http://graduatestudies.csuohio.edu/catalog/?CategoryID=49

EDB 601 Educational Research (3 credits). Prerequisite or co-requisite: ETE 501. An introduction to quantitative and qualitative methods used in educational research. Emphasis on understanding, interpreting, and critiquing research studies. The role of the socio-cultural context in research is considered. Offered every semester.

EDB 604 Social Issues and Education (3 credits). Focuses on the relationship of crucial issues in society to educational questions. Alternative purposes of education in light of the changing intellectual, social, and technological climate of modern America are considered. Offered every semester.

EDB 606 Philosophy of Education (3 credits). Familiarizes students with persisting issues in the philosophy of education by examining selected topics from both historical and contemporary perspectives. Focuses on relating theories of knowledge and learning to current educational practices, and exploring questions of value in light of various philosophies. Offered annually.

EDB 608 School and Society in the American Past (3 credits). Historical examination of changing perceptions of the purpose and nature of education, the relationship of schools to social and economic forces, substance and impact of major school-reform movements, experience of minorities in schools, the role of schooling in social mobility, and development of urban schools. Offered annually.

EDB 612 Curriculum Theory and Instruction (3 credits). Overview of theoretical perspectives on the development, organization, implementation, and evaluation of curriculum. Topics include philosophical, social, technological, economic, and political influences on curricular decision-making; identification of curricular and instructional aims; the relationship between curriculum theory and instructional methodology; current issues in curriculum reform; issues of diversity and equity; and the role of federal and state standards. Offered every semester.

ETE 501 Technology Strand (2 credits). Introduces students to the basic concepts and skills of computer technologies useful for educational settings and graduate study. An overview of user interfaces, file handling and WebCT is presented. The use of the Internet for information retrieval is discussed and practiced. Internet research issues such as content validity and fair use are considered. Communication via electronic mail and attachments is introduced. Concepts and standard procedures in the use of common word processors, presentation software, graphics and spreadsheets are addressed. Emphasis is placed on APA formatting, presentation communication methods and graphing. Once mastery is achieved among the technology operation topics, students are expected to combine their skills to produce a comprehensive final project demonstrating the use of their skills in an educational context.

ECE 500 Foundations of Early Childhood Education (4 credits). Prerequisite: EDC 501. Historical, philosophical, and theoretical introduction to contemporary early childhood education; overview of early childhood models; and survey of current issues and trends; examination of the role of the early childhood teacher in the lives of children between birth and age eight and their families. Required for early childhood teaching license.

ECE 515 Mathematics Instruction and Assessment in Preschool and the Primary Grades (3 credits). Prerequisites: EDC 501 and either ECE 500 or ESE 500 (Note: EDC 501 is not a prerequisite for special education students). Aimed at developing a philosophy and justifiable rationale for teaching and learning mathematics in preschool and the primary grades that takes into account the interrelationships among curriculum, instruction, and assessment. Includes exploration of constructive processes involved in developing mathematical understanding in young children, with particular attention given to the acquisition of numeracy and problem-solving strategies. Current standards, methods, and materials for teaching and learning mathematics during early childhood are examined and evaluated.

ECE 517 Science Instruction and Assessment in Preschool and the Primary Grades (3 credits). Prerequisites: EDC 501 and either ECE 500 or ESE 500 (Note: EDC 501 is not a prerequisite for special education students). Covers the nature, scope, and role of science experiences in the learning and development of young children. Emphasis is given to a constructivist, inquiry-oriented approach consistent with national standards. Discussions, demonstrations, and experiments draw from physical, biological, and earth sciences.

EDC 500 Diversity in Educational Settings (3 credits). Focuses on issues related to the education of culturally and linguistically diverse children, gifted children, and children with special needs. Gender issues in education and the relation of diversity to all areas of the teaching-learning process are discussed. Course work involves the development of effective strategies for teaching all children about diversity and for promoting positive relationships among teachers, parents, and children. Required for early childhood teaching license, pre-kindergarten endorsement, and TESOL endorsement.

EDC 501 Child Development (3 credits). Emphasis on various aspects and phases of human growth and development from conception to adolescence, including physical/ motor, socio-emotional, moral, and cognitive development. Attention is given to relationships among aspects of development and between development and school learning. Human Development option in the College core; required.

