Special Education/Cross Categorical

All students must be admitted to the Teacher Education Program and to Supervised Teaching in order to earn this degree (see application procedures in the "Teacher Certification, Teacher Education Program" section of catalog).

In order to meet Missouri state teacher certification requirements, candidates for the Bachelor of Science in Education degree are required to meet the following grade point average requirements: at least a 2.50 GPA on all course work attempted at all colleges attended; at least a 2.50 GPA in the certificate subject area (major field of study) which includes all courses listed under B and C; at least a 2.50 GPA in any additional certificate subject area; at least a 2.50 GPA in the professional education courses; and no grade lower than a “C” in all professional education courses.  All GPA requirements include both Missouri State and transfer grades. Additional State Board of Education certification rules require passing scores on all portions of the College Basic Academic Subject Examination (C-BASE) and successful completion of the appropriate Praxis II Examination prior to Supervised Teaching with a score equal to Missouri’s qualifying score.

The curriculum for special education teaching leads to the degree of Bachelor of Science in Education and carries with it an initial professional certificate (IPC) to teach in the state of Missouri. Recipients of this special education certificate may be employed to teach in grades K-12 in Cross Categorical settings and other mild/moderate special education settings.

The School of Teacher Education reserves the right to refuse enrollment or program continuation to any student for whom the special education faculty and the Department Head of Counseling, Leadership, and Special Education feel does not possess the ability to successfully complete the required classes and/or required paractica.

All special education undergraduate students and post-baccalaureate students seeking special education certification are expected to display professional behaviors and dispositions consistent with the National Council for Exceptional Children’s Code of Ethics for Educators of Persons with Exceptionalities.  Periodic structured assessments of professional behaviors and dispositions will be completed on all students during selected classes and will also be completed in additional classes on an as needed basis.  If a student does not display the required professional behaviors and dispositions as determined by the special education faculty and the Department Head of Counseling, Leadership, and Special Education, the student may be dismissed from the program or may be prevented from taking additional special education certification classes.

1. General Education (see General Education section of catalog) (43-51 hours)
   Specific courses required for major and/or certification which may be used to satisfy General Education Requirements:

   1. Basic Required Courses:

      1. English Composition (6 hours required): ENG 110(3) and ENG 210(3)

      2. Mathematics: Completion of general education requirement with a grade of “C” or better. MTH 130(3) recommended.

      3. Public Speaking: COM 115(3)

   2. Areas of Inquiry:

      1. Natural World : PHY 101(4) and BIO 100(4)

      2. Culture and Society/Social Sciences Perspective: ECO 155(3)

      3. Self-Understanding/Social/Behavioral Perspective: PSY 121(3)

      4. Courses used to meet the Humanities and the Creativity and Vision Perspectives must have two (2) different course codes to meet state certification requirements. ART 200 or MUS 241 recommended.

   3. Public Affairs/American Studies:

      1. HST 121(3) or HST 122(3)

      2. PLS 101(3)

2. Degree Requirements for Teacher Certification (9 hours):

   1. Mathematics: MTH 320(3)
   2. English: ENG 334
   3. Geography: GRY 100(3)

3. Professional Education (74 hours): NOTE: A grade of “C” or better in each course is required for state certification.

   1. Foundations of Teaching: EDC 150(1), 350(3); PSY 360(3); SPE 310(3), 320(3), 345(4), 346(2)

   2. Teaching Methods: IMT 365(3); PED 545(3); RDG 420(3), 421(2), 574(3); SPE 306(2), 515(3), 516(3), 517(5), 519(4), 521(4), 560(3); SPE 584(3) and/or CSD 312(3)

   3. Clinical Experiences: SPE 520(2), 522(2), 495(5-6), 496(5-6)

4. Specific Requirements for Bachelor of Science in Education degree (see “Academic Programs and Requirements” section of catalog).

5. General Baccalaureate Degree Requirements (see “Academic Programs and Requirements” section of catalog)

Counseling Courses

COU 600 (GAC) Problems in Counseling 1-3, F,S

Prerequisite: permission of instructor. 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. Supplemental course fee.

COU 601 (GAC) Tests and Measurements for Counselors 3(3-0), D

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.

COU 602 (GAC) School Counseling Foundations and Ethics 3(3-0), D

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.

COU 603 (GAC) Community Agency Counseling Foundations and Ethics 3(3-0), D

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.

COU 605 (GAC) Orientation to Personal and Professional Development 3(3-0), D

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.

COU 607 (GAC) Human Development and Personality 3(3-0), D

Study of child, adolescent and adult psychological development theories, normal adjustment processes, personality structure, and abnormal behavior.

