2011-2012 Graduate Catalog

College of Education and Behavioral Sciences

School of Special Education

EDSE 500 Field of Special Education

Historical development and present status of individuals with disabilities and those who are gifted. Focus on communication, parent involvement, finance, legal issues, ethics/professionalism and trends in special education.

3

EDSE 501 The Exceptional Learner

Basic issues in dynamics of learning and evaluation related to exceptionality. Emphasizes understanding learning and evaluation processes for purposes of individual and group educational planning.

3

EDSE 502 Communication, Collaboration and Consultation for Special Educators

Develop skills in intrapersonal/interpersonal dynamics in serving exceptional learners. Focus on communication, collaboration and consultation in the context of multicultural educational settings along a continuum of special education.

3

EDSE 503 Effective School Environments for Learners with Exceptional Needs

Study of components of effective schools and the relationship to child, family, community and professionals. Roles of special educators and different service delivery models presented and analyzed.

3

EDSE 504 Transition Planning and Service Delivery for Students with Special Needs

Provide theoretical framework in transition process from school to adult life including historical/legal, planning, curricular, interagency, self-determination and parent/family aspects of transition.

3

EDSE 505 Assessment of Exceptional Individuals

Explore issues in assessment related to exceptional children. Emphasis placed on principles, purposes, and processes of assessment related to programming in special education.

3

EDSE 506 Teaching Students with Special Needs in Inclusive Settings

Introductory course designed for regular classroom teachers with information about various disabilities and the gifted/talented. Emphasis on identifying, accommodating and adapting for students in inclusive settings.

3

EDSE 507 Field-Based Experience

The special education Teacher Candidate will be provided opportunities to observe, analyze and reflect on issues including diversity, professionalism, rights and responsibilities, and instruction in a K-12 classroom. S/U graded.

1 - 2

EDSE 508 Workshop

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

1 - 3

EDSE 509 Strategies for Students with Exceptionalities

Provides effective strategies to educate all students, particularly at secondary level. Overviews special education process and inclusive education models; characteristics, transitional needs, and culturally/linguistically different exceptional learners and their families.

3

EDSE 510 Foundations of Special Education

This course is designed to provide the historical and legal foundations of special education and the educational implications for educators of students with exceptionalities.

3

EDSE 511 Learning Environments and Cultural Considerations

This course provides an overview of learning environments, collaboration and consultation among teachers, related services professionals, and families, and emphasizes culturally appropriate communication strategies.

3

EDSE 512 Assessment, IEP Development and Instructional Planning

Students gain knowledge and skills for selecting, adapting, and using assessments, developing Individualized Education Programs, and planning instruction within a continuum of service delivery models.

3

EDSE 513 Professional Renewal

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

1 - 3

EDSE 520 Survey of Learners with Severe Disabilities

Includes an overview of persons with profound needs and their families including their characteristics and needs. Programmatic issues are also emphasized in relation to current research.

3

EDSE 521 Educational Assessment of Learners with Severe Disabilities

Emphasizes the assessment - intervention - evaluation approach for learners with profound needs. The use of developmental/ behavioral/ecological assessment approaches as well as transdisciplinary approaches are emphasized.

3

EDSE 522 Methods of Teaching Learners with Severe Disabilities: Early Childhood Transitions & the Elementary School Years

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Review methodological approaches to serving individuals with profound needs and their application; emphasizes teaching strategies, consultation techniques and accessing multi-agency resources.

3

EDSE 523 Methods of Teaching Learners with Severe Disabilities: Middle School, Secondary Settings, and Transitions to Adulthood

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Reviews teaching approaches to serve students with profound needs at the prevocational/ vocational levels and application of approaches; emphasis on residential-employment competencies and transition from school to work.

3

EDSE 524 Seminar in Education of Learners with Profound Needs

Designed to synthesize experience and coursework in the area of educating students with profound needs. Emphases are on issues, research, classroom application and consultation.

3

EDSE 525 Research and Policy for Learners with Profound Needs

Consent of Instructor. Includes research and policy relative to the learners with profound needs. Ethics of conducting research with these individuals, current research results and relevant public policy are the main foci.