ESE 500 Introduction to Special Education (4 credits). An introduction to information regarding the characteristics of individuals with the various disabilities included in IDEA. Historical and legal issues regarding special education are addressed. Students identify, plan, and implement a variety of instructional strategies. Introduction to the concepts of Praxis II and to the profession.

ESE 501 Nature and Needs of Young Children with Disabilities and Those at Risk (4 credits). Prerequisite ESE 500. Exploration of characteristics of young children from birth through age eight who are at risk or disabled, along with their varying needs for early intervention and educational services. Examines historical and current issues and trends in the field of early childhood special education. Required for licensure as an Early Childhood Intervention Specialist.

ESE 502 Introduction to Individuals with Mild/Moderate Disabilities (4 credits). Prerequisite: ESE 500.. History, theoretical foundations, and practices related to the social, emotional, and learning characteristics of individuals with mild/moderate disabilities. Includes presentations of diagnostic approaches and educational and social policies relative to these exceptionalities. Required for licensure as a Mild/Moderate Intervention Specialist.

ESE 503 Introduction to Individuals with Moderate and Severe Disabilities (4 credits). Prerequisite: ESE 500. Examination of the learning and behavioral characteristics of individuals with moderate and severe disabilities from birth through adulthood; exploration of implications for a comprehensive service-delivery system and trends in the best practices, both current and historical. Required for licensure as a Moderate/Intensive Intervention Specialist.

ESE 510 Diagnostic Assessment and Multifactored Evaluation for Students with Moderate and Severe Disabilities (2 credits). Prerequisite: ESE 503. Students acquire competencies associated with norm and criterion-referenced assessment and understand the conditions under which assessments should be planned and conducted. Students gain competency with the interpretation and analysis of assessment information. Required for licensure as a Moderate/ Intensive Intervention Specialist.

ESE 511 Classroom Management and Intervention for Severe Behavior Problems (4 credits). Prerequisites or co-requisites: ESE 501, ESE 502, or ESE 503. Includes approaches to classroom management that foster productive social interactions and are most compatible with instructional goals. Also examines the characteristics and causes of various severe behavioral problems and research-based techniques for intervention. Required for Intervention Specialist licenses in special education.

ESE 512 Collaboration and Partnerships among Parents and Professionals in Special Education (4 credits). Prerequisites or co-requisites: ESE 501, ESE 502, or ESE 503. Highlights research and productive strategies for establishing successful collaborative relationships with parents of children with disabilities, paraprofessionals, and other professionals. Fosters sensitivity to the needs of culturally and linguistically diverse families. Emphasis on collaboration and partnerships with other professionals, paraprofessionals, and parents as team members designing, implementing, and evaluating appropriate educational experiences for individuals with disabilities. Required for all Intervention Specialist licenses in special education.

ESE 513 Supporting Medical and Intensive Educational Needs (4 credits). Prerequisite: ESE 501 or ESE 503. Overview of medical disabilities and the educational implications for children with medical and/or health care needs. Analysis of strategies for cross-disciplinary assessment, planning, technology use, and program implementation, including such disciplines as physical, occupational, and speech therapy; psychology; and other health-related fields. Required for Intervention Specialist licenses in Early Childhood and Moderate/Intensive.

ESE 514 Curriculum and Interventions for Infants and Young Children with Special Needs (4 credits). Prerequisite: ESE 501. Examination of developmentally and exceptionality appropriate approaches to early intervention services, as well as preschool and primary grade special education. Content includes general and individualized (e.g., IFSPs and IEPs) curricular issues, intervention strategies, and instructional approaches. Required for licensure as an Early Childhood Intervention Specialist.

ESE 515 Assessing Young Children (4 credits). Prerequisite: ECE 503 or ESE 501. Provides a basic understanding of the components of developmental screening, child assessment, child identification, and program evaluation for children at-risk and those with disabilities from birth through age eight. Assessment and evaluation focus on child and family variables. Construction of Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs) are stressed. Required for licensure as an Early Childhood Intervention Specialist.