COU 608 (GAC) Child Counseling Theories and Techniques 3(3-0), D

Prerequisite: admission to the Counseling elementary program option and either COU 602 or COU 603, and COU 605, COU 610 and COU 611, or permission. 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.

COU 610 (GAC) The Helping Relationship 2(2-0), D

Prerequisite: admission to Counseling program and concurrent enrollment in COU 611. 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 611) provides supervised practice in the practical application of those skills in simulated counseling interviews.

COU 611 (GAC) The Helping Relationship Lab 1(0-3), D

Prerequisite: admission to Counseling program. First enrollment must be concurrent with COU 610. Designed to accompany COU 610, 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.

COU 614 (GAC) Diversity and Multicultural Issues in Counseling 3(3-0), D

Prerequisite: admission to Counseling program or permission of instructor. 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.

COU 624 (GAC) Appraisal and Clinical Interviewing 3(3-0), D

Prerequisite: admission to Counseling program and COU 610 and COU 611; or permission of instructor. 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.

COU 633 (GAC) Couple and Family Counseling 3(2-2), D

Prerequisite: admission to Counseling program and COU 610 and COU 611, or permission of instructor. 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.

COU 651 (GAC) Theories and Techniques of Counseling 3(3-0), D

Prerequisite: admission to Counseling program and COU 605 and; either COU 602 or COU 603; or permission of instructor. 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.

COU 652 (GAC) Career Development 3(3-0), F,S

Prerequisite: admission to Counseling program and COU 610 and COU 611, or permission of instructor. 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.

COU 653 (GAC) Analysis of Childhood Learning and Adjustment 3(3-0), D

Prerequisite: admission to Counseling program and COU 601, or permission of instructor. Acquaints student with various assessment and diagnostic procedures in evaluation of learning and adjustment problems.

COU 656 (GAC) Group Counseling 3(3-0), D

Prerequisite: admission to Counseling program or permission of instructor. Acquaints counselors with group counseling theories and techniques. Includes an experiential group component.

COU 665 Research Seminar in Counseling 3(3-0), D

Prerequisite: admission to Counseling program and SFR 690, or permission of instructor. The study, analysis, and discussion of special topics culminating in a substantial written report. Preparation of a Professional Portfolio. Graded Pass/Not Pass only.

COU 680 (GAC) Secondary School Counseling Practicum 3(0-6), F,S

Prerequisite: admission to Counseling program and COU 610 and COU 651 each with grade of B or better; and COU 611 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.

COU 681 (GAC) Field Experience-Secondary 3(1-10), F,S

Prerequisite: admission to Counseling program and; either COU 680 or COU 684; and department permission. Supervised experience in secondary school counseling at an approved school site. Minimum of 150 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only. Supplemental course fee.

COU 682 (GAC) Elementary School Counseling Practicum 3(0-6), S

Prerequisite: admission to Counseling program and COU 610 and COU 608 each with grade of B or better; and COU 611 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.

COU 683 (GAC) Field Experience-Elementary 3(1-10), F,S

Prerequisite: admission to Counseling program and COU 682; and department permission. Supervised experience in elementary school counseling at an approved school site. Minimum of 150 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only. Supplemental course fee.

COU 684 (GAC) Community Agency Counseling Practicum 3(0-6), D

Prerequisite: admission to Counseling program and COU 610 and COU 651 each with grade of B or better; and COU 611 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.

COU 685 (GAC) Community Agency Counseling Internship 3(3-0), D

Prerequisite: admission to Counseling program and; either COU 680 or COU 684; 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.

COU 686 (GAC) School Psychological Examiner Practicum 3(3-0), D

Prerequisite: COU 601 and COU 653 and PSY 620. 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. Supplemental course fee.

COU 690 (GAC) Counseling Workshop 1-3, F,S

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.

COU 695 (GAC) Topics in Counseling 1-3, D

Individual or group class designated to address specialized topics of interest to graduate students in counseling. May be repeated to 9 credit hours.

COU 699 (GAC) Thesis 1-6, F,S

Independent research and study connected with preparation of thesis.

Educational Administration Courses

EAD 621 Introduction to Student Affairs 3(3-0), F

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.

EAD 623 Student Development Theory 3(3-0), F

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.

EAD 626 Higher Education in the United States 3(3-0), F

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.

EAD 629 Research in Student Affairs 3(3-0), S

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.

EAD 632 Leadership and Administration in Higher Education 3(3-0), S

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.

EAD 635 Governance and Finance in Higher Education 3(3-0), S

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.

EAD 638 Legal and Ethical Issues in Student Affairs 3(3-0), F

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.

