Special Education, Leadership and Professional Studies Courses
Educational Administration (EAD) courses
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An introductory course designed for the student considering a career in educational leadership. Explores the history, basic theories, and major areas of responsibility in school leadership. EAD 751 is the first course to be taken in an administration degree program.
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Prerequisite: EAD 788 or SFR 780.
The culminating course in the Educational Administration master's degree programs. The course results in the completion of the student's research major project; preparation and presentation of the student's graduation portfolio; and completion of departmental assessments.
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This course is an examination of the leadership responsibilities of the K-12 school principal for certification K-8 and 7-12. Instructional leadership, decision-making, problem solving, effective schools correlates, data analysis, accountability, the change process, school culture, diversity, and school improvement concepts will be emphasized.
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This course is designed for future K-12 principals for the study of K-12 education program development, administration and supervision in accordance with the goals and outcomes as outlined by the Professional Standards for Educational Leaders (PSEL), the Leadership Developmental System (LDS), the Missouri Leader Standards as well as the EAD Knowledge Base. The course provides a broad overview of the essential elements of K-12 educational programs including curriculum, instruction, materials, and program evaluation recommended by the various learned societies for educational administration.
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An analysis of instructional programs and the role of the school administrator in developing learner-centered school cultures and supporting research-based instruction.
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Emphasis is on basic administrative skills including fiscal management and building utilization as well as the skills and processes needed to collaboratively develop and maintain strategic plans.
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Designed to develop skills in effective interpersonal skills, written and oral communication within a diverse cultural community.
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Explores the statutory and regulatory requirements as well as the ethical implications of policy initiatives inherent in the effective operation of a school.
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Administrative functions related to human resource management and development as well as enhancing the performance of the instructional personnel. (i.e. recruitment, selection, retention, training, supervision, evaluation of staff.)
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Designed to provide skills to establish, administer, and supervise special education services and other student programs. Programs in the area of special education, guidance, vocational education, early childhood as well as current state and federal programs affecting education are emphasized.
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Introduction to the research designs and analysis techniques of action research. Student will engage in activities designed to examine current best practices in the school setting through a methodical, research-based orientation with the ultimate goal of assessing the effect of innovative practices on a variety of school variables.
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Course is designed to allow students an opportunity to apply knowledge and understanding gained from program coursework to the field. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. During the internship, students are required to document internship hours 300 (150 hours/semester) to meet DESE requirements for certification. Part 1 of the internship has a minimum of 150 hours of leadership/activity experience. May be repeated to a maximum of five hours.
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Course is designed to allow students an opportunity to continue to apply knowledge and understanding gained from program coursework to the field. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. By the end of Part 1 and Part 2 internship experiences, students must have documented 300 hours total (150 hours/semester) to meet DESE requirements for certification. May be repeated to a maximum of five hours.
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Course requires students to study and interact with community/regional and state agencies that relate to the school administrator or supervisor (i.e. juvenile court, law enforcement, community support services). Students may accumulate hours during this internship to count toward their total hours for EAD 790 K-12 Principal Internship Onsite-Part 1 and EAD 791 K-12 Principal Internship Onsite-Part 2. May be repeated to a maximum of five hours.
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Prerequisite: master's degree in Educational Administration without K-12 building level certification (as required by DESE).
This internship course is designed for those students who have earned a master's degree in Educational Administration but do not have K-12 building level certification. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. During the internship, students are required to participate in and document 50 additional internship hours in either an elementary or secondary school (depending on the area needed for certification) in order to meet DESE requirements for K-12 certification. May be repeated to a maximum of five hours.
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Prerequisite: EAD 788 and SFR 780.
Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.
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Designed as an advanced level course for the study of barriers to learning, strategies to reduce or eliminate those barriers, stakeholder involvement, advanced strategic planning techniques and program development, in accordance with the goals and outcomes of the I.S.L.L.C. standards and the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other I.S.L.L.C. member states. The course provides an opportunity for students to identify significant barriers to learning within an educational setting, analyze the conditions of the educational setting and take specifics steps to eliminate the barriers and support student success.
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Designed as an advanced level course for the study of the larger contexts of education. Students will study state, multi-state and national trends/issues, analyze their effect upon local school programming and student learning, identify appropriate outside agencies for initiating collaborative relationships as well as identify adaptive leadership behaviors to respond to various trends/issues. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states. These goals and outcomes are based upon ISLLC standards as well as the EAD Knowledge Base.
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Designed as an advanced level course for the study of establishing, nurturing and sustaining effective school-community partnership programs. Students will be exposed to content and will generate material that demonstrates the ability to develop partnerships with business, higher education and other community groups which supplements the learning environment and supports the overall mission of the school as outlined by goals and objectives of the ISLLC standards as well as the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states. The course provides a broad overview of the essential elements of educational partnership programs while working with social agencies and elementary grant writing.
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Designed as an advanced level course for the study of enhancing professional performance through effective staff development and performance enhancement efforts. Students will demonstrate the ability to collaborate professionally with staff to enhance performance and promote successful teaching and learning in accordance with the goals and outcomes as outlined by ISLLC standards as well as the EAD Knowledge BASE. The course provides a broad overview of advanced elements of supervision including national teaching standards, adult learning theory, effective staff development and use of data to inform professional development efforts. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states.
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Overview of the origins and the nature and impact of political forces surrounding and influencing schools. Students will study the increasingly complex political web of American education as well as research the continuing debate dealing with local control versus the expanding role of state and federal government. This course will help the student in educational administration analyze the various core constituencies of school politics, analyze the issues/demands made in the school community, and study the intervening variables associated with school issues as well as the decisions which must be made by school policy makers.
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This course will provide knowledge related to areas of personnel process such as: human resource planning, recruitment, selection, placement, induction, staff development, appraisal, compensation, negotiation, employment conditions, employee data, support staff, empowerment of staff, policies and procedures, and career paths.
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This course involves the completion of field projects conducted in cooperation with a public school district or appropriate agency. Requires a formal investigation and survey of a recognized problem within a selected institution. The nature of the investigation may also be in-depth, independent research relevant to current practice in any facet of the educational process. The subject for investigation is selected by the student with approval of the advisory committee. An oral review of the project will be presented to a selected faculty committee. May be repeated to a maximum of six hours. A maximum of three hours may be counted toward degree.
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Designed to upgrade educational leaders in human relations skills. Major focus will be on effective group processing and dynamics, understanding learning styles and cultural diversity issues, and facilitating skills for school improvement.
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Analysis and discussion relating to current problems of school management involving decision making, data processing, operations, research, work and wages, unions and management, and purchasing.
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A course designed to investigate and analyze current and innovative instructional programs. Special emphasis is given to national reports on educational practices and the development of a model school of the future.
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An examination of the various strategies involved in establishing effective internal and external communications. The responsibilities of boards of education, administrative officials, staff personnel, students, and the community will be emphasized.
