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Early Childhood Education |
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ECED 511. Early Childhood Practicum with Attention to Diversity
3.00
This practicum provides a setting for observations and experiences in ECED classrooms and in the guiding and teaching of young children including those whose cultures or languages represent diverse family contexts. The accompanying seminar provides opportunities for activities and discussion related to PreK-3 classrooms and accompanying texts. Corequisite: READ 566 .
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ECED 512. Facilitating Children’s Natural and Social Science Constructions
3.00
Study of the history, content, processes, teaching methods and materials for teaching natural and social sciences in Pre-K to 3rd grade. Focus is on constructivist learning theory, levels of inquiry, and national and state standards as applied to the selection of content, method and learning equivalent.
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ECED 544. Children and Mathematics in Grades PreK-3
3.00
This course provides students with the knowledge, skills and understandings to design and implement effective mathematics programs in PreK-3 grades. Focus is on appropriate mathematics content, teaching strategies and curriculum materials from a developmental perspective.
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ECED 609. Constructivist Curriculum Design and Evaluation
3.00
Theories and practices in the design, implementation, and evaluation of curriculum for pre-kindergarten and kindergarten through third-grade children are examined with an emphasis on development through play.
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ECED 611. Early Childhood Practicum with Attention to Special Education
3.00
This practicum provides a setting for observations and experiences in ECED classrooms and in the guiding and teaching of young children including those with special needs. The accompanying seminar provides opportunities for activities and discussion related to PreK-3 classrooms including those whose abilities require accommodations and adaptations. Prerequisite: ECED 511 . Corequisite: READ 636 .
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ECED 613. Professionalism and Advocacy in Early Childhood Education
3.00
Typically Offered: Fall only
An in-depth study of selected early childhood issues related to professionalism, advocacy, leadership and working with families in a diverse community.
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ECED 614. Advanced Theories in Child Development
3.00
In-depth study of selected child development theories and direct observation as a foundation for purposeful and consistent instructional decision making. Emphasizes articulating a personally meaningful theory and gathering assessment data through direct observation for theory support. Prerequisites: Core of M.Ed. and ECED 613 . Corequisite: ECED 616 .
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ECED 615. Administration and Supervision in Early Childhood Education
3.00
Study of the role of the administrator in facility planning, budgeting, staff development and personnel supervision in programs for young children. The role of the administrator as a change agent is examined. Prerequisite: Permission of instructor.
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ECED 616. Advances in Early Childhood Practices
3.00
This field-based course provides opportunity for the student to synthesize and apply child development and curriculum theory. As educational decision-makers, students plan, implement and evaluate learning experiences for a multiage group of children. Prerequisites: Master of Education core courses and ECED 613 . Corequisite: ECED 614 .
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ECED 619. Seminar in Early Childhood Education
3.00
Seminar experience providing in-depth consideration of the impact of research related to early childhood. Provides for integration and consolidation of knowledge acquired in graduate study and its application through inquiry experiences as the basis for instructional decisions. Prerequisites: Master of Education core courses and ECED 613 , or permission of the instructor.
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ECED 632. Inquiry in Elementary Education
3.00
Focus on inquiry as the basis for learning, philosophical foundations of qualitative and naturalistic methodology and instruction in the use of qualitative methods in the study of education and to inform practice.
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ECED 641. Working with Parents of Young Children
2.00
Study of the role of the teacher in early childhood education relating to and working with families, school personnel and communities. Methods of involving stakeholders and providing effective communication among groups are emphasized. Resources for supporting parents and engaging the community are examined. Prerequisite: ECED 632 . Corequisite: ECED 690 .
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ECED 680. Reading and Research
3.00
Directed reading and research in areas of student interest. Reading and research may be done only in the major field of study. A plan of study must be submitted in prescribed form and approved prior to registration for the course. Prerequisite: EDUC 630 or equivalent and written permission of the adviser and department head.
