The special education teacher candidate will be provided opportunities to observe, analyze and reflect on issues including diversity, professionalism, best practices in teaching, rights and responsibilities, and instruction in a K-12 special education setting.
EDSE 507 is a self-paced, module-based course, delivered through Blackboard. Assignments for
EDSE 507 are described within eight modules. In addition to the eight modules, observations (70 hours) are required.
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.
Provides effective strategies to education 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.
This course is designed to provide the historical and legal foundations of special education and the educational implications for educators of students with exceptionalities.
This course addresses culturally responsive theories, concepts, and research related to effective instructional planning and skill development for students with disabilities including those from culturally and linguistically diverse backgrounds and who are English language learners.
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.
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.
The special education teacher candidate will be provided opportunities to observe, analyze and compare/contrast special education programming in the United States to that of the teacher candidate's home country. The teacher candidate will reflect on issues including diversity, professionalism, best practices in teaching, students' rights and responsibilities, and instruction as related to K-12 special education settings.
EDSE 517 is a self-paced, module-based course. Classroom observation hours are required. Individual assistance is provided as needed.
Introduce instructional and assessment issues related to the education of linguistically diverse students with low incidence disabilities.
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.
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.
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.
The course explores recommended practices for inclusive education of young children with developmental concerns. Developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based practices are emphasized across developmental domains.
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).
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.
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.
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.
Historical perspectives and current educational services for student with visual impairment and deaf-blindness across the lifespan. Emphasis placed on growth and development and psychosocial effects of visual impairment.
Study literary and nemeth codes, basic abacus operations. Techniques of teaching literacy skills to students with visual disabilities are included.
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.
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP) and (
EDSE 546 with a minimum grade of C)
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.
Assessment procedures related to learners with visual impairments. Determination of learning needs and appropriate learning media. Relationship of assessment, IEP development and placement.
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.
This course addresses how to provide curriculum access and effectively teach skills in literacy, math, and general education content areas for students with exceptionalities. Emphasis is placed on evidence-based practices for targeted and embedded instruction of discrete skills in reading and math, and evidence-based strategies for adapting lesson plan formats and delivery modes to assure content access and student progress.
Students develop assessment skills related to students with disabilities focusing on principles, purposes, and the practice of assessment tools, including formal and informal measures.
(
EDSE 512 with a minimum grade of C or Completion of Appl for Grad Lic Adm to PTEP)
This course is designed to provide special educators with researched-based assessment and intervention strategies for working with individuals who have behavioral needs.
(Completion of Appl for Grad Lic Adm to PTEP or
EDFE 125 with a minimum grade of S)
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).
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
This course covers functional behavior assessment, functional assessment of academics, and selecting and prioritizing target behaviors.
This course covers professional and ethical compliance for behavior analysis.
This course addresses applied behavior analysis for individuals across the lifespan, including supervision, academic and cultural considerations, persons with autism and traumatic brain injury, and behavior change systems.
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.
(
EDSE 541 with a minimum grade of C or
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP) and (
EDSE 548 with a minimum grade of C)
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
Supervised teaching experience with students with visual disabilities, K-12, planning and implementing lessons, preparing materials, participating in staffing's, IEP/ IFSP development and parent conferences.
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.
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.
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.
(
EDSE 550 with a minimum grade of C or
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
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.
Develop knowledge and skills to assess and to teach spoken language to individuals who are deaf or hard of hearing. Field experience required.
Develop knowledge and skills to assess and facilitate the development of language skills of individuals who are deaf or hard of hearing. Field experience required.
Develop knowledge and skills to assess and facilitate the development of literacy in individuals who are deaf or hard of hearing. Field experience required.
Develop the knowledge and skills to assess and to teach academic content to individuals who are deaf or hard of hearing. Field experience required.
(
EDFE 120 with a minimum grade of S or
EDFE 125 with a minimum grade of S or Completion of Applic for Full Adm to PTEP)
Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing.
This course provides students with an understanding of diversity within underserved gifted populations. Topics include learner characteristics and needs, diversity theories and implicit bias, identification, curriculum, programming, and collaboration.
This course provides students with the knowledge and skills needed to advocate for gifted learners. Students will demonstrate advocacy related to contemporary issues and trends in gifted education.
This course reviews problems and strategic opportunities in the administration and supervision of gifted education programs and services. Emphasis is on trends and issues associated with advocacy, diversity, and collaboration.
This course reviews problems and strategic opportunities in the administration and supervision of gifted education programs and services. Emphasis is on trends and issues associated with advocacy, diversity, and collaboration.
The externship is a supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of gifted 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.
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.
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.
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.
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.
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, inter-agency coordination, career educational strategies, and content enhancement routines.
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.
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.
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.
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.
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.
Students will become informed advocates through examining theories, definitions, characteristics, and needs of diverse gifted learners, as well as public policy and best practices related to identification, curriculum, and programming.
This course provides students with an in depth understanding of assessment methods. Students will utilize multiple measures to minimize bias and to inform identification and programming for gifted learners.
This course provides students with competencies needed to design and implement differentiated curriculum and pedagogy for gifted learners. Emphasis is placed on modifying curriculum in response to diverse learner needs.
This course provides students with an understanding of the whole gifted child. Emphasis is placed on the unique affective, social, emotional, and cognitive needs of various types of gifted learners.
This course examines issues and trends related to gifted education programming. Students will evaluate system-wide programming and make informed recommendations for sustainability and improvement based on state and national policies.
Students will explore effective and ethical communication, collaboration, and leadership models and strategies to support the education of gifted learners. Emphasis is placed on consultation and collaboration with multiple stakeholders.
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.
Students will conduct action research on a personally meaningful topic in gifted education. Emphasis will be placed on professional self-reflection and dissemination of findings to relevant stakeholders.
Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences.
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.
Supervised program of orientation, observation, and participation in an assigned placement to develop instructional coaching roles and responsibilities. 45 contact hours of supervised professional coaching and related experiences in a local school district or agency setting for each semester hour completed.
Supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of special education.
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 program. S/U graded.
Doctoral level course that includes the analysis and interpretation of federal, state, and case law relevant to teaching students with exceptionalities in a variety of educational settings.
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.
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.
Investigates current issues and trends in special and gifted education, with specific focus on policy, research, curriculum, and instructional strategies.
Explores purposes, protocols, and processes for professional writing; critical review of student writing by students and faculty. Focus on research reports, practitioner articles, research reviews, and policy analysis.
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.
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.
Gain knowledge and skills to prepare teachers of students with exceptionalities. Content includes course syllabi development, application of research-based practices to course development, and mentoring and evaluating personnel.
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.
Designed for third-year students, this course explores contemporary issues in exceptionality education and identifies strategies to address, ameliorate, and/or accommodate these issues within the greater context of education and society.
Explores dissertation research problems, theoretical frameworks, methodology, and data analysis procedures expected to develop an approved dissertation proposal. S/U graded.
A student must earn 12 hours of credit for the dissertation as a partial fulfillment of requirements for any doctoral. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.