AYA 533 Adol/Young Adult Practicum (2-3)
Prerequisite(s): AYA 550, AYA 670 and Admission to Graduate Program
The 120 hour field experience is the central component of this three credit hour course. The student will be assigned to a specific school in grades 7-12 where he/she will participate in flexible field hours Monday through Friday, with seminars back on campus. Teaching activities as designated by the instructor and/or content area methods specialist will be assigned in order to apply theory learned in prior course work. Students will teach a minimum of six lessons in the classroom, with scheduled mentor teacher and Mount supervisor evaluations. The overall goal of the course is to prepare students for student teaching.
AYA 550 Nature and Needs of Adolescents (3)
In this course, students will examine the unique nature and needs of young adolescents in relation to effective secondary teaching practices. Major trends and issues facing secondary classroom teachers will be investigated through evaluation of current educational research. Such trends include human development, classroom management, school organization, funding, curriculum, and assessment. Specific secondary instructional strategies will be discussed and applied through peer teaching. Reflection of personal beliefs, educational theory, and practice is promoted in the course.
AYA 670 AYA Curriculum Methods: Teaching to Standards (3)
The purpose of this course is to integrate theories of teaching and learning with actual practices of standards-based education. The focus of the course is on the improvement of teaching and learning by putting standards at the forefront of the instructional program. The graduate student will analyze Ohio's Learning Standards and National Standards (NCTM, NSTA, NCTE, NCSS, NAEA, etc.). Interpretation of the standards in order to develop approaches to teaching while maintaining grade level rigor in lieu of adapting instruction to the average or low achiever will also be addressed. The course will also include approaches to standards-based assessment, especially through the use of technology and web-based learning activities.
ECE 530 Integrating Science and Social Studies through Content Reading (3)
This course provides the preservice educator with the strategies and methods to promote learning experiences in which young children develop key concepts and knowledge in social studies and science through content reading. Content of the disciplines is addressed through critical reading of both literary and informational text. Meaningful activities to develop and enhance reading comprehension, as related to each discipline, will support the reading experiences by addressing and strategizing ways to help young students (prekindergarten - 5th grade) solve concrete, real life problems in developmentally and culturally appropriate ways. The course will emphasize and enhance the instruction of thinking skills related to inquiry, reasoning, context, and problem solving.
ECE 533 Early Childhood Literacy Practicum (1)
Prerequisite(s): Acceptance into Graduate Education Program
One of two Early Childhood Practica of 50 hours each. This practicum entails supervised teaching in an ECE setting to facilitate the college student's ability to instruct young students in the skills and processes of listening, speaking, reading, writing for the promotion of literacy.
ECE 534 Early Childhood Integrating Curriculum Practicum (1)
Prerequisite(s): Acceptance into Graduate Education Program
Concurrent requisite(s): ECE 530
One of two Early Childhood Practica of 50 hours each. This practicum entails supervised teaching in an ECE setting to promote teaching skills related to Integrating the Curriculum.
ECE 552 Math Curriculum and Methods (3)
This graduate course is designed to prepare a teacher candidate with the background necessary to integrate theory and practice of mathematics pedagogy within the context of student environment. Major mathematical concepts for grades Pre-K - 8 will be interlaced throughout the term to provide students with the necessary background for this endeavor. Methods and standards endorsed by the National Council of Teachers of Mathematics (NCTM), and the Ohio Department of Education (ODE) for teaching mathematics will be taught and modeled.
ECE 630 Promote Young Child Development (3)
Specialized study of the physical, social, emotional, cognitive, moral/ethical, and aesthetic development of typical and atypical children throughout the P-12 continuum and the impacts of trauma. The course will emphasize mental health and social emotional development to provide learning environments and experiences which support and enhance the development of all P-12 learners.
EDU 500 Statistics and Research (3)
This course explores the components of the research process: problem definition, hypothesis construction, variables, literature review, research designs, statistical methods, collecting, analyzing, and interpreting data.
EDU 501 Educational Psychology (3)
A study of the teaching/learning process, what learning is and how it occurs according to three major classifications of theories and the correlates of learning - theories of intelligence, cognitive styles, thinking processes, thinking skills, motivation and creativity. Emphasis will be placed on applications to the teaching craft, including classroom dynamics and management, teaching/learning styles, including individual differences of students, the teacher and the classroom environment and measurements.