ESE 516 Life Skills and Career Planning in Special Education (2 credits). Prerequisite: ESE 502. Study of appropriate curriculum, instructional techniques, methods, and materials for the development of vocational, career, and functional living skills in students with mild/moderate disabilities. Addresses planning for the transition from secondary education to work, post-secondary education, and community involvement. Required for licensure as a Mild/Moderate Intervention Specialist.

ESE 517 Assessment of Mild/Moderate Disabilities (4 credits). Prerequisite: ESE 502. Examination of principles, procedures, and instruments of assessment used in the diagnosis of individuals with mild/ moderate disabilities. Emphasizes the administration and interpretation of formal and informal assessment tools to identify academic and social difficulties. Students work with an individual client in a clinical setting. Required for licensure as a Mild/Moderate Intervention Specialist; for students who possess a certification or license in another teaching area.

ESE 518 Curriculum and Instruction for Students with Mild/Moderate Disabilities (4 credits). Prerequisites: ESE 502 and ESE 517. Study of appropriate curriculum, materials, instructional techniques, and use of technology with emphasis on academics, social development, and functional skills in educational planning. Explores instructional accommodations for students with mild/ moderate disabilities in the regular education setting. Required for licensure as a Mild/ Moderate Intervention Specialist; for students who possess a certification or license in another teaching area.

ESE 519 Life Skills Assessment, Curriculum, and Instruction (4 credits). Prerequisite: ESE 503. Exploration of issues related to assessment, functional curriculum theory, Individualized Education Program development, choice of teaching objectives, use of technology, and procedures for implementation of quality educational programs for individuals with severe disabilities. Topics include task analysis, prompting procedures, classroom structure, and monitoring of ongoing progress. Required for licensure as a Moderate/Intensive Intervention Specialist.

ESE 520 Assessment, Curriculum, and Instruction to Meet the Academic and Behavioral Needs of Students with Moderate and Intensive Disabilities (4 credits). Prerequisite: ESE 503. Exploration of issues related to assessment, curriculum theory, IEP development, use of technology, and educational approaches for individuals with severe disabilities. Emphasis on teaching academic skills, social and emotional behaviors, and career and life skills. Required for licensure as a Moderate/ Intensive Intervention Specialist.

ESE 521 Assessment for Instructional Needs (4 credits). Prerequisite: ESE 502. Focus is on the administration and interpretation of formal and informal assessment tools for students with mild/moderate disabilities. Emphasizes the direct link between assessment and the design of appropriate instruction. Assignments require students to make decisions in selecting and administering assessments, as well as developing appropriate educational plans for children with disabilities based on assessment outcomes. Clinical or field experience required. Required for first licensure as a Mild/Moderate Intervention Specialist.

ESE 522 Assessment-Based Curriculum and Instruction for Students with Mild/Moderate Disabilities (4 credits). Prerequisites: ESE 502 and ESE 521. . Focus is on the development and utilization of appropriate assessment-based curriculum and instruction for individuals with mild/moderate disabilities. Participants develop an understanding of the relationships among assessment issues, learning environments and instructional practices employed in learning environments for students with disabilities. Clinical or field experience required. Required for first licensure as a Mild/Moderate Intervention Specialist.

EDL 500 Phonics Assessment and Instruction (3 credits). Focuses on the nature and role of word recognition in proficient reading and spelling. Provides the background necessary for teaching and assessing phonics, phonemic awareness, and word recognition.

EDL 501 Beginning and Intermediate Reading Instruction and Assessment (3 credits). Survey of methods and materials used to teach reading in elementary and middle school settings. Includes overview of the reading process, critical examination of related theory and research, how beliefs of reading relate to reading instruction, and introduction to classroom-based assessment of reading development.

EDL 505 Content Area Literacy (3 credits). Critique and analysis of current theory, research, and practice as they relate to content-area reading instruction. Particular attention is given to the development of comprehension, metacognitive awareness, and effective studying strategies. Also stresses thinking skills, the integrated use of reading and writing across the curriculum, and materials and methods to promote lifelong learning. Other topics include media literacy, inquiry learning, authentic assessment, action research, and diversity issues. Required for reading endorsement.

