Education Courses

Education Courses

Lower Division

Ed 205 Reading and Conference: Credit to be arranged

Ed 207 Seminar: Credit to be arranged

Ed 209 Practicum: Credit to be arranged

Ed 251 Introduction to the Teaching Profession: English as a Second Language Tutorial: 3 credits

Students experience 25 clock hours tutoring children of another culture in a public school setting. Class sessions focus on personal values in relation to roles of educators, provide knowledge of and appreciation for cultural diversity in our pluralistic society, and analyze current trends and issues in education. Course is aimed at helping students make sound decisions about entering the teaching profession.

Ed 252 Children in Our Society: 3 credits

Students observe children in a variety of settings. Class sessions focus on the growth, development, and learning patterns of children and adolescents. Contemporary and historical issues that have an impact on these patterns are examined in the context of culture. Among major issues addressed are parenting, early education child care, and children-at-risk.

Ed 253 Community Out Reach Education (CORE): 13 credits

Students explore fields of interest and gain experience in a variety of community service placements. Participants spend 30 clock hours (for every 1 credit) working in a setting of their choice. Students must contact the CORE office in the Student Access Center to discuss placement. Course credit varies in proportion to the amount of time spent and the level of involvement.

Upper Division

Ed 320 Technology and Learning: 3 credits

Overview of and introduction to the uses of educational technology and personal computers for learning, productivity, and communication. Extensive experience using a variety of media and technologies, including video, computers, projected visuals, and print graphics. Emphasis is on applications of computers to learning.

Ed 399 Special Studies: 13 credits

Ed 405 Reading and Conference: Credit to be arranged

Ed 407/507 Seminar: Credit to be arranged

Ed 409 Practicum: 14 credits

Ed 434/534 Educational Technology: Elementary: 3 credits

Overview of effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Special emphasis is on applications of computers to the elementary school curriculum.

Ed 435/535 Educational Technology: Secondary: 3 credits

Overview of effective application of instructional technology in secondary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Special emphasis is on application of computers to specific secondary curriculum areas.

Ed 436/536 Production of Educational Media: 3 credits (3-hour laboratory)

Production and use of multimedia materials and equipment for communication, presentation, and education. Extensive experience using a variety of media and technologies including video, computers, projected visuals, and print graphics.

Ed 444/544 Computer Applications: 3 credits

Overview of the uses of personal computers for learning, productivity, and communication for all majors. Via extensive experience, students gain proficiency with a variety of computer applications, including word processing, database management, software evaluation, and telecommunications. Students research computer applications in their own area of interest or study.

Ed 445/545 Integrating Computers into the Curriculum: 3 credits

Strategies and methods for integrating computers into the curriculum are discussed. Computer applications are presented as responses to pertinent educational issues and problems. Examines research on the impact of computers on teaching and learning. Students experience using the computer for teaching a variety of specific curricular areas.

Ed 450 Mentoring Practicum: 13 credits (2 hours laboratory per week for each credit)

Participants learn about the importance and fundamentals of peer support, assistance, and feedback in a classroom setting by involvement in a public school laboratory experience under the supervision of Jackson Education Service District Migrant Education staff members. Laboratory work includes providing support and assistance for students who are enrolled in Ed 251. Course applies toward a minor in education. Prerequisite: Ed 251.

Ed 451 Advanced Teacher Assistantship: 13 credits

This field experience provides opportunities to learn about the roles, responsibilities, and skills needed to supervise educational activities. Laboratory work includes working with children one-to-one and in small groups in a public school classroom under the direction of a cooperating teacher and applying basic data taking skills. Course applies toward a minor in education.

Ed 452 Outdoor Education Experiences: 13 credits

Students participate as counselors/teacher assistants in a public school outdoor education program. Typically, the experience includes travel with a fifth or sixth grade class to the mountains, desert, or seashore to see how a natural setting becomes the perfect classroom for an integrated curriculum. Course credit varies in proportion to the amount of time spent in the experience.

