Intervention Specialist (EDIS)

A survey course covering the identification, developmental characteristics, and intervention strategies for exceptional children and youth across education and community settings. (1 field hour)

Prerequisite: EDIS 540. Survey of etiology, diagnosis, classification and developmental characteristics of intellectually gifted individuals.

Survey of the etiology, identification, classification, developmental characteristics of, and intervention strategies for individuals with mild/moderate educational needs.

Prerequisite: EDIS 540. Survey of the etiology, identification, classification, and developmental characteristics of individuals with moderate/intensive educational needs.

Prerequisite: EDIS 540. Developmental patterns of young children with disabilities and developmentally/exceptionally appropriate practices with respect to programming and adaptations. (50 field hours)

Prerequisite: EDIS 540 or EDIS 547. Educational implications regarding assessment, teaching strategies, and adaptive materials necessary to meet the needs of school age students with mild/moderate educational needs. (20 field hours)

Study of diagnostic prescriptive service delivery systems designed to accommodate developmental patterns of secondary level students with exceptionalities. (20 field hours)

Prerequisite: EDIS 548. Development of the programming strategies including assessment, inter/transdisciplinary models, family involvement, IFSP/IEP/IP development, instructional practices based upon legal/ethical principles for individuals with moderate/intensive educational needs. (20 field hours)

Prerequisites: [EDIS 448 or EDIS 548] and [EDIS 453 or EDIS 553]. Advanced program for providing educational planning and intervention for individuals with moderate to intensive educational needs. Focus is on developing a comprehensive educational program which will facilitate optimum functioning and independence. (20 field hours)

Corequisite: EDIS 554. In this inclusive field experience, teacher candidates explore the challenges and best practices in providing quality educational services for all learners

Prerequisite: EDIS 540. Corequisite: EDCI 558. Special educational implications regarding assessment, teaching strategies, and adaptive materials necessary to meet the needs of school age students with mild/moderate educational needs.

Prerequisites: EDIS 540 and [EDIS 547 or EDIS 548], or permission of instructor. Provides professional educators/intervention specialists with skills in collaboration and consultation for working with parents of exceptional individuals and other professionals within school/community settings.

Prerequisites: [EDIS 440 or EDIS 540] and ([EDIS 447 or EDIS 547], or [EDIS 448 or EDIS 548]). A study of family theory and structure along with beginning techniques for working with families of students with exceptionalities, in educational and community settings.

Prerequisites: [EDIS 440 or EDIS 540] and [EDIS 448 or EDIS 548]. Developmental patterns of young children with moderate/intensive needs (ages 3-8) and developmentally appropriate practices in programming and adaptations. (20 field hours)

Prerequisites: [EDIS 440 or EDIS 540] and [EDIS 447, EDIS 547, EDIS 448, or EDIS 548]. Prepares student to select, administer and interpret formal and informal assessment procedures and use resulting data in planning educational programs for exceptional individuals.

Prerequisites: [EDIS 440 or EDIS 540] and [EDIS 448 or EDIS 548]. The assessment of children (three to eight) and their environment who are at risk for disabilities or currently in special education.

Prerequisites: [EDIS 440 or EDIS 540] and [EDIS 447, EDIS 547, EDIS 448, or EDIS 548]. Content emphasizing the development of application strategies with a variety of behavior management models for mediation of behaviors with exceptional individuals.

Prerequisite: EDIS 567. Advanced techniques for remediating problematic behavior, establishing effective repertoires and evaluating research relevant to classroom management will be covered. Behavioral theory will be stressed.

This class prepares teachers to use evidence based strategies, accommodations, and instruction to enhance the curriculum for the English Learners with special education needs.

Prerequisite: Departmental Consent. Provides a pre-student teaching experience for students in the areas of assessment, program planning, instructional planning and presentation, classroom management, adaptations, and collaboration with parents and other educational professionals.

(May be repeated for a total of four credits) Topical study with a varied array of disciplinary input. Staffing will be invited members of allied and contributing professions active in management of exception children.

See department for course description.

See department for course description.

See department for course description.

See department for course description.

Prerequisite: Certification in an area of special education. Study of curriculum planning practices unique to special education classes and services. Appropriate curriculum objectives for selected areas of instruction as well as effective organizational programs examined.

Study of administration and supervisory practices unique to special education classes and services.

Advanced consideration of the roles and responsibilities of parents, professionals and individuals with disabilities in the development and implementation of educational interventions and related issues.

History, theory, philosophy, legislative mandates, models, strategies, curriculum modifications, methods/materials adaptations which support the inclusion of students with disabilities. Emphasis on collaboration and teaming. (3 field hours)

Prerequisites: Admission to graduate program in special education and EDFN 640. An examination of quantitative and qualitative research/methodology and its application to the field of special education. Applied research is an essential component of the course.

This course provides a survey of the etiology, diagnoses, characteristics and needs of individuals with pervasive developmental disorders.

A seminar course for graduate students in special education designed to study, examine and reflect upon legal, social and ethical aspects of historical and current trends, issues and practices, and developing skills needed to analyze own practices in the classroom as the relate to legal, social and ethical issues.

This course provides the educator with a comprehensive examination of the educational practices and intervention strategies necessary when providing interventions for individuals demonstrating pervasive developmental disorders.

This course provides a survey of the etiology, diagnoses, classification, and developmental (birth through adult) characteristics of individuals in need of behavioral support.

Prerequisites: Admission to graduate program in special education and EDLP 720 or permission of instructor. A culminating seminar for graduate students in special education designed to study, examine and reflect upon the legal aspects of historical and current trends, issues and practices.

A culminating seminar for graduate students in special education designed to study, examine and reflect upon the social and ethical aspects of historical and current trends, issues and practices.

Prerequisite: Permission of advisor or department chair. In-depth examination of current critical research on issues in Special Education.

Prerequisite: Permission of advisor or department chair. Corequisite: EDIS 570. Directed teaching under supervision of a special teacher and a university supervisor. (Formerly 5610:690)

Directed professional experience under the supervision of a licensed and certified Audiologist and a University supervisor.

An in-depth study of an identified topic in a scholarly paper.

(May be repeated for a total of eight credits) Designed to provide on-the-job experience in a special education program on an individual basis.

(May be repeated for a total of nine credits) Specific area of investigation determined in accordance with student's needs.

In-depth study of a research problem in education. Student must be able to demonstrate critical and analytical skills in dealing with a problem in special education.

Thorough study and analysis in depth of an educational problem, field projects in special areas; synthesis of existing knowledge in relationship to a specific topic.