EDU 504 Proactive Classroom Leadership (3)
Evidenced based principles and practices in relationship-based classroom leadership. Basic concepts of proactively managing a classroom through addressing social emotional needs. Models and strategies that influence and can be used for increasing student engagement and learning.
EDU 517 Technology in the Instructional Process (3)
This is an introductory course on the use of technology in K-12 classrooms. Using a combination of lecture and hands-on instruction, it will address issues surrounding the use of instructional technology, including, but not limited to: instructional software; the Internet; PowerPoint and other presentations program; hypermedia; SmartBoards; and technology in the instructional process. One main emphasis of the course will be the development of technology-based projects to be used in the classroom. The course will also address assistive technology and the ethical and responsible use of technology in the classroom. The theoretical underpinnings of instructional technology will also be covered.
EDU 533A Art Education Practicum (1-3)
Prerequisite(s): Web Approval of Instructor
The field experience is the central component of this course which ranges from 1-3 credits, depending upon the needs and experience of the learner as determined by the student's advisor. The student will be assigned to two or three placements with students in grades K-12. The student will participate in the various placements practicing skills and completing application assignments from associated major courses. The instructor will supervise the students in placement at least two times and meet with the students on a regular basis. Each credit requires at least 50 hours of fieldwork.
EDU 533M Music Education Practicum (2-3)
Prerequisite(s): Web Approval of Instructor
The field experience is the central component of this course which ranges from 1-3 credits, depending upon the needs and experience of the learner as determined by the student's advisor. The student will be assigned to two or three placements with students in grades K-12. The student will participate in the various placements practicing skills and completing application assignments from associated major courses. The instructor will supervise the students in placement at least two times and meet with the students on a regular basis. Each credit requires at least 50 hours of fieldwork.
EDU 553 Methods of Teaching Mathematics (3)
Prerequisite(s): Admission to the School
An exploration of methods used in teaching mathematics at the middle level and secondary level. Students will plan instruction for a wide range of learner abilities, backgrounds and goals based on learners’ prior knowledge and conceptualizations. Also, students will learn how to assess student progress according to Ohio’s Learning Standards in Mathematics. Students will use appropriate electronic technologies in lesson design and delivery which have application in the mathematics classroom.
EDU 556 Methods of Teaching Language Arts (3)
Prerequisite(s): Admission to the School
This course is designed to introduce the teacher candidate to the principles, practices, and guidelines necessary to teach language arts to a diverse population of middle level students and secondary level students. The teacher candidate will prepare language arts lessons that ensure success for all learners enabling them to construct a meaningful understanding of language arts concepts. Lessons and language arts curricula projects will be aligned to the ODE content standards and to the learning outcomes for Ohio's State tests in English Language Arts. Integration in other content areas will be explored and encouraged.
EDU 558 Methods of Teaching Social Studies (3)
Prerequisite(s): Admission to the School
This course is designed to prepare the teacher candidate to teach social studies and the social sciences to children in the middle and secondary grades. Students will become familiar with the curriculum framework as well as the philosophies behind various teaching approaches as outlined by the NCSS Standards and Ohio's Learning Standards in Social Studies. The teacher candidate will investigate and practice using various teaching techniques and materials.
EDU 559 Methods of Teaching Sciences (3)
Prerequisite(s): Admission to the School
An exploration of methods used in teaching biology/science, chemistry/physical sciences, and earth/space/environmental sciences. Students will plan instruction for a wide range of learner abilities, backgrounds and goals based on learners' prior knowledge and conceptualizations. Instruction is aligned to the NGSS, NSTA, and Ohio's Learning Standards. Laboratory and field based experiences require use of current resources in the field. Students will use appropriate electronic technologies which have application in the learning environment. Safety issues and the ethical use of living materials are emphasized.
EDU 600 Integrative Project (1)
Prerequisite(s): EDU 500
The development of the Integrative Project is the culmination of the School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout their Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research. EDU 600 is a repeatable course.
EDU 602 Ethics for Educators (3)
Prerequisite(s): Admission to the Graduate Education Program or Permission of Dean
This course is a story of major ethical theories and their application to educational issues. Ethical case studies will be examined. Reflection on personal beliefs concerning correct behavior and the development of a professional code of ethics are important components of this graduate course.
EDU 604 Integrative Research Project (3)
Prerequisite(s): EDU 500
The development of the Integrated Research Project is the culmination of The School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout each Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research.