Ed 453 Community Out Reach Education (CORE): 13 credits

Students explore fields of interest and gain experience in community service placements. Participants spend 30 clock hours (for every 1 credit) working in a setting of their choice. Students must contact the CORE office in the Student Access Center to discuss placement. Course credit varies in proportion to the amount of time spent and the level of involvement.

Ed 470/570 The Exceptional Child: 3 credits

Examines the special educational needs of children classified as exceptional. Legal requirements of mainstreaming, special programs, the practical aspects of providing or adapting materials, curriculum, and teaching techniques are analyzed. Students also study the affective domain of exceptionality and learn strategies to help children develop to their fullest potential.

Ed 480/580 Foundations in Early Childhood: 3 credits

Introduces students to the field of early childhood education; presents an overview of historical and philosophical perspectives; explores different approaches to ECE programming; considers relevant issues in the field of early childhood; and analyzes early education from a cross-cultural perspective.

Ed 484/584 Curriculum Design in Early Childhood: 3 credits

Examines early childhood development and learning as a basis for developmentally appropriate experiences for young children; incorporates observation and evaluation into organizing principles; considers the meaning and development of play and its importance in curriculum design; examines relationships between the environment and program goals.

Ed 485/585 Assessment and Planning in Early Intervention: 3 credits

Administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, and preschool children; examines curricula issues and intervention strategies related to service, delivery, and advocacy for preschool children with special needs.

Ed 486/586 Curriculum Content in Early Childhood Education: 3 credits

Uses developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs; considers ways to facilitate creative development and expression through visual and performing arts; examines ways to integrate health, safety, and nutrition instruction; explores the role of teacher as facilitator.

Ed 487/587 Family/School/Community Relations/ECE: 3 credits

Examines socializing environments in a child's life and their interrelatedness; focuses on understanding the importance of cooperation and collaboration between family and school including special educators and other professionals; explores ways to build positive relationships and strengthen communication between school and family; examines conferencing techniques.

Ed 488/588 Early Language and Literacy Development: 3 credits

Examines the process of language development and the emergence of literacy; studies the cognitive and social bases of language and literacy development; considers ways of promoting language and literacy development including the selection and use of activities and materials.

Ed 489/589 Interpersonal Relations and Group Management/ECE: 3 credits

Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations; examines different theories of group management and their relationship to curriculum design; considers ways to foster positive interactions between children and adults.

Ed 491/591 School Law and Organization: 3 credits

Study of American legal institutions and laws at the federal, state, and local levels that affect schools. Emphasis given to governance and liability of schools.

Ed 493/593 Observation and Evaluation of Teaching: 3 credits

Opportunity for experienced teachers to observe modern trends in education and applied learning theories demonstrated in the schools. Students analyze learning theories, investigate trends, observe their use in classroom situations, and discuss the effectiveness of educational theories and practices on instruction.

Ed 500 Professional Development: 1-6 credits

Professional development courses for educators designed and sponsored by educational agencies. Not more than 6 credits may be applied to fifth year or graduate credit degree programs.

Ed 501 Research: Credit to be arranged

Ed 503 Thesis: Credit to be arranged

Ed 505 Reading and Conference: Credit to be arranged

Ed 506 Special Individual Studies: Credit to be arranged

Ed 508 Workshop: Credit to be arranged

Ed 509 Practicum: 1-9 credits

Ed 510 Special Methods: Secondary: 14 credits

Familiarizes students with skills, instructional techniques, curricular designs, and materials associated with successful teaching of their respective subjects at the secondary level. Required of all secondary education majors. Taken concurrently with Ed 548.

Ed 511 Special Methods: Secondary: 13 credits

Students enroll in the section appropriate for their major. Familiarizes students with skills, instructional techniques, curricular designs, and materials associated with successful teaching of their respective subjects at the secondary level. Prerequisites: Ed 510, 531.