EAD 647 Practicum in Student Affairs 3(3-0), S

Students will earn academic credit for completion of three 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.

EAD 649 Current Issues in Higher Education 3(3-0), S

Students are introduced to current topics facing Student Affairs on campus, and those facing higher education now and in the future.  Topics will vary each semester depending on the campus environment, and issues happening in the world or in the United States.

EAD 651 Foundations of Educational Leadership 3(3-0), D

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 651 is the first course to be taken in an administration degree program.

EAD 652 The Secondary School Principal 3(3-0), D

Prerequisite: EAD 651. 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.

EAD 653 The Elementary School Principal 3(3-0), D

Prerequisite: EAD 651. 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.

EAD 654 State and National School Leadership 2(2-0), D

Role and responsibilities of the local, state and federal agencies in school administration.

EAD 657 Administration of Instructional Programs 3(3-0), D

An analysis of instructional programs and the role of the school administrator in developing learner-centered school cultures and supporting research-based instruction.

EAD 658 Organizational Management 3(3-0), D

Prerequisite: EAD 651. 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.

EAD 659 Leadership Capstone 3(3-0), D

Prerequisite: SFR 690 or EAD 695. The culminating course in the Educational Administration Master's 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 departmental assessments.

EAD 660 Internship—On Site 2, D

Prerequisite: EAD 651. 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.

EAD 663 Internship—Related Agencies 1, D

Prerequisite: EAD 651. 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.)

EAD 664 Human Relations and Collaborative Processes 3(3-0), D

Designed to develop skills in effective interpersonal skills, written and oral communication within a diverse cultural community.

EAD 665 Legal and Ethical Contexts of Schooling 3(3-0), D

Explores the statutory and regulatory requirements as well as the ethical implications of policy initiatives inherent in the effective operation of a school.

EAD 666 School Supervision and Performance Enhancement 3(3-0), D

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.)

EAD 667 Administration of Special Programs 3(3-0), D

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.

EAD 695 Action Research in Educational Leadership 3(3-0), D

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.

EAD 699 Thesis 1-6, D

Prerequisite: SFR 690. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours credit.

EAD 741 Advanced Issues in School Improvement 3(3-0), D

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.

EAD 742 Modern Trends in Educational Administration 3(3-0), D

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.

EAD 743 School and Community Partnerships 3(3-0), D

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.

EAD 744 Leadership in Professional Development 3(3-0), D

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.

EAD 750 Politics of Education 3(3-0), D

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.

EAD 758 School Personnel 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 760 Field Study 1-4, D

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.

EAD 761 (661) Human Relations 3(3-0), D

Prerequisite: EAD 651 or permission. 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.

EAD 762 The Superintendency 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 763 Curriculum Design and Evaluation 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 764 School and Community Relations 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 765 School Law 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 766 Public School Finance 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 767 School Plant Planning and Maintenance 3(3-0), D

Prerequisite: 15 graduate hours. 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.

EAD 770 Specialized Topics in Educational Leadership 1-3, D

Designed to upgrade the school administrator or leader's knowledge and skills in specialized areas of current interest and need. May be repeated to a total of 6 hours. Variable Content Course. Supplemental course fee assessed for sections titled First Things First and Seven Habits of Highly Effective People. Supplemental course fee.

EAD 795 Research in Administrative Practice 3(3-0), D

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.

EAD 801 Leadership Theory and Practice 4(4-0), FO

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.

EAD 802 Quantitative Methods in Educational Research I 3(3-0), SE

Prerequisite: concurrent enrollment in EAD 803. 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.

EAD 803 Leadership Inquiry II 1(1-0), SE

Prerequisite: concurrent enrollment in EAD 802. 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.

EAD 804 Content and Context of Learning 3(3-0), D

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.

EAD 805 Leadership Inquiry III 1(1-0), D

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.

EAD 806 Leadership Inquiry IV 1(1-0), D

Focuses on understanding policies related to doctorial 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.

EAD 807 Program Planning and Evaluation 3(3-0), D

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.

Special Education Courses

SPE 300 Service Learning in Special Education 1, F,S

Prerequisite: 30 hours and concurrent registration in a Special Education course designated as a service learning offering. 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 but no more than 2 hours of service learning credit may count toward graduation.

SPE 306 Integrating the Arts for Students with Disabilities 2(2-0), F,S

Prerequisite: SPE 310, SPE 320, SPE 345/346; concurrent enrollment with SPE 582 or SPE 583 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.

SPE 310 (330) Introduction to Special Education 3(3-0), F,S

Prerequisite: EDC 150, and an initial C-Base 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.

