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EDSE - Special Education

EDSE 200 Human Exceptionalities (3)

Provides historical perspective and current views of exceptionalities. Develops specific information regarding human exceptionalities while clarifying realistic attitudes towards persons with exceptionalities.

EDSE 201 Culture of Special Education (3)

Introduction to special education, including: historical and legal perspective, characteristics of individuals with exceptionalities, issues related to identification and services, role of professionals in special and general education.

EDSE 202 Communication, Consultation, and Collaboration in Special Education (3)

Addresses intrapersonal and interpersonal intelligences as applied to the skills of communication, consultation, and collaboration in the context of serving students with special needs in the public schools.

EDSE 203 The Individualized Education Program and the Collaborative Process (3)

Prerequisites: EDSE 201 or concurrently. Addresses the development of the Individual Education Program through effective collaboration and consultation, including pre-referral through implementations, individualized planning, and student and family involvement.

EDSE 254 American Sign Language 1 (3)

Introduces the basics of American Sign Language (ASL) and Deaf Culture. The focus of the course is on receptive and expressive skills in basic language, dialogue and vocabulary development.

EDSE 308 Workshop in Special Education (1-3)

For beginning teachers and clinicians. Topics will include observation, techniques, programming, community relations, child development as related to exceptional children and evaluation for placement. Repeatable, under different subtitles.

EDSE 311 Including Exceptional Students in the Middle Grades Classroom (3)

Full admittance to PTEP required. Introductory course providing rationale for including students with disabilities in middle school classrooms. Study identification, referral, terminology, methods for adapting curriculum/instruction/behavior, and development of work samples for students.

EDSE 320 Assessment in Special Education (3)

Prerequisites: EDSE 201, EDSE 203, or concurrently. Provisional or full admittance to PTEP required. Explore issues in assessment related to exceptional children. Emphasis placed on principles, purposes and processes of assessment related to programming in special education.

EDSE 321 Advanced Assessment in Special Education (2)

Prerequisite: EDSE 320. Applied experience in the administration and interpretation of formal and informal achievement tests used with exceptional individuals. Field experience required.

EDSE 322 K-12 Methods in Special Education (5)

Prerequisites: EDSE 201, EDSE 203. Provisional or full admittance to PTEP required. Instructional and methodological issues in the education of students with exceptionalities. Emphasis is on academic content areas across the curriculum and the development of positive learning environments. Field experience required.

EDSE 323 Methods for Elementary Students with Exceptionalities (3)

Prerequisites: EDSE 201, EDSE 202. Provisional or full admittance to PTEP required. Instructional practices in mathematics, social studies, and science for elementary students with exceptionalities.

EDSE 324 Special Education Practices in Secondary Schools (4)

Prerequisites: EDSE 201, EDSE 202. Laboratory required. Provisional or full admittance to PTEP required. Describes the array of practices, methodologies, and evaluation options at the secondary level for students with disabilities. Provides opportunities for person-centered planning and subsequent individualized program implementation.

EDSE 325 Behavioral Dimensions of Students with Exceptionalities I (2)

Prerequisites: EDSE 201, EDSE 320. Provisional or full admittance to PTEP required. Addresses behavioral theories and their application in creating effective environments and in assessing and managing classroom behavior.

EDSE 326 Behavioral Dimensions of Students with Exceptionalities II (3)

Prerequisites: EDSE 201, EDSE 320 and EDSE 325. Provisional or full admittance to PTEP required. Learners will apply the principles of classroom management, assess student behavior, and develop individualized behavior plans that promote positive affective/social/academic growth. Field experience required.

EDSE 354 American Sign Language II (3)

Prerequisite: EDSE 254 or equivalent. This course expands knowledge of and experiences in Deaf Culture and American Sign Language (ASL) skills It is designed to develop communicative competence at an intermediate level.

EDSE 360 Adaptation, Modification, and Integration of Curriculum for the Secondary Exceptional Learner (3)

Provisional or full admittance to PTEP required. Provides secondary classroom teacher information about special education, exceptional learners, and operational components in Special Education, and techniques for integration of special needs students including modification, adaptation, and specialized resources.

