Counseling and Special Populations. Course Number: SPED 5301

Size: px
Start display at page:

Download "Counseling and Special Populations. Course Number: SPED 5301"

Transcription

1 The conceptual framework of the Lamar University Educator Preparation Program illuminates the vision of the faculty as they are engaged in teaching, research, service. The undergraduate graduate programs utilize a variety of delivery systems to prepare educators leaders for a changing world by requiring them to demonstrate core knowledge, content proficiency, pedagogical techniques strategies, communication leadership skills, technological analytical abilities, professional dispositions. Lamar University educator preparation cidates develop habits of mind needed for lifelong learning respond to the ever changing diverse needs of EC-12 students the schools that serve them. Department: Counseling Special Populations Course Number: SPED 5301 Course Title: Survey of Exceptional Learners Course Description: General survey of the learning potentials of those children deficient in basic integrities which can be categorized into central peripheral nervous system dysfunction /or behavioral disorder. Virtual Office Hours: The professor will be available for questions answers during a weekly webinar. The day the time for the webinar will be posted under the Getting Started section in Blackboard, along with login information. Additionally, the instructor will hold virtual office hours. Please see the Getting Started page in the Blackboard course for additional details. Course Structure: This course is presented in an intensive five week format. Each week includes readings from assigned texts journal articles on the topic, lecture /or interviews, discussion with your colleagues, assignments for you to apply the concepts discussed in each week. It is important to review the syllabus, all course materials, due dates at the onset of the course. This is a distance education course. In order to complete this course successfully, you will need access to a computer the internet on a daily basis. The course you are taking is asynchronous. In other words, there are no real time interactions required (except during webinar participation). All instructions for your course are contained in this syllabus in the weekly overviews. Instructional Associates: You will receive an from your instructional associate (IA) which includes contact information. Make contact with your IA with questions. Please include in the subject line your Lamar ID number (L number), Course number, (SPED 5301) Course section in any communication sent to the IA or course instructor. Direct questions to your IA as this will assist in answering common questions with consistency. Questions related to content are forwarded to the professor for resolution by the IA. Direct communication will be used if several students need answers to questions. The IA serves a very important role for you the course instructor. They are coaches encouragers to students. The IA is your first contact. If your problem cannot be resolved by interaction with the IA, then contact the course instructor. Lamar University 1

2 Prerequisites: Admission to Lamar University Certificate Program, M. Ed. Teacher Leadership Program, /or M. Ed. Program. (Initial teacher certification required. Qualifying score on GRE is required if GPA is less than 3.0.) Required Textbooks The textbooks are available in digital format through Course Smart. See link after book titles. Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Recommended: American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. TK20 REQUIREMENT: TK20 is the official electronic portfolio software used by the Lamar University College of Education Human Development. You can use the following address to access TK20 https://lamar.tk20.com/campustoolshighered/klogin_menu.do. All students are required to purchase TK20. Key assessment information, projects, work samples will be collected, processed, archived through the TK20 secure portal. Grading will not be completed unless selected assignments are submitted to TK20. Your Instructional Associate (IA) can assist you with the TK20 requirements uploads. You may also contact the Lamar TK20 helpdesk at In the Department of Counseling Special Populations, all students must submit key assessments in TK20 in Blackboard in order to receive a final grade for their course. Any students who do not submit the key artifact to both will receive a grade of incomplete-i for the course. The TK-20 assignment for this course is the Philosophy of. Discussion Boards: During this class, you are required to participate in discussion boards on a weekly basis. Posting requirements include one original post responding to the discussion prompt three responses to peer posts. Posts must be spread over three days throughout the week. Keep in mind, peer posts can occur before responding with original posts. Read the grading rubric for discussion board participation to become more familiar with expectations for discussion boards. Webinar Conferences: Overview: During this class, you are required to view at least one webinar conference during the fiveweek course. You will receive a participation grade for viewing one throughout the five-week course, but this is only for the first course. Please follow the assignment directions in Week 5 on how to evidence viewing of one webinar conference. You are encouraged to attend webinar conferences during the five-week session. An agenda will be followed to allow time to answer questions. Purpose: 1) Learning to operate the software hardware for an interactive webinar conference. After the first attendance, you will be comfortable with the delivery format. 2) More interaction between students faculty. 3) Clarification of SPED 5301 questions. Lamar University 2

3 4) Sharing your local experiences with one another. Refer to the Getting Started section of Blackboard for webinar dates, times, login information. Always check to verify dates times, as they are subject to change. DATES AND TIME CHANGES FOR WEBINARS WILL BE POSTED IN BLACKBOARD ANNOUNCEMENTS. Learning Outcomes/National State Stards/Assignments/Assessment Educator Preparation Stards Addressed: Great care has been taken to assure students that the subject matter of this course is authoritative consistent with the State Board for Educator Certification. The content of this course is specified in the form of stards that subsume objectives calling for knowledge, application, dispositions. You should become familiar with these statements, which should guide you in your quest for learning. These objectives have been selected to equip you to teach the Texas Essential Knowledge Skills (TEKS) curriculum. TEKS can be downloaded from the Texas Education Agency website. The objectives listed below in this course syllabus stipulate content for this course. A complete list of applicable stards for each course in the program (CEC Teacher Preparation Stards, the TExES, Teacher Stards) is provided at the end of each syllabus. Lamar University 3