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ECED 690. Student Teaching Internship in Early Childhood Education
6.00
Student teaching provides a context in which to demonstrate and integrate the skills, knowledge and dispositions that are essential for success as a classroom teacher. Under the guidance of a university supervisor students are expected to reflect on the teaching role as they assume the full responsibilities typical of teachers in grades PreK-3 Prerequisites: ECED 508 , ECED 510 , ECED 511 , ECED 512 , ECED 544 , ECED 609 and ECED 611 ; READ 566 and READ 636 ; ELED 632 . Corequisites: ELED 641 .
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Education |
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EDUC 501. Workshop in Education
1.00 - 3.00
Workshop experience relative to the current needs evident in elementary and secondary school programs. No more than six credit hours earned in workshops in education may be applied to a major program in education or no more than three hours may be applied to a minor program in education.
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EDUC 505. Technology Skills for Educational Inquiry
1.00
This course is designed to prepare students for the effective use of the technology applications needed to conduct educational inquiry.
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EDUC 520. Clinical Supervision Seminar
3.00
Designed to help teachers and other school personnel develop skills for guiding, supervising and evaluating persons receiving clinical experiences in the school setting. Emphasis will be on cooperative supervision of clinical experiences, exploring various clinical models and reacting to simulated situations involving students receiving clinical and field experiences. Prerequisite: Full-time teaching experience.
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EDUC 525. Cross Cultural Education
3.00
The course provides students with knowledge of the effects of socio-cultural variables in an instructional setting.
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EDUC 528. Assess Curric Dev Esl
3.00
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EDUC 540. Educational Technology
3.00
Develops concepts and skills related to educational technology including selecting, producing, evaluating and using traditional forms of media and newer information technologies, including computers and videodiscs, to enhance delivery of instruction.
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EDUC 620. Changing Contexts of American Schools
3.00
This course focuses on the nature of educational change in American schooling. Emphasis will be placed upon contemporary issues facing education, their historical and philosophical roots and the implementation of educational change.
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EDUC 625. Evaluation in Education
3.00
The course is designed to help practicing educators improve their development and use of assessment tools and techniques. Attention will also be given to analyzing and interpreting assessment results and investigating newer developments in the evaluation of learning and instructional programs. Prerequisite: An instructional methods course.
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EDUC 630. Inquiry in Education
3.00
The purpose of this course is to help the student develop skills, insights and understandings that will enable her or him to become an intelligent and critical customer of educational inquiry and a productive participant in the inquiry process. Prerequisites: Appropriate technology skills or EDUC 505 .
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EDUC 631. Seminar in Educational Inquiry
1.00
Studies of topics related to educational inquiry. Emphasis on inquiry designs and skills specific to students’ areas of inquiry interests. Prerequisite: EDUC 630 . This course is graded on an S/U basis.
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EDUC 633. Seminar in Inquiry
1.00 - 3.00
This seminar will allow graduate students to discuss their learning environment based inquiry projects. They will problem solve issues that arise in the implementation of their projects as well as analyze data and draw appropriate conclusions from their findings. From those conclusions, they will generate implications for and connections to their reading. Prerequisite: Admission to The Graduate School.
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EDUC 641. Learning Theories and Practice
3.00
This course focuses on the theories and research that guide the understanding of diverse learners, processes of learning and development, the role of the teacher, the design and delivery of instruction, the processes and strategies of teaching, and research-based decision-making.
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EDUC 642. Curriculum Theory and Issues
3.00
Curriculum theory and issues focus on the historical, philosophical, sociological and political perspectives involved with decisions about teaching and learning. Reflection on purposes, content, design and assessment of educational programs form the core of curriculum studies.
