EDB 200 Teaching as a Profession (2 credits). Students will examine teaching as a profession - the roles and responsibilities they will encounter in the classroom, the school, and the community. Students will develop a teaching philosophy, examining why they want to be teachers, what will be expected of them in that role, and what being a professional teacher means. Offered every semester.

EDB 300 Educational Technology (2 credits). Provides an introduction to instructional technology useful to teachers. Students will use and evaluate media technology, focusing on ways to effectively integrate technology and other media resources into the instructional program. Offered every semester.

EDB 301 Social Foundations of Education (3 credits). An examination of the school in its cultural context. Emphasis is on the historical, social, economic, and technological forces that shape current educational discourse. Special emphasis is placed on the role of diversity in educational decision-making. Offered every semester.

EDB 302 Psychological Foundations of Education (3 credits). Prerequisites: PSY 220 and/or PSY 221; An analysis of the nature of human learning and development and their relationship to the process of education and to instruction. Emphasis is on current theories and research relating to the contextual nature of human learning to instructional practice. Offered every semester.

ESE 400 Introduction to Special Education (4 credits). Prerequsites or Corequisites: EDB 200, EDB 301 and EDB 302. An introduction to the profession of special education with information regarding the characteristics of persons with the various disabilities included in IDEA. Students learn historical and legal issues regarding special education; to identify, plan, and implement a variety of instructional strategies; and information on the concepts of Praxis II and to the profession.

ESE 402 Introduction to Individuals with Mild/Moderate Educational Needs (4 credits). Prerequisites: EDB 200, EDB 301, EDB 302, and ESE 400. 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 an Intervention Specialist for Students with Mild/Moderate Educational Needs.

ESE 403 Introduction to Individuals with Moderate/Severe Educational Needs (4 credits). Prerequisites: EDB 200, EDB 301, EDB 302, and ESE 400. 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 best practices, both current and historical. Required for licensure as an Intervention Specialist for Students with Moderate/Severe Educational Needs.

ESE 410 Diagnostic Assessment and Multifactored Evaluation for Students with Moderate and Severe Disabilities (2 credits). Prerequisite: ESE 400. Students will acquire competencies associated with norm and criterion-referenced assessment and understand the conditions under which assessments should be planned and conducted. Students will gain competency with the interpretation and analysis of assessment information.

ESE 411 Classroom Management and Intervention for Severe Behavior Problems (4 credits). Prerequisite: ESE 400. 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 behavior problems and research-based techniques for intervention. Required for licensure as an Intervention Specialist for Students with Mild/Moderate and Moderate/Severe Educational Needs.

ESE 412 Collaboration and Partnerships Among Parents and Professionals in Special Education (4 credits). Prerequisite: ESE 400. 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 persons with disabilities. Required for all Intervention Specialist licenses in special education.

ESE 413 Supporting Medical and Intensive Educational Needs (4 credits). Prerequisite: ESE 403. 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

ESE 416 Life Skills and Career Planning in Special Education (2 credits). Prerequisite: ESE 402. 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, postsecondary education, and community involvement. Required for licensure as an Intervention Specialist for Students with Mild/Moderate Educational Needs.

ESE 419 Life Skills Assessment, Curriculum, and Instruction (4 credits). Prerequisite: ESE 403. Exploration of issues related to assessment, functional curriculum theory, Individualized Education Program (IEP) development, choice of teaching objectives, use of technology, and procedures for implementation of quality functional programs for individuals with mental retardation, multiple disabilities or emotional disturbance. Topics include task analysis, prompting procedures, classroom structure, and monitoring of ongoing progress. Required for licensure as an Intervention Specialist for Students with Moderate/Severe Educational Needs.

ESE 420 Assessment, Curriculum, and Instruction to Meet the Academic and Behavioral Needs of Students with Moderate/Severe Educational Needs (4 credits). Prerequisite: ESE 403. Exploration of issues related to assessment, curriculum theory, Individualized Education Program development, and academic and behavioral approaches for individuals with emotional disturbance or multiple disabilities. Emphasis on teaching academic skills, and social and emotional behaviors. Required for licensure as an Intervention Specialist for Students with Moderate/Intensive Educational Needs.