4 Program Outcomes Learner Outcome: At the end of the course, the learner will be able to CEC Stards TExES Domains: TExES Domains: Teacher NAGC/CEC Gifted Education Assignments/Assessments to Master Learner Outcomes 1. Examine history current issues in the field of special education 2. Define describe the specific nature, causes, characteristics of children with exceptionalities 3. Analyze assess the educational needs of exceptional learners. 4. Collaborate with families, other educators, related service providers, individuals with exceptionalities, personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. LO 1.1 Identify describe the history, legislation, current issues of special education LO 1.2 Explain trends common practices regarding special education (identification, assessment, IEPs, parental involvement) LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs LO 4.1 Analyze models of collaboration relevant to special education LO 4.2 Explain the need, requirements, rationale for all stakeholders to be collaboratively involved with exceptional learners Stard 1: Foundations Stard 9: Professional Ethical Practice Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences Stard 10: Collaboration Foundations Stard I Stard II Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX Stard X Foundations Stard III Foundations Stard I Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard IV Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard II Foundations Stard III Stard II: Development Characteristics of Learners Stard III: Individual Learning Differences Read Chapters 1-3 Discussion Question #1 Timeline Project Week 1 Quiz Read Chapters 5-15 Discussion Questions #2, #3, #4, #5 Media Evaluation Project Philosophy of Special Education Paper ABC Book IEP Project Week 2-5 Quiz Read Chapters 5-15 Discussion Questions #2, #3, #4, #5 Media Evaluation Project Philosophy of Special Education Paper ABC Book IEP Project Week 2-5 Quiz Read Chapter 4 Week 1 Quiz Lamar University 4

5 Course Requirements Assignments It is very important that you keep up with the assigned readings, lectures, activities. All assignments, including weekly discussions must adhere to the American Psychological Association (APA) style 6th edition guidelines (APA, 2010). Assignment Points Per Week Total Course Points Discussion Boards 60 points 60 = 300 points Weekly Quizzes = 150 points Webinar: Webinars are held weekly. Viewing of one recorded webinar during points the course is required. Webinar participation is recommended but optional. Timeline Project points IEP Project points Media Evaluation (Any Exceptionality) points ABC Book (Any Exceptionality) points Philosophy of (Blackboard Tk20) points Total Points 1000 points Grading Process points = A points = B points = C points = D Below 599 points = F Classroom Management Policies Technology: Students must have adequate computer internet capability to complete this class. Failure to submit coursework according to the due dates because of technology difficulties will not be an appropriate excuse. It is the student s responsibility to maintain appropriate equipment connection at all times to fully participate in this course. Academic Honesty: Lamar University expects all students to engage in academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty integrity in their academic experiences both in out of the classroom. Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. Course Evaluation: Lamar University provides for evaluation of the course instructor. Specific directions that describe this process will be provided near the completion of the course. Students are requested to complete the course evaluation so that the information can be used for future course planning redesign based on student needs suggestions. Disability Accommodation: Lamar University is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is located in the Communications building room 105. Office staff collaborate with students who have disabilities to provide /or arrange reasonable accommodations. Lamar University 5

6 If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact the DRC at or to arrange a confidential appointment with the Director of the DRC to explore possible options regarding equitable access reasonable accommodations. If you are registered with DRC have a current letter requesting reasonable accommodations, we encourage you to contact your instructor early in the semester to review how the accommodations will be applied in the course. Drop: If, at any point, you decide to not participate in this course, it is your responsibility to officially drop or withdraw from enrollment. Failure to do so may result in a failing grade. A student may recover all tuition for the current course when proper documentation is received prior to the third day of the current course. Late Policy: You are expected to complete turn in assignments on time. Sexual Harassment: It is the policy of the university that no faculty or staff member, student, or contractor may sexually harass any guest or visitor on the campus or any member of the university community, including faculty, staff, students. Such acts will not be tolerated on campus or at Lamar University programs off campus. Any faculty, staff member, or student will be subject to disciplinary action for violation of this policy. Syllabus Subject to Change: While information assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research literature events beyond the control of the instructor. Students will be informed of any substantive occurrences that will produce syllabus changes. Course Requirements Assignments: It is very important that you keep up with assigned readings, lectures, activities. All assignments, including weekly discussions, must adhere to the American Psychological Association (APA) style 6th edition guidelines (APA, 2010). Getting Started in the Course: Please follow these steps to begin the course: 1. Logon to Lamar University Blackboard at https://luonline.blackboard.com. 2. If this is your first course, view the tutorial on how to use Blackboard. It can be found if you scroll down the page where you logon to the course. 2. Select SPED 5301 Survey of Exceptional Learners from the list of courses. 3. On the left side of your computer screen, you will see a column. Find click on the Getting Started link. 4. Print out read the document Getting Started With SPED Read this first! 5. Introduce yourself to your classmates where it says Introductions. 6. The rest of this course syllabus provides you with a list of all activities events in the course. Keep this syllabus hy use it as a checklist as your progress through the course. Lamar University 6

7 SPED 5301 Survey of Exceptional Learners Week-by-Week Schedule of Activities Assignments Before You Begin: Please read the directions for all of the assignments in this course which can be found on the Getting Started section of the course. Week 1: History, Trends, Issues in After completing the Things To Do for the week, students will be able to: LO 1.1 Identify describe the history, legislation, current issues of special education LO 1.2 Explain trends common practices regarding special education (identification, assessment, IEPs, parental involvement) LO 4.1 Analyze models of collaboration relevant to special education LO 4.2 Explain the need, requirements, rationale for all stakeholders to be collaboratively involved with exceptional learners CEC Teacher Preparation Stards Stard 1: Foundations Stard 9: Professional Ethical Practice Stard 10: Collaboration TExES Stards, Domains, Foundations Professional Roles Stard I, II, III Things To Do in Week 1 To master the learning objectives for Week 1, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 1-4) 2. View Videos for Week 1 History Trends Eligibility/Parental Rights/Assessments/IEPs Collaboration 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 1 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 1 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 1 discussion board before midnight Day 7 (Sunday) of the week 7. Submit Timeline Project before midnight Day 7 (Sunday) of the week Reading Assignment for Week 1 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 1: Understing Chapter 2: The Personnel Procedures of Chapter 3: Multicultural Perspectives Teacher TExES Stards, Domains, Foundations Stard I III Lamar University 7