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Constitutional statutory and case law that relates to all staff personnel, students, school district and other allied governmental units is investigated, analyzed and discussed. Special emphasis is given to the study of contracts, dismissals, tenure, retirement, pupil injuries, liability of school personnel, school district and board member's legal rights and responsibilities.
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A study of school budgeting procedures, revenue and expenditure accounting, problems related to local, state and federal financing of public school operations. The Missouri Uniform Accounting System for Public Schools is utilized in the development of a major school finance project.
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Designed to familiarize students with the development of master plans and educational specifications for a school facility. Attention is given to site and building evaluations, barrier-free facilities, bond issues, remodeling, energy conservation, contractor and architectural responsibilities, and equipping and maintaining school plants.
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Designed to upgrade the school administrator or leader's knowledge and skills in specialized areas of current interest and need. Variable content course. May be repeated to a maximum of six hours.
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Problem-based field experiences at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community. Students spend specified periods of time working with experienced administrative personnel.
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Problem-based field experience at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community.
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Designed as a certification course for the recommendation as a Special Education Director in accordance with the goals and outcomes as outlined by ISLLC, MoSPE, as well as the EAD Knowledge Base. The course provides the broad overview of the essential elements of an internship experience in the position of a Special Education Director including the daily operation, assessment, and evaluation of student achievement/placement in appropriate educational settings.
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This is the second part of the Special Education Director of Administration internship which has been designed as a certification course for the recommendation as a Special Education Director in accordance with the goals and outcomes as outlined by ISLLC, MoSPE, as well as the EAD Knowledge Base. The course continues the broad overview of the essential elements of an internship experience in the position of a Special Education Director including the daily operation, assessment, and evaluation of student achievement/placement in appropriate educational settings.
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Prerequisite: EAD 882 and EAD 883.
In this course, students continue problem-based field experiences at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community. Students spend specified periods of time working with experienced administrative personnel. May be repeated to a maximum of five hours.
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The study of research in the field of educational administration. This course integrates research skills and professional administrative practices. Students interpret, evaluate and apply research skills enabling them to design a Field Study proposal which is required for the Specialist degree in Educational Administration.
Education (EDC) courses
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Prerequisite: bachelor's degree and certification as a classroom teacher.
This course examines educational issues, questions, concerns, and trends teachers face in their schools and daily practices. The impact of national and state policy-making, directions suggested by emerging educational research, and current educational reform efforts will receive particular attention.
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Prerequisite: EDC 700; bachelor's degree and certification as a classroom teacher.
This course engages students with research projects and curriculum ideas designed to strengthen and deepen student learning, with a special emphasis on questions of student diversity. The course helps students to formulate questions and use appropriate research principles to collect, analyze, interpret, and report data in order to evaluate the effectiveness of classroom instruction and educational policies. Students examine different curriculum models and theories and devise instructional practices to meet the needs of all learners.
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Prerequisite: EDC 700 and EDC 701; bachelor's degree and certification as a classroom teacher.
This course examines the reasons for, benefits of, and limitations of the increasing call for effective and comprehensive assessment practices and helps teachers plan for, construct, use, and analyze a variety of assessment practices. This course also examines various models of and approaches to classroom management and discipline and the relation of management practices to effective learning.
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Prerequisite: EDC 700 and EDC 701 and EDC 702; bachelor's degree and certification as a classroom teacher.
This course engages students in a careful examination of the curriculum they teach, from district curriculum goals, national curriculum standards, and course- or grade-level goals. The course encourages reflection about instructional practices in light of curriculum goals.
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Prerequisite: EDC 700 and EDC 701 and EDC 702; bachelor's degree and certification as a classroom teacher.
An in-depth study related to a research topic identified earlier in the program or curricular project begun as part of a learning team, leading to the guided development and completion of an extensive research paper.
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An in-depth study of chosen topic in K-12 education leading to the guided development and completion of an extensive research paper or major creative work.
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Prerequisite: bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course examines current educational problems at the macro-social level and how current trends in education ease or exacerbate those problems. These problems include, but are not limited to, the achievement gap, charter schools, socio-economics, homelessness, school funding, race/gender, community-school relationships, the social impact of technology, public school funding, the state of democracy, and so forth.
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Prerequisite: EDC 800; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course examines diversity and our shrinking global relationships through the lens of various theoretical perspectives (feminist, critical race theory, queer theory, etc.) as the means to critique current curriculum models and construct more culturally response curriculum for 21st century students. Participants will lead in the creation of curriculum that is responsive to their particular students, has a global perspective, and is mindful of ability differences
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Prerequisite: EDC 800 and EDC 801; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course examines various philosophical bases for creating successful classroom communities and reasonable strategies for assessment student growth. This course also examines the myriad ways that classroom community understandings impact why and how students might be assessed.
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Prerequisite: EDC 800 and EDC 801 and EDC 802; bachelor's degree and certification as a classroom teacher; master's degree in an education related field.
This course engages students in a critical examination of curriculum theory as the basis for making curricular decisions. The course encourages reflection about curriculum goals in light of contemporary and historically understood curriculum theory.
Educational Leadership (EDD) courses
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Prerequisite: admission to the Doctorate in Educational Leadership program.
Advanced study of leadership theories, concepts, and inquiry as applies to educational organizations. The course will explore leadership theories, power and authority in organizations, leader effectiveness, and organizational reform. Emphasis will be placed on understanding leadership in organizations through application and extension of leadership theories in practice.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
This course focuses on types of regression analysis and includes the following topics: simple linear regression, multiple regression, and semi-partial correlation, regression with categorical variables, categorical and continuous variables within the same model, Multilevel analysis (Hierarchical linear modeling), and structural equations. The emphasis in this course is on conceptual and practical understanding, rather than on computation. Goals are for the students to: (a) understand the basic assumptions and models underlying regression analysis, (b) use a statistical analysis package to conduct regression analysis, (c) read and interpret the output from a statistical analysis package, and (d) use this output to write a results sections.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
This course is part of the statewide collaborative doctoral program. This course will emphasize a wide range of instructional methodologies, cooperative activities, problem-based learning and practical application. The students will be able to design, conduct, and report research to address problems of practice using appropriate research methodologies.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
Students will develop the knowledge and skills for examining, designing, and implementing school and classroom conditions that support quality learning experiences for all students and personnel. This course theme is about learning, and those issues that enhance and detract from quality learning for all. Throughout the course, participants and instructors will model optimum learning conditions and strategies. Students will be asked to demonstrate a thorough understanding of those conditions and competencies through study, critique, development and implementation of authentic learning experiences for their colleagues. Resources to support the learning experiences will include audio-visual materials, readings, internet, and simulations. Authentic assessment will be used to determine each student's level of competence in the course content.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
This one hour doctoral level seminar will focus on the development of literature reviews to address problems of practice.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
The purpose of this advanced seminar is to deepen understanding of research by requiring students to make decisions about certain aspects of their dissertation research, following the dissertation-in-practice format. Specifically, the course will clarify the problem of practice, purpose of the study, research questions, framework, and study design. This course is also designed to provide scaffolding for the written comprehensive examination.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
Explores the theory and practice of evaluation of educational programs including evaluation models, research methods and design strategies to measure program outcomes, especially student and school performance. In addition, skills in program planning will be developed.