3

EDSE 526 Practicum with the Learners Who Have Severe Disabilities

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Entails supervised clinical experience with young and older individuals with profound handicaps. Daily supervision by a master teacher with overall supervision by UNC faculty is provided. S/U graded. Repeatable, maximum of 12 credits.

3 - 12

EDSE 528 Linguistically Diverse Students with Low Incidence Disabilities

Prerequisites: Regular admission into one of the Special Education Severe Needs Programs, or completion of one of the programs. Introduce instructional and assessment issues related to the education of linguistically diverse students with low incidence disabilities.

2

EDSE 530 Family/Professional Partnerships

The course promotes in-depth reflection on collaboration with families of young children using a case method of instruction. Family systems perspectives and family centered approaches are emphasized.

3

EDSE 531 Assessment and Planning in Early Childhood Special Education

The course explores theory and application of assessment methods in Early Childhood Special Education. Cross-disciplinary approaches, matching assessment procedures to the intended purpose, and linked assessment/planning systems are emphasized.

3

EDSE 532 Typical and Atypical Early Child Development: Application to Early Childhood Special Education

The course will explore typical and atypical patters of early child development; biological, cultural, and environmental influences; and implications for appropriate practice in Early Childhood Special Education.

3

EDSE 533 Curriculum and Instruction in Early Childhood Special Education

The course explores recommended practices for inclusive education of young children with developmental concerns. Developmentally appropriate, individally responsive, cross-disciplinary, and evidence-based practices are emphasized across developmental domains.

3

EDSE 534 Research, Policy, and Advocacy in Early Childhood Special Education

The course explores efficacy research, state and federal policies and systems, nationally recommended practices, and advocacy processes that support high quality services in Early Childhood Special Education (ECSE).

3

EDSE 535 Practicum in Early Childhood Special Education

Prerequisites: EDFE 130 and passed PLACE/PRAXIS text. In their practicum experience, students build on knowledge and competencies gained throughout their master's program to synthesize their knowledge and apply recommended practices in ECSE settings.

2 - 15

EDSE 537 Practicum in EC/ESCE: Infants and Toddlers

Prerequisites: Pass ECSE PLACE or PRAXIS II, Pass Elem Content PLACE or PRAXIS II or documented Elem Ed License, Completion of PTEP courses (if any), Instructor consent. Students build on knowledge and competencies gained throughout their master’s program to synthesize their knowledge and apply recommended practices in EC/ECSE settings for children birth to 3 years of age.

2

EDSE 538 Practicum in EC/ECSE: 3-5 years

Prerequisites: Pass ECSE PLACE or PRAXIS II, Pass Elem Content PLACE or PRAXIS II or documented Elem Ed License, Completion of PTEP courses (if any), Instructor consent. Students build on knowledge and competencies gained throughout their master’s program to synthesize their knowledge and apply recommended practices in EC/ECSE settings for children 3-5 years of age.

2

EDSE 539 Practicum in EC/ECSE: 5-8 years

Prerequisites: Pass ECSE PLACE or PRAXIS II, Pass Elem Content PLACE or PRAXIS II or documented Elem Ed License, Completion of PTEP courses (if any), Instructor consent. Students build on knowledge and competencies gained throughout their master’s program to synthesize their knowledge and apply recommended practices in EC/ECSE settings for children 5-8 years of age.

2

EDSE 540 Independent Living for Individuals with Visual Disabilities

Required laboratory arranged. Gain ability to understand the use of adapted materials and techniques in teaching independent living to individuals with visual disabilities. Emphasis given to recreational areas. Repeatable, maximum of 2 credits.

1 - 2

EDSE 541 Introduction to Visual Impairment and Deaf-Blindness

Historical perspectives and current educational services for the student with visual impairment and deaf-blindness across the lifespan. Emphasis is placed on growth and development and psychosocial effects of visual impairment.

3

EDSE 542 Assessment and Methods for Teaching Students with Visual/Multiple Disabilities

Prerequisite: EDFE 120 or EDFE 125  or certification at undergraduate level required. Discuss causes, characteristics, educational implications and instructional methods for student with visual/multiple disabilities. Learn effective teaming and collaborative planning strategies.