8 Chapter 4: Collaboration in Week 2: Learning Disabilities, Intellectual Developmental Disabilities, Speech Language Disorders After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs CEC Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX X Things To Do in Week 2 To master the learning objectives for Week 2, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 5, 8, 9) 2. View Videos for Week 2 Learning Disabilities Intellectual Developmental Disabilities Speech Language Disorders 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 2 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 2 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 2 discussion board before midnight Day 7 (Sunday) of the week 7. Submit IEP Project before midnight of Day 7 (Sunday) of the week Reading Assignment for Week 2 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 5: Students with Specific Learning Disabilities Chapter 8: Students with Intellectual Developmental Disabilities Chapter 9: Students with Speech Language Disorders Week 3: Emotional Behavioral Disorders, Autism Spectrum Disorders, Gifted Talented Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV Lamar University 8

9 After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs CEC Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX X Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV After completing the Things To Do for the week, students will be able to: NAGC/CEC Gifted Teacher Preparation Stards Stard II: Development Characteristics of Learners Stard III: Individual Learning Differences Things To Do in Week 3 To master the learning objectives for Week 3, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 7, 10, 15) 2. View Videos for Week 3 Emotional Behavioral Disorders Autism Spectrum Disorders Gifted Talented 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 3 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 3 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 3 discussion board before midnight Day 7 (Sunday) of the week 7. Submit Media Evaluation Project (any ) before midnight Day 7 (Sunday) of the week Reading Assignment for Week 3 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 7: Students with Emotional Behavioral Disorders Chapter 10: Students with Autism Spectrum Disorder Chapter 15: Students who are Gifted Talented Week 4: Visual Impairments, Hearing Impairments, Deaf-Blindness Lamar University 9

10 After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs CEC Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: Individual Learning Differences TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Stard IX X Things To Do in Week 4 To master the learning objectives for Week 4, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 11, 12, 14) 2. View Videos for Week 4 Hearing Impairments Visual Impairments Deaf-Blindness 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 4 discussion board before midnight Day 4 (Wednesday) of the week 5. Complete Week 4 Quiz before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 4 discussion board before midnight Day 7 (Sunday) of the week 7. Submit ABC Book Project (any ) before midnight Day 7 (Sunday) of the week Reading Assignment for Week 4 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 11: Students with Deafness Hearing Loss Chapter 12: Students with Visual Impairments Chapter 14: Students with Severe Multiple Disabilities Week 5: Other Health Impaired, Orthopedic Impairments, Traumatic Brain Injury, Severe Multiple Disabilities After completing the Things To Do for the week, students will be able to: LO 2.1 Delineate characteristics prevalence of each LO 2.2 Evaluate causes concerns pertaining to each LO 3.1 Critique analyze components of IEPs CEC Special Education Teacher Preparation Stards Stard 2: Development Characteristics of Learners Stard 3: TExES Stards, Domains, Domain I: Students with Disabilities Stard V Domain III: Curriculum Instruction Lamar University 10 Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV Teacher TExES Stards, Domains, Domain I: Understing Individuals with Disabilities Evaluating Their Need Stard II IV

11 LO 3.2 Identify analyze instructional assessments strategies relevant to individuals with exceptional learning needs Individual Learning Differences Stard IX X Things To Do in Week 5 To master the learning objectives for Week 5, students need to complete the following activities. 1. Complete Reading Assignments (Chapters 6, 13, 14) 2. View Videos for Week 5 Other Health Impairments Orthopedic Impairments Traumatic Brain Injury Severe Multiple Disabilities 3. Attend or view recorded webinar for the week (submit viewing information in Week 5) 4. Make initial post to Week 5 discussion board before midnight Day 4 (Thursday) of the week 5. Complete Week 5 Quiz which before midnight Day 7 (Sunday) of the week 6. Make three response posts to three classmates postings in Week 5 discussion board before midnight Day 7 (Sunday) of the week 7. Submit Philosophy of Paper (to Blackboard TK20) before midnight Day 7 (Sunday) of the week 8. Complete course evaluation before midnight Day 7 (Sunday) of the week Reading Assignment for Week 5 Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson. Chapter 6: Students with Attention-Deficit Hyperactivity Disorder Chapter 13: Students with Orthopedic Impairments, Traumatic Brain Injury, Other Health Impairments Chapter 14: Students with Severe Multiple Disabilities Lamar University 11