ESE 421 Assessment for Instructional Needs (4 credits). Prerequisite: ESE 402. The focus of this course is the administration and interpretation of formal and informal assessment tools for students with mild/moderate disabilities. The course emphasizes the direct link between assessment and the design of appropriate instruction. Course assignments will 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.

ESE 422 Assessment-Based Curriculum and Instruction for Students with Mild/Moderate Disabilities (4 credits). Prerequisites: ESE 402, and ESE 421. The focus of this course is on the development and utilization of appropriate assessment-based curriculum and instruction for individuals with mild/moderate educational needs. Participants in this course will 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.

ECE 415 Mathematics Instruction in Preschool and the Primary Grades (3 credits). Prerequisites: MTH 127, MTH 128, MTH 129, EDB 301, EDB 302 and either ECE 300 or ESE 400. Designed to provide students with the opportunity to consider and evaluate the philosophy, principles, practices, and problems in preschool and primary grades with special focus on mathematics instruction. The students will engage in mathematics activities as a basis for reflecting on learning and teaching mathematics that is culturally responsive. The students will examine various facets which lead to making decisions with regard to a learning environment best adapted to the abilities and needs of the students as mathematics learners. Other areas of focus will be integration of history, culture, and the appropriate use of technology in the teaching and learning of mathematics.

ECE 417 Science Instruction in Preschool and the Primary Grades (3 credits). Prerequisites: EDB 200 , EDB 301, EDB 302 and either ECE 300 or ESE 400. The nature, scope, and role of science experiences in the learning and development of young children with emphasis given to a constructivist, inquiry-oriented approach consistent with national standards. Various activities, investigations, and discussions will be drawn from physical, biological, and earth science.

EDC 309 Art Methods for the Classroom Teacher (2 credits). Prerequisites: EDB 200, EDB 300, EDB 301, EDB 302, and ART 252 or 253. Offers techniques for teaching expressive and responsive dimensions of the visual arts to young children and individuals with special needs.

MUS 301 Music Fundamentals and Methods for the Classroom Teacher (4-0-4). Prerequisite: For College of Education majors only. Aural, written, and performance competency in musical notation, scales, intervals, key and meter signatures, and primary triads in major and minor modes. Development of skills in singing, conducting, and performance on keyboard, recorder, and classroom music instruments. Applications to elementary classroom activities covered in methods component.

PED 456 Individualized Physical Education for Children with Special Needs (3 credits). Study of evaluative procedures used to identify the unique needs of students with disabilities in physical education; development of annual measurable goals and benchmarks for helping students acquire motor skills; enables special educators to establish themselves as resource persons. Includes a clinical experience.

EDL 300 Phonics Assessment and Instruction (3 credits). Prerequisites: EDB 200, EDC 300. Prerequisite or Corequisite: EDB 200, EDB 300, EDB 301 and EDB 302. 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 301 Beginning and Intermediate Reading Instruction and Assessment (3 credits). Prerequisites: EDB 200, EDC 300. Prerequisite or Corequisite: EDB 200, EDB 300, EDB 301 and EDB 302. Survey of methods and materials used to teach reading in elementary and middle school settings. Includes overview of the reading process, introduction to diagnostic measures for assessing reading development, techniques for remediating reading difficulties, and critical examination of related theory and research.

EDL 305 Content Area Literacy (3 credits). Prerequisites: EDB 200, EDB 300, EDB 301, EDB 302, (except Music Education students). Critique and analysis of current theory, research, and practice as it relates to content-area reading instruction. Particular attention is given to the development of comprehension, metacognitive awareness, and effective study strategies. Also stressed are internal and external textbook-thinking skills, the integrated use of reading and writing, and materials and methods to promote lifelong learning. Other topics considered include media literacy, inquiry learning, authentic assessment, action research, and diversity issues. Required for reading endorsement.