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Prerequisite: admission to the Doctorate in Educational Leadership program.
This course focuses on qualitative research theory, design and analysis. Students will learn how educational leaders can use qualitative research design to critically examine research questions in their practice. They will also learn to analyze educational issues and execute processes to effectively explore those issues using qualitative methods.
Educational Technology (EDT) courses
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This course will include an introduction to computer and peripheral hardware, microcomputer operating systems and education-related software packages, and the management of computers in a classroom or school setting. The management and maintenance of a system of computers is useful in many educational, instructional, communication and media production settings. Educational technology students should be prepared to troubleshoot and resolve basic technology problems that occur in an educational setting. Therefore, a variety of education-specific topics will be presented in this course. May be taught concurrently with EDT 530. Cannot receive credit for both EDT 530 and EDT 630.
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This course is designed to provide technology specialists, technology coordinators, library media specialists, school administrators and educators with a working knowledge of the administrative processes and concerns of operating an educational technology support facility. The primary focus will be toward leadership, strategic planning, and change management and writing technology plans. The content of this course is primarily structured for educational institutions but could be utilized for instructional and training systems in many types of industrial, religious, medical and corporate organizations that teach and train. May be taught concurrently with EDT 563. Cannot receive credit for both EDT 563 and EDT 640.
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This course explores systematic approaches that can be used in the classroom to help students develop computational thinking skills through computer coding. To understand how computer coding can support learning, help develop problem solving skills, be an outlet for expression and creativity, and be used to increase motivation and persistence, current research will be explored. This "learn by doing course" will introduce content and pedagogical knowledge related to coding. Students will discover resources and lessons on how to introduce computer coding in the classroom and ways to integrate digital skills to facilitate learning. May be taught concurrently with EDT 545. Cannot receive credit for both EDT 545 and EDT 645.
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This course covers the use of educational technology tools to guide the student in systematically developing e-learning instruction. These tools are taught and utilized as individual assignments to maximize learning in e-learning environments and include the topics of usability and accessibility. Students are expected to apply previously learned skills and knowledge including the principles and techniques for integrating current and emerging instructional technology to plan, create, and manage an e-learning project in a real-world context. May be taught concurrently with EDT 560. Cannot receive credit for both EDT 560 and EDT 660.
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Using computers in educational settings, this course includes the investigation of software applications for classroom teaching. Emphasis is placed on the selection of numerous educational technology tools for classroom utilization to enhance student learning. May be taught concurrently with EDT 562. Cannot receive credit for both EDT 562 and EDT 662.
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This course involves the principles and techniques of selecting and utilizing computer technology as well as other basic forms of auditory, visual and tactile instructional media and technologies. These technologies are used in a variety of educational, instructional, informational, and communications settings. Educational research, instructional design skills, equipment operation, and materials production as they relate to teaching strategies are all a part of this course. May be taught concurrently with EDT 565. Cannot receive credit for both EDT 565 and EDT 665.
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This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to the field of Educational Technology which may broaden the scope of the Program of Study are covered. May be repeated to a maximum of six hours. May be taught concurrently with EDT 597. Cannot receive credit for both EDT 597 and EDT 690.
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This is a variable credit course with the amount of credit based on the extent of the work required. Special topics related to Educational Technology for continuing professional development are covered. May be repeated to a maximum of six hours.
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This course provides students interested in online teaching with best practices in distance learning and pedagogical principles associated with the online learning environment. This course engages students in an overview of the theoretical frameworks, along with emerging trends in distance learning. Students will review the instructional design process for online environments. A survey of the relevant research in online education including case studies is evaluated.
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This course covers management skills including budgeting, facility design, policies and procedures; selection and utilization, evaluation, assessment and other topics related to coordinating an educational technology program at the building, district, institutional or organizational level.
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This course covers the analysis and development of instruction for large group, small group, and individual student instruction. The process of planning, development, implementation, and evaluation is emphasized. The course integrates instructional design models with learning theories to create instruction for use in educational and other professional settings.
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This course covers principles and techniques of designing and producing advanced forms of media materials in video and other visual formats. There is an emphasis on multimedia that includes computer-generated graphics along with video and audio editing as well as additional production techniques.
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This course explores instructional technology trends and practices being implemented in a variety of learning environments. Participants in this course will experience the practical side of designing a technology-rich curriculum and developing activities with multimedia tools. Additionally, the philosophical side of technology use affecting society and education will also be examined.
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This is a field-experience based course that requires the student to spend a minimum of 20 clock hours in a working environment where educational media technology services and programs are used or developed. The practicum may include: school media services: university programs, development centers in industry, government or medical programs, educational TV studios, computer facilities or other media production venues.
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This introductory graduate course will provide a foundational understanding of networking, cloud based storage, and internet safety. Learners in this course will gain an understanding of office and business networking, using the cloud for storage and safety, and types of internet attacks that they may face. Students will learn how to evaluate the needs of their organization and come to terms with the vulnerabilities or breaches they could face when implementing new technologies and explore ways to protect their organizations online.
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This is a variable credit course with the amount of credit based on the extent of the work required. An in-depth examination of issues and problems in the field of Educational Technology is researched. May be repeated to a maximum of three hours.
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This course is a comprehensive introduction to the process of research, including the diverse research methods and designs, and the evaluation of research findings in the field of educational technology with a strong applied focus.
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This course utilizes the Research Proposal created in SFR 780 focused on the field of Educational Technology. Data is collected and analyzed, then research is completed.
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This course utilizes the Thesis Template for the preparation of a thesis in the field of Educational Technology. The thesis will consist of original or creative research accountable to the Thesis Committee review and defense. May be repeated to a maximum of six hours.
Student Affairs in Higher Education (SAE) courses
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An introductory course designed for the student pursuing a career in Student Affairs. This course explores the origin, history, philosophy, theory, and practice related to the Student Affairs profession.
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Prerequisite: admission to the Student Affairs in Higher Education program.
Introduces the student to student development theories. A basic understanding allows the student to note application of these theories to practice. This will result in Student Affairs professional who can design approaches that work most effectively with students.
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Prerequisite: admission to the Student Affairs in Higher Education program.
The historical development of American higher education will be presented. Political, social, economic, and intellectual issues will be examined from its inception to the present day for contemporary application. A focus will be on the matrix of trend, topics, and eras. An emphasis is placed on higher education in the post World War II era creating a solid background of higher education in the last 50 years.