EDU 631 Promoting Student Development P-12 and The Effects of Trauma (3)
Specialized study of the physical, social, emotional, cognitive, moral/ethical, and aesthetic development of typical and atypical children throughout the P-12 continuum and the impacts of trauma. The course will emphasize mental health and social emotional development to provide learning environments and experiences which support and enhance the development of all P-12 learners.
EDU 644 Graduate Student Teaching (6)
Prerequisite(s): Admission to student teaching and completion of practicum hours
An intensive full-day experience in teaching and related professional development. Student teaching allows the student to synthesize the theory and practice under the guidance of an experienced master teacher. This is an all day experience in the relevant grade levels, lasting a minimum of twelve weeks.
EDU 671 Curriculum Development: Theory and Applications (3)
This course presents a critical examination of foundations, principles, concepts, and current practice in the field of curriculum. Topics will include program planning, design, implementation, and evaluation; using a curriculum mapping model for instructional improvement; and using collaborative and interdisciplinary approaches to curriculum development within this framework.
EDU 672 School Law (3)
A review of laws, court decisions, and issues pertinent to teachers, administrators, and students, such as classroom discipline, teacher negligence, and students' rights. The legal process, structures of the law, legislation/litigation, and practices to avoid legal infringements are addressed.
EDU 673 Communications & Problem Solving (3)
Educational leaders are responsible for positive, productive communications and problem solving in schools, including interpersonal communications, conflict resolution, problem identification, solution development and the use of data in seeking continuous school improvement. The issues, skills and knowledge related to communicating successfully with all stakeholders in the school organization will be the focus of this course. Through readings, classroom activities, hands-on-practice, and written reflection, participants will explore the behaviors, beliefs, and practices required to meet the challenges and responsibilities for effective communications, conflict resolution and problem solving in schools.
EDU 674 Instructional Leadership and Data-Informed Decisions (3)
Students examine leadership roles as forces which define the quality of educational institutions. Leadership theories, classic and contemporary models are studied. Themes such as organizational climate, systems thinking, collaboration and change management are discussed in depth. Knowledge, skills and attitudes essential to effective school leadership are studied. Reactions to school reform are discussed in-depth. Teachers' and principals' reactions to change, and the gaps in their perceptions will be analyzed. Strategies for using data to inform decision making on school reform and improvement efforts will be examined.
EDU 675 School Finance (3)
This course is a graduate study of financing public education systems in the United States, focusing on federal, state and local financing of schools; equalization of educational opportunity; sources of school revenue; school budgets; and the business practices employed in the daily operations of a school district. An important element of this course is the integration of finances with the issues of priority setting, educational goals, curriculum and general administrative practice at the school site level. Emphasis will be placed on principles and practices relating to Ohio public school finance.
EDU 676 Educational Administration (3)
This course is a practical introduction to the theories and every day practices of educational leadership. The course is designed to provide an examination of organizational behavior as well as introduce you to the challenges that will face you as an educational leader. Students will be introduced to models of supervision that will have an effect on student achievement through the practice of observation and evaluation, improve instruction, and aid in the development curriculum.
EDU 677 Principal Internship (3)
Prerequisite(s): EDU 674, EDU 676
This experience is to provide the participant with an opportunity to relate the course work and research to actual practice while engaged in specific dimensions of leadership in the school. Work will be done under the supervision of the building administrator as well as Mount St. Joseph University faculty. (This course is to be taken two semesters at 3 credits each for a total of 6 credits).
EDU 680 Leadership & Management of Special Education Programs (3)
This course provides the participants with the background in special education law necessary for effective leadership and management of special education programs. The major focus of the course is on the foundation of special education law in legislation and case law. Topics include the reauthorization of IDEA, NCLB, the Americans with Disabilities Act, the Rehabilitation Act and other legislation and regulations. Working with families will be covered along with IEP's, assessment, minority representation, tiered model of interventions, and administrative issues.
EDU 699 Professional Development Workshop (1-4)
Independent study under the guidance of a School of Education faculty member to meet stated objectives. This course is designed to enrich the learning of Education graduate students and practicing teachers. Students develop a proposal with desired goals for the experience. Written permission of Graduate Chairperson and the School of Education faculty member required.