EDL 312 Literature-Based Reading Methods for Children (3 credits). Prerequisites: EDB 200, EDB 302. Focuses on techniques for using classic, contemporary, and multiethnic children's literature of all genres to support reading acquisition and instruction in preschool and the primary 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, the application of children's literature to content area instruction, and the role of children's literature in family literacy and recreational reading programs.

EDL 313 Literature-Based Reading Methods for Adolescents (3 credits). Prerequisites: EDB 200, EDB 302. Focuses on techniques for using classic, contemporary, and multiethnic literature of all genres to support reading instruction in grades 4 through 12. 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 literature across the curriculum, and criteria for selecting and evaluating trade books for young adults.

Specialized Study and Field Experience Courses

Without exception, appropriate authorization for enrollment in any course with an EST prefix must be obtained prior to 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: Students must complete an online application for practicum or student teaching prior to registering for these experiences. Application deadlines are February 15 for Fall field experiences and September 15 for Spring field experiences. Please note that these deadlines are strictly enforced and that placements will only be given to students who have achieved an overall 2.50 cumulative grade-point average and a minimum grade-point average of 2.75 in the professional education sequence, with no grades below a C. Candidates for secondary and multi-age practicum and student teaching placements must also have at least a 2.50 grade-point average in their major field. In addition, each EST practicum and student teaching course has specific course prerequisites and/or corequisites. Not all of these courses are listed below. Individuals should refer to their program checklist or check in the College Advising Office, RT 1401, for specifics.

NOTE: Under consideration at the present time, but not yet approved, are the following two proposals relating to Student Teaching and Practicum requirements: (1) All practicum experiences will require five half-days per week for one semester in an appropriate school placement; (2) Student teaching assignments will begin on the date when the individual’s assigned school begins in August/September or January and will continue for 15 weeks.

EST 377 Practicum in Special Education: Mild/Moderate Educational Needs (4 credits). Prior online application to the Office of Field Services is required. Prerequisites include: all Foundations courses and three Curriculum and Methods courses; 2.50 Cumulative GPA; 2.75 Professional GPA. University-supervised field placement that provides extended, firsthand experience in working with students who need specially designed instructional programs. Requires four half-days per week for one semester in a state-approved special education program serving students with mild/moderate disabilities; includes seminar. Required for licensure as a Mild/Moderate Intervention Specialist.

EST 378 Practicum in Special Education: Moderate/Intensive Educational Needs (4 credits). Prior online application to the Office of Field Services is required. Prerequisites include: all Foundations courses and three Curriculum and Methods courses; 2.50 Cumulative GPA; 2.75 Professional GPA. University-supervised field experience designed to provide extended, guided practice in working with students with cognitive disabilities, multiple disabilities, and/or emotional disturbances. Requires four half-days per week in a state-approved special education program that serves students with moderate/intensive educational needs working under the direction of a mentor teacher; includes seminar. Required for licensure as a Moderate/Intensive Intervention Specialist.

EST 487 Student Teaching for Mild/Moderate Educational Needs (12 credits). Prior online application to the Office of Field Services is required. Prerequisites include: EST 377; 2.50 Cumulative GPA; 2.75 Professional GPA. University-supervised student-teaching experience in a state-approved special education program serving students with mild/moderate disabilities; five days a week for one semester observing and teaching under the guidance of a mentor teacher. Successful completion requires demonstration of competencies necessary for licensure as a Mild/Moderate Intervention Specialist.

EST 488 Student Teaching for Moderate/Intensive Educational Needs (12 credits). Prior online application to the Office of Field Services is required. Prerequisites include: EST 378; 2.50 Cumulative GPA; 2.75 Professional GPA. University-supervised student-teaching experience in two separate state-approved special education programs: one for students with cognitive or multiple disabilities, and one for students with emotional disturbance. Five days a week for one semester observing and teaching under a mentor teacher's direction. Successful completion requires demonstration of competencies necessary for licensure as a Moderate/Intensive Intervention Specialist.