SPE 320 Introduction to Teaching Cross Categorical Special Education 3(3-0), F,S

Prerequisite: SPE 310 and admitted 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, developmental disabilities, behavior disorders/emotional disturbance, and learning disabilities.

SPE 340 (530) Educational Alternative for Exceptional Students 2(2-0), F,S

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.

SPE 345 (535) Educational Evaluation of Exceptional Students 4(4-0), F,S

Prerequisite: SPE 310 and concurrent enrollment in SPE 346 and admitted to Teacher Education Program or permission. 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.

SPE 346 Educational Evaluation of Exceptional Students Lab 2(0-4), F,S

Prerequisite: concurrent enrollment in SPE 345 or permission 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.

SPE 450 Methods of Teaching Mathematics to Exceptional Individuals 3(3-0), F,S

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.

SPE 460 Curriculum Materials for Exceptional Students 2(1-2), S

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.

SPE 480 Problems in Special Education 1-5, D

Prerequisite: permission may be required-see schedule. 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.

SPE 491 (494) Practicum—Teaching Individuals with Behavior Disorders/Emotional Disturbance 2(0-4), S

Prerequisite: concurrent enrollment in SPE 581 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.

SPE 492 (595) Practicum—Teaching Individuals with Learning Disabilities 2(0-4), F

Prerequisite: concurrent enrollment in SPE 582 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.

SPE 493 (596) Practicum—Teaching Individuals with Mental Retardation/Developmental Disabilities 2(0-4), S,Su

Prerequisite: concurrent enrollment in SPE 583 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.

SPE 495 (481) Supervised Teaching (Special Education) 5-6, F,S

Prerequisite: SPE 519 and SPE 521; grade of C or better in all professional education courses; passing score on the appropriate PRAXIS II examination; 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.

SPE 496 Supervised Teaching (Special Education) 5-6, F,S

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.

SPE 499 Clinical Experiences in Teaching II 4, F,S

Prerequisite: EDC 199; admission to the Teacher Education Program; a grade of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2. 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 master's-level certification programs. Students who receive credit for this course will not receive credit for AGE 499, AGT 499, ART 469, BSE 499, CFS 498, COM 493, ECE 499, ELE 499, ENG 434, HST 499, MCL 491, MID 499, MTH 496, MUS 499, PED 498, SCI 499, SPE 499, THE 493.

SPE 502 Early Intervention for Young Children with Autism 1(1-0), D

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.

SPE 504 In-District Autism Consultant Training 1(1-0), D

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.

SPE 505 Braille Reading and Writing I 3(3-0), F

Prerequisite: permission of department head. 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.

SPE 506 Principles of Orientation and Mobility 3(3-0), Su

Prerequisite: permission of department head. 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.

SPE 507 Introduction to Visual Impairments, Autism and Severe/Multiple Disabilities 3(3-0), F

Prerequisite: permission of department head. 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.

SPE 508 Low Vision, Anatomy and Physiology of the Eye 3(3-0), Su

Prerequisite: permission of department head. 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.

SPE 510 Physical and Health Needs of Students with Disabilities 3(3-0), F

Prerequisite: SPE 345 and SPE 346 and admitted to Teacher Education Program, or permission of department head. 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.

SPE 515 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings 3(3-0), D

Prerequisite: admission to the special education program or permission of special education coordinator. 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.

SPE 516 Application of Applied Behavior Analysis and Interventions for Teachers in Applied Settings 3(2-2), D

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 in school settings.

SPE 517 Effective Practices in Special Education 5(5-0), D

Prerequisite: SPE 310, SPE 340, SPE 615 or the equivalent. 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 resent level of performance and placement in special and general education curricula per IDEA and other Federal mandates.

SPE 519 Methods of Teaching Students with Learning and Behavioral Disorders 4(4-0), D

Prerequisite: SPE 320, 345, 346, and 515, 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.

SPE 520 Practicum—Teaching Individuals with Learning and Behavioral Disorders 2(0-4), D

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.

SPE 521 Methods of Teaching Individuals with Developmental Disabilities and Other Health Impairments 4(4-0), D

Prerequisite: SPE 345, 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.

SPE 522 Practicum—Instruction of Students with Developmental Disabilities and Other Health Impairments 2(0-4), D

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.

SPE 523 Curriculum and Methods in Early Childhood Special Education 4(3-2), D

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.

SPE 525 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders 3(3-0), D

Prerequisite: permission from advisor or Special Education Program Coordinator. 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.

SPE 526 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders 3(2-2), D

Prerequisite: SPE 515; and SPE 516 or PSY 508; or permission of instructor. 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.

