School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION. Master of Science in Special Education

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1 School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION Master of Science in Special Education

2 Master of Science in Special Education Master of Science in Special Education Purpose The Master of Science in Special Education program is designed to prepare individuals to meet the needs of students with disabilities. Through a carefully planned set of experiences, candidates will develop and refine the professional skills, abilities and attitudes needed for working with students who have a variety of disabilities including learning disabilities, mental retardation, emotional/behavioral disorders, autism, physical disabilities, other health impairments and traumatic brain injury. A separate program strand addresses the needs of students who are gifted. Program The Master of Science in Special Education program is designed for: 1. A person with an appropriate baccalaureate degree without a teaching certificate who is interested in pursuing a master s degree in special education with entitlement to Learning Behavior Specialist I (Type 10) Certification in Special Education 2. A person who holds a current, valid teaching certificate who is interested in pursuing a master s degree in special education with entitlement to Learning Behavior Specialist I (Type 10) Certification in Special Education. 3. A person who holds a current, valid teaching certificate in special education who is interested in pursuing a master s degree in special education without obtaining additional certification in special education or a person with a current, valid Type 03 Elementary or Type 09 Secondary Certificate who wants to specialize in gifted education. The coursework sequence of the Master of Science in Special Education program is aligned with the Council for Exceptional Children Knowledge and Skill Base for All Entry-Level Special Education Teachers of Students with Exceptionalities for Individualized General Curricula and the Knowledge and Skill Base for All Entry- Level Special Education Teachers of Students with Exceptionalities in Individualized Independence Curricula. Course content also is linked to the Illinois Professional Teaching Standards (including Language Arts and Technology standards for all teachers) and the Illinois Special Education Common Core and LBSI Standards. Knowledge of the theories and concepts pertaining to the characteristics and instructional needs of students with disabilities as well as the legal guidelines for the education of students with disabilities. Skills in the administration of diagnostic assessments and interpretation of assessment results for diagnosis and instructional planning, remediation and modification, including curriculum-based measurement and progress monitoring. Competence in collaborative preparation of appropriate individualized educational, behavioral, transitional and related plans for students with disabilities. Knowledge of evidence-based/research-based teaching practices and proficiency with a variety of instructional techniques appropriate for the academic, social and behavioral needs of students with disabilities and special needs. Development and strengthening of professional skills in consultation, collaboration and co-teaching. Requirements for the Master of Science in Special Education Degree with Entitlement to Learning Behavior Specialist I (Type 10) Certification in Special Education for candidates who do not hold a current valid teaching certificate The degree Master of Science in Special Education with entitlement to Learning Behavior Specialist I (Type 10) Certification is conferred upon candidates who have met the following requirements: 1.0 Satisfactory completion of semester hours of graduate credit while maintaining a minimum grade point average of 3.0 out of Successful completion of clinical hours in accordance with the policies and procedures of the Master of Science in Special Education program in the School of Education. Core Curriculum for the Master of Science in Special Education Degree with Entitlement to Learning Behavior Specialist I (Type 10) Certification for candidates who do not hold a current valid teaching certificate ECE/SPED 500 Child Growth and Development (3) ECE/SPED 503 Child, Family and Community Relationships (3) SPED 526 Psycho-Educational Diagnosis (Ages 3 21) (4) SPED 643 History, Philosophy and Legal Foundations of Special Education (3) SPED 646 Internship and Seminar in Special Education (1) SPED 649 Psychology and Characteristics of Students with Disabilities (3) SPED 654 Academic Methods for Early Childhood and Elementary Level SPED 655 Students with Disabilities (3) Academic Methods for Middle and Secondary Level Students with Disabilities (2) ECE/SPED 656 Collaboration and Adaptation in General Education Settings (2) SPED 658 Fostering Development of Prosocial Behavior (2) SPED 659 Managing Challenging Behavior (3) SPED 663 Planning and Assessment in Special Education (2) SPED 664 Curriculum and Methods for Students with Moderate to Severe Disabilities (3) SPED 702 Clinical Practice Seminar in Special Education (1) SPED 703 Clinical Practice in Special Education (4) EDU 533 Reading and Writing Instruction and Improvement (3) EDU 560 Integrating Technology Into the Curriculum (3) 1