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This introductory course will examine the issues, concepts, and problems that contribute to the discourse on creating and sustaining inclusive campus environments at institutions of higher education (IHEs), especially at traditional majority white institutions (TWIs). Definitely, there is not a universal pathway toward creating and sustaining inclusive campus environments. The institution's mission, culture, and traditions play a major role in shaping the context of inclusive campus environments.
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Prerequisite: admission to the Student Affairs in Higher Education Program.
The individual purpose of this course is to help emerging Student Affairs professionals strengthen and expand their capacity to help individual undergraduates and small groups of undergraduates remove barriers which impact student success as measured in degree attainment within institutions of higher education (IHEs). Emerging professionals with sound personal foundations and boundary spanning skills are able to partner with individuals and small groups of students who may be different. The differences may include many dimensions of diversity, including factors such as race ethnicity, gender, differential ability, and sexual orientation. Student Affairs professionals will demonstrate competence in using helping skills (listening, paraphrasing, group facilitation, and problem solving) to work with individuals and small groups in the university environment. Thus, the class will provide students through lecture and experimental learning the opportunities to acquire and practice helping skills in a safe environment. The anticipated outcome of the class is that students will acquire an advanced capability in helping students and small groups remove barriers to their academic success/degree attainment. Thus, the class seeks to align the curricular and application practices with ACPA/NASPA Personal Foundation, Helping, and Equity, Diversity and Inclusion Competencies.
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Prerequisite: admission to the Student Affairs in Higher Education program.
Students will acquire and use research methods skills. These skills will be put to use in preparing a research proposal, reviewing empirically-based journal articles, formulating hypotheses, designing observational studies, and analyzing and interpreting data.
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Prerequisite: admission to Student Affairs in Higher Education program.
Students will be provided with the opportunity to develop a firm working concept of leadership theories and principles. Upon completion of the course, students should be able to identify and discuss the role of leadership in student affairs, and be able to apply those leadership principles to activities in their job.
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Prerequisite: admission to the Student Affairs in Higher Education program.
Exposure of the student to theoretical and applied concepts of governance and finance structures in higher education. Emphasis will be on organizational structures, financial operations, terminology, successful administrative/management practices, and models prevalent in higher educational settings.
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Prerequisite: admission to the Student Affairs in Higher Education program.
Introduction to the basic and current legal and ethical concepts that face American colleges and universities today. Topics to be discussed include the basis from which higher education law is formed; current case, state, and regulatory laws; personnel issues; and risk management and liability issues for higher education.
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Prerequisite: admission to the Student Affairs in Higher Education program.
Students will earn academic credit for completion of two practica working in Student Affairs departments. Knowledge accumulated in coursework will be applied to the work setting. Experiences are cooperatively planned and guided by university personnel. May be repeated to a maximum of six hours.
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Prerequisite: admission to the Student Affairs in Higher Education program or the Perspectives about the American Higher Education System graduate certificate.
The primary objective of this course is to provide students who are full-time employees at either MSU or area institutions an alternative to the traditional 6-hour supervised practice requirement that most cohort students complete through SAE 747, Supervised Practice. Similar to SAE 747, Supervised Practice, students will complete two sections of the course (6 hours) distributed over two semesters. Under the direction of the instructor, students will complete an extensive seminar/degree paper that enhances the student's graduate program portfolio requirement. May be repeated to a maximum of six hours.
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Prerequisite: admission to the Student Affairs in Higher Education program.
Fostering undergraduates' success inside and outside of the classroom is a byproduct of academic and student affairs collaboration. The aim of the course is to help new professionals understand the outcomes of student success.
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Prerequisite: permission of SAE Program Director.
This seminar seeks to provide students a curricular structure to assimilate emerging professional development practices in higher education and student affairs. Course will not count toward SAE degree requirements.
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Prerequisite: admission to the Student Affairs in Higher Education program.
This course provides a review of the most commonly utilized research designs and methods and approaches to data analysis and reporting in Student Affairs. Students will learn how to utilize research studies in the academic and professional literature and how to prepare research proposals and conduct research within a college or university setting. Students completing the course should have an understanding of the factors which influence research quality, including reliability, validity and the use and misuse of statistics.
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Prerequisite: admission to the Student Affairs in Higher Education program.
This course provides a "hands-on" approach to assessment and evaluation of individual and program outcomes in Student Affairs, focusing on how to measure change in student knowledge, skills and behaviors and the effectiveness of programs in producing outcomes. The course will also address the relationship of assessment and evaluation to: strategic, division and program planning; benchmarking and program review; and the preparation of grant proposals.
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Prerequisite: admission to Student Affairs in Higher Education program.
This professional seminar is designed to promote the integration of the core curriculum and practitioner experiences of the master's program in student affairs administration, and to prepare students for the transition to a professional Student Affairs position following completion of the degree.
Secondary Education (SEC) courses
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Philosophical foundations of vocational education; philosophies of vocational education in contemporary school. Identical with AGV 622. May be repeated to a maximum of three hours.
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Investigation of various types of CTE curriculum including fundamental concepts of CTE for implementing effective programs. May be taught concurrently with SEC 526. Cannot receive credit for both SEC 526 and SEC 626.
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Rise of the adult education movement; learning abilities, educational interests and vocational needs of adults; problems and procedures in organizing and operating adult education programs; relationship of adult education to public school education. Identical with AGV 627 and AGE 608. Cannot receive credit for SEC 627 and AGV 627 and AGE 608.
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Assessing specific program needs as determined from occupational surveys and other demographic data; follow-up techniques to evaluate the overall effectiveness of the program on manpower needs in a given labor market area. Identical with AGV 628. May be repeated to a maximum of three hours. May be taught concurrently with SEC 528. Cannot receive credit for both SEC 528 and SEC 628.
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Foundation course in the development and organization of the secondary school curriculum.
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For experienced teachers of English in grades 9-12; research and recent developments in teaching literature and composition.
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For experienced teachers of social studies in grades 9-12; research and recent developments in teaching various areas of social studies.
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Objectives and interrelationships of business education courses and programs. Development of curricular materials and evaluative devices. May be repeated to a maximum of three hours.
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For experienced teachers of business education in grades 9-12; research and recent developments in teaching business education.
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For experienced teachers of mathematics in grades 9-12; research in recent trends and developments in teaching mathematics.
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Methods of teaching biology; emphasizing modern techniques and developments in both the biological science curriculum and instructional procedures relating to that curriculum.
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Prerequisite: SFR 751 or MID 725; complete appropriate background check and obtain current professional liability insurance.
A site-based clinical experience. Students will observe the operations of a school, serve as teacher aides and administrative aides in the school; and work closely with school and community service organizations. Students will also complete an on-going seminar through online or literature based delivery systems. Students will implement an initial Teacher Work Sample in a classroom under the supervision of a cooperating teacher.