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EDUC 660. Facilitating Experiential and Action Learning
3.00
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EDUC 675M. Internship in Middle School Foreign Language Instruction
4.00
Participants will experience the full range of conditions and tasks expected of a teacher for students in grades 6-8 during an eight-week internship. They will be expected to develop and demonstrate competencies in teaching with the supervision and support of experienced teachers. Students must register for both EDUC 675M and EDUC 675S during the same semester for a total of eight credits. Prerequisites: Admission to Teacher Education, admission to the MAT program and completion of all other MAT program course work including MSSE 570. Corequisite: MSSE 650 .
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EDUC 675S. Internship in Secondary School Foreign Language Instruction
4.00
Participants will experience the full range of conditions and tasks expected of a teacher for students in grades 9-12 during an eight-week internship. They will be expected to develop and demonstrate competencies in teaching with supervision and support of experienced teachers. Students must register for both EDUC 675M and EDUC 675S during the same semester for a total of eight credits. Prerequisites: Admission to Teacher Education, admission to the MAT program and completion of all other MAT program course work including MSSE 570. Corequisite: MSSE 650 .
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EDUC 680. Reading and Research
3.00
Opportunities for directed reading and research in areas of special interest. Reading and research may be done only in the major field of study. Prerequisites: EDUC 630 or equivalent, and written permission of the adviser and program coordinator.
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EDUC 682. Professional Development, Partnership and Advocacy
3.00
Introduction of professional development offered by associations, professional organizations and higher education. Strategies for building partnerships with colleagues, families and communities are practiced. Advocacy for students’ linguistic, academic, and personal development is addressed. Students discuss public issues affecting the education of majority and minority students and develop the skills to support students and their families socially and politically. Prerequisite: Student teaching/internship.
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EDUC 698. Comprehension Continuance
1.00
Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.
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EDUC 699. Thesis Continuance
2.00
Continued study, research and writing in the area of thesis concentration. Course may be repeated as needed.
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EDUC 700. Thesis Research
6.00
This course is graded on a satisfactory/unsatisfactory (S/U) basis.
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Educational Technology |
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EDTC 612. Design and Development of Digital Media
3.00
The course introduces the processes for the design, development, and distribution of digital media elements. Topics will include the creation and modification of digital images and digital video for instructional settings. Effective utilization of these media elements will be explored based on specific deployment settings.
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EDTC 632. Simulation and Modeling
3.00
Exploration of simulation and modeling tools and their application to science and mathematics learning. Software addressing a variety of grade levels and content areas will be explored and assessed for its value in inquiry-based learning. Emphasis will be given to curricular design and implementation. Prerequisite: EDTC 631 required.
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Elementary Education |
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ELED 501. Special Topics in Elementary Education
3.00
This course is designed to allow elementary education teacher candidates to explore issues in education that particularly interest them. Special topics will be designed by faculty that reflect current issues and problems in education. Students will choose the topic that meets their needs. Prerequisite: ELED 411 or permission from instructor.
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ELED 510. Creativity and the Arts in Elementary Education
3.00
This course examines theories related to the development of creativity and their application to classroom instruction. In addition students will study and practice ways to integrate a wide variety of expressive arts (music, poetry, painting, drama, dance, etc.) into the elementary education curriculum.
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ELED 521. Practicum in Preadolescent Development
1.00
Supervised practicum in upper elementary grades focusing on individual differences and developmental characteristics of the age group. Corequisite: ELED 522 A&B and ELED 524 .
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ELED 524. Differentiated Instruction: Abilities, Culture and Language
3.00
Focus on the variation that is inherent in working with school-age children, particularly the variation that occurs as a result of ability, environment and experience, and how instructional strategies and the curriculum must be designed to build on the strengths each child brings to the learning experiences. Corequisites: ELED 521 and 522 A&B.
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ELED 533. Children and Mathematics II: Data, Chance, and Space
3.00
The second of two courses that provides students with knowledge, skills, and understanding to design and implement effective, developmentally appropriate mathematics instruction for grades PreK-6. Emphasis is on children’s mathematical learning about geometry, measurement, data analysis and probability. Prerequisites: MATH 207, ELED 411 and admission to The Graduate School.