12 Stards for Teacher Preparation in SPED 5301 Specific to this Course CEC Stards TExES Domains: TExES Domains: Special Education Teacher NACG/CEC Stards for Gifted Talented Education Stard 1: Foundations Philosophies: evidence-based principles theories, relevant laws policies, diverse historical points of view, historical future influence on special education treatment of individuals with exceptional learning needs (ELN) in school society. Professional practice: assessment, instructional planning, implementation, program evaluation. Human diversity: impacts on families, cultures, schools; delivery of special education services Relationships: Sp. Ed. organizations to organizations functions of schools, school systems, other agencies Stard 2: Development Characteristics of Learners Respect for unique human beings: similarities differences in human development characteristics between among individuals with without exceptional learning needs Exceptional conditions with human development: responding to varying abilities behaviors of ELN Impact on families: individual s ability to learn, interact socially, live as fulfilled contributing members of the community Foundations Stard I: The educational diagnostician understs applies knowledge of the purpose, philosophy, legal foundations of evaluation special education. Domain I: Students With Disabilities Stard V: The educational diagnostician knows eligibility criteria procedures for identifying students with disabilities determining the presence of an educational need. Foundations Stard I: The special education teacher understs applies knowledge of the philosophical, historical, legal foundations of special education. Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard IV: The special education teacher understs applies knowledge of the characteristics needs of individuals with disabilities. Stard II: Development Characteristics of Learners Educators of the gifted know demonstrate respect for their students as unique human beings. They underst variations in characteristics of individuals with without exceptional learning needs capacities. Educators of the gifted can express how different characteristics interact with the domains of human development use this knowledge to describe the varying abilities behaviors of individuals with gifts talents. Educators of the gifted talented also underst how families communities contribute to the development of individuals with gifts talents. K1, K2, K3, K4, K5 Stard III: Individual Learning Differences Educators of the gifted underst the effects that gifts talents can have on an individual s learning in school throughout life. Moreover, educators of the gifted are active resourceful in seeking to underst how language, culture, family background interact with an individual s predispositions to impact academic social behavior, attitudes, values, interests. The understing of these learning differences their interactions provides the foundation upon which educators of the gifted plan instruction to provide meaningful challenging learning. K1, K2, K3, K4 Lamar University 12

13 Stard 3: Individual Learning Differences Effects exceptional condition has on individual s learning in school life. Beliefs, traditions, values across within cultures affect relationships among between students, their families, the school community. Primary language, culture, familial backgrounds interact with the individual s exceptional condition to impact academic social abilities, attitudes, values, interests, career options Stard 9: Professional Ethical Practice Ethical professional practice stards, legal matters, ethics. Multiple roles complex situations across age developmental ranges. Engage in professional activities that benefit ELN, families, colleagues, their own professional growth; practice lifelong learning. Professional growth; current on evidence-based best practices; Knows own limits of practice practice within Domain III: Curriculum Instruction Stard IX: The educational diagnostician addresses students behavioral social interaction skills through appropriate assessment, evaluation, planning, instructional strategies. Stard X: The educational diagnostician knows understs appropriate curricula instructional strategies for individuals with disabilities. Foundations Stard I: The educational diagnostician understs applies knowledge of the purpose, philosophy legal foundations of evaluation Domain I: Understing Individuals With Disabilities Evaluating Their Need Stard II: The special education teacher applies knowledge of professional roles responsibilities adheres to legal ethical requirements of the profession. Foundations Stard I: The special education teacher understs applies knowledge of the philosophical, historical, legal foundations of Lamar University 13

14 them. Stard 10: Collaboration Collaborate with families, other educators, related service providers, individuals with exceptionalities, personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. special education. Stard II: The educational diagnostician understs applies knowledge of ethical professional practices, roles responsibilities. Foundations Stard III: The educational diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies related service personnel. special education. Foundations Stard III: The special education teacher knows how to communicate collaborate effectively in a variety of professional settings. Lamar University 14

SOUTHEAST MISSOURI STATE UNIVERSITY. The Teacher as Competent Professional Educator

SOUTHEAST MISSOURI STATE UNIVERSITY. The Teacher as Competent Professional Educator COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early & Special Education Course No. EX 90 Course: Psychology and Education of the Exceptional Child Revision: Summer 2010 The

More information

EMAIL: COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (CHECKED IF ADDRESSED IN THIS COURSE)

EMAIL: COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (CHECKED IF ADDRESSED IN THIS COURSE) INSTRUCTOR: OFFICE NUMBER: PHONE: EMAIL: OFFICE HOURS: CLASS MEETING TIME/LOCATION: Course Number: SPED 301 Course Title: Foundations of Special Education Number of Credit Hours: Number of Contact Hours:

More information

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize

More information

George Mason University Graduate School of Education Program: Special Education

George Mason University Graduate School of Education Program: Special Education George Mason University Graduate School of Education Program: Special Education Introduction to Special Education 1 EDSE 401/501: 5S1: Introduction to Special Education Spring 2005 Instructor: Dawn Smith,

More information

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours Instructor: Steve Neill, Associate Professor Office: Visser Hall 203B Address: Box 4037 Emporia, Kansas

More information

Butler County Community College Behavioral Science, Math, Science Fall 2004 and Physical Education Division

Butler County Community College Behavioral Science, Math, Science Fall 2004 and Physical Education Division Butler County Community College Cindy George Behavioral Science, Math, Science Fall 2004 and Physical Education Division COURSE OUTLINE Introduction to the Exceptional Child Course Description ED 120.

More information

Literacy for English Language Learners

Literacy for English Language Learners 1 Syllabus The conceptual framework of the Lamar University Educator Preparation Program illuminates the vision of the faculty as they are engaged in teaching, research and service. The undergraduate and

More information

NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education

NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education Standard 1: Foundations Educators of the gifted understand the field as an evolving and changing discipline based on philosophies,

More information

FLORIDA INTERNATIONAL UNIVERSITY

FLORIDA INTERNATIONAL UNIVERSITY FLORIDA INTERNATIONAL UNIVERSITY University Park Campus Department of Educational and Psychological Studies Medical Aspects of Disability EEX 6208 Spring 2009 Wednesdays, 5:00-7:40 pm Graham Center, Room

More information

University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.