EDSE 380 Introduction to the Education of the Gifted and Talented (3)

Definitions, characteristics, and needs of diverse groups of gifted/talented children/youth will be covered. Emphasis on identification of these children and the appropriate curriculum/programming options to facilitate their needs.

EDSE 406 Behavior is Language: Special Education Strategies for Managing Disruptive Behavior (3)

Designed to provide teachers with intervention strategies/behavior techniques to remediate disruptive behaviors and reduce power struggles while increasing classroom control.

EDSE 422 Directed Studies (1-3)

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

EDSE 430 Exceptional Student in the Elementary Classroom (2)

Provisional or full admittance to PTEP required. Provide elementary level licensure candidates current research/practices related to students with exceptionalities. Identify/adapt instruction for students with a wide range of disabilities. Field experience will be used extensively.

EDSE 433 Exceptional Students in the Regular Classroom (2)

Required of students majoring in Fine Arts, Physical Education, Music Education and Vocational Education. Provides information on handicapped and gifted students, identification procedures and teaching techniques.

EDSE 440 Introduction to the Education of the Visually Handicapped (3)

Non-majors only. Descriptions of visual disabilities, the history and background of formalized educational and rehabilitative services, basic medical and psychological aspects and an overview of the types of organizations serving the field.

EDSE 442 Language and Literacy for Students with Severe Delays (3)

Prerequisites: EDSE 201, EDSE 203, EDSE 320, EDRD 410, EDRD 411, ASLS 266 and ASLS 365. Full admittance to PTEP required. Exploration of life span relationships between significant oral language delays, home/school dialectical mismatches, or language differences and the acquisition of literacy in both its oral and written dimensions. Field experience required.

EDSE 443 Support System in Special Education (3)

Prerequisites: EDSE 201, EDSE 203. Full admittance to PTEP required. Students will acquire skills in case management, facilitating support processes, and delivering direct support within general education settings for students receiving special education services. Field experience required.

EDSE 444 Student Teaching in Special Education (12-15)

Prerequisites: EDSE 201, EDSE 203, EDSE 320, EDSE 322, EDSE 323, EDSE 324, EDSE 325, EDSE 326, EDSE 442, EDSE 443. Full admittance to PTEP required. Fifteen weeks full-time teaching (7-8 weeks elementary, 7-8 weeks secondary) in special education, providing competencies for carrying out roles of special education teacher, facilitator of learning and program manager. S/U graded

EDSE 454 American Sign Language III (3)

Prerequisites: EDSE 254 and EDSE 354, or equivalent. Expand knowledge of and experiences in Deaf Culture and American Sign Language (ASL). Designed to emphasize ASL grammar and sentence structure and to develop communicative competence beyond an intermediate level.

EDSE 460 Culturally and Linguistically Diverse Students with Disabilities (3)

Explores language and cultural variables that influence instruction and assessment practices for students with disabilities who come from culturally and linguistically diverse backgrounds.

EDSE 500 Field of Special Education (3)

Historical development and present status of individuals with disabilities and those who are gifted. Focus on communication, parent involvement, finance, legal issues, ethics/professionalism and trends in special education.

EDSE 501 The Exceptional Learner (3)

Basic issues in dynamics of learning and evaluation related to exceptionality. Emphasizes understanding learning and evaluation processes for purposes of individual and group educational planning.

EDSE 502 Communication, Collaboration and Consultation for Special Educators (3)

Develop skills in intrapersonal/interpersonal dynamics in serving exceptional learners. Focus on communication, collaboration and consultation in the context of multicultural educational settings along a continuum of special education.

EDSE 503 Effective School Environments for Learners with Exceptional Needs (3)

Study of components of effective schools and the relationship to child, family, community and professionals. Roles of special educators and different service delivery models presented and analyzed.

EDSE 504 Transition Planning and Service Delivery for Students with Special Needs (3)

Provide theoretical framework in transition process from school to adult life including historical/legal, planning, curricular, interagency, self-determination and parent/family aspects of transition.

EDSE 505 Assessment of Exceptional Individuals (3)

Explore issues in assessment related to exceptional children. Emphasis placed on principles, purposes, and processes of assessment related to programming in special education.

EDSE 506 Teaching Students with Special Needs in Inclusive Settings (3)

Introductory course designed for regular classroom teachers with information about various disabilities and the gifted/talented. Emphasis on identifying, accommodating and adapting for students in inclusive settings.