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ELED 570. Planning, Instruction and Assessment in the Elementary Education Curriculum
3.00
Elementary education teacher candidates will learn processes of planning, implementing curriculum, and using instructional strategies and assessments that promote and monitor students’ understanding of content beyond memorization. Students will design units of instruction utilizing active engagement strategies for an inclusive environment of diverse students. Students will gain knowledge and skills necessary to use assessments to inform instructional decision-making. Prerequisite: ELED 432, ELED 433, ELED 434 and READ 436.
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ELED 580. Teaching Mathematics in Grades 4-6
3.00
ELED 580 is a mathematics methods course for prospective middle grades teachers (4-6). The general goal of the course is the learn to teach mathematics in such a way that students will develop the ability to conjecture, reason logically, solve non-routine problems, and communicate about mathematics. Prerequisites: ELED 570 , ELED 571, SPED 520, READ 590 . Corequisites: ELED 582, ELED 583,WL.
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ELED 613. Issues in Elementary/Middle Education
3.00
An in-depth study of selected elementary and middle grades issues related to professionalism, advocacy, leadership, and working with families in a diverse community. Corequisites: ELED 680 , ELED 632 , ELED 633 .
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ELED 621. Practicum with A Focus On Inquiry
2.00
This field experience encourages candidates’ construction of knowledge through the design and implementation of formal inquiry regarding practices in elementary education. The implementation and refinement of teaching practices essential for creative, child-centered, content-rich and culturally sensitive teaching will be examined throughout the practicum and accompanying seminar.
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ELED 622. Seminar in Inquiry
1.00
This seminar will allow graduate students to discuss the efforts of their inquiry projects. They will problem solve issues that arise in the implementation of their projects as well as analyze data and draw appropriate conclusions from their findings. From those conclusions, they will generate implications for and connections to their teaching. Prerequisite: Admission to The Graduate School, Corequisite: ELED 621 .
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ELED 632. Inquiry in Elementary Education
3.00
Focus on inquiry as the basis for learning, philosophical foundations of qualitative and naturalistic methodology and instruction in the use of qualitative methods in the study of education and to inform practice. For M.A.T. ECED: Prerequisites: ECED 508 andECED 511 , READ 566 , ECED 512 or ECED 544 .
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ELED 633. Seminar in Education Inquiry
1.00
Focus on the application of education inquiry and its application to teaching. Prerequisite: ELED 632 . For M.A.T. ECED: Corequisite: ECED 690 .
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ELED 641. Families, Schools, and Communities
2.00
Study of the role of the teacher in relating to and working with families, school personnel and communities. Methods of involving stakeholders and providing effective communication among groups are emphasized. Resources for supporting parents and engaging community stakeholders are examined. Prerequisite: ELED 411 and admission to The Graduate School.
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ELED 680. Student Teaching
4.00
Participants will experience the full range of conditions and tasks expected of a teacher for students in grades 4-6. They will be expected to develop and demonstrate competencies in teaching with the supervision and support of experienced teachers. Prerequisite: Completion of the previous two semesters of course work.
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ELED 690. Internship in Teaching
4.00
This internship provides a context in which to demonstrate and integrate the skills, knowledge and dispositions that are essential for success as an elementary classroom teacher. Under the guidance of a university supervisor students are expected to reflect on the teaching role as they assume the full responsibilities of teacher in grade PreK-6. Prerequisite: Admission to The Graduate School. Corequisite: ELED 641 .
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English |
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ENG 512. Special Topics Seminar
3.00
Cross-listed with 400-level courses, for graduate credit. Additional academic work required of graduate students. Registration requires a proposal and permission of the Graduate Coordinator and the faculty member teaching the course. May be repeated twice only for credit when content varies.
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ENG 595. Graduate Internship in English.