3

EDSE 543 Braille Codes and Formats

Study literary and nemeth codes, basic abacus operations. Techniques of teaching literacy skills to students with visual disabilities are included.

3

EDSE 546 Principles of Orientation and Mobility

Philosophy and history of cane instruction, dog guides and other methods of travel. Techniques in developing orientation skills and pre- cane mobility instruction. Gross motor and concept development are presented.

3

EDSE 547 Individual Instruction in Orientation and Mobility

Prerequisite: EDFE 120 or EDFE 125  and EDSE 546 or certification at undergraduate level required. Consent of instructor. Required laboratory arranged. A study of methods involved in general navigation and environmental awareness relating to severe vision needs. Travel techniques are gained while working under simulated conditions. Repeatable, maximum of four credits.

3

EDSE 548 Medical and Educational Implications of Visual Impairments

Anatomy and physiology of the eye, medical and educational assessment of low vision and functional implications of various eye conditions. Techniques to develop use of functional vision.

3

EDSE 549 Assessment of Students with Visual Impairments

Prerequisites: EDSE 541 and EDSE 548. Assessment procedures related to learners with visual impairments. Determination of learning needs and appropriate learning media. Relationship of assessment, IEP development and placement.

3

EDSE 550 Foundations of Deaf Education

This course is designed to provide the historical, legal, and cultural foundations of deaf education and the educational implications for the teacher and student who is deaf or hard of hearing.

3

EDSE 601 Supporting Special Students in the Mainstream

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Interventions for students with moderate academic difficulties in inclusive settings including (a) collaborating in providing direct service and (b) providing scaffolds to enable students to perform independently.

3

EDSE 602 Behavioral Disorders: Characteristics, Identification and Intervention

Examine typical characteristics associated with severe behavior problems and procedures for identification. Emphasis on development of appropriate intervention programs.

3

EDSE 603 Practicum with Moderate Needs Students

Prerequisites: Full admittance to PTEP or licensure at the undergraduate level required. Consent of Instructor. Supervised practica in programming for and teaching moderate needs students including assigned seminar topics. Additional seminar time required. S/U graded. Repeatable, maximum of 12 credits.

3 - 12

EDSE 606 Instructional Methods for Students with Special Needs

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Teaches about major current techniques, methods, philosophies and trends in teaching communication, affective and cognitive needs students with moderate/severe disabilities.

3

EDSE 608 Case Studies with Students with Special Needs

Consent of instructor. Required laboratory arranged. Applied experience in assessment and teaching of exceptional individuals. Work a minimum of 45 clock hours one-on-one with exceptional individual in school or clinical setting.

3

EDSE 609 Language Development: Disorders of Individuals with Special Needs

Consent of instructor. In-depth study of language and speech disorders, including assessment instruments and teaching strategies related to language and communication. Focuses on the language of students with special needs.

3

EDSE 610 Interventions for Students with Severe Affective Needs

Knowledge and classroom application of group and individual interventions for students with severe affective needs. Includes auxiliary services and parent interventions.

3

EDSE 611 Seminar in Severe Affective Needs

Consent of instructor. This course is designed to synthesize experience and coursework in the area of students with severe affective needs. Emphases are on issues, research and classroom application.

3

EDSE 612 Practicum with Students with Severe Affective Needs, Ages 5-21

Prerequisites: Full admittance to PTEP or licensure at the undergraduate level required. Consent of instructor. Integrative experiences of sufficient scope, intensity, and length to assure demonstration of all Teacher II affective program competencies. Seminar required. S/U graded. Repeatable, maximum of 12 credits.

3 - 12

EDSE 613 Applied Assessment

Prerequisites: EDFE 125 and EDSE 512 required. Students develop assessment skills related to students with disabilities focusing on principles, purposes, and the practice of assessment tools, including formal and informal measures.

3

EDSE 614 Behavioral Interventions

Prerequisites: EDFE 125. This course is designed to provide special educators with researched-based assessment and intervention strategies for working with individuals who have behavioral needs.

3

EDSE 615 Special Education Law: Cases and Trends

Enhances student’s skills to read integratively special education laws and ensuing litigation. Readings will include public laws, court transcripts and a selected case synopsis(es) pertaining to a particular exceptionality.