Ed 512 Educational Research: 3 credits

Provides students with the skills necessary to become critical consumers of educational research. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant educational problem.

Ed 513 Evaluation and Management of Classroom Instruction: 3 credits

Learn to identify and evaluate the major elements of classroom instruction, use a variety of evaluative instruments to gather objective data on what is happening in the classroom, and design management strategies to create desired changes. Students develop a rationale for evaluation based on school district objectives and individual goals for instructional improvement and create an evaluation instrument of their own.

Ed 514 Education in Sociological Perspectives: 3 credits

Examines literature and research related to the current and historical role of public education in American society from the multiple perspective of the social sciences, particularly sociological research. The course focuses on strengthening analytical skills in the application of social science research to the assessment of educational change and public policy dealing with the purpose and operation of public schools, including examination of selected instructional and curricular innovation. (Cross listed with SSc 514.)

Ed 519 Action Research as an Approach to School Improvement: 3 credits

This class develops educators' knowledge and skills in appropriate action research techniques. Participants develop an action research proposal that might be implemented in their schools or classrooms and may also be appropriate for submission to grant agencies for funding.

Ed 522 Secondary School Curriculum: 3 credits

Overview and analysis of historic and current movements in secondary school curriculum across the principle subject fields, the organization of the school and staff for curriculum development and change, the politics and philosophies of curricular change, and strategies for the evaluation of the secondary curriculum. Prerequisite: completion of full-day student teaching.

Ed 523 The At-Risk Student: 2 credits

Provides knowledge and skills to work effectively with at-risk students. Topics include substance abuse, physical and mental health issues, and the impact of poverty and cultural norms on school performance. Prerequisite: admission to teacher education.

Ed 524 Fine Arts in the Elementary School: 3 credits

Students study the arts and their importance to the development of individuals and cultures and are required to participate in art activities. A series of activities and projects are developed that focus on the arts as a core around which curriculum revolves.

Ed 525 Human Development I, II: 2 credits each

Human Development I: Early

Childhood

Relates major concepts of human growth and development to rearing and teaching young children. Stresses major issues in early childhood education and examines their implications for future educational practice.

Human Development II:

Childhood-Adult

Relates the major concepts of human growth and development to a life span perspective, emphasizing middle childhood through adulthood. Stresses major issues related to educational practice.

Ed 526 Human Development and Learning: Secondary: 3 credits

Explores classroom implications for learning during middle school/junior high and senior high school. Examines all aspects of human development during adolescence. Emphasizes different types of human intelligence, stages of cognitive and moral development, identity development, and the impact of individual differences on adolescents in today's multicultural society.

Ed 527 Physical Education in the Grades: 2 credits

Theory and practical application of the principles of developmental physical education to planning, implementing, and evaluating instruction in skill themes, movement concepts, games, rhythms, and physical fitness for the K-8 population. Prerequisite: admission to teacher education.

Ed 528 Mainstreaming: 23 credits

Survey course for students who are not special education majors on mainstreaming and accommodating disabled students in regular classrooms. Emphasis is placed on solving classroom problems relating to students' previous experiences with disabled persons.

Ed 529 Classroom and Behavioral Management: 2 credits

Review techniques necessary to structure a classroom for success. Emphasis is placed on preventive discipline and review of specific strategies to assist teachers with management of discipline problems.

Ed 530 Integrated Curriculum I, II, III: 46 credits

Integrated Curriculum I:

Symbols/Meanings: 4 credits

Presents the theory, content, and methods of an integrated curriculum with a focus on symbols and meanings associated with reading, language arts, and math. Reading instruction receives the primary emphasis. The student begins to design a program that enables elementary students to use reading, writing, and mathematical skills necessary to function as a literate member of society. Students examine instructional materials and programs to select appropriate objectives, activities, and modes of evaluation appropriate to the needs of elementary school students. Prerequisites: admission to teacher education; to be taken concurrently with Ed 532 and Ed 556.