EDU 720 Data Driven Decision Making and Evidence Based Practices (3)
Prerequisite(s): EDU 710
This course is a study of data-driven decision making and evidence-based practices. Students will explore varied sources of data and how to interpret data for educational decision making. Emphasis will also be placed on reading research and exploring evidence-based practices to ensure educational equity.
The course is designed to allow students, using various media, to examine skills required to be critical consumers of data and educational research, and learn about practices validated by research to be responsive to all students, and in particular culturally diverse students.
EDU 730 Communication, Collaboration, and Coaching (3)
Prerequisite(s): EDU 710, EDU 720
This course is a study of 3 Cs of leadership: communication, collaboration, and coaching. Effective leadership and systems change is not possible without the skill and strategy to effectively communicate vision and needs, work interactively with others and facilitate change via coaching. Students will learn about and explore their own skill development in each of these areas.
The course is designed to allow students, using various media, to examine skills required to be effective communicators and collaborators including intentional listening and communication techniques. Students will also explore coaching models and research on effective feedback. Emphasis will be placed on coaching of strategies fostering educational equity.
MCE 533 School Practicum: Education Content (2)
Concurrent requisite(s): EDU 556 or EDU 558 or EDU 559 or EDU 553
A field based experience that is designed to give the student the opportunity to work in the classroom with students in grades 4-9. The student will be placed with a practicing teacher in the preservice teacher's area(s) of concentration(s) for an extended field experience. The preservice teacher will be expected to not only observe, but to also plan for and teach one-on-one, small group, and whole class lessons as directed and supervised by the cooperating teacher and the college supervisor. Placements will be coordinated through the School of Education. Each credit hour is equivalent to 50 classroom hours. This field experience is a prerequisite for student teaching and as such students are not expected to assume total responsibility for the classroom.
MCE 533A MCE Content Practicum (1-2)
A field based experience that is designed to give the student the opportunity to work in the classroom with students in grades 4-9. The student will be placed with a practicing teacher in the preservice teacher's area(s) of concentration(s) for an extended field experience. The preservice teacher will be expected to not only observe, but to also plan for and teach one-on-one, small group, and whole class lessons as directed and supervised by the cooperating teacher and the college supervisor. Placements will be coordinated through the School of Education. Each credit hour is equivalent to 50 classroom hours. This field experience is a prerequisite for student teaching and as such students are not expected to assume total responsibility for the classroom.
MCE 540 Introduction to Middle Childhood Education (3)
In this course, students will examine the unique nature and needs of middle childhood students (grades 4-9) in relation to effective middle childhood teaching practices. Major trends and issues facing MCE classroom teachers will be investigated through evaluation of current educational research. Such trends include human development, lesson plan development, classroom management, school organization, funding, curriculum and assessment. Specific MCE instructional strategies will be discussed and applied through peer teaching. Reflection of personal beliefs, educational theory, and practice is promoted in the course.
RDG 504 Children's Literature (3)
This course will explore how to utilize new and outstanding texts in literature and informational text for children and adolescents in preschool through high school. The focus of the class will be on how to use robust texts to strengthen language development, enhance academic language, increase motivation to read, and to build knowledge. Topics include teaching complex texts; principles of selection and evaluation of texts; teaching academic language; and using non-fiction and fiction to purposefully build knowledge.
RDG 505 Psychology of Reading (3)
This course will examine the psychological substructure of reading. Neural, perceptual, cognitive, and linguistic processes involved in reading development and disorders will be addressed. Emphasis is placed on understanding how readers extract information from the printed page and how they comprehend text. Current research findings are discussed and considered in the context of evidence-based practice in reading instruction.
RDG 511 Content Area Reading (3)
Prerequisite(s): Students seeking an initial license must be admitted to the Graduate Education Program
The purpose of this course is to provide methods and strategies for teaching reading skills to be used in the content reading subjects, particularly math, science and social studies. This reading course includes skills and strategies, which can be used to assist students' comprehension in these subjects. Teaching emphasis will be placed on comprehension, readability formulas, vocabulary development, and study strategies. Techniques and curricula for developing the interdisciplinary aspects of these subjects will be included. This course will also include adaptations of strategies to meet the needs.
RDG 515 Foundations of Effective Reading Instruction (3)
The Foundations of Literacy Effective Reading Instruction course provides a scientifically-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically-based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to children through young adults. Topics include understanding reading research, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to reading across the grade bands.