3 MSSPED Requirements for the Master of Science in Special Education Degree with Entitlement to Learning Behavior Specialist I (Type 10) Certification in special education for candidates who hold a current valid teaching certificate The degree Master of Science in Special Education is conferred upon candidates who have met the following requirements: 1. Satisfactory completion of semester hours of graduate credit while maintaining a minimum grade point average of 3.0 out of Successful completion of clinical hours in accordance with the policies and procedures of the Master of Science in Special Education program in the School of Education. Core Curriculum for the Master of Science in Special Education Degree with Entitlement to Learning Behavior Specialist I (Type 10) Certification in special education for candidates who hold a current valid teaching certificate ECE/SPED 503 Child, Family and Community Relationships (3) SPED 526 Psycho-Educational Diagnosis (Ages 3 21) (4) SPED 643 History, Philosophy and Legal Foundations of Special Education (3) SPED 649 Psychology and Characteristics of Students with Disabilities (3) SPED 654 Academic Methods for Early Childhood and Elementary Level Students with Disabilities (3) SPED 655 Academic Methods for Middle and Secondary Level Students with Disabilities (2) SPED 656 Collaboration and Adaptation in General Education Settings (2) SPED 658 Fostering Development of Prosocial Behavior (2) SPED 659 Managing Challenging Behavior (3) SPED 663 Planning and Assessment in Special Education (2) SPED 664 Curriculum and Methods for Students with Moderate to Severe Disabilities (3) SPED 705 Clinical Internship and Seminar in Special Education (1) EDU 533 Reading and Writing Instruction and Improvement (3)* EDU 560 Integrating Technology Into the Curriculum (3) *EDU 533 Reading and Writing Instruction and Improvement is not required for those who hold elementary teaching certificates or those who have taken a reading methodology course. Core Curriculum for the Master of Science in Special Education Degree for candidates who hold a current valid teaching certificate in special education and are interested in pursuing a Master s Degree in Special Education SPED 526 Psycho-Educational Diagnosis (Ages 3 21) (4) EDU 560 Integrating Technology Into the Curriculum (3) SPED 606 Research (3) SPED 656 Collaboration and Adaptation in General Education Settings (2) Choice of a minimum of two of the following methods courses: SPED 664 Curriculum and Methods for Students with Moderate to Severe Disabilities (3) SPED 654 Academic Methods for Early Childhood and Elementary Level SPED 655 Students with Disabilities (3) Academic Methods for Middle and Secondary Level Students with Disabilities (2) SPED 658 Fostering Development of Prosocial Behavior (2) SPED 659 Managing Challenging Behavior (3) Plus electives in a focus area to total 32 graduate semester hour credits Possible Focus Areas Individuals may choose to focus on courses that address characteristics and methodology in disabilities that expand the scope of their original special education certificate. Individuals also have a choice of the following focus areas: Bilingual and/or ESL Endorsement Reading Administrative Leadership Elementary or Secondary General Education Classrooms Gifted Endorsement The course work required to complete a specific focus area will be determined in consultation with the advisor. Additional Requirements for Candidates Seeking Entitlement to Learning Behavior Specialist I (Type 10) Special Education Certification General Education Competencies for Non-Certified Candidates Persons seeking the State of Illinois Learning Behavior Specialist I (Type 10) Special Education Certification as their initial teaching certificate must meet required general education competencies as outlined by the School of Education in addition to completing the core curriculum successfully. Illinois Certification Testing System Requirements Persons seeking State of Illinois Learning Behavior Specialist I (Type 10) Certification in Special Education must pass the Illinois Certification Testing System s required content area tests for Learning Behavior Specialist. 1. The candidate must take and pass the LBSI test prior to placement for clinical practice (student teaching) as specified by the School of Education. 2. The candidate must pass the Special Education General Curriculum Test. 2

4 Master of Science in Special Education 3 3. The candidate must take and pass the appropriate Assessment of Professional Teaching Test. For details, go to Special Education Courses Core Courses SPED 500 (also listed as ECE 500) Childhood Growth and Development: Infancy Adolescence (3) This course is a comprehensive introduction to the principles and basic concepts of typical and atypical child growth and development. This course integrates the physical, cognitive, and social dimensions of a child s life from prenatal development through pubescence. Specific emphasis will be given to the growth and development of young children aged birth through eight years. SPED 503 (also listed as ECE 503) Child, Family and Community Relationships The purpose of this course is to assist candidates in developing the necessary skills to work cooperatively with families and community members. This starts with the understanding that all young children are fully functioning members of a diverse and multicultural school, family, and community. In this class, candidates gain insight into family perspectives and experiences by examining the social, economic, legislative and technological impacts on children and families, including families with special needs children. They evaluate existing support services and service delivery models in the school and community with respect to diversity, exceptionality and family health and well being. A particular emphasis is placed on strategies to promote and assure effective communication, collaboration and consultation between home, school and community. Topics covered include, but are not limited to, social-ecological framework and assessment, life-span development in relation to life history and historical moments, community resources, programs, and service personnel, cultural sensitivity, family demographics, family