Integrated Curriculum II:

Thinking/Processing: 6 credits

Theory, content, and methods of an integrated curriculum with emphasis on thinking and processing in the social studies and physical and natural sciences. Curriculum areas developed in Ed 530 I are incorporated into an expanding framework of elementary instruction. Taken concurrently with 550 I.

Integrated Curriculum III:

Connections: 6 credits

Examines the theory, content, and methods of an integrated curriculum with an emphasis on the connections between subject areas developed in previous quarters. Students are required to develop and implement an integrated curriculum unit at a designated practicum site. Taken concurrently with Ed 550 II.

Ed 531 General Methods: Secondary: 3 credits (3 hour lecture)

Study of classroom teaching processes designed to help the beginning teacher develop a repertoire of strategies for instruction, planning, evaluation, and management of secondary school classrooms.

Ed 532 Teaching and Learning I, II, III: 2 credits each

Teaching and Learning I:

Skills/Strategies

Research on learning is applied to practical strategies for instruction in the elementary classroom. Students design and implement lesson plans that lead to the development and practice of evaluation skills appropriate to student needs. To be taken concurrently with Ed 530 I and Ed 556.

Teaching and Learning II:

Management

Techniques and strategies to help organize time and resources and smoothly manage curriculum, students, and the classroom environment. Analyze typical time constraints and curriculum demands of the elementary school and develop alternate strategies for maximizing instructional effectiveness. Learn ways to manage students, set expectations, deal with off-task behavior, and establish a positive classroom climate conducive to learning. Prerequisites: Ed 525 I, 530 I, 532 I.

Teaching and Learning III: Human

Relations

Students analyze their own growth and development and learn techniques to maximize their interpersonal skills and cope with the stresses of the teaching profession. They also examine the interdependence between the school and community and develop strategies to work effectively with community resources, parents, and classroom aides. Prerequisites: Ed 525 II, 530 II, 532 II.

Ed 533 Work Sample Construction: 3 credits

Designed for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit. The written work sample must include unit goals, lesson plans, pre- and post-instruction student performance data, interpretation of learning gains, and modifications in response to student progress. An individualized meeting and progress schedule must be negotiated with the instructor.

Ed 540 Reading Programs: Curriculum/Instruction K12: 2 credits

Prepares students for leadership roles implementing developmental, remedial, and enrichment reading programs at school- and district-wide levels. Reviews current materials, media, and management systems for the teaching of reading, K12. Prerequisites: admission to teacher education, Ed 530 (or the equivalent).

Ed 541 Education in Anthropological Perspectives: 3 credits

Examines education as a cultural process with a focus on learning and learners. Considers concepts from the fields of anthropology and education and their application to understanding cultural acquisition in a wide variety of social settings.

Ed 542 Education in Philosophical Perspectives: 3 credits

Examines how the ideas of philosophers relate to current educational aims and practices. Course designed to help students strengthen their own philosophies about educational aims and practices.

Ed 548 Half Day Student Teaching: Secondary: 3 credits

Supervised two and one-half hours a day student teaching experience as preparation for full-day student teaching. Prerequisites: Ed 526, 531, 569, 528; to be taken concurrently with Ed 510.

Ed 549 Advanced Student Teaching: Secondary: 12 credits

Provides the final supervised student teaching practicum in secondary education. Students gradually increase from teaching one and two classes per day to full-time teaching by the end of the quarter. Prerequisites: all other secondary education classes; to be taken concurrently with Ed 555.

Ed 550 Student Teaching I, II: 3 credits each

Student Teaching I: Thinking/

Processing

Taken concurrently with Ed 530 II.

Student Teaching II: Connections

Taken concurrently with Ed 530 III.

Ed 551 Advanced Student Teaching: Elementary: 15 credits

Full-time student teaching in a public school under the supervision of cooperating teachers and a University supervisor. Students assume the full-day classroom teacher's role and responsibilities. Opportunities to apply theories learned in education classes to actual situations, refine teaching style and management strategies, and be part of the total school community. Prerequisites: completion of all other Elementary Teacher Licensing courses except Ed 554, which is taken concurrently.

