ: Must have no less than a 2.0 overall QPA.
EDN 4260A,
4260B. Design and Implementation of
Developmentally Appropriate Preschool Programs
To
provide assistance to pre‑service teachers, child care workers, Head
Start teachers, preschool teachers, early childhood and special education
teachers in the planning, implementation, and evaluation of developmentally
appropriate programs for children, ages birth to five. Pass/Fail grading. Credit, 3‑6 semester hours. (3 Hours
may be repeated once for total of 6 semester hours credit.)
EDN
4670. Practicum: Pre‑School
Education
Provides
majors and/or non‑majors an opportunity to attain experience with very
young children in a group setting. Practicum will provide supervised experience
in a high quality infant care, day care, nursery school or other approved
preschool setting. Credit, 3 semester
hours.
EDN
4770. Resources for Education of Young
Children
Introduces
early childhood majors to strategies for utilizing human and physical resources
for the education of young children. Emphasis will be placed on: (1) early and
continuous involvement of parents or caregiver agencies serving children and
families, as well as on community and school support personnel. (2) selection
and evaluation of environments, equipment, and materials; and (3) the
utilization of state and community resources.
Credit, 3 semester hours. PREREQ:
Admission to Teacher Education Program.
EDN 4880.
Foundations of Reading Instruction I
This
course is designed to familiarize the non-reading teacher with the basic
concepts and skills related to the teaching of reading. Emphasis will be given
to the organization and management of reading instruction within the classroom.
The basic skills of reading growth and their scope and sequence will be
developed. Familiarity with reading instructional materials and methods will be
attained. Credit, 3 semester hours.
Restriction: May be taken only by those students without any background
or current A level licensure in reading, or permission of the instructor.
EDN 4890.
Foundations of Reading Instruction II
This
course is a continuation of EDN 4880, Foundations of Reading Instruction I,
with emphasis on the characteristics and uses of the most recent materials,
methods, and skills for teaching reading. Consideration will be given to the
historical bases for contemporary reading issues and trends, and the
individuals who have made significant contributions to reading instruction. Credit,
3 semester hours. PREREQ: EDN
4880 or permission of the instructor.
READING
(RDG)
RDG 3000. Foundations of Reading and Language
Development
This
course explores the foundation of reading and writing development, how children
become literate, and the social, cultural, and environmental factors that
influence language development. This course examines the stages of literacy
development with respect to reading, writing, speaking, listening, and thinking
and focuses on research-based assessment and instructional strategies for
diverse learners at all levels. Field experience required. Credit, 3 semester hours. PREREQ: 2.0 minimum
QPA.
RDG 3100. Teaching
with Children’s Literature
This
course provides a survey of children's literature from folktales and fairytales
to picture books, poems, and novels for children and young adults. This course
explores the world of authors and illustrators and the best new fiction and
information books. Participants will
extend their knowledge of the genres of children's literature and increase
their ability to evaluate, select, and use children's literature as an integral
part of their classroom and library media center curricula. Field experience required. Credit, 3 semester hours. PREREQ: 2.0 minimum
QPA.
RDG 3200.
Diagnosis and Remediation of Reading Difficulties
This
course explores the use of reading and writing assessments to determine
classroom intervention and instructional strategies. It provides
foundational information about stages of reading and writing acquisition,
factors that impact literacy success or failure, and the nature of literacy
difficulties. This information serves as a context for learning about the
selection, administration, and interpretation of formal and informal classroom
assessments for the purposes of screening, diagnosing, monitoring progress, and
evaluating instruction. Field experience required. Credit, 3 semester hours. PREREQ: 2.0 minimum
QPA.
RDG 3300. Reading Practicum
This
course is the application of RDG 3200 and is designed to provide students with
a semester of field experience in reading and writing assessment, diagnosis,
and remediation. A final clinical report will be created to document all
implemented assessments, interventions, and recommendations for future
instructional recommendations. Field experience required. Credit, 3 semester hours. PREREQ: RDG 3000 and RDG 3200.
SPECIAL EDUCATION (SED)
SED 2800.
Sign Language I
Students
will learn to fingerspell, to use manual communications from vocabulary
development up through the sentence level (500 words), and to describe
categories of hearing loss. Credit, 3
semester hours.
SED 2810.
Sign Language II
Students
will develop a larger vocabulary (1000 words) and greater facility with manual
communications through the paragraph level.
Credit, 3 semester hours. PREREQ: SED 2800.
SED 2820.