EDSE 508 Workshop (1-3)

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

EDSE 510 Foundations of Special Education (3)

This course is designed to provide the historical and legal foundations of special education and the educational implications for the teacher and exceptional child.

EDSE 511 Learning Environments and Cultural Considerations (3)

This course provides an overview of learning environments, collaboration and consultation among teachers, related services professionals, and families, and emphasizes culturally appropriate communication strategies.

EDSE 512 Assessment, IEP Development, and Instructional Planning (3)

Students gain knowledge and skills for selecting, adapting, and using assessments, developing Individualized Education Programs, and planning instruction within a continuum of service delivery models.

EDSE 513 Professional Renewal (1-3)

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

EDSE 520 Survey of Learners with Severe Disabilities (3)

Includes an overview of persons with profound needs and their families including their characteristics and needs. Programmatic issues are also emphasized in relation to current research.

EDSE 521 Educational Assessment of Learners with Severe Disabilities (3)

Emphasizes the assessment - intervention - evaluation approach for learners with profound needs. The use of developmental/ behavioral/ecological assessment approaches as well as transdisciplinary approaches are emphasized.

EDSE 522 Methods of Teaching Learners with Severe Disabilities: Early Childhood Transitions and the Elementary School Years (3)

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Review methodological approaches to serving individuals with profound needs and their application; emphasizes teaching strategies, consultation techniques and accessing multi-agency resources.

EDSE 523 Methods of Teaching Learners with Severe Disabilities: Middle School, Secondary Settings, and Transitions to Adulthood (3)

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Reviews teaching approaches to serve students with profound needs at the prevocational/vocational levels and application of approaches; emphasis on residential-employment competencies and transition from school to work.

EDSE 524 Seminar in Education of Learners with Profound Needs (3)

Designed to synthesize experience and coursework in the area of educating students with profound needs. Emphases are on issues, research, classroom application and consultation.

EDSE 525 Research and Policy for Learners with Profound Needs (3)

Consent of instructor. Includes research and policy relative to the learners with profound needs. Ethics of conducting research with these individuals, current research results and relevant public policy are the main foci.

EDSE 526 Practicum with the Learners Who Have Severe Disabilities (3-12)

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Entails supervised clinical experience with young and older individuals with profound handicaps. Daily supervision by a master teacher with overall supervision by UNC faculty is provided. S/U graded. Repeatable, maximum of 12 credits.

EDSE 528 Linguistically Diverse Students with Low Incidence Disabilities (2)

Prerequisites: Regular admission into one of the Special Education Severe Needs Programs, or completion of one of the programs. Introduce instructional and assessment issues related to the education of linguistically diverse students with low incidence disabilities.

EDSE 530 Parent/Professional Partnerships (3)

Provides theory and practices regarding understanding and helping parents deal with their young handicapped child. Issues regarding family coping, parent-professional partnerships and parent training are emphasized.

EDSE 531 Assessing Young Children with Special Needs (3)

Focus on assessment tools and techniques for teacher evaluation of educational progress in young children with special needs. Plan educational programs with appropriate curricular content for individual children.

EDSE 533 Methods in Early Childhood Special Education (3)

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Provides skills in an assessment- intervention-evaluation programming philosophy. Different aspects of intervention and their common elements are covered. A developmental focus with consideration of child's functional needs is emphasized.

EDSE 534 Research and Policy in Early Childhood Special Education (3)

Review current policies related to the education of infants and young children with special needs. Familiarize students with research studies and classroom applications.

EDSE 535 Practicum in Early Childhood Special Education (3-12)

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Consent of instructor. Integrative field experience in practicum settings under college supervision and certified teacher. Provides experiences of sufficient scope, intensity and length to assure demonstration of competencies in EDSE. S/U graded. Repeatable, maximum of 12 credits.

EDSE 536 Early Intervention for Infants and Toddlers with Special Needs (3)

Explores theoretical and practical approaches to early intervention for at-risk or disabled newborns, infants and toddlers. Focus on identification, program development and evaluation, instructional techniques and family involvement.