systems theory, family stressors and grievance, intergenerational family assessment, child abuse and neglect, collaborative and communicative techniques, professional ethics, legal rights of parents, teachers and students in the school system, legislation and advocacy. SPED 526 Psycho-educational Diagnosis (Ages 3 21) (4) In this course candidates are introduced to the diagnostic assessment and the processes of assessment involved in determination of the presence of disabilities. The administration, scoring and interpretation of educational tests used in the diagnosis of all types of learning problems in a variety of multi-cultural settings will be addressed. The candidates will receive specific training on how to administer achievement, processing, observation/checklist based and other types of evaluation instruments for students aged preschool through high school. Attention will be given to the terminology of assessment, importance of family history data, the ethical and legal guidelines of assessment and necessary considerations for diagnostic assessment of ELL students. Administration of a variety of CBM measures will be addressed focusing primarily on reading, math and written language probes for students in kindergarten through high school. Participants will also study interpretation of test data including analysis of diagnostic test results and analysis of progress monitoring data. Creating educational assessment reports, and preparation and communication of data for use in educational and instructional planning and data-based decision making are also elements of this course. SPED 561 Assistive Technology (3) In this course, candidates will explore how assistive technology can be used in schools to enhance the teaching and learning of students with disabilities. Candidates gain hands-on experience using a variety of evidence-based assistive technology tools. They gain an understanding of procedures for the assessment of assistive technology needs, and decision-making guides and frameworks for planning for the use of assistive technology as well as use of assistive technology to support Universal Design for Instruction. Candidates examine ways of integrating assistive technology tools into students IEPs in order to increase access to the general education curriculum. Candidates also gain experience using technology for administrative purposes, such as gathering and charting data, and monitoring progress. SPED 606 Research (see EDU 606) SPED 643 History, Philosophy and Legal Foundations of Special Education (3) In this course, candidates will explore the historical, philosophical and legal foundations of the field of special education. Candidates will study the historical treatment of individuals with disabilities as well as the laws and court decisions over the years that eventually led to the legal guidelines that shape special education practice today. Candidates will become familiar with the regulations, procedural safeguards, policies and ethical issues as well as the rights and responsibilities of all parties related to the provision of services to students with disabilities. As candidates move through exploration of the history and philosophical foundations of special education, they will begin to develop their own personal philosophy of education as special educators. SPED 646 Internship and Seminar in Special Education (1) The purpose of this course is to provide candidates further and more focused experience in working directly with students with disabilities. Candidates will be assigned to a setting with students with disabilities and work with a certified special education teacher. The candidate observes in this setting and takes an active part in the classroom activities. Through this experience candidates will observe similarities and differences across various aspects of development in students with a variety of disabilities, demonstrate communication and collaboration skills with teachers and related service providers, and will observe and participate in the delivery of different forms of instruction. Candidates will reflect on this experience and address key questions, experiences and issues through focused observations and reflections on specific classroom elements such as behavior management, modes of communication within the classroom,

5 MSSPED and use of evidence-based practices. A university supervisor and the special education cooperating teacher or principal will evaluate the candidate as part of this internship experience. Candidates also complete a self evaluation as part of this internship. SPED 649 Psychology and Characteristics of Students with Disabilities (3) The purpose of this course is the study of the 13 major disability categories identified in IDEA with special attention to: learning disabilities, emotional/ behavioral disorders, intellectual disability, attention deficit disorder, autism, other health impaired, orthopedic impairments and traumatic brain injury. The etiology, characteristics and impact of each of these disabilities on development, language development and language skills, learning and behavior of students at the preschool, elementary, middle, high school and post high school levels will be addressed. Candidates will review case studies, become familiar with issues within and across these disability categories, and engage in research on varied aspects of these disability areas. Considerations for ELL learners with suspected disabilities, and the distinction of language differences from languge disabilities/disorders are addressed in this course. The impact of the diagnosis on family, the role of culture in the diagnosis of a disability and related issues will be examined. Candidates will also become familiar with resources and sources of current information/research on these disabilities. SPED 654 