1.00
English graduate student internships. Graduate students identify a prospective employer and work as an intern during the summer, fall or spring semester. Credit may not be applied to program requirements. Prerequisite: Graduate student status.
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ENG 600. Research Methods
3.00
Introduction to research and writing in the discipline for beginning graduate students. Advanced training in research methods and citation, in critical analysis and scholarly writing, and in disciplinary history and the workings of the academy. Required for all Master of Arts students in their first semester.
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ENG 601. History of Literary Criticism
3.00
Advanced readings in the nature, function and development of literary criticism, from the classics to modernism (from Plato, Aristotle, and Plotinus to Marx and Freud).
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ENG 602. Contemporary Critical Theory
3.00
Advanced study of the major debates in current critical discourse, covering such topics as formalism, structuralism, deconstruction, Marxism, new historicism, cultural studies, feminist and queer studies, postcolonial and race studies, and post-humanism.
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ENG 603. Studies in the History of the English Language
3.00
Social, cultural, political and grammatical history of the English language, with attention to changing forms of spoken and written language in terms of phonology, morphology, syntax and semantics.
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ENG 604. Contemporary Linguistics
3.00
Survey of linguistics, with some emphasis on the English language, and of contemporary issues in the application of linguistic theory.
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ENG 605. Professional Seminar in College Composition
3.00
Practical examination of the content and methodology of freshman English (GWRIT 101, 102) for the training of beginning teaching assistants. (Required for all beginning teaching assistants; open informally on a noncredit basis for new part-time faculty in the department.)
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ENG 608. Textuality
3.00
Typically Offered: EVERYYEAR
A study of material textuality and literary production. Topics may include manuscript and print culture, the History of the Book, bibliography, the history of commercial publishing, periodical studies, graphic novels, historical lexicography, and post-print textual practice. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 610. Studies in Gender and Sexuality
3.00
An examination of literature through the lens of contemporary theories of gender and sexuality. May be repeated when content varies.
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ENG 612. Topics in Theory and Cultural Studies
3.00
Advanced readings in contemporary critical or linguistic theory or in cultural studies that are focused by topic, period, culture, or theme. May be repeated when content varies.
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ENG 615. Studies in Medieval Literature
3.00
Medieval literatures in the original or in translation produced between ca. 500-1475 in England, Iceland, Scandinavia, the European continent, and the Middle East. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 620. Studies in Renaissance and Early Modern Literature
3.00
British literature of the Renaissance and Early Modern periods (1476-1660). Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 630. Studies in Restoration and 18-Century British Literature
3.00
British literature from ca. 1660 to 1800. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 640. Studies in 19-Century British Literature
3.00
British literature of the 19th century. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 645. Studies in 20th-And-21st-Century British Literature
3.00
British literature of the 20th and 21st centuries. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 650. Studies in Early American Literature
3.00
Authors from the seventeenth and eighteenth centuries.
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ENG 651. Studies in 19th-Century American Lit
3.00
American literature of the 19th century. Topics may be determined by period or geography, culture or politics, theme or genre. This course may be repeated when content varies.
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ENG 656. Studies in Latin American Literature
3.00
Works by Latin American writers in translation. Topics may be determined by period or geography, culture or politics, theme or genre. Although the majority of these writers will be Spanish-speakers, there may also be some coverage of Brazilian literature. May be repeated when content varies.
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ENG 662. Studies in 20th-And-21st- Cent Lit of the United States
3.00
American literature of the 20th and 21st centuries. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 664. Studies in Drama.
Dramatic literature and performance, broadly construed. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 666. Studies in Film and Media
3.00
Advanced study of mass media, such as film, broadcast television and radio, and digital media. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 668. Studies in African Literature
Literatures of Africa in translation. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 671. Studies in South Asian Literature
3.00
Non-U.S., non-British literature in English or in translation. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 672. Studies in African American Literature
3.00
African-American literature of the 20th and 21st century in the context of the cultural and intellectual currents of the period. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 673. Studies in Caribbean Literature
3.00
Advanced study of the literary achievement of novelists, poets and dramatists of the Caribbean, with emphasis on diverse theoretical and historical approaches. Topics may be determined by period or geography, culture or politics, theme or genre. May be repeated when content varies.