3

EDSE 616 Scientifically Based Literacy Interventions

Prerequisites: EDFE 125. This course provides scientifically based literacy interventions for learners with exceptional needs including theoretical models related to interventions addressing the five reading components (i.e., phonemic awareness, phonics, vocabulary, comprehension, and fluency).

3

EDSE 617 Mathematics and Content Area Learning for Students with Disabilities

Prerequisites: EDFE 125. This course prepares teachers to teach mathematics and content areas to students with disabilities. Scientifically research-based and validated methods will be emphasized for effective instruction, technology use, and collaborative support.

3

EDSE 618 Educating Students with Significant Support Needs

Prerequisites: EDFE 125. This course addresses planning, managing, and collaboratively delivering educational plans and interventions for students with severe disabilities. It addresses academic, communication, behavioral, medical, and unique individual needs, K-12.

3

EDSE 619 Secondary Services

Prerequisites: EDFE 125. This course includes an overview of transition services, academic strategies, community-based instruction, and contextual learning in a standards-based framework. Student self-determination and interagency coordination is included.

3

EDSE 620 Psycho-Social Aspects of Students with Severe Cognitive Needs

In-depth study of sociological and psychological aspects of students with severe cognitive needs. Focuses on issues relative to life care and treatment of the cognitive needs student.

3

EDSE 621 Seminar in Severe Cognitive Needs

This course is designed to synthesize experience and coursework in the education of students with severe cognitive needs. Emphases are on issues, research and classroom application.

3

EDSE 622 Directed Studies

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

1 - 3

EDSE 623 Practicum with Students with Severe Cognitive Needs, Ages 5-21

Prerequisites: Full admittance to PTEP or licensure at undergraduate level required. Consent of major advisor. Integrative experiences of sufficient scope, intensity, and length to assure demonstration of all Teacher II cognitive program competencies. Seminar required. S/U graded. Repeatable, maximum of 12 credits.

3 - 12

EDSE 624 Communication, Sensory, and Social Skills Strategies for Working with Students with Autism

Prerequisite: EDSE 678 This course provides strategies for assessing and planning for instruction in communication, assistive technology, sensory needs and social skills for students on the autism spectrum including service delivery options, developing and implementing communication skills using evidence-based practices settings.

3

EDSE 625 Applied Behavior Analysis for Teachers

Prerequisite: EDSE 678 Course content focuses on applied behavior analysis, target behaviors, functional behavior assessment and analysis procedures, recording behavior, interpreting and creating graphic displays, behavioral interventions, reinforcement schedules, self-management, and generalization and maintenance of behavioral change.

3

EDSE 626 Instructional and Behavioral Interventions for Students on the Autism Spectrum

Prerequisite: EDSE 678 This course will focus on evaluating current instructional and behavioral interventions for children who are on the autism spectrum. Content will also be designed to provide learners with thorough background knowledge about interventions that are "effective" and "ineffective" as evidenced by their outcome data.

3

EDSE 640 Methods of Teaching Students with Visual Impairment

Prerequisites: EDFE 120 or EDFE 125 and EDSE 541, EDSE 548. Curriculum development, adaptations, and teaching methodology for individuals with visual impairments. Modification of general and functional curricular areas. Emphasis on methods of teaching skills and the core curriculum.

3

EDSE 642 Advanced Seminar in Education of Students with Visual Disabilities

Prerequisites: Enrollment prior to or concurrent with EDSE 644EDFE 120 or EDFE 125. Role and responsibilities of the teacher of students with visual impairments as an educational team member, professionalism, ethics, consultation and collaborative partnerships, and social skill development. Full PTEP Admittance.

3

EDSE 644 Practicum in Education of Students with Visual Impairments K-12

Prerequisites: EDFE 120 or EDFE 125 and EDFE 130 and EDSE 541, EDSE 543, EDSE 546, EDSE 548, EDSE 549, EDSE 640, EDSE 645 or certification at undergraduate level required. Consent of instructor. Supervised teaching experience with students with visual disabilities, K-12, planning and implementing lessons, preparing materials, participating in staffings, IEP/ IFSP development and parent conferences. Repeatable, maximum of 12 credits.

