Counseling Courses
COU 700 Problems in Counseling
Individual investigation into a problem or problems of concern to the student and deemed of significance by the instructor. Written report required. May be repeated to 9 credit hours. 1-3 F,S
COU 701 Tests and Measurements for Counselors
A comprehensive study of instruments for measuring psychological traits, including group devices suitable for use in elementary and secondary schools, as well as individual instruments for use in both school and community agency settings. Basic statistical concepts and common terminology related to measurement are taught as a functional part of the course. 3(3-0) D
COU 702 School Counseling Foundations and Ethics
Philosophy, organization, and practices of a counseling program in the elementary and secondary school. The school counselor's role as counselor, consultant, and coordinator, professional identity, and legal issues are included. Includes a significant focus on ethical standards and issues. 3(3-0) D
COU 703 Mental Health Counseling Foundations and Ethics
An introduction and overview of the history, philosophy, and function of the counselor in mental health and other community agency settings. Includes an examination of service population characteristics and treatment needs, intervention modalities and approaches, professional identity, and related topics. Includes a significant focus on ethical standards and issues. 3(3-0) D
COU 705 Orientation to Personal and Professional Development
This course is an experience in personal and group encountering and sensitivity. Its purpose is to assist students in discovering a more complete awareness, understanding, and acceptance of themselves and others as human beings. Primary emphasis will be upon students exploring self, values, needs, and personal characteristics. Graded Pass/Not Pass only. 3(3-0) D
COU 707 Human Development and Personality
Study of child, adolescent and adult psychological development theories, normal adjustment processes, personality structure, and abnormal behavior. 3(3-0) D
COU 708 Child Counseling Theories and Techniques
Prerequisite: admission to the Counseling program; and COU 702 or COU 703; and COU 705 and COU 710 and COU 711. A consideration of major theories of counseling as they are related to counseling with elementary school-aged children. Emphasis is placed upon the counseling process as it affects the educational, personal, and social adjustment of children. 3(3-0) D
COU 710 The Helping Relationship
Prerequisite: admission to Counseling program; and concurrent enrollment in COU 711. Two training components are integrated to provide an intensive pre-practicum experience. The didactic component introduces basic skills of effective interpersonal communication and counseling. Participation in co-requisite laboratory (COU 711) provides supervised practice in the practical application of those skills in simulated counseling interviews. 2(2-0) D
COU 711 The Helping Relationship Lab
Prerequisite: admission to Counseling program. First enrollment must be concurrent with COU 710. Designed to accompany COU 710, this lab provides an opportunity for graduate students in counseling to practice basic counseling skills in role-played sessions with live observation, video-taped review and supervisory feedback. Repeatable to 3 credit hours. Graded Pass/Not Pass only. 1(0-3) D
COU 714 Diversity and Multicultural Issues in Counseling
Prerequisite: admission to Counseling program. An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process. 3(3-0) D
COU 724 Appraisal and Clinical Interviewing
Prerequisite: admission to Counseling program; and COU 710 and COU 711. Study of and practice in conducting clinical interviews, appraising and assessing level of functioning and mental status, and developing diagnoses of psychoemotional disorders. Includes assessment of learning and functioning of children. An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process. 3(3-0) D
COU 733 Couple and Family Counseling
Prerequisite: admission to Counseling program; and COU 710 and COU 711. An introduction to the major theories of couple and family counseling and their associated interventions. An integrated combination of lecture, discussion, demonstration and role-lay lab sessions will be used. 3(2-2) D
COU 751 Theories and Techniques of Counseling
Prerequisite: admission to Counseling program; and COU 705; and either COU 702 or COU 703. Examination of various theoretical approaches to counseling; significance of theories in counseling practice. Overview of interventions and techniques associated with each theory. Students make an intensive investigation of a problem to be selected in counseling theory and methods. Report of the investigation required. 3(3-0) D
COU 752 Career Development
Prerequisite: admission to Counseling program. A consideration of the various theories of career development and their implications in counseling for vocational career development and their implications in counseling for vocational adjustment. A study of the work ethic, the labor force, and the concept of career education. Designed to give students competence in collecting and using occupational and educational information in counseling related to career development and in developing career education programs. Supplemental course fee. 3(3-0) F,S
COU 753 Analysis of Childhood Learning and Adjustment
Prerequisite: admission to Counseling program and COU 701. Acquaints student with various assessment and diagnostic procedures in evaluation of learning and adjustment problems. 3(3-0) D
COU 756 Group Counseling
Prerequisite: admission to Counseling program. Acquaints counselors with group counseling theories and techniques. Includes an experiential group component. 3(3-0) D
COU 757 Elementary Group Counseling Through Play
Prerequisite: admission to Counseling program or permission of instructor; and COU 705 and COU 708 and COU 710 and COU 711 and COU 782. Introduction to group therapy methods and techniques appropriate to an elementary school setting. Emphasis is placed upon foundational group therapy skills in general, and on play therapy modalities in particular, that are appropriate for elementary-age children. Groups in an elementary setting, utilizing Missouri Comprehensive Guidance and play therapy and applications to diverse populations, will be emphasized. 3(3-0) D
COU 765 Research Seminar in Counseling
Prerequisite: admission to Counseling program and SFR 780. The study, analysis, and discussion of special topics culminating in a substantial written report. Preparation of a Professional Portfolio. Graded Pass/Not Pass only. 3(3-0) D
COU 780 Secondary School Counseling Practicum
Prerequisite: admission to Counseling program; and COU 710 and COU 751 each with grade of B or better; and COU 711; and department approval for practicum. Supervised counseling with secondary school aged students and their families; observation, discussion, and evaluation of the counseling process. Graded Pass/Not Pass only. 3(0-6) F,S
COU 781 Secondary School Counseling Internship
Prerequisite: admission to Counseling program; and either COU 780 or COU 784; and department permission. Supervised experience in secondary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. May be repeated up to 9 hours. Graded Pass/Not Pass only. Supplemental course fee. 3(1-10) F,S
COU 782 Elementary School Counseling Practicum
Prerequisite: admission to Counseling program; and COU 708 and COU 710 each with grade of B or better; and COU 711; and department approval for practicum. Supervised counseling with elementary school-aged children and their parents; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only. 3(0-6) S
COU 783 Elementary School Counseling Internship
Prerequisite: admission to Counseling program; and COU 782; and department permission. Supervised experience in elementary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. May be repeated up to 9 hours. Graded Pass/Not Pass only. Supplemental course fee. 3(1-10) F,S
COU 784 Mental Health Counseling Practicum
Prerequisite: admission to Counseling program; and COU 710 and COU 751 each with grade of B or better; and COU 711; and department approval for practicum. Supervised counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only. 3(0-6) D
COU 785 Mental Health Counseling Internship
Prerequisite: admission to Counseling program; and either COU 780 or COU 784; and department permission. Supervised experiences (individual, family, group) in counseling at an approved community agency site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small group supervision from the department. May be repeated to 9 credit hours. Graded Pass/Not Pass only. Supplemental course fee. 3(3-0) D
COU 786 School Psychological Examiner Practicum
Prerequisite: COU 701 and COU 753 and PSY 720. Supervised practicum in the administration and interpretation of individual intelligence tests, formal and informal diagnostic procedures and diagnostic interviewing techniques in an educational or clinical settings. Graded Pass/Not Pass only. 3(3-0) D
COU 788 Introduction to Supervision, Consultation and Leadership