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Prerequisite: SEC 783; acceptance into the Master of Arts in Teaching program; and a passing score on the Missouri Content Assessment(s) (MoCA).
A semester-based supervised teaching experience. Students teach full time, under the supervision of a cooperating teacher and a University supervisor.
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Prerequisite: SEC 783 and SEC 784.
Students will complete a professional preparation portfolio. The professional portfolio will be evaluated by instructors in order to determine how well the candidate demonstrated understanding of DESE content standards and MoSPE standards.
Secondary Education, Foundations, and Research (SFR) courses
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A survey of the principles, objectives and trends in instructional techniques for adult education. May be taught concurrently with SFR 521. Cannot receive credit for both SFR 521 and SFR 621.
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Appropriate classroom communication and interpersonal skills. Emphasis on the relationship between self concept development and achievement in a diverse student population. May be taught concurrently with SFR 547. Cannot receive credit for both SFR 547 and SFR 647.
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To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable Content Course. May be taught concurrently with SFR 576. Cannot receive credit for both SFR 576 and SFR 676.
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Prerequisite: Teacher Certification students must be admitted to Teacher Education.
Rights and responsibilities of classroom teachers as determined by the legal structure created by state and federal constitutions, legislative actions, and judicial decisions. Implications of legal foundations for teachers relative to ethics, relationships with students, colleagues, minority groups, professional organizations, and others. May be taught concurrently with SFR 581. Cannot receive credit for both SFR 581 and SFR 681.
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Prerequisite: Teacher Certification students must be admitted to Teacher Education.
In-depth analysis of selected issues currently generating great interest and controversy in American education. Attention to the effects of the issues on the teaching profession, curriculum, instruction, and school personnel. May be taught concurrently with SFR 583. Cannot receive credit for both SFR 583 and SFR 682.
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Prerequisite: Teacher Certification students must be admitted to Teacher Education.
Using the results of testing in schools. The role, advantages, and limitations of evaluative instruments and techniques in educational decision making. May be taught concurrently with SFR 595. Cannot receive credit for both SFR 595 and SFR 695.
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Prerequisite: permission of the coordinator of the College Teaching Graduate Certificate.
This is a field experience-based course that requires the student to spend a minimum of 20 clock hours in a college teaching environment where students observe, teach, and/or participate in professional activities in college teaching under the direction of a cooperating supervisor/faculty. Students will demonstrate effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation.
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Training in various procedures for individualizing instruction at all grade levels.
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Acquaints teachers and administrators with problems and procedures involved in the organizations and supervision of student activities.
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Theory and practice relating to the organization, administration, and supervision of adult education. Emphasis will be placed upon adult education programs in the public school and the junior-community college.
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Problems, procedures and local, state and federal relationships in organization and administration of vocational education in the contemporary school. Identical with AGV 724. May be repeated to a maximum of three hours.
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Traditional, humanistic, and behavioristic approaches to advanced curriculum development in the school.
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This course provides students with fundamental knowledge in such areas as the philosophy and history of education, education law and policy derived from educational philosophies, the political nature of educational policy, and broader philosophical and sociocultural issues impacting school and its relationship to society.
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The purpose of this course is to develop deep understandings and skills pertaining to teaching and the procedures, methods, curriculum design, classroom management, and foundations - those fundamental pedagogical skills - required to be a practicing teacher. Candidates will be introduced to the electronic portfolio. Electronic portfolio checkpoint one will occur in this course.
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Comparative analysis of major ideas and institutions of selected international systems of education. Comparisons between international systems of education and systems dominant in America.
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Survey of research methods used in education; research design and evaluation; problems of interpretation and application; development of a formal research proposal.
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Introduction to research methodologies utilized in educational research to include an exploration of qualitative, quantitative, and mixed methods research. Students will learn to examine, evaluate, synthesize, and apply research in their professional work. This course focuses on research to inform and improve upon an educator's pedagogical skills, the work of the school, and to meet the needs of students and community.
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Workshop to upgrade understandings and skills, concerned with the improvement of secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of nine hours. Thirty clock hours equal one credit hour.
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Prerequisite: valid elementary or secondary teaching certificate.
For public school teachers cooperating in college student-teaching programs; organizing and directing work of the student teacher.
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This course is focused on qualitative methods in the social sciences and specifically in educational research, including educational action research. Depending on prior research work, students will plan, implement, or further a qualitative or action research study. Students will learn firsthand about collecting and analyzing qualitative data, developing theories, and writing up the results. Students will also explore the role of educational action research in professional development, in improving classroom practices, and in developing school policy.
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Conducting research projects with schools and other educational agencies. Students will be engaged in articulating research problems, reviewing literature, collecting and analyzing data, and presenting results.
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Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.
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Prerequisite: admitted to the Master of Arts in Teaching program.
The purpose of this course is to develop deep understandings and skills regarding secondary teaching, procedures, methods, curriculum, supervision, administration and foundations. Candidates will be introduced to the electronic portfolio. Portfolio checkpoint one will occur in this course.
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Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.
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This multi-disciplinary mini-course is composed of selected topics of current interest to all school personnel. Opportunities are provided for object examination of highly volatile controversies surrounding education. May be repeated to a maximum of six hours.
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Specifically designed to give each student the prerequisite skills and competencies necessary for completion of field study research project(s) as well as preparation for conducting on-the-job institutional research.
Special Education (SPE) courses
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Prerequisite: permission of instructor.
This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 502. Cannot receive credit for both SPE 502 and SPE 602.
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Prerequisite: current Missouri teaching certification or permission of department head.
Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 504. Cannot receive credit for both SPE 504 and SPE 604.
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Prerequisite: permission of instructor.
This course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 505. Cannot receive credit for both SPE 505 and SPE 605.
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Prerequisite: permission of instructor.
This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 506. Cannot receive credit for both SPE 506 and SPE 606.
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Prerequisite: permission of instructor.
An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness and low vision, historical perspectives, developmental characteristics, resources, and legislation related to severe and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 507. Cannot receive credit for both SPE 507 and SPE 607.
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Prerequisite: permission of instructor.
This course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 508. Cannot receive credit for both SPE 508 and SPE 608.
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Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 510. Cannot receive credit for both SPE 510 and SPE 613.
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Prerequisite: admission to the Special Education program or Early Childhood Special Education program.
Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 515. Cannot receive credit for both SPE 515 and SPE 616.
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Prerequisite: SPE 310 or SPE 715; and SPE 345 or SPE 782; and SPE 346 or SPE 792.
Empirically based instructional practices with emphasis on systematic development of reading and written language skills to support learners with special needs will be applied in a school setting. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 517. Cannot receive credit for both SPE 517 and SPE 617.
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Prerequisite: SPE 515 or SPE 616.