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ENG 675. Reading and Research
3.00
Supervised reading and research in a particular topic or field. Admission by permission of the director of graduate studies. May not be repeated.
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ENG 698. Comprehensive Continuance
1.00
Continued preparation for the comprehensive examinations. May be repeated as needed.
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ENG 699. Thesis Continuance
2.00
Continued study, research and writing for the thesis. May be repeated as needed.
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ENG 700. Thesis Research
3.00
Six credits taken over two consecutive semesters. Graded on a satisfactory/unsatisfactory (S/U) basis.
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Exceptional Education |
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EXED 501. Workshop in Special Education
3.00
Designed to provide an intensive study of a particular topic in special education. Prerequisite: EXED 200
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EXED 502. Characteristics of Learners with Disabilities Accessing the General Curriculum
3.00
The course covers historical, ethical and legal aspects involving the education of children with disabilities. Definitions and foundational characteristics of teaching children with disabilities accessing the general curriculum are featured. Identification, education and evaluation of academic skills and behavior of students with disabilities are presented. How family, cultural, socioeconomic, and environment impact education are discussed. Professional behavior standards are examined. Prerequisite: EXED 200
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EXED 503. Application of Educational Technology for Students with Disabilities
1.00
An introduction to instructional technology for persons with disabilities. The role of assistive technology in the educational process is investigated. Federal and state guidelines, interdisciplinary team functioning, and program as well as equipment selection are addressed. Prerequisite: EXED 200 or permission of the instructor.
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EXED 504. Literacy Acquisition & Development: Specialized Reading Instruction for Special Needs Students
3.00
Typically Offered: SPRING
The content of this course will focus on the acquisition and development of reading skills for students with disabilities. Content will include: Characteristics of students with reading disabilities; informal assessment strategies, the relationship of oral language to reading; stage-development of reading skills; research-based instructional methods; principles of specialized reading instruction; scientifically-based reading programs for students with disabilities; and collaboration with parents to enhance students’ reading skills.
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EXED 505. Service Delivery in Early Childhood Special Education
3.00
This course offers the student detailed experience in the numerous ways in which educational services are made available to children with disabilities, ages 0 to 5. Particular emphasis is placed on working cooperatively with parents in the development of the IEP and IFSP. Prerequisite: Permission of instructor.
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EXED 506. Overview and Assessment of Autism Disorders
3.00
This course is designed to provide an overview of the current issues involved in working with children who have been identified as having a disability on the autism spectrum. Areas addressed will include learning characteristics, current research and factors involved in causation, assessment and diagnosis. We will briefly discuss positive behavioral supports; social skills development; sensory processing, motor planning and sensory integration; and communication and language development as these will be covered in-depth in subsequent courses. A range of instructional methodologies and techniques will be emphasized throughout the course.
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EXED 507. Supporting Access to the General Curriculum
3.00
This course is a detailed study of specialized methods in supporting inclusion and access to the general K-12 curriculum for individuals with disabilities. The course emphasizes evidence based instructional approaches that promote successful integration of students with disabilities with their nondisabled peers in a general education classroom. This course will cover procedures to develop, deliver, accommodate, support, and evaluate instructional methods for teaching grade-level content to individuals with disabilities.
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EXED 508. Nature and Issues of Exceptionalities
3.00
This course is designed to support study of the historical perspectives, models, theories, philosophies, and trends that provide the basis for exceptional education practice. The status of persons with exceptionalities, legislative and judicial mandates and current regulation related to individuals with exceptionalities will be stressed. The role of culture, environment, family education, and government on exceptionalities will be explored.