SPE 527 Seminar in Developmental and Sensory Disabilities 3(2-2), D

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.

SPE 550 (350) Career/Vocational Education and Transition 3(3-0), F,S

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.

SPE 556 Topical Issues in Special Education 1-5, D

Prerequisite: permission may be required (see class schedule). 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.

SPE 560 (360) Working with Families of Exceptional Individuals 3(3-0), F,S

Prerequisite: admitted to Teacher Education Program. 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.

SPE 581 (484) Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance 3(3-0), S

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.

SPE 582 (482) Methods of Teaching Individuals with Learning Disabilities 3(3-0), F

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.

SPE 583 (483) Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities 3(3-0), S,Su

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.

SPE 584 Language Development of Exceptional Students 3(3-0), F,S

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.

SPE 587 Introduction to the Education of Students with Behavior Disorders 3(3-0), F

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.

SPE 590 Approaches in Mainstreaming Exceptional Students 3(3-0), D

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.

SPE 591 Clinical Practicum in Special Education 1-3, D

Prerequisite: completion of SPE 491 and SPE 492 and SPE 493, or previous certification; and 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.

SPE 609 Methods of Teaching Students with Visual Impairments and Multiple Disabilities 3(3-0), S

Prerequisite: permission of department head. 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.

SPE 610 Problems in Special Education 1-3, D

Prerequisite: permission of department head. Major issues in the field of special education designed to meet individual student needs. May be repeated to a total of 3 hours.

SPE 611 Braille Reading and Writing II 3(3-0), S

Prerequisite: SPE 505 or permission of department head. 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.

SPE 612 Instructional Techniques and Strategies of Orientation and Mobility 6(6-0), Su

Prerequisite: SPE 506 and SPE 508. 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.

SPE 614 Professional Issues and Assessment in Orientation and Mobility with Diverse Populations 3(3-0), F

Prerequisite: SPE 505 and SPE 506 and SPE 508 and SPE 612. 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.

SPE 615 Foundations in Special Education 3(3-0), F,S,Su

Prerequisite: permission from advisor or department head. 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.

SPE 679 Application of Technology in Special Education 3(3-0), Su

Prerequisite: admission to the graduate program for Special Education or permission of director. 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.

SPE 680 Contemporary Issues in Special Education 3(3-0), D

Prerequisite: admission to the graduate program for Special Education or permission of director. 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.

SPE 681 Educational Consultation 3(2-2), F

Prerequisite: admission to the graduate program for Special Education or permission of director. 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.

SPE 682 Advanced Diagnosis and Remediation of Students with Mild to Moderate Disabilities 3(1-4), D

Prerequisite: admission to the graduate program for Special Education and SPE 345 and SPE 346 or equivalent; or permission of director. 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.

SPE 683 Advanced Assessment to Support Individuals with Developmental and Sensory Disabilities 3(1-4), D

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 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.

SPE 684 Advanced Procedures in Teaching Students with Mild to Moderate Disabilities 3(2-2), S

Prerequisite: admission to the graduate program for Special Education and SPE 345 and SPE 346 and SPE 488 and SPE 680; SPE 682 or concurrent enrollment; and a minimum of two special education methods courses prior to enrollment (SPE 581, 582, 583). 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.

SPE 685 Advanced Procedures in Developmental Disabilities 3(2-2), D

Prerequisite: admission to the graduate program for Special Education and SPE 683. 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.

SPE 687 Advanced Behavioral Analysis and Intervention 3(3-0), F

Prerequisite: admission to the graduate program for Special Education and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685. 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.

SPE 688 (686) Research Seminar in Special Education 3(3-0), F,S

Prerequisite: admission to the graduate program for Special Education and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685 and SPE 687 and SFR 690. 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.

SPE 689 Practicum—The Exceptional Child 3(0-6), Su

Prerequisite: admission to the graduate program for Special Education and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685 and SPE 687. 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.

SPE 690 Educational Workshop 1-5, D

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 credit. 30 clock hours equal 1 semester hour.

SPE 691 Clinical Practicum for Special Needs Populations 6(0-12), D

Prerequisite: SPE 525, SPE 683, SPE 685; and permission from Special Education Program Coordinator. 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.

SPE 692 Advanced Diagnosis and Remediation of Students with Disabilities Lab 2(0-4), S

Prerequisite: admission to the graduate program for Special Education; and concurrent enrollment with SPE 682 or SPE 683; and SPE 345 or SPE 346 or equivalent. 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.

SPE 699 Thesis 1-6, D

Prerequisite: admission to the graduate program for Special Education and SFR 690 and SPE 679 and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685 and SPE 687 and SPE 689. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours credit.