Ed 552 Student Teaching: Early Childhood: 2-6 credits

Through placements in early childhood programs, students engage in systematic observation and gradually assume teaching responsibilities. The practicum is carefully supervised to promote refinement of skills in curriculum design and delivery.

Ed 554 Seminar: Schools and Professionalism: 1 credit

Provides student teachers an opportunity to confront professional concerns and leadership issues, especially those related to legal and ethical considerations and responsibilities. Meets state antidiscrimination requirements. Also provides a forum for student teachers to share ideas and strategies and prepare for their roles as beginning teachers. Prerequisites: admission to elementary education cohort; taken concurrently with Ed 551.

Ed 555 Student Teaching Seminar: Secondary: 1-3 credits maximum 3 credits

Focuses on topics of concern to students enrolled in Advanced Student Teaching in the Secondary Schools. Designed to be the primary arena for coordination between the components of the programa key effort in bridging the gap between theory and practice. Prerequisite: concurrent enrollment in Ed 549.

Ed 556 Practicum I, II: 1 credit each

Practicum I: Symbols and Meanings

Designed to be taken concurrently with Ed 530 and Ed 532 to develop and refine teaching skills via a practicum experience. Lessons taught by members of the cohort are videotaped and critiqued by the person teaching the lesson and the cohort instructors.

Practicum II: September Experience

Full-day field experience providing a firsthand look at activities taking place in a public school before and during the opening of a new school year. Students work with a classroom teacher, observe techniques used to plan a year's curriculum and activities, and help children adjust to the expectations and routines of a new grade level. Prerequisites: admission to the elementary education cohort and completion of application process for September Experience.

Ed 561 Advanced Educational Psychology: 3 credits

Major theories of learning and analysis of current issues and educational practices against a continuum of theories in educational psychology; engage in research and development related to theoretical frameworks in educational psychology; analyze problems encountered in providing equal and appropriate education to minorities, the culturally different, and the disabled.

Ed 564 Seminar: Supervision: 3 credits

A variety of models for teacher supervision are presented and analyzed. Students practice supervision skills, including preconferencing, observing, data analysis, and post-conferencing. Emphasis is on summative and formative evaluation. Students explore the possibilities of peer coaching and collegial supervision and design a supervision program they plan to implement.

Ed 565 Assessment and Improvement of Basic Skills: 3 credits

Focuses on learning difficulties in the basic skills areas of reading, writing, arithmetic, language, and spelling. Students learn basic diagnostic techniques for recognizing and assessing learning problems and discuss alternative corrective modifications of materials and instruction. Consideration is given to the prevention of errors, standardized and informal tests, learning styles, and provision for individual differences. A practicum, during which assessment techniques are applied, is part of the experience.

Ed 569 Language Literacy in Secondary Schools: 3 credits

Presents the interactive roles of reading, writing, oral language, orthography, prior knowledge, and new information in the content learning of secondary students. Focuses on improving literacy across the curriculum with attention to strategies for students of varied backgrounds and abilities. Begins a learning journal that extends throughout the secondary education program. Prerequisite: admission to teacher education.

Ed 571 Middle School Curriculum: 3 credits

Instructional program appropriate for the early adolescent years with emphasis on the various subject fields. Includes the curriculum, current organizational and instructional practices, and trends associated with the middle school movement.

Ed 574 Seminar: Current Research in Reading K12: 4 credits

Enables students to fill in missing areas in their knowledge of current reading research and practices. Involves the writing of a paper appropriate for submission to a professional publication. Prerequisites: admission to teacher education and permission of the instructor.

Ed 575 Reading Comprehension K12: 4 credits

Examines how humans process written information; critiques current theories about reading and writing; includes information from the teaching of reading in countries with similar and different symbol systems; focuses on ways of producing literacy levels appropriate in the total curriculum of a multicultural society, K12. Prerequisites: admission to teacher education, Ed 530 or the equivalent.