EDSE 540 Independent Living for Individuals with Visual Disabilities (1-2)

Required laboratory arranged. Gain ability to understand the use of adapted materials and techniques in teaching independent living to individuals with visual disabilities. Emphasis given to recreational areas. Repeatable, maximum of 2 credits.

EDSE 541 Introduction to Visual Impairment and Deaf-Blindness (3)

Historical perspectives and current educational services for the student with visual impairment and deaf-blindness across the lifespan. Emphasis is placed on growth and development and psychosocial effects of visual impairment.

EDSE 542 Assessment and Methods for Teaching Students with Visual/Multiple Disabilities (3)

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Discuss causes, characteristics, educational implications and instructional methods for student with visual/multiple disabilities. Learn effective teaming and collaborative planning strategies.

EDSE 543 Braille Codes and Formats (3)

Study literary and nemeth codes, basic abacus operations. Techniques of teaching literacy skills to students with visual disabilities are included.

EDSE 546 Principles of Orientation and Mobility (3)

Philosophy and history of cane instruction, dog guides and other methods of travel. Techniques in developing orientation skills and pre-cane mobility instruction. Gross motor and concept development are presented.

EDSE 547 Individual Instruction in Orientation and Mobility (3)

Prerequisite: EDSE 546. Full admittance to PTEP or certification at undergraduate level required. Consent of instructor. Required laboratory arranged. A study of methods involved in general navigation and environmental awareness relating to severe vision needs. Travel techniques are gained while working under simulated conditions. Repeatable, maximum of four credits.

EDSE 548 Medical and Educational Implications of Visual Impairments (3)

Anatomy and physiology of the eye, medical and educational assessment of low vision and functional implications of various eye conditions. Techniques to develop use of functional vision.

EDSE 549 Assessment of Students with Visual Impairments (3)

Prerequisites: EDSE 541, EDSE 548, and PTEP Admittance. Assessment procedures related to learners with visual impairments. Determination of learning needs and appropriate learning media. Relationship of assessment, IEP development and placement.

EDSE 550 Foundations of Deaf Education (3)

Prerequisites: Full PTEP admission, EDSE 550. This course is designed to provide the historical, legal, and cultural foundations of deaf education and the educational implications for the teacher and student who is deaf or hard of hearing.

EDSE 601 Supporting Special Students in the Mainstream (3)

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Interventions for students with moderate academic difficulties in inclusive settings including (a) collaborating in providing direct service and (b) providing scaffolds to enable students to perform independently.

EDSE 602 Behavioral Disorders: Characteristics, Identification and Intervention (3)

Examine typical characteristics associated with severe behavior problems and procedures for identification. Emphasis on development of appropriate intervention programs.

EDSE 603 Practicum with Moderate Needs Students (3-12)

Prerequisites: Full admittance to PTEP or licensure at the undergraduate level required. Consent of Instructor. Supervised practica in programming for and teaching moderate needs students including assigned seminar topics. Additional seminar time required. S/U graded. Repeatable, maximum of 12 credits.

EDSE 606 Instructional Methods for Students with Special Needs (3)

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Teaches about major current techniques, methods, philosophies and trends in teaching communication, affective and cognitive needs students with moderate/severe disabilities.

EDSE 608 Case Studies with Students with Special Needs (3)

Consent of instructor. Required laboratory arranged. Applied experience in assessment and teaching of exceptional individuals. Work a minimum of 45 clock hours one-on-one with exceptional individual in school or clinical setting.

EDSE 609 Language Development: Disorders of Individuals with Special Needs (3)

Consent of instructor. In-depth study of language and speech disorders, including assessment instruments and teaching strategies related to language and communication. Focuses on the language of students with special needs.

EDSE 610 Interventions for Students with Severe Affective Needs (3)

Knowledge and classroom application of group and individual interventions for students with severe affective needs. Includes auxiliary services and parent interventions.

EDSE 611 Seminar in Severe Affective Needs (3)

Consent of instructor. This course is designed to synthesize experience and coursework in the area of students with severe affective needs. Emphases are on issues, research and classroom application.

EDSE 612 Practicum with Students with Severe Affective Needs, Ages 5-21 (3-12)

Prerequisites: Full admittance to PTEP or licensure at the undergraduate level required. Consent of instructor. Integrative experiences of sufficient scope, intensity, and length to assure demonstration of all Teacher II affective program competencies. Seminar required. S/U graded. Repeatable, maximum of 12 credits.