Prerequisites: COU 710 and COU 711; and COU 780 or COU 782 or COU 784; and admission to Counseling Ed.S. program or departmental permission. This course is designed to address fundamental theoretical and applied aspects of clinical supervision, consultation, and leadership. Supervision addresses the theory and practice of clinical supervision in counseling and psychotherapy and provides a supervised, practical experience of doing counseling supervision in an applied setting. Consultation focuses on providing consultation services in schools and other systems. Since counselors and psychotherapists are often called upon within schools and agencies to provide leadership, the leadership component of this course surveys the literature on leadership styles, roles, and emerging trends. 3(3-0) D
COU 790 Counseling Workshop
Improves skills and knowledge of counselors in specific areas. Each workshop considers a single topic in depth. 30 hours of participation equal one semester hour. 1-3 F,S
COU 794 Introduction to Research in Counseling
Prerequisite: admission to Counseling program. Introduction to research methods in counseling, including quantitative and qualitative methods, action research, and program evaluation approaches, particularly in service-delivery settings. An emphasis is placed on developing an understanding of foundational research methods that will allow students to be effective critical consumers of research in counseling and prepare them to design and implement sound program evaluations. 3(3-0) D
COU 795 Topics in Counseling
Individual or group class designated to address specialized topics of interest to graduate students in counseling. May be repeated to 9 credit hours. 1-3 D
COU 799 Thesis
Independent research and study connected with preparation of thesis. 1-6 F,S
Educational Administration Courses
EAD 721 Introduction to Student Affairs
An introductory course designed for the student pursuing a career in Student Affairs. This course explores the origin, history, philosophy, theory, and practice related to the Student Affairs profession. 3(3-0) F
EAD 723 Student Development Theory
Prerequisite: admission to the Student Affairs in Higher Education program. Introduces the student to student development theories. A basic understanding allows the student to note application of these theories to practice. This will result in Student Affairs professional who can design approaches that work most effectively with students. 3(3-0) F
EAD 726 Higher Education in the United States
Prerequisite: admission to the Student Affairs in Higher Education program. The historical development of American higher education will be presented. Political, social, economic, and intellectual issues will be examined from its inception to the present day for contemporary application. A focus will be on the matrix of trend, topics, and eras. An emphasis is placed on higher education in the post World War II era creating a solid background of higher education in the last 50 years. 3(3-0) F
EAD 729 Foundations of Research
Prerequisite: admission to the Student Affairs in Higher Education program. Students will acquire and use research methods skills. These skills will be put to use in preparing a research proposal, reviewing empirically-based journal articles, formulating hypotheses, designing observational studies, and analyzing and interpreting data. 3(3-0) S
EAD 732 Leadership and Administration in Higher Education
Prerequisite: admission to Student Affairs in Higher Education program. Students will be provided with the opportunity to develop a firm working concept of leadership theories and principles. Upon completion of the course, students should be able to identify and discuss the role of leadership in student affairs, and be able to apply those leadership principles to activities in their job. 3(3-0) S
EAD 735 Governance and Finance in Higher Education
Prerequisite: admission to the Student Affairs in Higher Education program. Exposure of the student to theoretical and applied concepts of governance and finance structures in higher education. Emphasis will be on organizational structures, financial operations, terminology, successful administrative/management practices, and models prevalent in higher educational settings. 3(3-0) F
EAD 738 Legal and Ethical Issues in Student Affairs
Prerequisite: admission to the Student Affairs in Higher Education program. Introduction to the basic and current legal and ethical concepts that face American colleges and universities today. Topics to be discussed include the basis from which higher education law is formed; current case, state, and regulatory laws; personnel issues; and risk management and liability issues for higher education. 3(3-0) F
EAD 747 Supervised Practice
Prerequisite: admission to the Student Affairs in Higher Education program. Students will earn academic credit for completion of two practica working in Student Affairs departments. Knowledge accumulated in coursework will be applied to the work setting. Experiences are cooperatively planned and guided by university personnel. May be repeated one time for a maximum of 6 hours. 3(3-0) S
EAD 748 Special Projects: Reflective Moments in Higher Education and Student Affairs
Prerequisite: admission to the Student Affairs in Higher Education program. The primary objective of this class is to provide students who are full-time employees at either MSU or area institutions an alternative to the traditional six-hour supervised practice requirement that most cohort students complete through EAD 747, Supervised Practice. Similar to EAD 747, Supervised Practice, students will complete two sections of the class (six hours) distributed over two semesters. Under the direction of the instructor, students will complete an extensive seminar/degree paper that enhances the student's graduate program portfolio requirement. May be repeated one time to a maximum of six hours. 3(3-0) S,Su
EAD 749 Student Outcomes
Prerequisite: admission to the Student Affairs in Higher Education program. Fostering undergraduates' success inside and outside of the classroom is a byproduct of academic and student affairs collaboration. The aim of the course is to help new professionals understand the outcomes of student success. 3(3-0) S
EAD 751 Foundations of Educational Leadership
An introductory course designed for the student considering a career in educational leadership. Explores the history, basic theories, and major areas of responsibility in school leadership. EAD 751 is the first course to be taken in an administration degree program. 3(3-0) D
EAD 752 The Secondary School Principal
An examination of the leadership responsibilities of the secondary school principal. Instructional leadership, decision-making, problem solving, effective schools correlates, the change process, school culture and school improvement concepts will be emphasized. 3(3-0) D
EAD 753 The Elementary School Principal
An examination of the leadership responsibilities of the elementary school principal. Instructional leadership, decision-making, problem solving, effective schools correlates, the change process, school culture and school improvement concepts will be emphasized. 3(3-0) D
EAD 754 State and National School Leadership
Role and responsibilities of the local, state and federal agencies in school administration. 2(2-0) D
EAD 759 Leadership Capstone
Prerequisite: EAD 788 or SFR 780. The culminating course in the Educational Administration masters degree programs. The course results in the completion of the student's research major project; preparation and presentation of the student's graduation portfolio; and completion of departmental assessments. 3(3-0) D
EAD 771 Capstone Seminar
Prerequisite: admission to Student Affairs in Higher Education program. This professional seminar is designed to promote the integration of the core curriculum and practitioner experiences of the masters program in student affairs administration, and to prepare students for the transition to a professional Student Affairs position following completion of the degree. 3(3-0) S
EAD 780 Administration of Instructional Programs
An analysis of instructional programs and the role of the school administrator in developing learner-centered school cultures and supporting research-based instruction. 3(3-0) D
EAD 781 Organizational Management
Emphasis is on basic administrative skills including fiscal management and building utilization as well as the skills and processes needed to collaboratively develop and maintain strategic plans. 3(3-0) D
EAD 782 Internship-On Site
Problem-based field experiences encompassing building level, district level, or other specialized administrative or supervisory positions. Students spend specified periods of time working with experienced administrative or supervisory personnel. May be repeated to a maximum of 10 hours. Supplemental course fee. 2 D
EAD 783 Internship-Related Agencies
Problem-based field experiences with various external agencies that relate to the school administrator or supervisor (i.e. juvenile court, law enforcement, community support services, etc.) Supplemental course fee. 1 D
EAD 784 Human Relations and Collaborative Processes
Designed to develop skills in effective interpersonal skills, written and oral communication within a diverse cultural community. 3(3-0) D