University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05. University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.502 Spring 2013 Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell) Email:

More information

Course Syllabus College of Education Winona State University. Department: Special Education Date: August 2011

Course Syllabus College of Education Winona State University. Department: Special Education Date: August 2011 Course Syllabus College of Education Winona State University Department: Special Education Date: August 2011 Course Number: 451/551 Course Title: ECSE Assessment, Planning, and Placement Number of Credits:

More information

Western Kentucky University. Special Education School of Teacher Education

Western Kentucky University. Special Education School of Teacher Education Western Kentucky University Special Education School of Teacher Education EXED 533 Seminar: Curriculum for Learning and Behavior Disorders Prerequisites: SPED 516 & SPED 531 Office: Gary Ransdell Hall

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or

More information

LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE

LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE College of Education and Health Professions Educational Administration and Curriculum & Instruction Programs LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM

More information

Course Syllabus Dr. Wade Fish Associate Professor of Special Education Office: Henderson #224 Texas A&M University-Commerce

Course Syllabus Dr. Wade Fish Associate Professor of Special Education Office: Henderson #224 Texas A&M University-Commerce Course Syllabus Dr. Wade Fish Associate Professor of Special Education Office: Henderson #224 Texas A&M University-Commerce This is an online class No class meetings Office Hours: Tuesday 12:30 pm 2:30

More information

Raritan Valley Community College Academic Course Outline. HMNS 240 Introduction to Special Education

Raritan Valley Community College Academic Course Outline. HMNS 240 Introduction to Special Education Raritan Valley Community College Academic Course Outline HMNS 240 Introduction to Special Education I. Basic Course Information A. Course Number and Title: HMNS 240 Introduction to Special Education B.

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Special Education 524 Characteristics of Students with Mild Disabilities Spring 2013 Online

Special Education 524 Characteristics of Students with Mild Disabilities Spring 2013 Online Special Education 524 Characteristics of Students with Mild Disabilities Spring 2013 Online Instructor: Beth Jones, Ph.D. Phone: (903) 886-5594 Fax: (903) 886-5510 Email: beth.jones@tamu-c.edu Office:

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective

More information

MWF 9-9:50 AM 1414 Mol Bio (Molecular Biology)

MWF 9-9:50 AM 1414 Mol Bio (Molecular Biology) Sp Ed 250 Education of the Exceptional Learner in a Diverse Society [3 credit hours] MWF 9-9:50 AM 1414 Mol Bio (Molecular Biology) Instructor: Office Hours: Dr. Pat Carlson W 1-2:30 PM 0624E Lagomarcino

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

SYLLABUS EDU 541:Foundations of Special Education Online Course located at https://test.blackboard.american.edu/ Summer 2010

SYLLABUS EDU 541:Foundations of Special Education Online Course located at https://test.blackboard.american.edu/ Summer 2010 Instructor: SYLLABUS EDU 541:Foundations of Special Education Online Course located at https://test.blackboard.american.edu/ Summer 2010 Sarah Irvine Belson Office: American University, Gray Hall 120 Phone:

More information

TExES Special Education Supplemental (163) Test at a Glance

TExES Special Education Supplemental (163) Test at a Glance TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test

More information

ACC Child Care & Development Department CDEC 1359 Children with Special Needs Master Syllabus

ACC Child Care & Development Department CDEC 1359 Children with Special Needs Master Syllabus ACC Child Care & Development Department CDEC 1359 Children with Special Needs Master Syllabus Course Description: A survey of information regarding children with special needs including possible causes

More information

SPED 346 Survey of Exceptionalities

SPED 346 Survey of Exceptionalities Instructor: Ambre Fairfield M.S. Email: afairfield@leomail.tamuc.edu Phone: 903-886-5594 SPED 346 Survey of Exceptionalities Tuesday & Thursday 2-3:15 pm Spring 2015 EDS 129 3 credits Office Hours: Tuesdays

More information

SPECIAL EDUCATION AND DISABILITY POLICY (SEDP)

SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements

More information

PHOENIX COLLEGE ONLINE. SBS220 Internet Marketing for Small Business

PHOENIX COLLEGE ONLINE. SBS220 Internet Marketing for Small Business PHOENIX COLLEGE ONLINE SBS220 Internet Marketing for Small Business Instructor Information Instructor: Telephone: E-mail: Availability: Doula Zaharopoulos 602-285-7209 M-F Mountain Time doula.zaharopoulos@pcmail.maricopa.edu

More information

Department of Human Services Special Education 464 Early Childhood Special Education

Department of Human Services Special Education 464 Early Childhood Special Education Department of Human Services Special Education 464 Early Childhood Special Education Instructor: Jennifer Castella, M.Ed. Course Time & Location: Online Virtual Office Hours: To be Announced Credits: 3

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

Gifted Intervention Specialist

Gifted Intervention Specialist Gifted Intervention Specialist Endorsement Grades K-12 2008 Ohio Modified /CEC/NAGC Program Standards An endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued

More information

SPED 418: Research, Issues, & Trends in Education

SPED 418: Research, Issues, & Trends in Education SPED 418: Research, Issues, & Trends in Education Instructor: Martha Jane Harris, Ph.D. Office: University Center, Room 204 Office Phone: 903-223-3086 Office Email: marty.harris@tamut.edu Office Hours:

More information

Course Materials Required Text:

Course Materials Required Text: Lamar University, a member of The Texas State University System, is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award Associate, Baccalaureate, Masters,

More information

COURSE SYLLABUS Southeast Missouri State University

COURSE SYLLABUS Southeast Missouri State University COURSE SYLLABUS Southeast Missouri State University Department of Elementary, Early & Special Education Course No. EX 618 Title of Course: Introduction to Children with Exceptionalities Spring 2015 Instructor:

More information

JEFFERSON COLLEGE COURSE SYLLABUS EDU235 EDUCATION OF THE EXCEPTIONAL LEARNER. 3 Credit Hours. Prepared by: Terry Kite, M.Ed.