Sign Language III
The
student will continue to develop vocabulary and fluency in manual
communications through the conversational level (1200+ words) in addition to
cultural implications and ethics associated with using sign language. The student will be evaluated on fluency,
speed, and accuracy. Credit, 3 semester
hours.
SED
3050. Introduction to Gifted Education
An
introduction to the education of gifted students, emphasizing historical
foundations of gifted education; definitions; federal, state, and local laws
and guidelines; characteristics; theories of intelligence; methods of
identification; and options for service delivery. Credit, 3 semester hours.
SED
3110. Assistive Technology for Students
with Special Needs
This
course of study is designed to give teacher candidates the knowledge and skills
to determine the appropriate current research-validated instructional technologies
for learners with disabilities. Topics including selection, modification, and
classroom use of technology to accommodate the physical, sensory,
communicative, learning, and social limitations associated with disabilities.
Credit, 2 semester hours. PREREQ: SED
3310, SED 3320.
SED
3310. Introduction to the Exceptional
Child
This
is course is designed to provide an introduction to the foundations of special
education: the concept, purposes and responsibilities, laws and policies,
principles and practices for meeting the educational needs of children with
disabilities. The course provides a study of the needs, characteristics, and
categories of exceptional children, as well as the important role parents and
families play in the educational planning and decision-making process. Credit, 3 semester hours.
SED
3320. Special Education Law, Policies,
and Procedures
This
course is designed to give teacher candidates a thorough understanding of the
North Carolina Policies Governing
Services for Children with Disabilities and the federal laws covering
special education. Through this
knowledge the teacher candidate will understand the policies, process and
procedures for providing special education services. Field experience required. Credit, 3 semester
hours.
SED
3330. Teaching Students Who Need
Adaptive or Functional Curricula
This
course is designed to give teacher candidates a broad working knowledge of the
definitions, characteristics, causes, assessment, and services for students who
require either an adaptive or functional curriculum. Characteristics will be
addressed in relation to why and how specialized instruction can meet the
learning and developmental needs of these individuals, specifically in areas of
instructional and assistive learning. Field experience required. Credit, 3 semester hours. PREREQ: SED 3310,
SED 3320.
SED
3340. Instructional Strategies for
Students with Mild to Moderate Disabilities
This
course is designed to give teacher candidates a broad working knowledge of
research-validated cognitive and meta-cognitive learning strategies for use
with students with mild to moderate disabilities. Credit, 3 semester hours. PREREQ: SED 3310,
SED 3320.
SED
3350. Assessment of Students with Mild
to Moderate Disabilities
This
course is designed to give teacher candidates a variety of assessment
strategies and sources to determine students’ prior knowledge, skills,
interests and learning styles. As a
result, teacher candidates will be able to use regular, frequent, valid, and
reliable outcome measures to evaluate and respond to the progress of individual
students toward annual goals. Credit, 3
semester hours. PREREQ: SED 3310, SED 3320.
SED
3360. Differentiation of Instruction for
Special Education Students
This
course is designed to assist K – 12 candidates in effectively adapting lessons
to meet the needs of a diverse group of learners. Candidates will explore creative teaching
strategies, assessments, and technologies that support differentiated instruction
and become familiar with strategies for managing a universally designed
classroom. Credit, 3 semester hours.
PREREQ: SED 3310, SED 3320.
SED
3500. Teaching Students with Academic
Gifts
An
applied course in the education of students with academic gifts. Emphasis is
placed upon the psychological aspects of and methods for teaching students with
academic gifts and talents. Credit, 3
semester hours.
SED
4060. Differentiating Instruction for
the Gifted
This
course focuses on interdisciplinary approaches to instruction and integrative
methods for designing learning experiences for gifted learners. Emphasis is placed on ways to use assessment
data to extend basic differentiation of curriculum elements (i.e., content,
process, product, and learning environment). PREREQ: SED 3050, Introduction to
Gifted Education, is recommended.
SED
4310. Discipline and Classroom
Management
This
course is designed to give teacher candidates the knowledge and skills to teach
students the appropriate behaviors to promote academic and social development.
Teacher candidates will learn small group and individualized behavior
management strategies for students with behavior problems. Field experience
required. Credit, 3 semester hours. PREREQ: Admission to Teacher Education
Program, SED 3310, SED 3320.
SED
4320. Classroom Considerations and the
IEP for Special Education Students
This
course of study is designed to give teacher candidates a thorough understanding
of the IEP development and implementation. Field experience required. Credit, 3
semester hours. PREREQ: Admission to
Teacher Education Program, SED 3310, SED 3320.