This course focuses on the application of principles of Applied Behavior Analysis within school-based settings. Students will complete functional assessments with children with ASD and develop and implement function- and reinforcement-based interventions. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 516. Cannot receive credit for both SPE 516 and SPE 618.
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Prerequisite: SPE 310 and SPE 320 or SPE 715; and SPE 345 or SPE 782; and SPE 346 or SPE 792; and SPE 515 or SPE 616 or concurrent enrollment; and admitted to MSED program in Special Education.
Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. This course will incorporate elements of career/vocational education and transition, plus accommodations and best practices for content-area instruction provided to diverse learners in the general education program. May be taught concurrently with SPE 519. Cannot receive credit for both SPE 519 and SPE 619.
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Prerequisite: concurrent enrollment in SPE 619; and Teacher Certification students must be admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 520. Cannot receive credit for both SPE 520 and SPE 620.
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Prerequisite: SPE 320 and SPE 322 or SPE 715; SPE 345 or SPE 782; and SPE 346 or SPE 792; and SPE 515 or SPE 616 or concurrent enrollment in SPE 515 or SPE 616; and admitted to MSED Special Education program.
Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., intellectual disabilities, autism, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 521. Cannot receive credit for both SPE 521 and SPE 621.
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Prerequisite: concurrent enrollment in SPE 621 and Teacher Certification students must be admitted to Teacher Education.
Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 522. Cannot receive credit for both SPE 522 and SPE 622.
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Prerequisite: SPE 310 or SPE 715; and admission to MSEd in Special Education or Elementary Education or Early Childhood Special Education, or MS in Early Childhood and Family Development, or permission of department head.
Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. May be taught concurrently with SPE 523. Cannot receive credit for both SPE 523 and SPE 623.
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Prerequisite: permission of instructor.
This course will support individuals across various disciplines who wish to gain knowledge of identification and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and programming issues for this population of individuals. This course will also emphasize school based interventions that are validated by research. May be taught concurrently with SPE 525. Cannot receive credit for both SPE 525 and SPE 625.
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Prerequisite: SPE 515 or SPE 616; and SPE 516 or SPE 618.
This course focuses on the application of principles of Applied Behavior Analysis within applied settings. Students will complete functional assessments, including functional analysis, with children with ASD and develop and implement function- and reinforcement-based interventions, with a focus on the variations of differential reinforcement. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 526. Cannot receive credit for both SPE 526 and SPE 626.
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Prerequisite: SPE 618 or SPE 625 or equivalent.
This course is designed to provide students with an overview of current research-based practices for individuals with ASD, including functional communication training, discrete trial training, pivotal response training, visual strategies, social-communication programming, and naturalistic and structured teaching methodologies.
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Gain beginner level skill in sign language and finger-spelling through Manually coded English. Develop a general knowledge base including the history of sign language and the spectrum of sign options available. Students will be required to complete a project in an area related to their professional course of study. May be taught concurrently with SPE 301. Cannot receive credit for both SPE 301 and SPE 630.
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Prerequisite: SPE 301 or SPE 630.
Emphasis on the expansion of Manually Coded English sign language skills through the use of conversation and the increased development of vocabulary. Students will be required to complete a project in an area related to their professional course of study. May be taught concurrently with SPE 302. Cannot receive credit for both SPE 302 and SPE 631.
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A beginning level course in American Sign Language. Students will gain information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 311. Cannot receive credit for both SPE 311 and SPE 636.
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An advanced beginning level course in American Sign Language. Students will gain more complex introductory information about the history and structure of this unique visual/gestural system of communication, its vocabulary and syntax, and practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 312. Cannot receive credit for both SPE 312 and SPE 637.
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An intermediate level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 313. Cannot receive for both SPE 313 and SPE 638.
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An advanced level course in American Sign Language. Students will gain information regarding vocabulary, syntax and cultural factors related to this unique visual/gestural system of communication. Students will gain further practical experience in its use, both expressively and receptively. May be taught concurrently with SPE 314. Cannot receive credit for both SPE 314 and SPE 639.
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Prerequisite: SPE 310 or SPE 340 or SPE 715, or concurrent enrollment.
This course involves a field-based Education Abroad experience involving an investigation of special education practices in other cultures while living and studying in an international location. The course will involve a study of basic language and cultural norms of the international location prior to travel to the site. Students will gain a greater understanding of the language, culture, K-12 regular education, and K-12 special education practices in the international site, as compared to required K-12 special education practices in the United States. May be taught concurrently with SPE 540. Cannot receive credit for both SPE 540 and SPE 640. May be repeated to a maximum of six hours.
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Prerequisite: Teacher Certification students must be admitted to Teacher Education.
Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 550. Cannot receive credit for both SPE 550 and SPE 650.
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Prerequisite: permission of instructor.
To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours when topics change. May be taught concurrently with SPE 556. Cannot receive credit for both SPE 556 and SPE 656.
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Recommended Prerequisite: SPE 715. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 560. Cannot receive credit for both SPE 560 and SPE 660.
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Prerequisite: concurrent enrollment in SPE 491; and Teacher Certification students must be admitted to Teacher Education.
This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 581. Cannot receive credit for both SPE 581 and SPE 661.
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Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 492; and Teacher Certification students must be admitted to Teacher Education.
Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 582. Cannot receive credit for both SPE 582 and SPE 662.
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Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 493; and Teacher Certification students must be admitted to Teacher Education.
The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 583. Cannot receive credit for both SPE 583 and SPE 663.
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Prerequisite: SPE 345 or SPE 782; and SPE 346 or SPE 792; and admitted to MSED program in Special Education.
Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 584. Cannot receive credit for both SPE 584 and SPE 664.
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Prerequisite: SPE 310 and Teacher Education students must be admitted to Teacher Education.
Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 587. Cannot receive credit for both SPE 587 and SPE 667.
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Prerequisite: SPE 310 or SPE 340 and Teacher Certification students must be admitted to Teacher Education.
Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 590. Cannot receive credit for both SPE 590 and SPE 670.
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Prerequisite: permission of instructor.
This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 591. Cannot receive credit for both SPE 591 and SPE 671.
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Prerequisite: permission of instructor.
This course is one of six courses offered to provide prospective teachers of children and youth with visual impairments (including those with multiple disabilities) competency-based training for work with this population in K-12 schools. Provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilize assistive technology (including voice output and other computer based applications), teach compensatory skills and strategies for mathematics, development of listening skills, as well as other instructional adaptations for the curricular areas of language arts, science, and social studies. In addition, the course focuses on the teaching of social skills needed for success in education and employment. Participants will demonstrate the ability to assess, adapt, evaluate and teach academic subjects and specialized curricula for students with visual impairments, including those with multiple disabilities. Note: midterm and final examinations will be proctored.
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Major issues in the field of special education designed to meet individual student needs. May be repeated to a maximum of three hours.
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Prerequisite: SPE 505 or SPE 605.