EAD 785 Legal and Ethical Contexts of Schooling
Explores the statutory and regulatory requirements as well as the ethical implications of policy initiatives inherent in the effective operation of a school. 3(3-0) D
EAD 786 School Supervision and Performance Enhancement
Administrative functions related to human resource management and development as well as enhancing the performance of the instructional personnel. (i.e. recruitment, selection, retention, training, supervision, evaluation of staff.) 3(3-0) D
EAD 787 Administration of Special Programs
Designed to provide skills to establish, administer, and supervise special education services and other student programs. Programs in the area of special education, guidance, vocational education, early childhood as well as current state and federal programs affecting education are emphasized. 3(3-0) D
EAD 788 Action Research in Educational Leadership
Introduction to the research designs and analysis techniques of action research. Student will engage in activities designed to examine current best practices in the school setting through a methodical, research-based orientation with the ultimate goal of assessing the effect of innovative practices on a variety of school variables. 3(3-0) D
EAD 799 Thesis
Prerequisite: EAD 788 and SFR 780. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours credit. 1-6 D
EAD 841 Advanced Issues in School Improvement
Designed as an advanced level course for the study of barriers to learning, strategies to reduce or eliminate those barriers, stakeholder involvement, advanced strategic planning techniques and program development, in accordance with the goals and outcomes of the I.S.L.L.C. standards and the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other I.S.L.L.C. member states. The course provides an opportunity for students to identify significant barriers to learning within an educational setting, analyze the conditions of the educational setting and take specifics steps to eliminate the barriers and support student success. 3(3-0) D
EAD 842 Modern Trends in Educational Administration
Designed as an advanced level course for the study of the larger contexts of education. Students will study state, multi-state and national trends/issues, analyze their effect upon local school programming and student learning, identify appropriate outside agencies for initiating collaborative relationships as well as identify adaptive leadership behaviors to respond to various trends/issues. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other L.S.L.L.C. member states. These goals and outcomes are based upon I.S.L.L.C. standards as well as the EAD Knowledge Base. 3(3-0) D
EAD 843 School and Community Partnerships
Designed as an advanced level course for the study of establishing, nurturing and sustaining effective school-community partnership programs. Students will be exposed to content and will generate material that demonstrates the ability to develop partnerships with business, higher education and other community groups which supplements the learning environment and supports the overall mission of the school as outlined by goals and objectives of the I.S.L.L.C. standards as well as the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other L.S.L.L.C. member states. The course provides a broad overview of the essential elements of educational partnership programs while working with social agencies and elementary grant writing. 3(3-0) D
EAD 844 Leadership in Professional Development
Designed as an advanced level course for the study of enhancing professional performance through effective staff development and performance enhancement efforts. Students will demonstrate the ability to collaborate professionally with staff to enhance performance and promote successful teaching and learning in accordance with the goals and outcomes as outlined by I.S.L.L.C. standards as well as the EAD Knowledge BASE. The course provides a broad overview of advanced elements of supervision including national teaching standards, adult learning theory, effective staff development and use of data to inform professional development efforts. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other L.S.L.L.C. member states. 3(3-0) D
EAD 850 Politics of Education
Overview of the origins and the nature and impact of political forces surrounding and influencing schools. Students will study the increasingly complex political web of American education as well as research the continuing debate dealing with local control versus the expanding role of state and federal government. This course will help the student in educational administration analyze the various core constituencies of school politics, analyze the issues/demands made in the school community, and study the intervening variables associated with school issues as well as the decisions which must be made by school policy makers. 3(3-0) D
EAD 858 School Personnel
This course will provide knowledge related to areas of personnel process such as: human resource planning, recruitment, selection, placement, induction, staff development, appraisal, compensation, negotiation, employment conditions, employee data, support staff, empowerment of staff, policies and procedures, and career paths. 3(3-0) D
EAD 860 Field Study
Prerequisite: EAD 895. This course involves the completion of field projects conducted in cooperation with a public school district or appropriate agency. Requires a formal investigation and survey of a recognized problem within a selected institution. The nature of the investigation may also be in-depth, independent research relevant to current practice in any facet of the educational process. The subject for investigation is selected by the student with approval of the advisory committee. An oral review of the project will be presented to a selected faculty committee. May be repeated but not to exceed a total of 6 hours. A maximum of 3 hours may be counted toward degree. 1-4 D
EAD 861 Human Relations
Designed to upgrade educational leaders in human relations skills. Major focus will be on effective group processing and dynamics, understanding learning styles and cultural diversity issues, and facilitating skills for school improvement. 3(3-0) D
EAD 862 The Superintendency
Analysis and discussion relating to current problems of school management involving decision making, data processing, operations, research, work and wages, unions and management, and purchasing. 3(3-0) D
EAD 863 Curriculum Design and Evaluation
A course designed to investigate and analyze current and innovative instructional programs. Special emphasis is given to national reports on educational practices and the development of a model school of the future. 3(3-0) D
EAD 864 School and Community Relations
An examination of the various strategies involved in establishing effective internal and external communications. The responsibilities of boards of education, administrative officials, staff personnel, students, and the community will be emphasized. 3(3-0) D
EAD 865 School Law
Constitutional statutory and case law that relates to all staff personnel, students, school district and other allied governmental units is investigated, analyzed and discussed. Special emphasis is given to the study of contracts, dismissals, tenure, retirement, pupil injuries, liability of school personnel, school district and board member's legal rights and responsibilities. 3(3-0) D
EAD 866 Public School Finance
A study of school budgeting procedures, revenue and expenditure accounting, problems related to local, state and federal financing of public school operations. The Missouri Uniform Accounting System for Public Schools is utilized in the development of a major school finance project. 3(3-0) D
EAD 867 School Plant Planning and Maintenance
Designed to familiarize students with the development of master plans and educational specifications for a school facility. Attention is given to site and building evaluations, barrier-free facilities, bond issues, remodeling, energy conservation, contractor and architectural responsibilities, and equipping and maintaining school plants. 3(3-0) D
EAD 870 Specialized Topics in Educational Leadership
Designed to upgrade the school administrator or leader's knowledge and skills in specialized areas of current interest and need. Variable Content Course. May be repeated to a total of 6 hours. 1-3 D
EAD 882 Superintendency Internship
Problem-based field experiences at the superintendency level. Students spend specified periods of time working with experienced administrative personnel. 2 D
EAD 895 Research in Administrative Practice
The study of research in the field of educational administration. This course integrates research skills and professional administrative practices. Students interpret, evaluate and apply research skills enabling them to design a Field Study proposal which is required for the Specialist degree in Educational Administration. 3(3-0) D
EAD 901 Leadership Theory and Practice