JEFFERSON COLLEGE COURSE SYLLABUS EDU235 EDUCATION OF THE EXCEPTIONAL LEARNER. 3 Credit Hours. Prepared by: Terry Kite, M.Ed. JEFFERSON COLLEGE COURSE SYLLABUS EDU235 EDUCATION OF THE EXCEPTIONAL LEARNER 3 Credit Hours Prepared by: Terry Kite, M.Ed. September 2011 Dr. Mindy Selsor, Dean Carolyn Elphingstone, Social Science Division

More information

CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015 Online Education

CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015 Online Education College of Education Preparing Professionals for Changing Educational Contexts CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015

More information

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director I. Admission: a. Apply to Graduate School: (www.saumag.edu/graduate/admissions). i. Admission to the

More information

Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline

Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline COURSE INSTRUCTOR: Larry Beard, Ed.D. lbeard@jsu.edu Ph: 256-782-5078 CLASS MEETINGS: OFFICE HOURS: Online Email me

More information

The University of South Dakota. School of Education. Division of Educational Leadership. EDAD 701 Introduction to Educational Administration 3 credits

The University of South Dakota. School of Education. Division of Educational Leadership. EDAD 701 Introduction to Educational Administration 3 credits The University of South Dakota School of Education Division of Educational Leadership EDAD 701 Introduction to Educational Administration 3 credits Fall 2016 Instructor: Kris Reed, Ph.D. Office: Delzell

More information

ACC Child Care & Development Department CDEC 1393 -Special Topics in Early Childhood Master Syllabus

ACC Child Care & Development Department CDEC 1393 -Special Topics in Early Childhood Master Syllabus ACC Child Care & Development Department CDEC 1393 -Special Topics in Early Childhood Master Syllabus Course Description: An in-depth study of the attitudes and behaviors pertinent to early childhood and

More information

Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education

Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities

More information

SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus

SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus Credits: 3 Time: 4:30 7:30 pm Location: USU Salt Lake Center 2500 South State Street, SLC

More information

OTTAWA ONLINE BUS-7200/HRF-7001 Value Systems and Professional Ethics

OTTAWA ONLINE BUS-7200/HRF-7001 Value Systems and Professional Ethics Course Description OTTAWA ONLINE BUS-7200/HRF-7001 Value Systems and Professional Ethics A study of personal and corporate value systems and business ethics. Investigation of personal beliefs, purposes

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

Admissions Requirements

Admissions Requirements Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates

More information

Department of Early Childhood, Elementary, and Special Education. SURVEY OF EXCEPTIONAL CHILDREN EDSP 601 (Online) Fall 09

Department of Early Childhood, Elementary, and Special Education. SURVEY OF EXCEPTIONAL CHILDREN EDSP 601 (Online) Fall 09 Department of Early Childhood, Elementary, and Special Education SURVEY OF EXCEPTIONAL CHILDREN EDSP 601 (Online) Fall 09 Dr. Martha Miller Decker (m.decker@moreheadstate.edu) 301-E Ginger Hall, Phone

More information

COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling

COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Please attach completed cover sheet to course syllabus. Course Number SCED 512 Course Name Special-Needs Populations

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent

More information

Annual Public Notice of Special Education Services and Programs for Students with Disabilities

Annual Public Notice of Special Education Services and Programs for Students with Disabilities 1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and

More information

TEXAS SOUTHERN UNIVERSITY COLLEGE OF EDUCATION Department of Counseling

TEXAS SOUTHERN UNIVERSITY COLLEGE OF EDUCATION Department of Counseling 1 Fall, 2013 COUN 539 School Counseling (Online) Joyce P. Finch, Ed.D. drjoycefinch@gmail.com or finchjg@tsu.edu Office: 713-313-7625 Cell: 281-731-2099 Office: 307 A TEXAS SOUTHERN UNIVERSITY COLLEGE

More information

Teacher of Students with Disabilities Endorsement Program Student Handbook

Teacher of Students with Disabilities Endorsement Program Student Handbook Teacher of Students with Disabilities Endorsement Program Student Handbook Rowan University College of Education Interdisciplinary and Inclusive Education Department 1 Table of Contents Overview and General

More information

College of Education and Allied Professions MAT/MAED Dispositions Assessment, Fall 2014

College of Education and Allied Professions MAT/MAED Dispositions Assessment, Fall 2014 College of Education and Allied Professions MAT/MAED Dispositions Assessment, Fall 2014 At the undergraduate and/or initial licensure level, the following dispositions are expected of all developing professionals

More information

California State University, Fresno Department of Counseling, Special Education and Rehabilitation Leadership for Diverse Communities

California State University, Fresno Department of Counseling, Special Education and Rehabilitation Leadership for Diverse Communities Department of Counseling, Special Education and Rehabilitation Leadership for Diverse Communities Syllabus for SPED 251: Systematic Approach to Social Skills Programming for Individuals with ASD Semester:

More information

Standards for School Counseling

Standards for School Counseling Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate

More information

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes...

More information

COLLEGE of CHARLESTON EDFS 345: Introduction to the Education of Exceptional Children and Youth Summer 2009

COLLEGE of CHARLESTON EDFS 345: Introduction to the Education of Exceptional Children and Youth Summer 2009 COLLEGE of CHARLESTON EDFS 345: Introduction to the Education of Exceptional Children and Youth Summer 2009 Instructor: Marie L. Manning, Ph.D. Class Hours: Online Office: 86 Wentworth office no. 316 Classroom:

More information

Course Catalog Description/Prerequisites Required Text Course Objectives and Outcomes

Course Catalog Description/Prerequisites Required Text Course Objectives and Outcomes BGEN105 Introduction to Business Summer 2016: Online Instructor: Dr. Heather L. Thompson Email: heather.thompson14@msubillings.edu Office: Technology B004: Office Phone: 406.247.3065 Office Hours: Tuesday