This advanced course in Braille reading and writing will focus on competencies in reading and writing literary Braille and the Nemeth Codes for science and mathematics. Participants will also demonstrate the ability to teach basic assistive devices, and to provide instruction in tactile graphics. An introduction to the transcription in Braille code for music and foreign languages will also be presented. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Note: midterm and final examinations will be proctored.
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Prerequisite: SPE 506 or SPE 606; and SPE 508 or SPE 608.
Provides participants with the techniques and strategies used by individuals who are blind or visually impaired for independent orientation and mobility. Participants will apply the strategies of orientation and mobility techniques while using blindfolds and low vision simulators. The application of skills will be completed in indoor environments as well as residential, business, rural, and commercial areas.
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Prerequisite: SPE 505 or SPE 605; and SPE 506 or SPE 606; and SPE 508 or SPE 608; and SPE 712.
This course will provide participants with the overall philosophy of orientation and mobility including: the Code of Ethics and Certification standards. Current literature and issues pertinent to the profession of orientation and mobility will be discussed. This will include issues impacting programming with students with multiple disabilities, the development and administration of an effective orientation and mobility instructional program, assessment procedures, and research approaches. Note: midterm and final examinations will be proctored.
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Focuses on legislation and litigation in the area of Education and Special Education and will include an overview of categorical disabilities including identification, etiology, and prevalence. The integration of individuals with disabilities across educational and community settings will be stressed along with an overview of programming validated to support specialized populations including those with disabilities and cultural and linguistic differences. In addition, the course will focus on strategies to support individuals identified as gifted as well as individuals identified at risk for school failure.
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Prerequisite: SPE 310 or SPE 715; and SPE 345 or SPE 782; and SPE 346 or SPE 792; and admission to graduate program in Special Education.
The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner. Cannot receive credit for both SPE 450 and SPE 717.
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Prerequisite: permission of instructor.
This course presents an interdisciplinary approach to the study of disability in education and rehabilitation. It includes information on disabilities such as traumatic brain injury, orthopedic, neuromuscular, sensory, learning, cardiovascular, psychiatric, and other selected disabilities and health conditions, including multiple disabilities. Emphasis is placed upon the characteristics of disabilities and resulting functional effects on persons with additional emphasis on the effects of multiple disabilities. This course also provides an understanding of the psychosocial and environmental factors that impact the integration into society by individuals with disabilities. It examines the philosophy of rehabilitation, major classifications and paradigms, common stereotypes, personal and societal attitudes and measurement, theories of adjustment, psychosocial losses, issues relating to sexuality, personal adjustment training, the role of the family, and the use of effective interaction skills.
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Prerequisite: permission of instructor.
Introduction to methodologies, concepts, and techniques to teach persons with blindness or low vision the skills and knowledge needed to function independently in diverse settings. This course provides learners with instruction and laboratory practice in methodologies for teaching skills for independent living, including areas within the expanded core curriculum. Topics include: concept and motor development, spatial organization and orientation, personal management, home management, medical management, communication, and recreation and leisure.
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Prerequisite: SPE 515 or SPE 616; and SPE 516 or SPE 618; and SPE 625; and SPE 627; or permission of instructor.
This course focuses on Skinner's analysis of language, specifically the major verbal operants (mands, tacts, and intraverbals). Students will learn contemporary methods of assessing and teaching verbal behavior utilizing Skinner's analysis.
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Prerequisite: SPE 605 and SPE 606 and SPE 607 and SPE 608 and SPE 709 and SPE 711; and permission of instructor.
This course serves as a supervised internship for working with children with blindness or low vision, including those with multiple disabilities and/or linguistic or cultural differences, under a Cooperating Teacher of Children with Visual Impairments and University Supervisor. Students observe, teach, and participate in professional activities in teaching children with blindness or low vision. Students work with individuals or groups during which they are provided the opportunity to apply principles and methods of teaching children with blindness or low vision, including those with additional disabilities. Students also acquire behavior management, instructional planning, and evaluation strategies. Variable credit hour course. Number of contact hours determined by semester hours of credit. May be repeated to a maximum of eight hours.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theories and research into language development in individuals with hearing compared to individuals who are deaf or hard of hearing are explored with implications for assessment and intervention. Differences related to language development are discussed for application and planning instruction. Teaching and facilitating language using instructional practices and techniques in content areas are presented for reflection, discussion, and activities.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Methods and techniques for working with families as well as in the educational environment of infants and children who are deaf or hard-of-hearing from birth through the beginning elementary school years. Emphasis on methods and procedures of formal and informal assessment.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Methods and techniques for working with families who have infants, toddlers and/or young children who are deaf or hard of hearing from birth to the beginning elementary school years in both natural and educational environments. Emphasis on methods and procedures for intervention, interpretation of assessment data and prescriptive instruction.
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Prerequisite: SPE 606 and SPE 608 and SPE 712 and SPE 714 or concurrent enrollment in SPE 714; and admitted to the Special Education/Orientation and Mobility program; and permission of instructor.
This course requires a supervised internship experience in an organization or school that serves individuals with blindness or low vision, during which the opportunity is provided for practical application of principles and methods of instruction in orientation and mobility; including techniques of safe, and independent travel. Completion of 350 hours of supervised fieldwork by a certified orientation and mobility specialist (COMS).
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Methods, strategies, and techniques of language development that may be applied in assessing and instructing students with hearing losses.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theories of speech development as they apply to persons who are deaf or hard of hearing. Phonetics including transcription. Anatomy and physiology of the speech mechanisms. Techniques for analyzing speech will be stressed.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Development of listening skills across settings by maximizing use of residual hearing and hearing technologies, notably cochlear implants. Auditory re/habilitation assessment, intervention, and principles as it relates to individuals who are deaf or hard of hearing and their families with emphasis on a developmental model for the acquisition of speech and language. Challenges with classroom acoustics and ways to optimize the classroom listening environment.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Development of instructional strategies for teaching students who are deaf or hard of hearing with an emphasis on differentiated instruction. Focus on upper elementary through the secondary school levels, including career education.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theories of reading with an emphasis on adaptations for assessment and intervention for students who are deaf or hard of hearing. Introduction to available resources.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
Theoretical bases of counseling and the role of the educator in the counseling process. Emphasis on the counseling process as it affects the educational, personal, social, and familial adjustment of individuals who are deaf or hard of hearing.
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Prerequisite: SPE 515 or SPE 616; SPE 525 or SPE 625, or permission of instructor.
This course will focus on cognitive and behavioral research-based practices for children and adolescents with Autism Spectrum Disorders. Specific focus will be on the social learning deficits in Autism and how the executive functioning and theory of mind are impacted.
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Prerequisite: permission of instructor.