Academic Methods for Early Childhood and Elementary Level Students with Disabilities (3) The purpose of this course is to prepare candidates to use a variety of instructional strategies and create learning experiences that encourage early childhood and elementary level student development across many skill domains and the Illinois Learning Standards. The content of this course will initially focus on various forms of lesson planning (including direct instruction, the inquiry approach, and universal design for learning). Major emphasis is placed on development of effective instructional skills including scaffolding and a variety of academic methods for instruction and remediation in the basic areas for students with a variety of disabilities. This course places particular emphasis on oral language, a balanced approach to reading instruction, written language, mathematics instruction and support of instruction in content areas (science and social studies). Candidates study evidence/research-based practices for assessment, planning and instruction and their use in varied contexts and service delivery models including: tiered RTI interventions, instruction addressing IEP goals and objectives, academic adaptations within the general education classroom, and instructional support for ELL students. Within this course, candidates are expected to prepare pre- and post-assessments, lessons and lesson plans, tools and activities for instruction of specific skills and strategies, which are based on knowledge of the discipline, student needs, the general education curriculum and IEP goals. SPED 655 Academic Methods for Middle and Secondary Level Student with Disabilities (2) The purpose of this course is to prepare candidates to use a variety of instructional strategies and create learning experiences that encourage middle and high school level student development across many skill domains and the Illinois Learning Standards. The content of this course will focus on academic methods for students with a variety of disabilities with emphasis on RTI tier 2 and 3 academic interventions at the middle and secondary level, the use of technology as a support for math and science instruction, content area instruction, learning strategies and study skills. This course provides significant coverage of the elements of the evidence-based practice of Learning Strategy Instruction. Candidates will gain knowledge of a variety of teaching methods thus enabling them to choose and implement instructional sequences and methods that address IEP goals and objectives, consider the needs of ELL students and allow for errorless learning, development of conceptual understanding and the maintenance and generalization of skills across learning environments. Development of pre- and post-assessments, lessons and lesson plans and strategies for performance data analysis are an expectation of this course. SPED/ECE 656 Collaboration/Adaptation in General Education Settings (2) In this course, candidates will examine the importance and process of collaboration with family, classroom teachers, paraeducators, paraprofessionals and other school and community personnel in integrating individuals with disabilities and special learning needs into various social and learning environments. Candidates will examine the Response to Intervention (RTI) model, teacher roles and responsibilities in the Response to Intervention process for both academics and behavior, evidence based practice for students with and without disabilities, including Positive Behavior Intervention Supports and other Tier 1 academic and behavior interventions as well as universal design for instruction. Additional elements of this course include coverage of instructional supports and interventions for ELL students and for students with disabilities within the general education setting. The process of examining the learning environment and classroom demands combined with the learning characteristics of the students for the purpose of selection of appropriate strategies and materials will be studied. Techniques for modifying instructional methods, curricular materials and the environment as well as modifications of state and local assessments will be investigated. Collaboration will be practiced and experienced through involvement in exercises and projects within this course. SPED 658 Fostering Development of Prosocial Behavior (2) The purpose of this course is to address the social skill needs of students with various disabilities including emotional/behavior disorders, autism, intellectual disability, learning disabilities and traumatic brain injury. Candidates will explore assessment of individual and group performance in order to design instruction that meets learners current needs in the social and emotional domains at the appropriate level of development in the least restrictive environment. Candidates will examine characteristics of environments including materials, equipment and spatial arrangements that facilitate development, learning and interactions between and among students. Evidence-based 4