SED
4330. Diagnosing and Remediating
Mathematics Problems
This
course of study is designed for teacher candidates to have the knowledge and
skills to use systematic, explicit, multi-sensory methods to diagnose and
remediate mathematics skills. Candidates will also learn how to understand and
provide the essential components of math instruction. Field experience
required. Credit, 3 semester hours. PREREQ: Admission to Teacher Education, SED
3310, SED 3320.
SED
4340. Diagnosing and Remediating Reading
and Writing Problems
This
course of study is designed to give teacher candidates the knowledge and skills
to use systematic, explicit, multi-sensory methods to teach communication
skill, reading and written expression. Field experience required. Credit, 3
semester hours. PREREQ: Admission to Teacher Education Program, SED 3310, SED
3320.
SED
4350. Transition and Collaboration
This
course of study is designed to give teacher candidates a thorough understanding
of policies, process and procedures for planning for successful collaboration
and transitioning for preschool, school, and postsecondary/ adult
students. Field experience required. Credit, 3 semester hours. PREREQ: Admission
to Teacher Education Program, SED 3310, SED 3320.
SED
4360. Internship in Special Education
The
seminar is specifically designed to coincide with the teacher candidate
internship experience. Through the
seminar, teacher candidates are supported with the appropriate resources to
compliment their teaching experience in off-campus public school settings. Emphasis is placed on the purpose,
organization and administration of schools and school systems as well as the
role of the special education teacher.
The teacher candidate is given continual opportunities to reflect on the
application of the total instructional process in special education to
determine effective teaching practices. Graded on a Pass/Fail basis. The course
may be repeated. Credit, 3 semester hours. PREREQ: Completion
of all General Education and Special Education courses, minimum 2.5 QPA.
SED
4830. Methods and Models of Gifted
Education
This
course focuses on methods and models of instruction for high-ability
learners. Special emphasis is placed on
effective instructional methods for gifted students, including problem-based
learning, project-based learning, independent/self-directed learning, Socratic
seminar, critical thinking, and creative problem solving. Credit, 3 semester
hours. PREREQ: SED 3050, Introduction to Gifted Education, is recommended.
SED
4840. Trends and Issues in Gifted
Education/Social and Emotional Needs of Gifted Students
This
course examines the unique social and emotional needs of children and youth who
are gifted, including those from special populations. This course focuses on program design/program
evaluation, identification of underserved populations, identification of
underachieving gifted learners, and identification of resources for gifted
education. Credit, 3 semester hours. PREREQ: SED 3050, Introduction to Gifted
Education, is recommended.
SED
4960. Internship for Special Education
Teacher Candidates
The
teacher candidate internship provides a full-time full-semester teaching
experience in off-campus special education classes in public school
settings. The candidate’s elementary or
secondary placement is dependent upon the candidate’s concentration and the
internship will be closely monitored by a clinical teacher and university
supervisor. Credit, 9 semester hours. PREREQ: Admission to the Professional
Semester. COREQ: SED 4360.
EDUCATIONAL MEDIA (EDM)
EDM
3600. Introduction to Graphic Arts
Designed
as an introduction to handset and offset printing. Covers the areas of basic
press operations, mechanics of type, copy camera operations, darkroom
techniques, and plate processing. Pass/Fail grading. Credit, 3 semester hours. PREREQ: Permission of instructor.
EDM
3610. Advanced Graphic Arts
A
continuation of EDM 3600. Pass/Fail grading.
Credit, 3 semester hours. PREREQ:
EDM 3600 and/or permission of instructor.
EDM
4600. Audio‑Visual Materials and
Procedures
Principles
underlying the selection and use of multimedia materials for instructional
purposes. Credit, 3 semester hours.
EDM
4610. Advanced Educational Media
Modern
communications technology and its place in instruction. Problems of
utilization, evaluation of learning materials and research; television, motion
pictures, teaching machines, programmed instruction and experimental
innovations. Credit, 3 semester hours.
EDM
4660. Workshop in Educational Media for
Teachers
A
workshop designed to acquaint in-service teachers with the role of educational
media in the teaching‑learning process with the selection and utilization
of major types of audio‑visual materials.
Credit, 3 semester hours.
GRADUATE
COURSES
For
complete information about programs and courses leading to the Master of Arts
in Education (M.A.Ed.), see School of Graduate Studies.