Prerequisite: admission to the Doctorate in Educational Leadership program. Advanced study of leadership theories, concepts, and inquiry as applies to educational organizations. The course will explore leadership theories, power and authority in organizations, leader effectiveness, and organizational reform. Emphasis will be placed on understanding leadership in organizations through application and extension of leadership theories in practice. 4(4-0) FO
EAD 902 Quantitative Methods in Educational Research I
Prerequisite: admission to the Doctorate in Educational Leadership program. This course focuses on types of regression analysis and includes the following topics: simple linear regression, multiple regression, and semi-partial correlation, regression with categorical variables, categorical and continuous variables within the same model, Multilevel analysis (Hierarchical linear modeling), and structural equations. The emphasis in this class is on conceptual and practical understanding, rather than on computation. Goals are for the students to: (a) understand the basic assumptions and models underlying regression analysis, (b) use a statistical analysis package to conduct regression analysis, (c) read and interpret the output from a statistical analysis package, and (d) use this output to write a results sections. 3(3-0) D
EAD 903 Leadership Inquiry II
Prerequisite: admission to the Doctorate in Educational Leadership program. This course is part of the statewide collaborative doctoral program. It is intended to be the application component of the Advanced Quantitative Analysis and Application course (EAD 802). This course will emphasize a wide range of instructional methodologies, cooperative activities, problem-based learning and practical application of quantitative techniques, including computer application. The students will be able to design, conduct, and report research to address problems of practice using quantitative action research methodologies. A collaborative field study project is required. 1(1-0) D
EAD 904 Content and Context of Learning
Prerequisite: admission to the Doctorate in Educational Leadership program. Students will develop the knowledge and skills for examining, designing, and implementing school and classroom conditions that support quality learning experiences for all students. This course theme is about learning, and those issues that enhance and detract from quality learning for all. Throughout the course, participants and instructors will model optimum learning conditions and strategies. Students will be asked to demonstrate a thorough understanding of those conditions and competencies through study, critique, development, implementation of authentic learning experiences for their colleagues. Resources to support the learning experiences will include audio-visual materials, readings, internet, and simulations. Authentic assessment will be used to determine each student's level of competence in the course content. 3(3-0) D
EAD 905 Leadership Inquiry III
Prerequisite: admission to the Doctorate in Educational Leadership program. This one hour doctoral level seminar will focus on understanding key concepts and methodologies of team based management and group dynamics as well as the critical skills essential in successful implementation of collaborative team building within organizations. Through the exploration and development of the underlying principles of these concepts, course participants will examine a leadership/communication within a K-16 organization and with members of that organization, they will design a collaborative problem-solving team to address a problem of practice. 1(1-0) D
EAD 906 Leadership Inquiry IV
Prerequisite: admission to the Doctorate in Educational Leadership program. Focuses on understanding policies related to doctoral dissertation research as set by the University of Missouri-Columbia Graduate School. In addition, the seminar will explore the use of multiple search sources for information, human subjects review requirements, and research ethics. The course will also examine the exploration and design of leadership research focused on addressing problems of practice. 1(1-0) D
EAD 907 Program Planning and Evaluation
Prerequisite: admission to the Doctorate in Educational Leadership program. Explores the theory and practice of evaluation of educational programs including evaluation models, research methods and design strategies to measure program outcomes, especially student and school performance. In addition, skills in evaluating educational personnel and effective schools will be discussed. 3(3-0) D
Special Education Courses
SPE 300 Service Learning in Special Education
Prerequisite: 30 hours and concurrent registration in SPE 310 or SPE 340 or SPE 715. This service component for an existing course incorporates community service with classroom instruction in Special Education to provide an integrated learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service Learning Office. May be repeated. 1 F,S
SPE 306 Integrating the Arts for Students with Disabilities
Prerequisite: SPE 310 and SPE 320 and SPE 345 and SPE 346; concurrent enrollment with SPE 519 or SPE 521 or SPE 619 or SPE 621 required. Focuses on integration of five primary art forms (i.e., literature, music, drama, movement, and art) into the content area curriculum. Emphasis will be upon the five primary art forms, how they relate to and enhance one another, and how they facilitate children's learning within the core subject areas. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology and appropriate modifications/ accommodations useful in making the arts accessible to students with disabilities. A series of five workshops will explore the theory, methodology, and activities for integrating the arts into the daily routine of the classroom. Field experiences are a part of the course. 2(2-0) F,S
SPE 310 Introduction to Special Education
Prerequisite: EDC 150, and an initial CBASE taken. Focuses on the special education process as mandated by state and federal guidelines. Legislation, litigation, and service options pertaining to diverse populations will be stressed including those with disabilities, culturally diverse, and gifted. Emphasis will be placed on current issues in the field of special education. Students will participate in observations in appropriate school and agency settings. Required first portfolio checkpoint will occur in this course. 3(3-0) F,S
SPE 320 Introduction to Teaching Cross Categorical Special Education
Prerequisite: SPE 310; and admission to Teacher Education Program. Focuses on students served in cross categorical special education settings as well as low incidence populations. Emphasis will be placed on theoretical perspectives, etiology, characteristics, and historical aspects pertaining to individuals with mental retardation/intellectual disabilities, developmental disabilities, behavior disorders/emotional disturbance, and learning disabilities. Introduction to lesson planning and development of individual education plans will be included. 3(3-0) F
SPE 340 Educational Alternative for Exceptional Students
Prerequisite: admitted to Teacher Education Program. Provides an overview of characteristics and identification criteria for individuals with disabilities and gifted. Legislation and process pertaining to special education will be addressed along with a focus on teaching individuals with diversity in the elementary, middle, and secondary educational setting. May not be substituted for SPE 310 core requirement in the special education major or minor. 2(2-0) F,S
SPE 345 Educational Evaluation of Exceptional Students
Prerequisite: SPE 310; and concurrent enrollment in SPE 346; and admitted to Teacher Education Program. Focuses on mastery of psychometric principles as well as diagnostic and prescriptive teaching from performance based data. Federal and state process guidelines pertaining to multidisciplinary evaluation will be addressed. Emphasis will be placed on assessment of diverse individuals including those with disabilities, cultural, ethnic, and language differences. Content will address norm-referenced and curriculum-based assessment procedures, including curriculum-based measurement. 4(4-0) F,S
SPE 346 Educational Evaluation of Exceptional Students Lab
Prerequisite: SPE 310; and concurrent enrollment in SPE 345; and admitted to Teacher Education Program. Students will apply course content presented in SPE 345 through field based and lab activities including administration and scoring of standardized assessment instruments, development of alternative assessments, data analysis, and report writing. Lab experiences will be designed to meet specific competencies in either Early Childhood Special Education or Special Education K-12. Supplemental course fee. 2(0-4) F,S
SPE 450 Methods of Teaching Mathematics to Exceptional Individuals
Prerequisite: SPE 345 and SPE 346 and MTH 320 and admitted to Teacher Education Program. The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner. 3(3-0) F,S
SPE 460 Curriculum Materials for Exceptional Students
Prerequisite: SPE 310 and admitted to Teacher Education Program. This course examines curriculum materials for use with exceptional students in various remedial areas. Students will develop skills to analyze, select, utilize, and evaluate instructional guides and materials. 2(1-2) S