Ed 576 Readers At Risk: Assessment K12: 3 credits

Prepares students to assess specific strengths and needs in reading, writing, spelling, and oral language of individuals in grades K12, with emphasis on reading. Emphasizes the ongoing nature of assessment along with the importance of each person's physical, emotional, and cultural background. Prerequisites: admission to the teacher education program, Ed 530 or the equivalent.

Ed 582 Counseling Techniques: 3 credits

Counseling techniques for classroom teachers. Designed to develop the theoretical understanding and practical skills needed to deal constructively with serious personal problems affecting the behavior and achievement of students.

Ed 590 Curriculum and Advanced Instruction: 3 credits

Advanced methodology and curriculum for secondary and elementary teachers. Includes curriculum theory and existing research in organizational and instructional practices applicable to a wide range of school subjects. Students analyze and practice sophisticated classroom teaching processes and/or curricular designs beyond those covered in the initial methodology courses leading to the basic credential. Prerequisite: completion of full-day student teaching.

Ed 592 Humanizing Instruction: 3 credits

The research, theory, and practice of humanistic psychology related directly to the classroom. Emphasis is on techniques for building positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.

Ed 597 Creativity in the Classroom: 3 credits

Investigation of the definitions, processes, and environmental conditions influencing creativity. Emphasis is placed on the rationale and applications related to typical classroom activities. Utilizes theoretical models and practical strategies that elicit creative operations. Large and small group approaches plus individual projects. Requires a high degree of student participation and involvement.

Ed 598 Effective School Communications: 3 credits

Students learn to recognize, develop, and practice skills needed to communicate effectively in school districts. Topics include impact of communication on school effectiveness, effect of communication on school improvement and educational change, communication related to negotiations and conflict management, and interview and observation skills.

Special Education Courses:

SpEd 415/515 Understanding the Needs of the Talented and Gifted: 3 credits

Introductory course designed for the regular classroom teacher, administrator, or parent who wishes to know more about the education of gifted children. Topics include historical perspectives, characteristics of gifted/talented students, definitions of giftedness, principles of acceleration and enrichment, parenting, and legal issues.

SpEd 416/516 Identification and Assessment of the Gifted or Talented Child: 3 credits

Introduces the basics of assessment techniques for identifying traits of giftedness and types of talent. Standardized and informal testing procedures, types of instruments that can be used, and Oregon statutory requirements are considered.

SpEd 417/517 Curriculum for the Talented and Gifted: 3 credits

For the regular or special class teacher, emphasizing methods of adapting the regular classroom curriculum for mainstreamed gifted or talented students. Techniques of individualizing instruction, resource utilization, and parent education are included.

SpEd 418/518 Models for Developing Programs for the Talented and Gifted: 3 credits

Presents current models and systems for teaching talented and gifted students, K12. Examines how these approaches can be implemented. Investigates research behind the models and explores techniques used for recognizing and developing the full potential of talented and gifted individuals in public schools.

SpEd 507 Seminar: Issues and Trends: 1 credit

This seminar is concurrent with the student teaching portion of the preparation of the special education teacher. Students have the opportunity to discuss issues related to their daily experiences as well as topics that may become trends later in their careers. The seminar is intended to provide opportunities for collegiality as well as preparation for entrance into a competitive employment situation. Prerequisites: admission to the education department; to be taken concurrently with SpEd 550 and SpEd 527.

SpEd 509 Practicum I, II

1 and 3 credits

Practicum I: Observation or Tutorial: 1 credit

Introduction to handicapping conditions in school settings. Should be taken in conjunction with Foundations of Special Education (SpEd 520) or after comparable experience. The student is expected to keep a journal, participate on an introductory level in classroom activities, and relate experiences in the practicum to college class activities. Prerequisites: admission to the education department and prior or concurrent enrollment in SpEd 520.