EDSE 613 Applied Assessment (3)

PTEP Admission and EDSE 512 required. Students develop assessment skills related to students with disabilities focusing on principles, purposes, and the practice of assessment tools, including formal and informal measures.

EDSE 614 Behavioral Interventions (3)

Prerequisites: Full admittance to PTEP. This course is designed to provide special educators with researched-based assessment and intervention strategies for working with individuals who have behavioral needs.

EDSE 615 Special Education Law: Cases and Trends (3)

Enhances student's skills to read integratively special education laws and ensuing litigation. Readings will include public laws, court transcripts and a selected case synopsis(es) pertaining to a particular exceptionality.

EDSE 616 Scientifically Based Literacy Interventions (3)

Prerequisites: Full admittance to PTEP. Scientifically based literacy interventions for learners with exceptional needs; theoretical models related to interventions addressing the five reading components (i.e., phonemic awareness, phonics, vocabulary, comprehension, and fluency).

EDSE 617 Mathematics and Content Area Learning for Students with Disabilities (3)

Prerequisites: Full admittance to PTEP. Prepare teachers to teach mathematics and content areas to students with disabilities. Scientifically research-based and validated methods will be emphasized for effective instruction, technology use, and collaborative support.

EDSE 618 Educating Students with Significant Support Needs (3)

Prerequisites: Full admittance to PTEP. This course addresses planning, managing, and collaboratively delivering educational plans and interventions for students with severe disabilities. It addresses academic, communication, behavioral, medical, and unique individual needs, K-12.

EDSE 619 Secondary Services (3)

Prerequisites: Full admittance to PTEP. This course includes an overview of transition services, academic strategies, community-based instruction, and contextual learning in a standards-based framework. Student self-determination and interagency coordination is included.

EDSE 620 Psycho-Social Aspects of Students with Severe Cognitive Needs (3)

In-depth study of sociological and psychological aspects of students with severe cognitive needs. Focuses on issues relative to life care and treatment of the cognitive needs student.

EDSE 621 Seminar in Severe Cognitive Needs (3)

This course is designed to synthesize experience and coursework in the education of students with severe cognitive needs. Emphases are on issues, research and classroom application.

EDSE 622 Directed Studies (1-3)

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

EDSE 623 Practicum with Students with Severe Cognitive Needs, Ages 5-21 (3-12)

Prerequisites: Full admittance to PTEP or licensure at undergraduate level required. Consent of major advisor. Integrative experiences of sufficient scope, intensity, and length to assure demonstration of all Teacher II cognitive program competencies. Seminar required. S/U graded. Repeatable, maximum of 12 credits.

EDSE 630 Seminar in Severe Communication Needs (3)

This course is designed to synthesize experience and coursework in the education of the severe communication needs. Emphases are on issues, research and classroom application.

EDSE 640 Methods of Teaching Students with Visual Impairment (3)

Prerequisistes: EDSE 541, EDSE 548, full PTEP Admittance. Curriculum development, adaptations, and teaching methodology for individuals with visual impairments. Modification of general and functional curricular areas. Emphasis on methods of teaching skills and the core curriculum.

EDSE 642 Advanced Seminar in Education of Students with Visual Disabilities (3)

Prerequisites: Enrollment prior to or concurrent with EDSE 644, full PTEP admittance. Role and responsibilities of the teacher of students with visual impairments as an educational team member, professionalism, ethics, consultation and collaborative partnerships, and social skill development. Full PTEP Admittance.

EDSE 644 Practicum in Education of Students with Visual Impairments, K-12 (6-12)

Prerequisites: EDSE 541, EDSE 543, EDSE 546, EDSE 548, EDSE 549, EDSE 640, EDSE 645. Full admittance to PTEP or certification at undergraduate level required. Consent of instructor. Supervised teaching experience with students with visual disabilities, K-12, planning and implementing lessons, preparing materials, participating in staffings, IEP/IFSP development and parent conferences. Repeatable, maximum of 12 credits.