SPE 480 Problems in Special Education
Prerequisite: permission of instructor. The student in consultation with the advisor or teacher selects a topic in special education for in-depth study and/or special investigation. Number of class hours determined by semester hours of credit. May be repeated to a maximum of 5 hours. Variable content course. 1-5 D
SPE 491 Practicum-Teaching Individuals with Behavior Disorders/Emotional Disturbance
Prerequisite: concurrent enrollment in SPE 581 or SPE 661; and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with behavior disorders/emotional disturbance. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. 2(0-4) S
SPE 492 Practicum-Teaching Individuals with Learning Disabilities
Prerequisite: concurrent enrollment in SPE 582 or SPE 662; and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with learning disabilities. Students will be involved in individual small group instruction, develop and implement instructional lessons, and meet with the university supervisor and other practicum students to reflect on experiences. 2(0-4) F
SPE 493 Practicum-Teaching Individuals with Mental Retardation/Developmental Disabilities
Prerequisite: concurrent enrollment in SPE 583 or SPE 663; and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with mental retardation and developmental disabilities. Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. 2(0-4) S,Su
SPE 495 Supervised Teaching-Special Education
Prerequisite: SPE 519 or SPE 619; and SPE 521 or SPE 621; grade of C or better in all professional education courses; current pre-professional liability insurance; and approval for student teaching. Student observes, teaches and participates in professional activities under the direction of the cooperating teacher and the University supervisor. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final checkpoint criteria. Course will not count toward the major GPA. Supplemental course fee. 5-6 F,S
SPE 496 Supervised Teaching-Special Education
Prerequisite: concurrent enrollment in ELE 495 or SEC 493 or SPE 495. Student observes, teaches, and participates in professional activities under the direction of the cooperating teacher and university supervisor. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final checkpoint criteria. Course will not count toward the major GPA. Supplemental course fee. 5-6 F,S
SPE 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education Program; and grades of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval. This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate masters-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, BSE 499, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493. Supplemental course fee. 4 F,S
SPE 502 Early Intervention for Young Children with Autism
Prerequisite: permission of department head. This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 602. Cannot receive credit for both SPE 602 and SPE 502. 1(1-0) D
SPE 504 In-District Autism Consultant Training
Prerequisite: current Missouri teaching certification. Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 604. Cannot receive credit for both SPE 604 and SPE 504. 1(1-0) D
SPE 505 Braille Reading and Writing I
Prerequisite: permission of instructor. This online course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 605. Cannot receive credit for both SPE 605 and SPE 505. 3(3-0) F
SPE 506 Principles of Orientation and Mobility
Prerequisite: permission of instructor. This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 606. Cannot receive credit for both SPE 606 and SPE 506. 3(3-0) Su
SPE 507 Introduction to Visual Impairments, Autism and Severe/Multiple Disabilities
Prerequisite: permission of instructor. An introduction to educational programs and services for students with visual impairments, autism, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, social workers, psychologists, etc. with a foundation in the historical perspectives, developmental characteristics, psychosocial aspects, and legislation related to severe and multiple disabilities. An emphasis will be placed on the psychosocial effects of visual impairments, autism, deaf-blindness and multiple disabilities on the development of the individual and on adaptations that enhance functioning. May be taught concurrently with SPE 607. Cannot receive credit for both SPE 607 and SPE 507. 3(3-0) F
SPE 508 Low Vision, Anatomy and Physiology of the Eye
Prerequisite: permission of instructor. This online course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 608. Cannot receive credit for both SPE 608 and SPE 508. 3(3-0) Su
SPE 510 Physical and Health Needs of Students with Disabilities
Prerequisite: SPE 345 and SPE 346; and admitted to Teacher Education Program. Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 613. Cannot receive credit for both SPE 613 and SPE 510. 3(3-0) F
SPE 515 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings
Prerequisite: admission to the Teacher Education Program. Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 616. Cannot receive credit for both SPE 616 and SPE 515. 3(3-0) D
SPE 516 Application of Applied Behavior Analysis and Interventions for Teachers in Applied Settings
Prerequisite: SPE 515. Focuses on the application of applied behavior analysis principles within school-based settings. Students will complete functional analysis/assessment on children and youth with disabilities and employ science based instruction strategies is school settings. May be taught concurrently with SPE 618. Cannot receive credit for both SPE 618 and SPE 516. 3(2-2) D
SPE 517 Effective Practices in Special Education
Prerequisite: SPE 310 or SPE 340; and SPE 345 and SPE 346. Empirically based teaching practices with emphasis on reading and mathematics foundations to support special needs learners. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will also include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 617. Cannot receive credit for both SPE 617 and SPE 517. 4(4-0) F,S
SPE 519 Methods of Teaching Students with Learning and Behavioral Disorders
Prerequisite: SPE 320 and SPE 345 and SPE 346 and SPE 515; and concurrent enrollment in SPE 520; and admitted to Teacher Education Program. Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. May be taught concurrently with SPE 619. Cannot receive credit for both SPE 619 and SPE 519. 4(4-0) D
SPE 520 Practicum-Teaching Individuals with Learning and Behavioral Disorders
Prerequisite: concurrent enrollment in SPE 519 and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 620. Cannot receive credit for both SPE 620 and SPE 520. 2(0-4) D
SPE 521 Methods of Teaching Individuals with Developmental Disabilities and Other Health Impairments
Prerequisite: SPE 345 and SPE 346; and SPE 515 or concurrent enrollment in SPE 515; and concurrent enrollment in SPE 522; and admitted to Teacher Education Program. Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., mental retardation autism, Asperger syndrome, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 621. Cannot receive credit for both SPE 621 and SPE 521. 4(4-0) D
SPE 522 Practicum-Instruction of Students with Developmental Disabilities and Other Health Impairments
Prerequisite: concurrent enrollment in SPE 521 and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 622. Cannot receive credit for both SPE 622 and SPE 522. 2(0-4) D
SPE 523 Curriculum and Methods in Early Childhood Special Education
Prerequisite: permission of area advisor in Special Education or Early Childhood. Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. Thirty clock hours of field experience will be required. May be taught concurrently with SPE 623. Cannot receive credit for both SPE 623 and SPE 523. 4(3-2) D
SPE 525 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders
Prerequisite: permission of instructor. This course will support individuals across various disciplines who wish to gain knowledge of identification, assessment, and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and assessment issues. Students will apply knowledge through review of, and practice with, various norm referenced and informal instruments and rating scales specific to ASD. Emphasis will also be placed on validated programming for ASD. May be taught concurrently with SPE 625. Cannot receive credit for both SPE 625 and SPE 525. 3(3-0) D
SPE 526 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders
Prerequisite: SPE 515; and SPE 516 or PSY 508. The evolution of science based practices for students with developmental disabilities and autism spectrum disorders are still emerging within the field of education. The purpose of this course is to train teachers and/or care providers to identify science based practices within applied behavior analysis and apply these principles to students with developmental disabilities and autism spectrum disorders within applied settings. This course will focus on the use of operant behavioral techniques with an emphasis on functional analysis and functional communication training. Students will conduct clinical and school-based assessments and interventions with school age children diagnosed with developmental disabilities and autism spectrum disorders. May be taught concurrently with SPE 626. Cannot receive credit for both SPE 626 and SPE 526. 3(2-2) D