RDG 530 Phonics/Linguistics (3)
To teach preprofessional teachers fundamental principles and concepts of the phonological structure of language. Preprofessional teachers will learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and phonological system of language to the reading process. Preprofessional teachers will also learn about the linguistic and cognitive bases of reading.
RDG 531 Comprehension Instruction (3)
Prerequisite(s): RDG 515
RDG 531 is a comprehensive introduction to the development of core aspects of reading: fluency, vocabulary and comprehension. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are introduced and practiced.
RDG 532 Advanced Phonics and Linguistics (3)
Prerequisite(s): RDG 530
This course is designed to build on the content in the Phonics and Linguistics course. It will include a brief review of the fundamental principles and concepts of the phonological structure of language. Instruction in English orthography, morphology and word etymology, prefixes and suffixes, Latin roots and Greek combining forms, syntax (grammar), and semantics will be examined. Students will learn why each of these skills is important to become competent in reading, spelling, and writing.
RDG 535 Assessment and Intervention of Reading (3)
Prerequisite(s): RDG 515 or RDG 530
This course will address the use of formal and informal assessment procedures used to design robust reading instruction/intervention for children in preschool through middle school. Additionally, research based reading interventions will be explored and analyzed.
RDG 538 Diagnosis & Remediation of Reading Problems (3)
Prerequisite(s): RDG 505 or 530 or RDG 617
This course will address the use of formal and informal assessment procedures used to design robust reading instruction/intervention for children in preschool through high school.
This course is intended to serve as a specialized, advanced training in assessment, diagnosis and the remediation of reading problems.
RDG 540 Fluency and Comprehension Development in Reading (3)
Prerequisite(s): RDG 505
This course is designed to teach how to implement research-based instructional practices to build children's fluency and comprehension skills. Participants will learn the key research findings for teaching fluency, vocabulary, and comprehension; understand how to evaluate and improve current instructional practices; and learn specific research based instructional strategies and interventions to develop fluency, vocabulary, and comprehension skills.
RDG 542 The Integration of Reading Comprehension and Writing Instruction (3)
This course will explore how students learn to read and write and why some students fail to do these essential tasks effectively. Research-based instructional strategies will be illustrated, discussed, and practiced
RDG 591 Practicum in Evidence-Based Reading Instruction I (3)
Prerequisite(s): RDG 505, RDG 530, RDG 538
This course requires the student to implement a research based intervention program to an individual student and/or small groups of students who are struggling with reading skills. Emphasis is placed on the instructional strategies appropriate for use in effective intervention design and implementation. This practicum course includes three components: 1) learning the Orton-Gillingham method of reading intervention, 2) teaching hours and 3) supervision.
RDG 591B Practicum in Evidence-Based Reading Instruction Continued Orton Gillingham Implementation (0)
Prerequisite(s): RDG 505, RDG 530, RDG 538, RDG 591
This practicum course will require continued instruction of the individual child from the RDG 591 practicum, using the Orton Gillingham instructional method. Key learning outcomes for this course include: continued planning and implementation of Orton Gillingham instructional lessons, monitoring student growth, and working collaboratively with a supervisor to refine and improve instructional skills.
RDG 592 Practicum in Evidence-Based Reading Instruction II (3)
Prerequisite(s): RDG 540
This practicum course is a sequel to RDG 540. In this course students will deepen our understanding and knowledge base of reading research in the areas of fluency, vocabulary and comprehension skill development. Students will engage in readings and practicum work aimed at This practicum course is a sequel to RDG 540. In this course students will deepen our understanding and knowledge base of reading research in the areas of fluency, vocabulary and comprehension skill development. Students will engage in readings and practicum work aimed at designing classroom instruction and interventions to increase struggling reader's skills in these areas. Instructional techniques will be implemented and discussed in class.
RDG 593 Dyslexia Certificate Advanced Reading Practicum (0)
Prerequisite(s): RDG 591
Corequisite(s): RDG 532, RDG 592
The purpose of this field experience is to support students implementing Orton Gillingham into their classroom settings. Students will work with K-12 students within a classroom setting in their current school positions. This practicum is a requirement for the Dyslexia Certificate.
RDG 594 Advanced Evidence Based Practicum for Dyslexia Certificate (3)
Prerequisite(s): RDG 591
Corequisite(s): RDG 532
The purpose of this field experience is to support students’ implementation of systematic, explicit instruction that emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse. This practicum is a requirement for the Dyslexia Certificate.