More information

ASU College of Education - Teacher Education Department ED 4321 Secondary School Organization and Curriculum Course Syllabus Fall 2015

ASU College of Education - Teacher Education Department ED 4321 Secondary School Organization and Curriculum Course Syllabus Fall 2015 ASU College of Education - Teacher Education Department ED 4321 Secondary School Organization and Curriculum Course Syllabus Fall 2015 Professor: Dr. Donna Gee Telephone: 325-486-6952 Email: donna.gee@angelo.edu

More information

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize

More information

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education; Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals

More information

Instructor Information. Course Catalog Description: Student Learning Outcomes & Assessments. The student will be able to:

Instructor Information. Course Catalog Description: Student Learning Outcomes & Assessments. The student will be able to: Instructor Information The University of Texas at Tyler College of Education and Psychology Department of Educational Leadership and Policy Studies Jennifer Jones, Ed.D. Office Hours: By appointment Office:

More information

CJ 4472 Cyber Crime Syllabus Term

CJ 4472 Cyber Crime Syllabus Term CJ 4472 Cyber Crime Syllabus Term 4 2016 For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor

More information

2) Rationale What student and/or future professional education/licensure needs will this proposal address?

2) Rationale What student and/or future professional education/licensure needs will this proposal address? 05.46 PROPOSED NEW PROGRAM FOR GIFTED AND TALENTED LICENSE ADDITION March 29, 2005 1) Change/Program Description Describe succinctly the change/program being proposed. The state of Indiana no longer is

More information

DEPARTMENT OF ADMINISTRATIVE & ORGANIZATIONAL LEADERSHIP

DEPARTMENT OF ADMINISTRATIVE & ORGANIZATIONAL LEADERSHIP DEPARTMENT OF ADMINISTRATIVE & ORGANIZATIONAL LEADERSHIP ORGANIZATIONAL LEADERSHIP IN ADMINISTRATION & SUPERVISION DR. MICHELLE BEAVERS, CHAIR DR. WAFA HOZIEN DR. RANDY MITCHELL DR. LINDA NOEL-BATISTE

More information

AEC 3073 INTERCULTURAL COMMUNICATION Ms. Mary Rodriguez

AEC 3073 INTERCULTURAL COMMUNICATION Ms. Mary Rodriguez Spring 2015 AEC 3073 - Section 2D38 General Education Categories: Social & Behavioral Sciences (S) and International (N) or S and Diversity (D) Three (3) Credit Hours Tuesday (5 th and 6 th period) 11:45-1:40pm

More information

ELS 657: Public School Law 1

ELS 657: Public School Law 1 ELS 657: Public School Law 1 ELS 657: Public School Law 3.0 Credit Hours Fall 2010 Instructor: Text: Dr. Jennifer Sughrue (757) 683-5922 jsughrue@odu.edu Alexander, K. & Alexander, M. D. (2009). American

More information

EXCEPTIONAL NEEDS SPECIALIST

EXCEPTIONAL NEEDS SPECIALIST IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Exceptional Needs Standards, Second Edition (for teachers of students ages birth 21+). If you applied for

More information

GEORGIA REGENTS UNIVERSITY DEPARTMENT OF TEACHER EDUCATION

GEORGIA REGENTS UNIVERSITY DEPARTMENT OF TEACHER EDUCATION GEORGIA REGENTS UNIVERSITY DEPARTMENT OF TEACHER EDUCATION SPED 4004 Collaboration & Consultation/SPED 6004 Facilitating Inclusive Instruction (3-credit hours) COURSE DESCRIPTION This is an in-depth course

More information

HRD 5343 Foundations of Human Resource Development (HRD)

HRD 5343 Foundations of Human Resource Development (HRD) HRD 5343 Foundations of Human Resource Development (HRD) College of Business and Technology Department of Human Resource Development and Technology The University of Texas at Tyler Course Syllabus Fall

More information

Portfolio Guide. Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Conceptual Framework

Portfolio Guide. Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Conceptual Framework Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course 1.4.1.1 Human Growth and Development:

More information

SPECIAL EDUCATION STANDARDS

SPECIAL EDUCATION STANDARDS SPECIAL EDUCATION STANDARDS Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. The special education teacher understands and applies knowledge of the philosophical, historical,

More information

Syllabus Psychological Assessment/Measurement PSY 572 / SPED 572 Spring 2015

Syllabus Psychological Assessment/Measurement PSY 572 / SPED 572 Spring 2015 Syllabus Psychological Assessment/Measurement PSY 572 / SPED 572 Spring 2015 Online Class Instructor: Michelle De La Garza, PhD Email: michelle.delagarza@tamuc.edu Required Text Cohen, R. J. & Swerdlik,

More information

Texas A&M University-Texarkana College of Science, Technology, Engineering & Math. COURSE CREDIT: 3 Semester Credit Hours (3-0)

Texas A&M University-Texarkana College of Science, Technology, Engineering & Math. COURSE CREDIT: 3 Semester Credit Hours (3-0) Texas A&M University-Texarkana College of Science, Technology, Engineering & Math COURSE NUMBER: NURS 301 COURSE TITLE: Professional Nursing Practice COURSE CREDIT: 3 Semester Credit Hours (3-0) FACULTY:

More information

Department of Early Childhood, Elementary and Special Education Introduction to Corrective Speech (face-to-face) EDSP 320-001 Fall 2011

Department of Early Childhood, Elementary and Special Education Introduction to Corrective Speech (face-to-face) EDSP 320-001 Fall 2011 Department of Early Childhood, Elementary Special Education Introduction to Corrective Speech (face-to-face) EDSP 320-001 Fall 2011 Denise Lacy, Instructor Office: A401A Ginger Hall Email: d.lacy@moreheadstate.edu