Practicum II: Diagnosis and Assessment: 3 credits

Should be taken in conjunction with one or both of the educational intervention classes (SpEd 524, 525) and after the prerequisite courses noted above. The student works with one or two exceptional learners to assess their abilities in two or more areas. After consultation with the cooperating teacher, the student administers at least two assessment instruments and interprets the results. This practicum should culminate in the production of a usable plan for instruction in the areas assessed. Prerequisites: admission to the Education Department, SpEd 520 and 521; concurrent or prior enrollment in SpEd 523.

SpEd 511 Special Education: Internship: 6 credits

Provides a student teaching experience in special education for those who have already completed student teaching in the elementary or secondary program. Students are expected to demonstrate proficiency in areas such as parent counseling, schedule management, IEP management, multidisciplinary team functioning, and consulting with the regular teacher, as well as maintaining skills expected of the regular classroom teacher. Prerequisites: admission to the education department; all other requirements for either the dual elementary-special education license or the dual secondary-special education license must be taken prior or concurrently.

SpEd 520 Foundations of Special Education: 3 credits

Historical, legislative, and sociological perspectives of special education are examined. Philosophical and psychological issues are treated as integral parts of the preparation of the special education teacher. The student is expected to be able to defend and explain issues such as mainstreaming, least restrictive alternative, continuum of services, due process, and parent involvement while citing authoritative sources. Prerequisite: admission to the Education Department.

SpEd 521 Consultation for the Resource Teacher: 3 credits

Interpersonal relations of the special education teacher are investigated. Parent conferencing, student counseling, regular teacher consultation, and aide training are included although the role of the special education teacher as consultant to the regular classroom teacher is the focus of the course. The student is expected to function as a leader and facilitator within the role of special education teacher. Prerequisites: admission to the Education Department; concurrent or prior enrollment in SpEd 520.

SpEd 522 Assessment of the Exceptional Learner: 3 credits (4 credits with laboratory)

Techniques for diagnosing and assessing the skills and abilities of the exceptional learner are presented. Introduces general topics such as the use of standard scores, interpretation of statistical terms, and understanding of the concepts of reliability and validity. In addition, specific instruments for assessment are presented and practiced. Students administer at least two commonly used diagnostic instruments, demonstrating understanding of the purpose of the instrument and the student's basic skill assessment. Prerequisites: admission to the Education Department; concurrent or prior enrollment in SpEd 520.

SpEd 523 Behavior Management: 3 credits

A variety of behavior management philosophies and techniques are presented and practiced with emphasis on the distinction between behavioral and cognitive interventions. Terminology, understanding of long and short range goals of behavior management, and specific techniques are included. The student is expected to demonstrate the use of several specific techniques for dealing with problem behavior. Prerequisites: admission to the Education Department; concurrent or prior enrollment in SpEd 520.

SpEd 524 Interventions in Reading and Language: 3 credits

Assumes prior knowledge of basic assessment techniques. Demonstrates the use of assessment information to develop plans and classroom techniques that facilitate the acquisition of reading and language skills by the exceptional learner. The student is expected to be able to use more than one approach for the teaching of reading and development of language and to demonstrate these skills in real or hypothetical cases. Prerequisites: admission to the Education Department, SpEd 520 and 522.

SpEd 525 Interventions in Content Area Skills: 3 credits

Assumes prior knowledge of basic assessment techniques. Demonstrates the use of assessment information to develop plans and classroom techniques that facilitate the acquisition of math, spelling, handwriting, and other skills appropriate to the age level of the exceptional learner, exclusive of reading and language skills. This course reviews contemporary methods such as learning strategies, metacognition, constructivism, social skills curriculum, and affective programming. The student is expected to be able to facilitate the acquisition of these skills by the learner and to integrate the skills into a total program for the exceptional learner. Prerequisites: admission to the Education Department, SpEd 520 and 522.