EDSE 645 Advanced Braille Codes and Formats (3)

Prerequisites: EDSE 543 or proof of mastery from an approved examination or other demonstration of basic literary braille skills. Instruction in Nemeth Code (braille math code). Introduction to advanced braille codes, formats and techniques for teaching skills in each code including music, foreign language, chemistry, and computer braille.

EDSE 647 Assessment and Methods in Orientation and Mobility (3)

Prerequisites: EDSE 546, EDSE 547. Consent of instructor required. Full admittance to PTEP or certification at undergraduate level required. Weekly seminar explores methods and strategies for teaching independent travel techniques to students with visual and other disabilities. Student provides individualized instruction to visually impaired person with faculty supervision.

EDSE 648 Practicum in Orientation and Mobility (9)

Full admittance to PTEP or certification at undergraduate level required. Consent of major advisor required. Supervised teaching experience with both blind and low vision individuals in orientation and mobility. Observation of varied programs; e.g., resource room itinerant plan, residential school and rehabilitation settings.

EDSE 651 Collaboration: Deaf/Hard of Hearing (3)

Prerequisite: EDSE 550. Full PTEP Admittance. Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.

EDSE 652 Speechreading, Auditory Training and Amplification (3)

Prerequisites: ASLS 370, EDSE 450. Amplification; personal and group, components, evaluation, maintenance, application to auditory training, speech, speech-reading. Develop receptive language through auditory and visual channels for individuals who are deaf or hard of hearing.

EDSE 653 Speech, Severe Needs: Hearing (3)

Prerequisite: EDSE 450. Full admittance to PTEP or certification at undergraduate level required. Develop competencies to teach speech to individuals who are deaf or hard of hearing, including appropriate methods, strategies, techniques and materials; develop a speech program, assess speech behaviors.

EDSE 654 Language, Severe Needs: Hearing (3)

Prerequisite: EDSE 450. Full admittance to PTEP or certification at undergraduate level required. Consent of instructor. Required laboratory arranged. Develop competencies to assess, teach, and evaluate language for individuals who are deaf or hard of hearing. Methods, materials, and techniques appropriate for developing comprehensive expressive/receptive language program.

EDSE 655 Reading, Severe Needs: Hearing (3)

Prerequisite: EDSE 450. Full admittance to PTEP or certification at undergraduate level required. Emphasizes relationship of cognition, language and reading for individuals who are deaf or hard of hearing. Learn process, approaches, methods, techniques, appropriate materials, and assessment of reading behaviors.

EDSE 656 Methods of Teaching Content: Severe Needs Hearing (3)

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Consent of instructor. Required laboratory arranged. Study design of curriculum. Plan, implement and evaluate learning experiences in content subject areas and create and adapt materials appropriate for individuals who are deaf or hard of hearing.

EDSE 657 Practicum, Severe Needs: Hearing (6-12)

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Consent of major advisor required. Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing. Repeatable, maximum of 12 credits.

EDSE 680 Administration and Supervision of Special Education (3)

Designed to review problems and strategic opportunities in the administration and supervision of special education programs and services. Emphases include leadership and management, organizational planning and change, and strategic thinking.

EDSE 681 Administrative Planning and Program Evaluation in Special Education (3)

Prerequisite: EDSE 603. Prepares individuals to conduct program/service evaluations, organize data for decision-making purposes, understand resource utilization, develop collaborative partnerships, and integrate systems of accountability into other administrative functions.

EDSE 682 Foundations in Gifted Education (3)

The purpose of this course is to address the foundational underpinnings of gifted and talented education, including the history of the field; pertinent theories and research in the area of intelligence, creativity, and human development; knowledge of public policy; current brain research; and how these concepts can be applied in educational settings.

EDSE 683 The Gifted Learner: Nature and Needs (3)

The knowledge base of definitions, characteristics, traits and needs of diverse groups of learners with gifts and talents will be examined. Emphasis is placed on identification, assessment and appropriate placements.

EDSE 684 Assessment and Identification in Gifted Education (3)

Prerequisites: EDSE 682 and EDSE 683. The content of this course includes procedures in the assessment of students for the purpose of selecting appropriate and relevant educational strategies, and identifying students for services and programs.

EDSE 685 Curriculum & Instructional Practice in Gifted Education (3)

This course focuses on development of curriculum and implementation of teaching practices centered on discipline-based knowledge, learning styles, cultural variation, depth and complexity of content, and provisions for independent investigation.