EDL 512 Literature-based Reading Methods for Children (3 credits). Focuses on techniques for using classic, contemporary, and multiethnic children’s literature of all genres to support reading acquisition and instruction in preschool, primary and elementary grades, with particular attention given to teaching methods using literature. Other topics for discussion include the evaluation and selection of appropriate trade and picture books for classroom use and the role of children’s literature in family literacy and recreational reading.

EDL 513 Literature-based Reading Programs for Adolescents (3 credits). Familiarizes language arts teachers and other school personnel with contemporary and multi-ethnic literature and nonfiction appropriate to the needs of middle and secondary school students. Emphasizes the developmental nature of reading preferences and comprehension, the application of reader-response theory to the selection and design of teaching strategies and materials, the potential use of adolescent literature across the curriculum, and criteria for selecting and evaluating books for young adults.

Specialized Study and Field Experience (EST)

Without exception, appropriate authorization for enrollment in any course with an EST prefix must be obtained in advance of registration. Moreover, failure to adhere to the following policies and deadlines may result in the delay of graduation by one or more semesters.

Student Teaching and Practicum Requirements: At least two full semesters prior to anticipated registration for any field experience, students should consult their faculty advisor or the Office of Field Services, Rhodes Tower 1344, (216) 687-4616 to determine the required due date for submitting a practicum or student teaching placement application. Please note that these deadlines are strictly enforced and that placements are only given to students who have achieved a 3.0 cumulative grade-point average for all courses taken at the graduate level. Beyond satisfactory completion of all needed coursework, eligibility for enrollment in student teaching requires prior passage of all Praxis II exams for teacher licensure. For other requirements, please see earlier section, Practicum and Student Teaching Eligibility Requirements for Teacher Licensure.

Exit Requirements: In order to be eligible to take the comprehensive examination, the student must apply for graduation by the relevant deadline set by the Graduation Office, University Center 400, (216) 687-3700, and he or she must register for at least one credit hour of course work during the semester in which the exam is to be taken. EST 691 or any other course may be employed for this purpose. Similarly, completion of a master’s degree thesis or project assumes registration for a least one credit hour of EST 698 or EST 699 as appropriate.

EST 576 Practicum in Early Childhood-Special Education (2 credits). Prerequisites: Prior application and approval of the Office of Field Services. University-supervised practicum experience in one of three settings: early intervention, preschool programs for children with disabilities, or primary grade special education programs; 100 hours over a prescribed number of weeks, observing and teaching or providing early intervention services under the direction of a mentor teacher. Required for licensure as an Early Childhood Intervention Specialist.

EST 586 Student Teaching in Early Childhood-Special Education (4 credits). Prerequisites: Prior application and approval of the Office of Field Services. University-supervised student teaching experience in one or two settings (different from experience in ESE 576): preschool programs for children with disabilities and/or primary grade special education programs, observing and teaching or providing early intervention services under the direction of a mentor teacher. For initial licensure students, student teaching must be completed during the Fall or Spring semesters. Those seeking a second credential may be able to complete student teaching during the summer with a minimum experience of 200 hours. Successful completion requires demonstration of competencies necessary for licensure as an Early Childhood Intervention Specialist.

EST 587 Student Teaching for Mild/Moderate Disabilities (4 credits). Prerequisites: Prior application and approval of the Office of Field Services. University-supervised student teaching experience in a state-approved unit serving students with mild/moderate disabilities; five days per week under the guidance of a teacher certified in the area of mild/moderate disabilities. Successful completion requires demonstration of competencies necessary for licensure as a Mild/Moderate Intervention Specialist. Summer placement may be available, but is limited to students with two or more years of prior teaching experience.

EST 588 Student Teaching for Moderate and Intensive Educational Needs (4 credits). Prerequisites: Prior application and approval of the Office of Field Services. University-supervised student teaching experience in two separate educational settings: one for students with mental retardation and multiple disabilities, and one for students with serious emotional disturbance; five days a week for one semester observing and teaching under the direction of a mentor teacher. Successful completion requires demonstration of competencies necessary for licensure as a Moderate/Intensive Intervention Specialist. Summer student teaching may be available, but is limited to students with one or more years of prior teaching experience with students who have moderate and intensive needs.