6 Master of Science in Special Education strategies and resources for teaching the scope and sequence in social curricular domains and social skill instruction s place within Response to Intervention Tier 2 and 3 interventions will be addressed. Candidates will design instructional programs that enhance individuals social participation in family, school and community activities and develop a series of lesson plans that integrate social skills instruction into academic instruction. Additionally, strategies and techniques to arrange and modify the learning environment to facilitate learning according to students emotional, social and behavioral needs will also be considered in this course. In this course candidates develop a series of lesson plans that integrate social skill instruction into academic instruction. SPED 659 Managing Challenging Behavior (3) In this course, candidates will study use of appropriate non-aversive, least intrusive management procedures when presented with a variety of behavioral problems including challenging behavior. Candidates will learn the PBIS model, evidence-based practices for individual behavior management, crisis prevention, conflict resolution and effective use of reinforcement. Attention will also be given to procedures to help individuals develop self-awareness, self-control, self-reliance, self-esteem and self-determination and manage their own behavior and for fostering maintenance and generalization of skills across learning environments. As part of this course candidates will study and complete functional assessments of behavior and develop behavior intervention plans based on student case studies. SPED 663 Planning and Assessment in Special Education (2) This course focuses on the instructional planning involved in special education and ongoing assessment as a necessary component to this planning, and addresses development of Individual Educational Plans (IEP s) and Transition Plans for students with various disabilities across the age span of K-12. Using case studies, candidates will write IEP s and prepare transition plans for students in special education with particular attention given to development of statements of present levels of performance, annual goals, short term objectives/ benchmarks, progress monitoring and reporting of progress, the least restrictive environment, and access to general education and documentation of modification of instruction and assessment in general education settings. The importance of linkages to outside agencies in transition planning will also be addressed within this course. Issues of confidentiality, collaboration with family, community and other professionals will be stressed. As part of this course candidates will examine curriculum-based measurement with a focus on progress monitoring and data-based decision making as each relates to the Response to Intervention Model through the use of case studies and student CBM data. SPED 664 Curriculum and Methods for Students with Moderate to Severe Disabilities (3) In this course, candidates will study instructional techniques and specialized methods that may be aspects of instruction of students with moderate to severe disabilities. This includes coverage of the functional curriculum across a variety of domains including self care, life skills, recreation/leisure, domestic, community and career/vocational. Specialized interventions and methodology for individuals (preschool through high school) with a focus on physical (including positioning/ support), communication (including augmentative communication) and other techniques and methods that support student learning and development of key functional skills will also be addressed. Candidates will examine assessment and adjustment of learning environments, planning and development of instructional programs directed toward objectives established for a variety of key skills, provision of opportunities for student choice and development of positive self-concepts. This course will also include consideration of the importance of use of appropriate materials emphasizing functionality, instruction in natural settings and interactions between students with and without disabilities. Field hours are required for this course. SPED 702 Clinical Practice Seminar in Special Education (1) In this course candidates engaged in their clinical experience in special education meet for weekly seminar meetings. Within these meetings, candidates discuss their clinical experience, examine classroom challenges, and discuss their roles and responsibilities as professionals in the field of special education. Completion of the Teacher Work Sample/Student Learning Assessment which candidates then implement within the clinical setting is a critical element in this experience. Reexamination of candidates individual philosophies of education, preparation of resumes and the certification process are also addressed. Concurrent enrollment in SPED 703 is required with this course. SPED 703 Clinical Practice in Special Education (4) In this course, candidates will be involved in a full-time, full semester guided experience in classrooms working with students with disabilities. This course offers candidates the opportunity to apply, in a diverse setting, the knowledge and skills gained through the program s course work and fieldwork. Candidates will provide direct instruction to students individually, in small groups and as a whole class in inclusive and special education classrooms. Candidates are expected to demonstrate communication and collaboration skills with teachers and families of students with disabilities, to participate in and provide instruction based on evidence-based practices and design/provide modifications based upon specific needs of students across skill domains (academic, social, physical, behavioral, etc.). Within this clinical setting, candidates will demonstrate the ability to interpret information from formal, curriculum-based measures and informal assessments. Candidates are observed and evaluated by a university supervisor multiple times during the semester. The candidates themselves and the special education cooperating teacher or principal evaluate the candidates as well. Concurrent enrollment in SPED 702 is required with this course. 5