SED 515 Human Exceptionalities Across the Lifespan (3)
This course is a survey of human exceptionalities, exploring historical and legal aspects in the field of special education, the nature and needs of individuals with special needs, and the roles of schools, parents and society in supporting individuals with special needs. An overview of the federal and state laws governing the education of students with disabilities is presented. Lifelong issues in living with a disability are explored.
SED 521 Communication Develop & Theories for Environments (3)
Prerequisite(s): SED 515 and EDU 501 or Equivalent
This course explores theories of first and second language acquisition. Emphasis is on affective, cultural, linguistic, and cognitive factors that influence the language acquisition process with application to classroom practice. An overview of the nature and needs of children with communication disorders will also be included. A clinical experience is required with this course.
SED 522 Formal & Informal Assessment for Special Education (3)
Prerequisite(s): SED 515, EDU 501, SED 521 and Graduate Admission
This course examines the evaluation process from referral to placement in special education and the challenge for assessing students who come from culturally and/or linguistically diverse backgrounds. Emphases on formative and summative assessment measures are included. A clinical experience is required with this course.
SED 524 School, Home Support and Intervention Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521, SED 534
This introductory course covers the educational and emotional needs of young children with disabilities and the techniques for implement a "whole child" and inclusive educational approach. The course promotes an understanding of stressors, transitions, and issues that families of children with disabilities may encounter during their child's early intervention. Approaches such as transdisciplinary teaming, family-centered intervention and cross cultural competencies will be covered. Multicultural research findings on roles of families in education and uses of language and literacy in the community will be examined. Federal and state regulations pertaining to early response will be included. A cross cultural perspective on how families view disabilities and interventions will be included. 10 Field Hours Required.
SED 531 Curriculum & Methods for Multicultural Special Ed Moderate & Intense (3)
Prerequisite(s): SED 515, SED 532, EDU 501 and Graduate Admission
This course provides a study of curriculum programming, instructional environments and strategies, and assessment techniques for use with multicultural students with moderate to intense needs. The areas of social skills, behavior, functional academics, technology, communication, and transition are covered. Curriculum adaptations and support in the general education curriculum are addressed. Best practices in community-based instruction, authentic assessment, and ecological evaluations are emphasized. Students must participate in a practicum along with this course. Failure to complete the practicum will result in failure of the course.
SED 532 Nature & Needs of Special Education (M/I) (3)
Prerequisite(s): SED 515, EDU 501, and Graduate Admission
This course surveys the areas of moderate to intense disabilities. The course will present an overview of causes, characteristics, and theories of individuals who are served in moderate to intense programs. Emphasis is placed on the educational implications of medical and health issues of multicultural learners. The course also addresses the topic of quality of life issues for multicultural learners with moderate to intense disabilities. A field experience is required for this course.
SED 533 I Special Education Practicum Level I (1)
Prerequisite(s): Graduate Admission
This introductory field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in secondary environments.
SED 533 II Special Education Practicum Level II (1)
Prerequisite(s): Graduate Admission, SED 533 I
This field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in middle environments.
SED 533 III Special Education Practicum Level III (1)
Prerequisite(s): Graduate Admission
This advanced field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in early childhood grades K-3 environments.
SED 534 Methods/Materials for Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521
Theories of early childhood development as they relate to all aspects of the classroom will be examined. Focus on creating developmentally appropriate learning environments that are culturally responsive to the needs of young children ages 3-5 with special needs; utilizing an integrated, hands-on approach to curriculum; and developing classroom management strategies that foster development of preschool to kindergarten behavior. The early intervention specialist's role as facilitator in the learning process is stressed, with emphasis on understanding physical, cognitive, social, emotional and cultural needs as they relate to the learning process. Special emphasis on understanding risk and resiliency factors; how to create protective environments that foster healthy development; partnerships with other professionals and families on early intervention will be examined. Case studies and on-site observations of learning facilities and planning of educational experiences appropriate for early intervention are included. 10 Field Hours Required.
SED 611 Curriculum & Methods for Special Education (3)
Prerequisite(s): SED 515, EDU 501, SED 521 and Admission to the TEAM MSE Program
This course examines curriculum options and evidence practices available for teaching students who comes from a culturally and/or linguistically diverse background and are in need of specialized instruction.