Students will critically evaluate peer-reviewed behavior-analytic research and develop modifications of procedures reported in research for use in their desired or current area of practice, specifically related to autism spectrum disorders. Empirical research on advanced topics in behavior analysis will be identified, and students will critique experimental methodology and evaluate the extent to which methods and results answer experimental questions. Students will also learn to locate high-quality research on topics related to their area of practice. Class discussions will require a high degree of student participation and the course will be writing intensive.
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Prerequisite: admission to the graduate program in Special Education or Early Childhood Special Education.
This course is designed to provide teachers with an in depth treatment of the research, theory, and application of computers and related technologies in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate the principles of reflective practice as it pertains to the assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. The General Learning Outcomes 5, 9, and 10 presented in the Conceptual Framework of the Educator Preparation Provider (EPP) are the over arching tenets which guided the development and ongoing revisions to this course. Students acquire competencies related to the use of assistive devices and emerging technologies through participation in a 60 hour comprehensive field based experience in conjunction with schools and other agencies which serve individuals with disabilities.
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Prerequisite: permission of instructor.
Analysis of trends, issues, and research in the field of special education will be reviewed and discussed. A comprehensive overview of local, state, and federal legislation and the impact on our public school special educational programs for children with disabilities will be discussed and analyzed. A focus on diversity aspects involved in contemporary issues in special education and disability services will be addressed across all topics. Historical and current litigation involving children with disabilities will be reviewed and discussed.
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Prerequisite: admission to the graduate program in Special Education.
Seeks to develop students' skills in collaboration consultation. Emphasis will be placed on the development of innovative service delivery options, personnel training, and development of communication skills. Students will apply theory to practice in a field experience.
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Prerequisite: SPE 310 or SPE 340 or SPE 715; and admission to the graduate program in Special Education or Early Childhood Special Education.
Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in clinical field experiences involving standardized and performance evaluation typically administered to identify students with special needs, analysis and synthesis of assessment data in clinical staffings, analysis of data for on-going progress monitoring, and development of individualized educational programs.
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Prerequisite: permission of instructor.
Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in field experiences involving norm referenced and curriculum based evaluation of individuals with various sensory and developmental disabilities. Analysis and synthesis of assessment data in clinical staffings and development of individual educational plans will be required. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation.
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Prerequisite: SPE 780 and SPE 782 and SPE 792; and SPE 616 or PSY 614.
Recommended Prerequisite: SPE 517 or SPE 617. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula appropriate to the needs of individuals with mild to moderate disabilities. Emphasis will be placed on the philosophical basis of curricula as well as principles of curricula design. Students will apply knowledge and skills in 60 hours of required field experiences.
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Prerequisite: admission to the graduate program in Special Education; and SPE 783.
The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula and methods appropriate to the needs of individuals with mental retardation and other developmental disabilities. Emphasis will be placed on the empirical basis of the procedures and on life referenced programming. Students will apply knowledge and skills in field based activities supervised by the instructor.
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Prerequisite: admission to the graduate program in Special Education or permission of instructor; and SFR 780 and SPE 616 and SPE 780 and SPE 782 and SPE 792.
Study of human behavior. The goal of applied behavior analysis is to seek understanding and improvement of human behavior. The goals of this course is to prepare graduate students to be contributing professionals in the area of applied behavior analysis; specifically, to become reflective behaviorists. Students will learn to identify, measure, and record the occurrence and nonoccurrence of behavior. Students will be expected to implement applied behavioral strategies and learn how to evaluate the success of single-case designs as part of a minimum 60 hour field experience.
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Prerequisite: admission to the graduate program in Special Education or permission of instructor; and SFR 780; and SPE 619 and SPE 621 or SPE 709; and SPE 780 and SPE 782 or SPE 783.
An in-depth study of a chosen topic in special education leading to the guided development and completion of an extensive research paper or major creative work as directed by the instructor.
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Prerequisite: permission of instructor.
Student observes, teaches, and/or participates in supervised teaching activities in Special Education under the direction of a cooperating supervisor and University supervisor. Students will work with individuals or groups demonstrating effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation. Students must complete required special education program assessments and Missouri Department of Elementary and Secondary Education assessment as identified by the instructor.
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Workshop to upgrade understandings and skills concerned with the improvement of elementary or secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of five hours. 30 clock hours equal one semester hour.
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Prerequisite: SPE 525 or SPE 625; and SPE 516 or SPE 618; or permission of instructor.
This course will involve supervised clinical settings with individuals with Autism and challenging behaviors. Students will conduct a variety of assessments, including functional behavioral assessments, curriculum-based measurements, and social skills profiles. Students will also develop and/or implement research-based strategies with individuals with Autism. Finally, students will participate in a multidisciplinary assessment model to include families and professionals from a variety of disciplines. Students will be required to prepare written reports of professional quality with results of assessments and research-based recommendations.
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Prerequisite: admission to the graduate program in Special Education or Early Childhood Special Education; and concurrent enrollment with SPE 782 or SPE 783.
Students will conduct standardized and informal assessments in the field as part of a 60 hour practicum/lab experience and develop a comprehensive case history. Emphasis will be placed on development of validated educational programs.
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Prerequisite: admission to Special Education graduate program.
The purpose of this course will be to provide students with a strong foundation in educational research methodologies appropriate to low-incidence and small-n populations, while also developing understanding and knowledge of larger population studies. This course is designed to provide an introduction to traditional methodologies with an emphasis on four that have been identified as having clear implications for improvement in the field of special education, including: (a) experimental group, (b) correlational, (c) single subject, and (d) qualitative designs. Students will be introduced to relevant statistical procedures that are applicable to each of the four research methodologies.
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Prerequisite: admission to the Special Education graduate program with an option in Education of Deaf and Hard of Hearing or the graduate certificate in Education of Deaf and Hard of Hearing.
The assumption of teaching responsibilities at an approved practicum site under the direction of a University CED certified supervisor and practicum site instructor. Students enrolled in this course may be required to have a physical examination, including a TB test before placement in the practicum setting.
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Prerequisite: admission to the graduate program in Special Education or Applied Behavior Analysis; and SFR 780 and SPE 780 and SPE 787 and SPE 789; and SPE 782 or SPE 783; and SPE 784 or SPE 785.
Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.
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Prerequisite: admission to Special Education graduate program.
Statistical techniques used in educational research and assessment. Course will provide an overview of scaling techniques, sampling, descriptive techniques, inferential techniques (to include t and x2), reliability and validity.
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Prerequisite: SPE 782 and SPE 787 and SPE 792 and PSY 720, or departmental permission.
Supervised practicum in the administration and interpretation of individual achievement tests, individual intelligence tests, formal and informal diagnostic procedures and diagnostic interviewing techniques in educational or clinical settings. Focus of the course will be on the formation of eligibility determinations using traditional and contemporary models of diagnostic decision-making, including Multi-Tiered Systems of Support and/or Response-to-Intervention, and on the development of instructional plans or IEPs from diagnostic data attained. Graded Pass/Not Pass only.