SPE 527 Seminar in Developmental and Sensory Disabilities
Prerequisite: SPE 507 or SPE 525 or equivalent. This course is designed to provide practitioners with the knowledge and skills to implement research based practices for individuals with developmental disabilities including autism spectrum disorders (ASD). The course will also address issues specific to sensory integration, visual impairments, and significant cognitive delays. Students will examine in depth, approaches and models validated to support present level of performance needs for individuals with a variety of developmental and sensory requirements. Students will complete lecture hours where theoretical perspectives and the detailed components of various treatments are examined. In a corresponding field component, students will implement an applied project that will address the sensory, communication, learning, and social needs of a client who has been identified with multiple developmental delays. Measurement of outcomes specific to treatment plans will be a significant component of the applied activities. May be taught concurrently with SPE 627. Cannot receive credit for both SPE 627 and SPE 527. 3(2-2) D
SPE 550 Career/Vocational Education and Transition
Prerequisite: admitted to Teacher Education Program. Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 650. Cannot receive credit for both SPE 650 and SPE 550. 3(3-0) F,S
SPE 556 Topical Issues in Special Education
Prerequisite: permission of instructor. To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Number of class hours determined by semester hours of credit. May be repeated to a maximum of 5 hours when topics change. Variable content course. May be taught concurrently with SPE 656. Cannot receive credit for both SPE 656 and SPE 556. 1-5 D
SPE 560 Working with Families of Exceptional Individuals
Recommended Prerequisite: SPE 310. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 660. Cannot receive credit for both SPE 660 and SPE 560. 3(3-0) F,S
SPE 581 Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance
Prerequisite: concurrent enrollment in SPE 491 and admitted to Teacher Education Program. This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 661. Cannot receive credit for both SPE 661 and SPE 581. 3(3-0) S
SPE 582 Methods of Teaching Individuals with Learning Disabilities
Prerequisite: SPE 345 and SPE 346 and concurrent enrollment in SPE 492 and admitted to Teacher Education Program. Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 662. Cannot receive credit for both SPE 662 and SPE 582. 3(3-0) F
SPE 583 Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities
Prerequisite: SPE 345 and SPE 346 and concurrent enrollment in SPE 493 and admitted to Teacher Education Program. The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 663. Cannot receive credit for both SPE 663 and SPE 583. 3(3-0) S,Su
SPE 584 Language Development of Exceptional Students
Prerequisite: SPE 345 and SPE 346 and admitted to Teacher Education Program. Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 664. Cannot receive credit for both SPE 664 and SPE 584. 3(3-0) F,S
SPE 587 Introduction to the Education of Students with Behavior Disorders
Prerequisite: SPE 310 and admitted to Teacher Education Program. Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 667. Cannot receive credit for both SPE 667 and SPE 587. 3(3-0) F
SPE 590 Approaches in Mainstreaming Exceptional Students
Prerequisite: SPE 310 or SPE 340 and admitted to Teacher Education Program. Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 670. Cannot receive credit for both SPE 670 and SPE 590. 3(3-0) D
SPE 591 Clinical Practicum in Special Education
Prerequisite: permission of instructor. This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 671. Cannot receive credit for both SPE 671 and SPE 591. 1-3 D
SPE 602 Early Intervention for Young Children with Autism
Prerequisite: permission of instructor. This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 502. Cannot receive credit for both SPE 502 and SPE 602. 1(1-0) D
SPE 604 In-District Autism Consultant Training
Prerequisite: current Missouri teaching certification or permission of department head. Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 504. Cannot receive credit for both SPE 504 and SPE 604. 1(1-0) D
SPE 605 Braille Reading and Writing I
Prerequisite: permission of instructor. This online course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 505. Cannot receive credit for both SPE 505 and SPE 605. 3(3-0) F
SPE 606 Principles of Orientation and Mobility
Prerequisite: permission of instructor. This online course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 506. Cannot receive credit for both SPE 506 and SPE 606. 3(3-0) Su
SPE 607 Introduction to Visual Impairments, Autism and Severe/Multiple Disabilities
Prerequisite: permission of instructor. An introduction to educational programs and services for students with visual impairments, autism, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, social workers, psychologists, etc. with a foundation in the historical perspectives, developmental characteristics, psychosocial aspects, and legislation related to severe and multiple disabilities. An emphasis will be placed on the psychosocial effects of visual impairments, autism, deaf-blindness and multiple disabilities on the development of the individual and on adaptations that enhance functioning. May be taught concurrently with SPE 507. Cannot receive credit for both SPE 507 and SPE 607. 3(3-0) F
SPE 608 Low Vision, Anatomy and Physiology of the Eye
Prerequisite: permission of instructor. This online course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 508. Cannot receive credit for both SPE 508 and SPE 608. 3(3-0) Su
SPE 613 Physical and Health Needs of Students with Disabilities
Prerequisite: SPE 715. Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 510. Cannot receive credit for both SPE 510 and SPE 613. 3(3-0) F
SPE 616 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings
Prerequisite: admission to the Special Education Program. Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 515. Cannot receive credit for both SPE 616 and SPE 515. 3(3-0) D
SPE 617 Effective Practices in Special Education
Prerequisite: SPE 715 and SPE 782 and SPE 792. Empirically based teaching practices with emphasis on reading and mathematics foundations to support special needs learners. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will also include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 517. Cannot receive credit for both SPE 517 and SPE 617. 5(5-0) D
SPE 618 Application of Applied Behavior Analysis and Interventions for Teachers in Applied Settings
Prerequisite: SPE 616. Focuses on the application of applied behavior analysis principles within school-based settings. Students will complete functional analysis/assessment on children and youth with disabilities and employ science based instruction strategies in school settings. May be taught concurrently with SPE 516. Cannot receive credit for both SPE 516 and SPE 618. 3(2-2) D
SPE 619 Methods of Teaching Students with Learning and Behavioral Disorders
Prerequisite: SPE 320 and SPE 345 and SPE 346 and SPE 616; and concurrent enrollment in SPE 620; and Teacher Certification students must be admitted to Teacher Education Program. Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. May be taught concurrently with SPE 519. Cannot receive credit for both SPE 519 and SPE 619. 4(4-0) D
SPE 620 Practicum-Teaching Individuals with Learning and Behavioral Disorders
Prerequisite: concurrent enrollment in SPE 619; and Teacher Certification students must be admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 520. Cannot receive credit for both SPE 520 and SPE 620. 2(0-4) D
SPE 621 Methods of Teaching Individuals with Developmental Disabilities and Other Health Impairments
Prerequisite: SPE 345 and SPE 346; and SPE 616 or concurrent enrollment; and concurrent enrollment in SPE 622; and Teacher Certification students must be admitted to Teacher Education Program. Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., mental retardation autism, Asperger syndrome, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 521. Cannot receive credit for both SPE 521 and SPE 621. 4(4-0) D
SPE 622 Practicum-Instruction of Students with Developmental Disabilities and Other Health Impairments
Prerequisite: concurrent enrollment in SPE 621 and Teacher Certification students must be admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 522. Cannot receive credit for both SPE 522 and SPE 622. 2(0-4) D
SPE 623 Curriculum and Methods in Early Childhood Special Education
Prerequisite: permission of area advisor in Special Education or Early Childhood Education. Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. Thirty clock hours of field experience will be required. May be taught concurrently with SPE 523. Cannot receive credit for both SPE 523 and SPE 623. 4(3-2) D