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EXED 509. Nature and Issues of Severe Disabilities
3.00
Typically Offered: SPRNGSUMMR
Current research & practices of characteristics, learning, & behavioral supports for students with low-incidence disabilities accessing the adapted curriculum. Includes students with autism, moderate/severe intellectual disability, traumatic brain injury, severe/multiple disabilities, and deaf-blindness. Contains issues including: age span issues, emotional/behavioral adjustment, social & language development, cognitive functioning, medical aspects, & cultural/ethnic & socioeconomic factors. Prerequisite: EXED 200
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EXED 510. Systematic Behavioral Interventions
3.00
An application of various systematic behavioral interventions to the management of behavior and learning of individuals with disabilities. Approaches to teaching social skills are also addressed.
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EXED 512. Behavior Management in the Classroom
3.00
An application of behavior modification techniques to the control of discipline problems in the classroom. The use of these principles as an aid in learning is also stressed.
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EXED 520. Differentiation of Instruction and Assessment to Meet the Needs of Diverse Learners
3.00
This course is designed to explore and address the instructional and assessment needs of students with diverse learning needs in the general curriculum classroom. Focus will be on identifying, prioritizing, using and monitoring instructional and assessment opportunities that are differentiated for diverse learners will be covered. Students will also learn to consider student learning characteristics when making differentiation decisions. Prerequisite: EXED 200, EDUC 310. Students accepted into the EXED pre-professional program will also have prerequisites of READ 430, MAED 430 and EXED 484.
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EXED 530. Characteristics of Students with Visual Impairments
2.00
This course addresses the nature and issues of visual impairments. It covers overview characteristics of and services to persons with visual impairments, including the impact of visual impairment on infant/child growth and development, child/adolescent social emotional development, and family interaction patterns. It provides a framework for considering the educational, conceptual, psychosocial, and physical implications of a vision impairment. Course delivery in distance education format.
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EXED 531. Assistive Technology for Individuals with Sensory Impairments
3.00
Typically Offered: FALL
Crosslisted EXED 431
This course focuses on specific technology and resources available to enhance and improve the abilities of individuals with sensory impairments to succeed in school, daily living activities, and employment. Access and evaluation issues related to the use of assistive technology for individuals with sensory impairments will be explored. Prerequisite or corequisite: EXED 435/EXED 530 .
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EXED 532. Braille Code
3.00
This course provides instruction in the development, use, application, and evaluation of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, and develop the competencies for designing related instructional methodologies for teaching children who are blind to read and write. Students will demonstrate skills in assessing appropriate use of Braille code and Braille curricula. This course is delivered via an online education format. Prerequisite or corequisite: EXED 435/EXED 530 .
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EXED 533. Orientation and Mobility
2.00
This course provides the foundation for analyzing the components and essence of orientation and mobility. It establishes how the need for independent travel by individuals with visual impairments created the field of O&M; explores the philosophy and history of orientation & mobility including cane instruction, dog guides and methods of travel; and addresses techniques in developing orientation skills and basic mobility instruction. Motor and concept skill development are emphasized. This course is delivered via a distance education format. Prerequisite or corequisite: EXED 435/EXED 530 .
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EXED 534. Curriculum and Assessment of Students with Visual Impairments
3.00
This course provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students practice assessing, planning, and evaluating the educational programs for students with visual impairments. Also covered in this course are assessment technologies for students with visual impairments; determination of learning needs and appropriate learning media; and the relationship of assessment, IEP development, and placement in working with individuals, their families, and educational and service providers. This course is delivered via a distance education format. Prerequisite or corequisite: EXED 435/EXED 530 .
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EXED 541. Low-Tech Assistive Technology
2.00
This course will focus on functional applications of low-technology solutions within the areas of self-care; mobility and transfer; communication; stability and support; sports, recreation, and leisure; and academic and work environments. The course will include exploration and opportunities to design and create low-tech devices for children and adults. Prerequisite: EXED 300 or EXED 503 .
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