6 - 12

EDSE 645 Advanced Braille Codes and Formats

Prerequisites: EDSE 543 or proof of mastery from an approved examination or other demonstration of basic literary braille skills. Instruction in Nemeth Code (braille math code). Introduction to advanced braille codes, formats and techniques for teaching skills in each code including music, foreign language, chemistry, and computer braille.

3

EDSE 647 Applied Methods in Orientation and Mobility

Prerequisites: EDSE 546. Consent of instructor required or certification at undergraduate level required. Weekly seminar explores methods and strategies for teaching independent travel techniques to students with visual and other disabilities. Student provides individualized instruction to visually impaired person with faculty supervision.

3

EDSE 648 Practicum in Orientation and Mobility

Prerequisites: EDFE 120 or EDFE 125 or certification at undergraduate level required. Consent of major advisor required. Supervised teaching experience with both blind and low vision individuals in orientation and mobility. Observation of varied programs; e.g., resource room itinerant plan, residential school and rehabilitation settings. Repeatable, maximum of 9 credits.

3 - 9

EDSE 651 Collaboration: Deaf/Hard of Hearing

Prerequisites: EDFE 120 or EDFE 125 and EDSE 550. Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.

3

EDSE 652 Auditory Skill Development: Deaf/Hard of Hearing

Develop the knowledge and skills to assess and to teach auditory skill development to individuals who are deaf or hard of hearing. Field experience required.

3

EDSE 653 Speech: Deaf/Hard of Hearing

Develop knowledge and skills to assess and to teach spoken language to individuals who are deaf or hard of hearing. Field experience required.

3

EDSE 654 Language: Deaf/Hard of Hearing

Develop knowledge and skills to assess and facilitate the development of language skills of individuals who aredeaf or hard of hearing. Field experience required.

3

EDSE 655 Literacy: Deaf/Hard of Hearing

Develop knowledge and skills to assess and facilitate the development of literacy in individuals who are deaf or hard of hearing. Field experience required.

3

EDSE 656 Curriculum and Instruction: Deaf/Hard of Hearing

Develop the knowledge and skills to assess and to teach academic content to individuals who are deaf or hard of hearing. Field experience required.

3

EDSE 657 Practicum: Deaf/Hard of Hearing

Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing. Repeatable, maximum of 12 credits.

6 - 12

EDSE 670 Legal and Policy Foundations of Special Education

This course is designed for school personnel who are impacted by special education law. The course focuses on federal and state special education statutes, regulations, and case law.

3

EDSE 671 Fostering School and Community Relationships

Prerequisite/Co-requisite: EDSE 670. This course provides specialist knowledge and skills related to consultation, collaboration, supervision, coaching, and support for educators, families, and paraprofessionals. Topics include the implementation of proactive strategies for empowerment.

3

EDSE 672 Leadership in the School Community

Prerequisite/Co-requisite: EDSE 670. Foundational grounding for prospective teacher leaders to function as highly facilitative special educators who demonstrate leadership necessary to effectively interact with diverse populations including students, teachers, administrators, and parents.

3

EDSE 673 Research and Reflective Practice

Prerequisite: EDSE 670. The role of inquiry in identifying promising practices is examined. Action research is highlighted, culminating in a work sample in which scientifically based interventions are designed, assessed, and described.

3

EDSE 674 Interventions in Literacy and Numeracy

Prerequisite/Co-requisite: EDSE 670. This course will help individuals effectively select and implement research-based literacy and numeracy interventions as they related to students’ strengths and needs at an individual student, classroom and school-wide level.

3

EDSE 675 Issues in Special Education Assessment

Prerequisite/Co-requisite: EDSE 670. Provides a comprehensive perspective of assessment development, implementation, interpretation, and implications of results to inform educational practices including the practice of monitoring progress and collaborating with individuals, families and professionals.

3

EDSE 676 Assessment and Interventions for Students with Challenging Behaviors

Prerequisite/Co-requisite: EDSE 670. Designed to provide learners with the knowledge and skills to supervise, coach, assess, and model a continuum of behavior support for teachers, paraprofessionals and other educators in the school, home, and community.