SED 630 Teaching in an Inclusive Setting (3)
This course focuses on the skills teachers need to fully integrate students with special needs into general education settings. Models of teacher consultation and collaboration for instructional purposes and methods to modify teaching techniques, course content, materials, and grading procedures to accommodate students with special needs in inclusive classrooms are covered. A 25-hour field component in an inclusive education setting is included.
SED 642 SED Apprenticeship I (1)
Prerequisite(s): SED 515, RDG 515, EDU 501
The first apprenticeship provides an in-depth field experience in a special education setting throughout the first academic quarter. Students collaborate with a mentor teacher 28-30 hours per week in a partner school. The apprenticeship entails supervised teaching in a special education setting to facilitate the teacher candidate's ability to instruct students in the skills related to all subject areas of the curriculum, including literacy, mathematics, science, and social studies. Issues especially related to fluency, reading comprehension, and behavioral issues are embedded with apprenticeship assignments.
SED 643 SED Second Apprenticeship II (1)
Prerequisite(s): SED 515, RDG 515, EDU 501, SED 642, and SED 521
The second apprenticeship provides an in-depth field experience in a special education setting throughout the second academic quarter. Students collaborate with a mentor teacher 28-30 hours per week in a partner school. The apprenticeship entails supervised teaching in a special education setting to facilitate the teacher candidate's ability to instruct students in the skills related to all subject areas of the curriculum, including literacy, mathematics, science, and social studies. Issues especially related to fluency, reading comprehension, and behavioral issues are embedded with apprenticeship assignments.
SED 662 Pre-Kindergarten Special Needs Practicum (1)
Prerequisite(s): SED 521, SED 534, SED 665
Guided observation and practice teaching, plus meeting with college mentor; graduate students learn to apply developmentally appropriate strategies that are culturally responsive to early intervention special education environments. Students will complete a 55 hour practicum for a full semester
SED 665 Medical Issues & Learning Process for Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521
This course examines the medical aspects of specific health conditions associated with learners with special needs for ages 3 - 5. The integration of health care plans into classroom instruction is covered. Medical emergencies, physical management and training techniques for teaching personal care are covered. Issues in participating on transdisciplinary teams and the roles of community medical personnel are included. Intervention strategies for managing medical and educational needs for children with severe behavior problems will be covered. 10 Field Hours required.
SED 680 Foundations and Research of Gifted Education (3)
This course is a study of leadership and systems change. Students will explore what leadership is, characteristics of effective leaders, and reflect upon their own skills, knowledge, and disposition as leaders. Emphasis will be placed on understanding how to lead systems change to create inclusive educational environments for all students.
This course focuses on establishing a basic foundation for teachers who work with students who are gifted: academically and intellectually. Foundations and Research is designed in accordance with the National Association of Gifted Children standards and the Ohio Gifted Intervention Specialist Endorsement standards and will establish theory, philosophy, legislation, theory and trends in Gifted Education. Ultimately, students will critically assess such philosophies, practices, and theory and apply and evaluate their effectiveness and impact in today's classroom.
SED 681 Underrepresented Populations of Gifted Students (3)
This course focuses on high-ability students from underserved populations including those who are limited English proficient, disabled, or from minority or low-income backgrounds. We will explore the issues of race, class, gender, and disability status as they interact with the construct of giftedness. Finally we will examine the obstacles to identifying students from diverse backgrounds, learning characteristics and behaviors of underrepresented gifted populations, and equitable and unbiased assessments
SED 682 Curriculum and Instruction of Gifted Students (3)
Prerequisite(s): SED 680
This course focuses on current theory and principles of differentiation and specific strategies that adapt instruction in order to meet the characteristics of gifted learners. Specific differentiation strategies that relate to student differences with high levels of ability are applied in the classroom setting.
SED 683 Creativity and Critical Thinking in Gifted Education (3)
Prerequisite(s): SED 682
This course focuses on theories, research, practical strategies and resources on creativity and critical thinking, with an emphasis on specific teaching exercises and lesson plans, and sources for additional materials for developing creativity and critical thinking with gifted learners.
SED 684 Leadership and Coordination of Gifted Education Programs (3)
Prerequisite(s): SED 682
This course is designed to develop an understanding of program policy, administration and evaluation related to gifted education. State policy and regulations regarding identification, programming, education plans, and funding will be addressed. Advocacy and communication, professional development and in-service design will be examined to further the development of a school program.