For beginning teachers and clinicians. Topics will include observation, techniques, programming, community relations, child development as related to exceptional children and evaluation for placement.

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

Prerequisites

GPA-2.75 and May concurrently take EDSE 201: with minimum grade of D- and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)

Applied experience in the administration and interpretation of formal and informal achievement tests used with exceptional individuals.

Prerequisites

EDSE 320: with minimum grade of D- and May concurrently take EDSE 326: with minimum grade of D- and May concurrently take EDSE 443: with minimum grade of D- and (May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-)

Corequisites

EDSE 326 and EDSE 443

Instructional and methodological issues in the education of students with exceptionalities. Emphasis is on academic content areas across the curriculum and the development of positive learning environments.

Prerequisites

(EDSE 201: with minimum grade of D- or EDSE 203: with minimum grade of D- or EDSE 270: with minimum grade of D- or May concurrently take EDSE 327: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D-) and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-)

This course addresses behavioral theories and their application in creating effective environments and in assessing and managing classroom behavior.

Learners will apply the principles of classroom management, assess student behavior, and develop individualized behavior plans that promote positive affective/social/academic growth.

Prerequisites

(May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-) and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (EDSE 201: with minimum grade of D- or EDSE 320: with minimum grade of D- or May concurrently take EDSE 321: with minimum grade of D- or EDSE 325: with minimum grade of D- or May concurrently take EDSE 443: with minimum grade of D-)

Corequisites

EDSE 321 and EDSE 443

Instructional and methodological issues in the education of students with exceptionalities, emphasizing academic content across the curriculum and in the development of positive learning environments.

Prerequisites

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-) and EDSE 201: with minimum grade of D- and EDSE 203: with minimum grade of D- and EDSE 270: with minimum grade of D- and (May concurrently take EDSE 322: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D-) and MATH 182: with minimum grade of D-

Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members. One hundred thirty (130) hours of field experiences required.

Prerequisites

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 321: with minimum grade of D- or May concurrently take EDSE 322: with minimum grade of D- or May concurrently take EDSE 326: with minimum grade of D- or May concurrently take EDSE 327: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D- or May concurrently take EDSE 443: with minimum grade of D-) and EDSE 201: with minimum grade of D- and EDSE 203: with minimum grade of D- and EDSE 270: with minimum grade of D-

Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members. One hundred thirty (130) hours of field experiences required.

Prerequisites

(EDSE 201: with minimum grade of D- or EDSE 203: with minimum grade of D- or EDSE 270: with minimum grade of D-) and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 321: with minimum grade of D- or May concurrently take EDSE 322: with minimum grade of D- or May concurrently take EDSE 326: with minimum grade of D- or May concurrently take EDSE 327: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D- or May concurrently take EDSE 443: with minimum grade of D-)

The course explores typical and atypical patterns of early child development, birth to eight years; biological, cultural, and environmental influences; and implications for appropriate practice in early childhood special education.

Prerequisites

(IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or EDFE 110: with minimum grade of S)

Formal and informal assessment procedures for children with or at-risk for disabilities, birth to eight years. Emphasis on cross-disciplinary approaches, matching assessment to purposes, and linked assessment/planning systems.

Prerequisites

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and EDSE 201: with minimum grade of D-

Recommended practices for inclusive education of children ages 3 to 5 with and at risk for disabilities. Emphasis on developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based strategies across developmental domains.

Prerequisites

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and EDSE 201: with minimum grade of D- and EDSE 203: with minimum grade of D-

Recommended practices for inclusive education of children, 5 to 8 years, with and at-risk for disabilities. Emphasis on developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based practices across developmental domains.

Prerequisites

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and EDSE 431: with minimum grade of D-

Provides secondary classroom teacher information about special education, exceptional learners, and operational components in Special Education, and techniques for integration of special needs students including modification, adaptation, and specialized resources.

Prerequisites

GPA-2.5

Advanced supervised teacher apprenticeship experiences (assessing, planning, teaching students with special needs in collaboration with families, education professionals, and community members). School placements may be public or private, K-12.

Prerequisites

(IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or EDFE 110) and EDSE 170: with minimum grade of D-

Students plan, develop, and evaluate a classroom action research project in consultation with the course instructor. School placements may be public or private, kindergarten through high school. The purpose of this course is to coordinate theory with practice.

Prerequisites

GPA-3.0 and EDSE 170: with minimum grade of D- and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and May concurrently take EDSE 370: with minimum grade of D-

Definitions, characteristics, and needs of diverse groups of gifted/talented children/youth will be covered. Emphasis on identification of these children and the appropriate curriculum/programming options to facilitate their needs.