7 MSSPED SPED 705 clinical Internship and Seminar In Special Education (1) In this course, candidates who are seeking special education certification as a second certificate will be involved in an intensive experience with students with disabilities in a school setting. This course offers candidates the opportunity to apply, in a diverse setting, the knowledge and skills gained through the program s course work and fieldwork. Candidates will provide direct instruction to students individually, in small groups, and as a whole class in inclusive and special education classrooms. Candidates are expected to demonstrate communication and collaboration skills with teachers and families of students with disabilities, to participate in and provide instruction based on evidencebased practices, and design/provide modifications based upon specific needs of students across skill domains (academic, social, physical, behavioral, etc.). Within this clinical setting, candidates will demonstrate the ability to interpret information from formal, curriculum-based measures and informal assessments. Completion of the Teacher Work Sample/Student Learning Assessment at the clinical site is a critical part of this internship. Special Education Courses Required in Other Programs SPED 522 Exceptional Students: Characteristics and the Special Education Process In this course, candidates study the psychology and characteristics of exceptional students, grades preschool through high school, and access to services in a variety of school settings. Consideration of the impact of disabilities on development, learning, and communication processes is also addressed. A major portion of this course focuses on the special education process including laws, rules, regulations and procedural safeguards as well as development of IEPs and Behavior Management Plans. Candidates will become familiar with their role in the Response to Intervention process, and in working with exceptional students, their families and special education service providers. SPED/ECE 656 Collaboration/Adaptation in General Education Settings (2) In this course, candidates will examine the importance and process of collaboration with family, classroom teachers, paraeducators, paraprofessionals and other school and community personnel in integrating individuals with disabilities and special learning needs into various social and learning environments. Candidates will examine the Response to Intervention (RTI) model, teacher roles and responsibilities in the Response to Intervention process for both academics and behavior, evidence based practice for students with and without disabilities, including Positive Behavior Intervention Supports and other Tier 1 academic and behavior interventions as well as universal design for instruction. Additional elements of this course include coverage of instructional supports and interventions for ELL students and for students with disabilities within the general education setting. Techniques for modifying instructional methods, curricular materials and the environment as well as modifications of state and local assessments will be investigated. Collaboration will be practiced and experienced through involvement in exercises and projects within this course. Core Courses for Gifted Endorsement SPED 541 Psychology and Characteristics of Gifted and Talented Youth (3) In this course, candidates study psychological and cognitive characteristics of gifted students. They learn to identify instruments and procedures appropriate to diverse cultural settings, and review research related to gifted and talented youth as a means of gaining an awareness of current thought regarding the gifted student and a socio-educational perspective of the field. SPED 546 Curriculum and Methods of Teaching the Gifted and Talented (3) This course focuses on instructional models and strategies for teaching gifted students in diverse cultural settings, within regular classrooms as well as within special class settings. Candidates examine a variety of curriculum theories including appropriate uses of computer technology with gifted students. To fulfill the requirements of the class, each candidate will develop curriculum for gifted students by applying the theories of Bloom, Torrance, Williams, Suchman and Renzulli. SPED 548 Guiding and Counseling the Gifted and Talented (3) This is a developmental counseling course designed to help the classroom teacher appreciate the various problems faced by many gifted students and to develop practical techniques for coping with the diverse needs manifested by the gifted in daily classroom activities. Candidates also examine the skill development and career planning needs of such students. SPED 549 Methods of Teaching Math and Logic to Gifted Students (3) This course focuses on the study of mathematics and logic concepts appropriate for the gifted elementary and middle school student. With an emphasis on abstract thinking and flexible problem solving strategies, candidates learn how to restructure curriculum in accord with the unique needs and learning styles of the gifted. The study of cognitive skill development as it is related to the figural reasoning modality includes an examination of Guilford s Structure of the Intellectual Model. SPED 573 Internship and Seminar: Gifted and Talented (2) This course provides candidates with an opportunity to put theory into practice in an academic setting identified in dialogue with the program director. Candidates then have the opportunity to reflect on and dialogue with their peers and a university instructor about their experiences in the classroom. SPED 591 Critical Contemporary Issues in Gifted Education (3) In this seminar, candidates examine key issues that are central to gifted education, such as, definition and philosophical orientation of giftedness, the LD/Gifted Child, the gifted minority student, the IQ dilemma, and the debates examining nature versus nurture, and acceleration versus enrichment. The course requires candidates to do extensive reading from current journals. 6

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