3

EDSE 677 Transition to Adulthood for Youth with Exceptionalities

Prerequisite/Co-requisite: EDSE 670. This course includes in-depth investigation into the provision of transition services and secondary services. Topics include transition-focused standards-based IEP development, self-determination, interagency coordination, career educational strategies, and content enhancement routines.

3

EDSE 678 Strategies for Students with Autism/Significant Needs

This course provides a historical perspective and an overview of assessment, planning and instructional strategies for working with students on the autism spectrum as well as students with significant support needs in K-12 settings.

3

EDSE 679 Interventions for Students with Cultural and Linguistic Differences

Prerequisite/Co-requisite: EDSE 670. This course critically analyzes issues of equity through a culturally responsive lens as it applies to assessment, interventions, and education of all students including those with diverse backgrounds.

3

EDSE 680 Administration and Supervision of Special Education

Designed to review problems and strategic opportunities in the administration and supervision of special education programs and services. Emphases include leadership and management, organizational planning and change, and strategic thinking.

3

EDSE 681 Administrative Planning and Program Evaluation in Special Education

Prepares individuals to conduct program/service evaluations, organize data for decision-making purposes, understand resource utilization, develop collaborative partnerships, and integrate systems of accountability into other administrative functions.

3

EDSE 682 Foundations in Gifted Education

The purpose of this course is to address the foundational underpinnings of gifted and talented education, including the history of the field; pertinent theories and research in the area of intelligence, creativity, and human development; knowledge of public policy; current brain research; and how these concepts can be applied in educational settings.

3

EDSE 683 The Gifted Learner: Nature and Needs

The knowledge base of definitions, characteristics, traits and needs of diverse groups of learners with gifts and talents will be examined. Emphasis is placed on identification, assessment and appropriate placements.

3

EDSE 684 Assessment and Identification in Gifted Education

Prerequisites: EDSE 682 and EDSE 683. The content of this course includes procedures in the assessment of students for the purpose of selecting appropriate and relevant educational strategies, and identifying students for services and programs.

3

EDSE 685 Curriculum & Instructional Practice in Gifted Education

This course focuses on development of curriculum and implementation of teaching practices centered on discipline-based knowledge, learning styles, cultural variation, depth and complexity of content, and provisions for independent investigation.

3

EDSE 686 Emotional and Social Development of the Gifted and Talented

This course is designed for learners to develop a knowledge base of the affective, social and cognitive development and needs of the various types of gifted students.

3

EDSE 687 Program Strategies and Services for the Gifted and Talented

Prerequisite: EDSE 683. This course addresses the basic program models, strategies and services necessary for developing appropriate education for the gifted. Real-life scenarios are basic in determining appropriate strategies and services.

3

EDSE 688 Communication and Leadership in Gifted Education

Topics include communication, consultation and collaboration for the implementation of education for the gifted and talented. Teachers are a main source of leadership for school, district and state levels.

3

EDSE 689 Creativity in Gifted Education

The focus of this course is the examination of theories of creativity, research in creativity and the teaching of creative thinking skills in the context of gifted education programming.

3

EDSE 690 Highest Levels of Learning for the Gifted and Talented

Prerequisite: EDSE 682, EDSE 683, EDSE 685. This capstone seminar is designed for learners to synthesize knowledge and skills regarding cognitive needs of students who are gifted and talented. Emphasis is on enrichment/acceleration, inquiry, seminars, in depth studies.

3

EDSE 691 Practicum in Teaching the Gifted and Talented

Prerequisites: EDSE 683, EDSE 685, EDSE 687 and EDFE 130. Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences. Repeatable, maximum of 12 credits.

1 - 12

EDSE 693 Practicum in Special Education

Prerequisites: EDFE 125. This course includes an overview of transition services, academic strategies, community-based instruction, and contextual learning in a standards-based framework. Student self-determination and interagency coordination is included.

3 - 12

EDSE 697 Externship in Special Education: Administration

Instructor consent. Supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of special education. Director of Special Education endorsement (post-Masters) only. Repeatable, maximum of 12 credits, under different subtitles.