SPE 625 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders
Prerequisite: permission of instructor. This course will support individuals across various disciplines who wish to gain knowledge of identification, assessment, and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and assessment issues. Students will apply knowledge through review of, and practice with, various norm referenced and informal instruments and rating scales specific to ASD. Emphasis will also be placed on validated programming for ASD. May be taught concurrently with SPE 525. Cannot receive credit for both SPE 525 and SPE 625. 3(3-0) D
SPE 626 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders
Prerequisite: SPE 616 or SPE 515. The evolution of science based practices for students with developmental disabilities and autism spectrum disorders are still emerging within the field of education. The purpose of this course is to train teachers and/or care providers to identify science based practices within applied behavior analysis and apply these principles to students with developmental disabilities and autism spectrum disorders within applied settings. This course will focus on the use of operant behavioral techniques with an emphasis on functional analysis and functional communication training. Students will conduct clinical and school-based assessments and interventions with school age children diagnosed with developmental disabilities and autism spectrum disorders. May be taught concurrently with SPE 526. Cannot receive credit for both SPE 526 and SPE 626. 3(2-2) F,S
SPE 627 Seminar in Developmental and Sensory Disabilities
Prerequisite: SPE 607 or SPE 625 or equivalent. This course is designed to provide practitioners with the knowledge and skills to implement research based practices for individuals with developmental disabilities including autism spectrum disorders (ASD). The course will also address issues specific to sensory integration, visual impairments, and significant cognitive delays. Students will examine in depth, approaches and models validated to support present level of performance needs for individuals with a variety of developmental and sensory requirements. Students will complete lecture hours where theoretical perspectives and the detailed components of various treatments are examined. In a corresponding field component, students will implement an applied project that will address the sensory, communication, learning, and social needs of a client who has been identified with multiple developmental delays. Measurement of outcomes specific to treatment plans will be a significant component of the applied activities. May be taught concurrently with SPE 527. Cannot receive credit for both SPE 527 and SPE 627. 3(2-2) D
SPE 650 Career/Vocational Education and Transition
Prerequisite: Teacher Certification students must be admitted to Teacher Education Program. Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 550. Cannot receive credit for both SPE 550 and SPE 650. 3(3-0) F,S
SPE 656 Topical Issues in Special Education
Prerequisite: permission of instructor. To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Number of class hours determined by semester hours of credit. May be repeated to a maximum of 5 hours when topics change. Variable Content Course. May be taught concurrently with SPE 556. Cannot receive credit for both SPE 556 and SPE 656. 1-5 D
SPE 660 Working with Families of Exceptional Individuals
Recommended Prerequisite: SPE 715. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 560. Cannot receive credit for both SPE 560 and SPE 660. 3(3-0) F,S
SPE 661 Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance
Prerequisite: concurrent enrollment in SPE 491; and Teacher Certification students must be admitted to Teacher Education Program. This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 581. Cannot receive credit for both SPE 581 and SPE 661. 3(3-0) S
SPE 662 Methods of Teaching Individuals with Learning Disabilities
Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 492; and Teacher Certification students must be admitted to Teacher Education Program. Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 582. Cannot receive credit for both SPE 582 and SPE 662. 3(3-0) F
SPE 663 Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities
Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 493; and Teacher Certification students must be admitted to Teacher Education Program. The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 583. Cannot receive credit for both SPE 583 and SPE 663. 3(3-0) S,Su
SPE 664 Language Development of Exceptional Students
Prerequisite: SPE 345 and SPE 346; and Teacher Certification students must be admitted to Teacher Education Program. Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 584. Cannot receive credit for both SPE 584 and SPE 664. 3(3-0) F,S
SPE 667 Introduction to the Education of Students with Behavior Disorders
Prerequisite: SPE 310 and Teacher Education students must be admitted to Teacher Education Program. Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 587. Cannot receive credit for both SPE 587 and SPE 667. 3(3-0) F
SPE 670 Approaches in Mainstreaming Exceptional Students
Prerequisite: SPE 310 or SPE 340 and Teacher Certification students must be admitted to Teacher Education Program. Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 590. Cannot receive credit for both SPE 590 and SPE 670. 3(3-0) D
SPE 671 Clinical Practicum in Special Education
Prerequisite: permission of instructor. This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 591. Cannot receive credit for both SPE 591 and SPE 671. 1-3 D
SPE 709 Methods of Teaching Students with Visual Impairments and Multiple Disabilities
Prerequisite: permission of instructor. This online course is one of six courses offered to provide prospective teachers of children and youth with visual impairments (including those with multiple disabilities) competency-based training for work with this population in K-12 schools. Provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilize assistive technology (including voice output and other computer based applications), teach compensatory skills and strategies for mathematics, development of listening skills, as well as other instructional adaptations for the curricular areas of language arts, science, and social studies. In addition, the course focuses on the teaching of social skills needed for success in education and employment. Participants will demonstrate the ability to assess, adapt, evaluate and teach academic subjects and specialized curricula for students with visual impairments, including those with multiple disabilities. Note: midterm and final examinations will be proctored. 3(3-0) S
SPE 710 Problems in Special Education
Major issues in the field of special education designed to meet individual student needs. May be repeated to a total of 3 hours. 1-3 D
SPE 711 Braille Reading and Writing II
Prerequisite: SPE 505 or SPE 605. This advanced, online course in Braille reading and writing will focus on competencies in reading and writing literary Braille and the Nemeth Codes for science and mathematics. Participants will also demonstrate the ability to teach basic assistive devices, and to provide instruction in tactile graphics. An introduction to the transcription in Braille code for music and foreign languages will also be presented. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Note: midterm and final examinations will be proctored. 3(3-0) S
SPE 712 Instructional Techniques and Strategies of Orientation and Mobility
Prerequisite: SPE 506 or SPE 606; and SPE 508 or SPE 608. Provides participants with the techniques and strategies used by individuals who are blind or visually impaired for independent orientation and mobility. Participants will apply the strategies of orientation and mobility techniques while using blindfolds and low vision simulators. The application of skills will be completed in indoor environments as well as residential, business, rural, and commercial areas. 6(6-0) Su
SPE 714 Professional Issues and Assessment in Orientation and Mobility with Diverse Populations
Prerequisite: SPE 505 or SPE 605; and SPE 506 or SPE 606; and SPE 508 or SPE 608; and SPE 712. This online course will provide participants with the overall philosophy of orientation and mobility including: the Code of Ethics and Certification standards. Current literature and issues pertinent to the profession of orientation and mobility will be discussed. This will include issues impacting programming with students with multiple disabilities, the development and administration of an effective orientation and mobility instructional program, assessment procedures, and research approaches. Note: midterm and final examinations will be proctored. 3(3-0) F
SPE 715 Foundations in Special Education
Focuses on legislation and litigation in the area of Education and Special Education and will include an overview of categorical disabilities including identification, etiology, and prevalence. The integration of individuals with disabilities across educational and community settings will be stressed along with an overview of programming validated to support specialized populations including those with disabilities and cultural and linguistic differences. In addition, the course will focus on strategies to support individuals identified as gifted as well as individuals identified at risk for school failure. 3(3-0) F,S,Su