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

ESP 507 INTRODUCTION TO SPECIAL EDUCATION COURSE SYLLABUS

ESP 507 INTRODUCTION TO SPECIAL EDUCATION COURSE SYLLABUS ESP 507 INTRODUCTION TO SPECIAL EDUCATION COURSE SYLLABUS Course Description: This course will provide information and knowledge on legislation and litigation in Special education. A historical overview

More information

EDSE 584 High School Internship Seminar English

EDSE 584 High School Internship Seminar English EDSE 584 High School Internship Seminar English Course Description: Intended Audience: Co-requisite: Course Credit: This course is designed to synthesize the skills and instructional techniques learned

More information

University of Nevada, Las Vegas. School of Nursing

University of Nevada, Las Vegas. School of Nursing Syllabus Spring 2016 University of Nevada, Las Vegas School of Nursing Course Prefix and Number NURS 772 Course Title The Nurse as Leader Credits 3 credits Course Prerequisites Admission to the UNR/UNLV

More information

CISS 365 DEA Project Management

CISS 365 DEA Project Management Columbia College Online Campus P a g e 1 CISS 365 DEA Project Management March 2015 Session 14-54 March 23 May 16, 2015 Course Description An introduction to project management issues associated with information

More information

EFRT 305 Human Development and Learning

EFRT 305 Human Development and Learning EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field

More information

LEVEL 1 LICENSURE PORTFOLIO

LEVEL 1 LICENSURE PORTFOLIO LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment

More information

HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards

HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards FERRIS STATE UNIVERSITY COLLEGE OF HEALTH PROFESSIONS SCHOOL OF NURSING HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards JULY 2015 TABLE

More information

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems. 202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation

More information

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership 1 Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership A. Course Title: EDL 7233 Advanced Research Methods B. Catalog Description: This course

More information

D. Course objectives (student learning outcomes). Upon satisfactory completion of this course, students will be able to:

D. Course objectives (student learning outcomes). Upon satisfactory completion of this course, students will be able to: A. Department of Special Education SED 518/718 Course Title: Special Education Early Childhood Programs Credit Hours: 3 B. Course Description: Overview of history, philosophy, legislation and services

More information

GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT SPECIAL EDUCATION

GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT SPECIAL EDUCATION GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT SPECIAL EDUCATION EDSE 517 Section 001 (3 credits) Computer Applications for Special Populations Fall 2005 Thursdays 4:30-7:10 Thompson

More information

ECE 420: Practicum in Early Childhood Education (Preschool and Kindergarten) 4 hours field work/1 hour lecture per week

ECE 420: Practicum in Early Childhood Education (Preschool and Kindergarten) 4 hours field work/1 hour lecture per week ECE 420: Practicum in Early Childhood Education (Preschool and Kindergarten) 4 hours field work/1 hour lecture per week Instructor: Office: Office Phone: Office Hours: Email: Prerequisites: EDUC 320, EDUC

More information

CISS 365 A Project Management

CISS 365 A Project Management Columbia College Online Campus P a g e 1 CISS 365 A Project Management June 2015 Session 14-55 June 1 July 25, 2015 Course Description An introduction to project management issues associated with information

More information

Special Education. General Requirements

Special Education. General Requirements Special Education Department: Graduate Studies Chairperson: Cathryn Busch Faculty: Carl Lawson Flora Luseno Degree(s)/Certification(s): M.S. Ed. in Special Education Content Designations: S ED The Special

More information

SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS

SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING Title of Course: Addictions Counseling (3 cr) Course No. CP 661 Revised Spring 2012 Semester: Instructor: Office:

More information

HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards

HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards FERRIS STATE UNIVERSITY COLLEGE OF HEALTH PROFESSIONS SCHOOL OF NURSING HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards JULY 2014 TABLE

More information

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

School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION. Master of Science in Special Education School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION Master of Science in Special Education 2012-2014 Master of Science in Special Education Master of Science in Special Education Purpose The Master

More information

Program in Rehabilitation Counseling

Program in Rehabilitation Counseling Program in Rehabilitation Counseling The RC Profession Work and working are highly valued in our society. Rehabilitation Counselors provide and coordinate services for individuals with a range of physical,

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION Gifted and Talented Advisory Council College of Education University of Nevada, Reno Mailstop 0299 Reno, NV 89557 Office (775) 784-4383 Fax (775) 784-4384

More information

Syllabus Summer 1 2014 Special Education 586 Online Inclusion: Strategies and Accommodations

Syllabus Summer 1 2014 Special Education 586 Online Inclusion: Strategies and Accommodations Syllabus Summer 1 2014 Special Education 586 Online Inclusion: Strategies and Accommodations Beth A. Jones, PhD E-Mail: Beth.Jones@tamu-c.edu Office: 228 Henderson Office Hours: by appointment Text: Mastropieri,

More information

Master s in Educational Psychology. School Counseling Track. Student Handbook

Master s in Educational Psychology. School Counseling Track. Student Handbook Master s in Educational Psychology School Counseling Track Student Handbook Summer 2016 Table of Contents Introduction 3 TAMU School Counseling Mission 3 Student Contract 4 School Counseling Track Faculty

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

JACKSONVILLE STATE UNIVERSITY College of Education and Professional Studies. Counseling Principles and Technology Applications (EdS)

JACKSONVILLE STATE UNIVERSITY College of Education and Professional Studies. Counseling Principles and Technology Applications (EdS) JACKSONVILLE STATE UNIVERSITY College of Education and Professional Studies Counseling Principles and Technology Applications Course Syllabus Spring 2013 Course Number: Course Title: Credit Hours: Instructor:

More information