1 - 12

EDSE 701 Introduction to Doctoral Study in Exceptionalities

Develop knowledge, skills, concepts, and attitudes necessary for special and gifted educators to effectively interact with diverse populations. Emphasis on development of individual goals/specific activities within prograwm. S/U graded.

1

EDSE 702 Law of Exceptionalities

Doctoral level course that analyzes and interprets federal, state, and case law relevant to teaching students with exceptionalities in a variety of educational settings.

1

EDSE 718 Advanced Seminar in Education of Students with Hearing and/or Visual Handicaps

Investigation of the issues and trends in education of infants, children and youth with hearing and/or visual disabilities: focus on research, curriculum, instructional strategies and other administrative concerns.

3

EDSE 721 Theories of Exceptionality

In-depth study of special education's enrichment by conceptions of the nature of exceptionality, learning and instruction that have and are emerging from biological and sociocultural constructivism, phenomenology and holism.

3

EDSE 723 Seminar in Facilitating Personal and Professional Development in Special Education

Assist learners with development of the skills and knowledge necessary to function as special educators who effectively interact with diverse students, teachers, administrators and parents.

3

EDSE 727 Issues and Trends in Exceptionalities

Investigates current issues and trends in special and gifted education,with specific focus on policy, research, curriculum, and instructional strategies.

3

EDSE 728 Professional Writing

Explores purposes, protocols, and processes for professional writing; critical review of student writing by students and faculty. Focus on research reports, practitioner articles, research.

3

EDSE 729 Apprenticeship in Special Education

Consent of instructor. Jointly defined experiences on campus in intensive mentor/apprenticeship project; participating in all aspects of inquiry, administration, or university teaching from planning through dissemination/ publication. Repeatable, maximum of 12 credits, under different subtitles.

1 - 4

EDSE 730 Externship in Exceptionalities

Prerequisites: Submission of an externship proposal 1 semester prior to enrollment. This course should be taken prior to submission of dissertation proposal. The externship requires 180 hours of supervised activities outside of UNC to expand the learner's knowledge base in a setting related to services for students with exceptionalities. Repeatable under different subtitles.

1 - 3

EDSE 731 Topical Seminar in Special Education

Course content differs to ensure flexibility promoting cutting-edge knowledge. Faculty share expertise in depth. Students select from offerings to individualize program and utilize wide variety of methods of inquiry. Repeatable, maximum of 15 credits, under different subtitles.

3

EDSE 732 Research in Exceptionalities

Examines research design and methods used in special and gifted education. Emphasis on developing skills necessary to understand the relationship between research strategies and problems in special and gifted education.

3

EDSE 733 Preparing Teachers of Students with Exceptionalities

Gain knowledge and skills to prepare teachers of students with exceptionalities. Content includes course syllabi development, application of research-based practices tocourse development, and mentoring and evaluating personnel.

3

EDSE 741 Colloquium in Literacy

Examines issues and prominent theories of literacy research in special and gifted education. The relationship of this scholarship to current educational practices is explored.

1

EDSE 742 Colloquium on Talent Development

Addresses topics related tot he nature of disabilities, giftedness, twice exceptionality, talent development,and the contemporary approaches tht foster individual competencies over deficits.

1

EDSE 743 Supervision in Exceptionalities

Examines supervision of student teachers; internships; paraprofessionals; graduate research assistants, and clerical assistants. Exploration of leadership styles, communication methods, and conflict resolution skills.

1

EDSE 744 Grant Writing Seminar

Develops grant writing skills essential for doctoral level personnel in special and gifted education, including identifying federal and state funding sources, panel reviews, and development of proposals, budgets, and evaluation.

3

EDSE 797 Doctoral Proposal Research

Explores dissertation research problems, theoretical frameworks, methodology, and data analysis procedures expected to develop an approved dissertation proposal. S/U graded. Repeatable, maximum of four credits.

1 - 4

EDSE 799 Doctoral Dissertation

Permission of major advisor. Required of all doctoral candidates. A student must earn 12 hours of credit for the dissertation as a partial fulfillment of requirements for any doctoral. S/U graded. Repeatable, no limitations.

1 - 12

EDSE 999 Graduate School Continuous Registration

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

1