SPE 750 Practicum-Visual Impairment
Prerequisite: SPE 605 and SPE 606 and SPE 607 and SPE 608 and SPE 709 and SPE 711; and permission of instructor. This course serves as a supervised internship working with children with blindness or low vision, under the direction of a cooperating Teacher of Children with Visual Impairments and University Supervisor. Students observe, teach, and participate in professional activities in teaching children with blindness or low vision. Students work with individuals or groups during which they are provided the opportunity to apply principles and methods of teaching children with visual impairments and additional disabilities, including behavior management, instructional planning, and evaluation. Supplemental course fee. 3(0-6) D
SPE 760 Internship-Orientation and Mobility
Prerequisite: SPE 606 and SPE 608 and SPE 712 and SPE 714 or concurrent enrollment in SPE 714; and admitted to the Special Education/Orientation and Mobility program; and permission of instructor. This course requires a supervised internship experience in an organization or school that serves individuals with blindness or low vision, during which the opportunity is provided for practical application of principles and methods of instruction in orientation and mobility; including techniques of safe, and independent travel. Completion of 350 hours of supervised fieldwork by a certified orientation and mobility specialist (COMS). Supplemental course fee. 3(0-6) F,S
SPE 779 Application of Technology in Special Education
Prerequisite: admission to the graduate program in Special Education. This course is designed to provide teachers with an in depth treatment of the research, theory, and application of computers and related technologies in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate the principles of reflective practice as it pertains to the assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. The General Learning Outcomes 5, 9, and 10 presented in the Conceptual Framework of the Professional Education Unit (PEU) are the over arching tenets which guided the development and ongoing revisions to this course. Students acquire competencies related to the use of assistive devices and emerging technologies through participation in a 60 hour comprehensive field based experience in conjunction with schools and other agencies which serve individuals with disabilities. 3(3-0) Su
SPE 780 Contemporary Issues in Special Education
Prerequisite: permission of instructor. Analysis of trends, issues, and research in the field of special education will be reviewed and discussed. A comprehensive overview of local, state, and federal legislation and the impact on our public school special educational programs for children with disabilities will be discussed and analyzed. Historical and current litigation involving children with disabilities will be reviewed and discussed. 3(3-0) D
SPE 781 Educational Consultation
Prerequisite: admission to the graduate program in Special Education. Seeks to develop students' skills in collaboration consultation. Emphasis will be placed on the development of innovative service delivery options, personnel training, and development of communication skills. Students will apply theory to practice in a field experience. 3(2-2) F
SPE 782 Advanced Diagnosis and Remediation of Students with Mild to Moderate Disabilities
Prerequisite: admission to the graduate program in Special Education. Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in clinical field experiences involving standardized and performance evaluation of students with learning disabilities, analysis and synthesis of assessment data in clinical staffings, and development of educational programs. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation. 3(1-4) F,S
SPE 783 Advanced Assessment to Support Individuals with Developmental and Sensory Disabilities
Prerequisite: permission of instructor. Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in field experiences involving norm referenced and curriculum based evaluation of individuals with various sensory and developmental disabilities. Analysis and synthesis of assessment data in clinical staffings and development of individual educational plans will be required.. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation. Supplemental course fee. 3(1-4) D
SPE 784 Advanced Procedures in Teaching Students with Mild to Moderate Disabilities
Prerequisite: SPE 780 and SPE 782 and SPE 792; and SPE 616 or PSY 614. Recommended Prerequisite: SPE 517 or SPE 617. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula appropriate to the needs of individuals with mild to moderate disabilities. Emphasis will be placed on the philosophical basis of curricula as well as principles of curricula design. Students will apply knowledge and skills in 60 hours of required field experiences. 3(2-2) S
SPE 785 Advanced Procedures in Development Disabilities
Prerequisite: admission to the graduate program in Special Education; and SPE 783. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula and methods appropriate to the needs of individuals with mental retardation and other developmental disabilities. Emphasis will be placed on the empirical basis of the procedures and on life referenced programming. Students will apply knowledge and skills in field based activities supervised by the instructor. 3(2-2) D
SPE 787 Advanced Behavioral Analysis and Intervention
Prerequisite: admission to the graduate program in Special Education; and SPE 780 and SPE 782 and SPE 792; and SPE 784 or SPE 785; and SFR 780. Study of human behavior. The goal of applied behavior analysis is to seek understanding and improvement of human behavior. The goals of this class is to prepare graduate students to be contributing professionals in the area of applied behavior analysis; specifically, to become reflective behaviorists. Students will learn to identify, measure, and record the occurrence and nonoccurrence of behavior. Students will be expected to implement applied behavioral strategies and learn how to evaluate the success of single-subject studies as part of a 60 hour field experience. 3(3-0) F
SPE 788 Research Seminar in Special Education
Prerequisite: admission to the graduate program in Special Education; and SPE 780; and SPE 782 or SPE 783; and SPE 784 or SPE 785; and SFR 780. An in-depth study of a chosen topic in special education leading to the guided development and completion of an extensive research paper or major creative work. Graduate students are expected to complete a 60 hour field experience associated with the summer project. 3(3-0) F,S
SPE 789 Practicum-The Exceptional Child
Prerequisite: permission of instructor. Student observes, teaches, and/or participates in professional activities in Special Education under the direction of a cooperating supervisor and University supervisor. Students will work with individuals or groups demonstrating effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation. Supplemental course fee. 3(0-6) Su
SPE 790 Educational Workshop
Workshop to upgrade understandings and skills concerned with the improvement of elementary or secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of 5 hours. 30 clock hours equal 1 semester hour. 1-5 D
SPE 791 Clinical Practicum for Special Needs Populations
Prerequisite: SPE 625 and SPE 783 and SPE 785; and permission of instructor. This course will involve experience in a supervised, clinical setting with individuals diagnosed with various disabilities. Emphasis will be placed on developmental disabilities and challenging behaviors. Students will conduct assessment specific to their credentials and training to include learning assessment, autism specific instruments, and communication assessment. Emphasis will be placed on conducting functional behavioral assessment and utilizing data across domains to develop research based programs. Students will participate in a multidisciplinary assessment model to include families and professionals from a variety of disciplines. Preparation and submission of reports that are research based and that are of a high professional quality will be a required course outcome. Supplemental course fee. 1-6(0-12) D
SPE 792 Advanced Diagnosis and Remediation of Students with Disabilities Lab
Prerequisite: admission to the graduate program in Special Education; and concurrent enrollment with SPE 782 or SPE 783. Students will conduct standardized and informal assessments in the field as part of a 60 hour practicum/lab experience and develop a comprehensive case history. Emphasis will be placed on development of validated educational programs. Supplemental course fee. 2(0-4) S
SPE 799 Thesis
Prerequisite: admission to the graduate program in Special Education; and SFR 780 and SPE 780 and SPE 787 and SPE 789; and SPE 782 or SPE 783; and SPE 784 or SPE 785. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours credit. 1-6 D