SpEd 526 Resource Room Planning and Operation: 3 credits

The resource room concept is analyzed and developed from historical origins to daily operating techniques. Includes development of the IEP from assessment and task analysis data; development of multidisciplinary team procedures; coordination of student progress to less restrictive settings; setting of special education policies and procedures at the building level; and program evaluation of the special education provisions at the building level. Designed to give the special education student the ability to effectively design an instructional program and to implement previously learned abilities in special education in an organized and efficient manner. Prerequisites: admission to the Education Department and SpEd 520.

SpEd 527 Classroom Management and Scheduling: 3 credits

Presents daily routines and procedures for the classroom teacher. Includes topics such as developing a scheduling system for the resource room; planning and developing a system of parent conferences; implementing an effective evaluation system; using aides and volunteers; planning for assessment times and IEP meetings. The student produces a hypothetical plan for administration of a resource room program. Prerequisites: admission to the Education Department; concurrent enrollment in SpEd 550 and SpEd 507.

SpEd 528 Social and Vocational Transitioning: 2 credits

Introduces the social and vocational preparation needs of the exceptional learner. Emphasis is on the secondary school setting, although the vocational needs of the elementary child are addressed. Covers topics such as the principle of ultimate functioning, job interviewing, social characteristics that lead to job security, and community awareness. Prerequisites: admission to Education Department; concurrent or prior enrollment in SpEd 520.

SpEd 550 Student Teaching: Special Education: 15 credits

This capstone course provides intensive field-based experience in a resource room or other special education setting. The student is expected to become more proficient in group instruction, parent counseling, schedule management, IEP management, multidisciplinary team functioning, and consulting with the regular teacher by the end of this practicum. Classroom skills such as lesson planning, behavior management, and questioning skills are to be practiced and developed. Prerequisites: admission to the Education Department; must be taken concurrently with SpEd 528 and 507. All other requirements for the Special Education License or endorsement must be completed prior to enrolling in this course.

SpEd 551 Medical Aspects of Special Education: 3 credits

Emphasizes drug- and alcohol-related conditions in students but also includes low incidence but commonly experienced syndromes associated with special education such as autism, Down syndrome, cri du chat, Cornelia de Lang, and medical aspects of physical conditions such as attention deficit disorder, hyperactivity and hypoactivity, hearing and vision impairments, cerebral palsy, and HIV infections.

SpEd 552 Advanced Interventions in Reading and Language: 3 credits

Emphasizes state-of-the-art instruction techniques in reading and language for the disabled student. Prerequisite: SpEd 524.

SpEd 554 Advanced Assessment and Diagnostic Procedures: 3 credits

Focuses on application of commonly used formal and informal diagnostic instruments and culminates in mastery of administration of several instruments. Administration and interpretation of instruments in a practical setting is required. Also included is an examination of alternative assessment procedures using informal qualitative observation techniques including portfolio preparation and analysis. Close cooperation with the public schools is an essential feature of this course. Prerequisite: SpEd 552.

SpEd 555 Legal Issues for the Special Educator: 3 credits

In-depth examination and analysis of statutory developments and regulations relating to the education of students with disabilities. Emphasis is on federal and state mandates such as PL 94 142, PL 99 457, and PL 101 476, as well as current litigation and due process hearing results. Prerequisite: Ed 570 or equivalent.

SpEd 556 Severely Behavior Disordered Student: 3 credits

Examines curriculum and program development, special methodologies, techniques of management, and procedures in public school settings for students with severe behavior disorders. Emphasis is on non-aversive treatment and self-concept development. Prerequisite: SpEd 523.

SpEd 557 Current Issues in Special Education: 3 credits

Concentrates on state-of-the-art developments in special education best practice techniques, recent research, and philosophical thought that is available, mostly in original documents and scholarly articles. The specific intent is to familiarize the student with the latest in special education thought, curriculum, and practices. The class consists of seminar discussions and debates as well as intensive reading and research. Specific course content varies from term to term.