EDSE 686 Emotional and Social Development of the Gifted and Talented (3)

This course is designed for learners to develop a knowledge base of the affective, social and cognitive development and needs of the various types of gifted students.

EDSE 687 Program Strategies and Services For the Gifted and Talented (3)

Prerequisite: EDSE 683. This course addresses the basic program models, strategies and services necessary for developing appropriate education for the gifted. Real-life scenarios are basic in determining appropriate strategies and services.

EDSE 688 Communication and Leadership in Gifted Education (3)

Topics include communication, consultation and collaboration for the implementation of education for the gifted and talented. Teachers are a main source of leadership for school, district and state levels.

EDSE 689 Creativity in Gifted Education (3)

The focus of this course is the examination of theories of creativity, research in creativity and the teaching of creative thinking skills in the context of gifted education programming.

EDSE 690 Highest Levels of Learning for the Gifted and Talented (3)

Prerequisite: EDSE 682, EDSE 683, EDSE 685. This capstone seminar is designed for learners to synthesize knowledge and skills regarding cognitive needs of students who are gifted and talented. Emphasis is on enrichment/acceleration, inquiry, seminars, in depth studies.

EDSE 691 Practicum in Teaching the Gifted and Talented (1-12)

Prerequisites: EDSE 683, EDSE 685, EDSE 687. Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences. Repeatable, maximum of 12 credits.

EDSE 693 Practicum in Special Education (3-12)

Prerequisites: EDSE 510, EDSE 511, EDSE 512, EDSE 614, EDSE 617, EDSE 618, and EDSE 619. EDSE 615 may be taken concurrently. Full PTEP Admission. Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members. Unlimited Repeatability.

EDSE 718 Advanced Seminar in Education of Students with Hearing and/or Visual Handicaps (3)

Investigation of the issues and trends in education of infants, children and youth with hearing and/or visual disabilities: focus on research, curriculum, instructional strategies and other administrative concerns.

EDSE 721 Theoretical Foundations of Special Education I (3)

In-depth study of special education's enrichment by conceptions of the nature of exceptionality, learning and instruction that have and are emerging from biological and sociocultural constructivism, phenomenology and holism.

EDSE 723 Seminar in Facilitating Personal and Professional Development in Special Education (3)

Assist learners with development of the skills and knowledge necessary to function as special educators who effectively interact with diverse students, teachers, administrators and parents.

EDSE 727 Seminar in Exceptionalities (3)

Investigation of the issues and trends in education of students with exceptionalities. Focus on research, curriculum and instructional strategies.

EDSE 728 Seminar in Professional Writing (3)

To develop an understanding of the importance of and the procedures involved in professional writing, with emphasis on writing grant applications for the United States Department of Education.

EDSE 729 Apprenticeship in Special Education (1-4)

Consent of instructor. Jointly defined experiences on campus in intensive mentor/apprenticeship project; participating in all aspects of inquiry, administration, or university teaching from planning through dissemination/publication. Repeatable, maximum of 12 credits, under different subtitles.

EDSE 730 Externship in Special Education (1-12)

Consent of Instructor. Supervised program of participation in a variety of settings outside the University that serve exceptional persons. The externship requires an individually arranged field experience. Repeatable, maximum of 12 credits, under different subtitles.

EDSE 731 Topical Seminar in Special Education (3)

Course content differs to ensure flexibility promoting cutting-edge knowledge. Faculty share expertise in depth. Students select from offerings to individualize program and utilize wide variety of methods of inquiry. Repeatable, maximum of 15 credits, under different subtitles.

EDSE 797 Doctoral Proposal Research (1-4)

Permission of major advisor. Required of all doctoral students. A student must earn 4 hours of credits as a partial fulfillment of requirements for all doctoral degrees before admission to candidacy. S/U graded. Repeatable, maximum of four credits.

EDSE 799 Doctoral Dissertation (1-12)

Permission of major advisor. Required of all doctoral candidates. A student must earn 12 hours of credit for the dissertation as a partial fulfillment of requirements for any doctoral. S/U graded. Repeatable, no limitations.

EDSE 999 Graduate School Continuous Registration (1)

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.


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