Course Archive, Graduate
Childhood Education, Reading, and Disability Services
EDE 5931r
Special Topics in Elementary and Middle School Education (3)
Provides in-depth examination of topics related to elementary and middle school education. May be repeated to a maximum of nine (9) semester hours. May be repeated in the same semester.
EEX 3601
Applied Behavioral Analysis of Special Education (3)
EEX 4201
Typical and Atypical Development and Learning (3)
This course examines typical and atypical learning and development throughout the lifespan.
EEX 4770
Human Exceptionality (3)
This course will increase learner knowledge and awareness of the characteristics and needs of people with exceptionalities, and acquaint learners with the resources, issues, and trends related to appropriately meeting these needs.
EEX 5017
Typical and Atypical Early Development (3)
Focuses on typical and atypical development in the early years.
EEX 5087
Middle and Secondary Curriculum for Learners with Disabilities (3)
This course assists participants to develop curricular planning skills for middle and high school students with disabilities. Emphasis is placed on evidence-based instructional strategies.
EEX 5089
Adaptations and Accommodations for Learners with Disabilities (3)
This course provides information regarding adaptations and supports that enhance the education of children and youth with learning and behavior challenges. Emphasis is placed on procedures that adapt the general education curriculum.
EEX 5234
Development and Assessment of Individuals with Severe Disabilities (3)
This course provides participants with the knowledge necessary to understand the effects of severe disabilities (severe/profound disabilities, autism, dual sensory impairments) on development and learning and the skills needed to assess individuals with severe disabilities.
EEX 5225
Assessments of Students with Disabilities (3)
EEX 5234
Development and Assessment of Individuals with Severe Disabilities (3)
The purpose of this course is to provide class participants with the knowledge and skills necessary to understand the effects of severe disabilities (i.e., severe/profound mental disability, autism spectrum disorder, and dual sensory impairments) on development and learning. A further purpose of the course is to provide participants with the ability to appropriately assess the skills and abilities of students with severe disabilities in a way that assessment results can be translated into meaningful educational interventions.
EEX 5235
Instructional Environments: Ethical, Legal, Safety, and Classroom Management Considerations (3)
This course is designed to provide participants with the knowledge and skills necessary to organize the physical, social, and instructional environment of a classroom that includes a heterogeneous group of learners.
EEX 5239
Assessment & Methods in Early Childhood Special Education (3)
Prerequisite: EEX 5017
Focuses on formal and informal evaluation techniques and individualized instruction for young children with disabilities.
EEX 5246
Mathematics for Students with Disabilities (3)
This course equips teachers to address the needs of learners with high incidence disabilities in grades K-12 when teaching mathematics skills. Methods and techniques learned are appropriate for a variety of classroom settings.
EEX 5248
Positive Behavior Support (3)
This course provides participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior supports in keeping with the Individuals with Disabilities Education Act of 1997.
EEX 5256
Literacy for Learners with Disabilities (3)
This course introduces the major reading components of scientifically-based reading research as applied to learners with disabilities: phonological awareness, phonics, fluency, vocabulary, and comprehension. Additional topics include models of typical and atypical reading development and principles and practices of differentiated instruction.
EEX 5259
Literacy for Learners with Disabilities (3)
This course introduces the major reading components of scientifically-based reading research as applied to learners with disabilities: phonological awareness, phonics, fluency, vocabulary, and comprehension. Additional topics include models of typical and atypical reading development and principles and practices of differentiated instruction.
EEX 5286
Preparing Individuals for Transition (3)
Planning and implementing appropriate transitional services for youths with disabilities in the public schools.
EEX 5298
Teaching Students with Autism (3)
This course provides class participants with the knowledge needed to develop effective communication, social, and language assessment and intervention for individuals with autism spectrum disorder.
EEX 5455
Assessment and Methods in Early Childhood Special Education (3)
Prerequisite: EEX 5017
Focuses on formal and informal evaluation techniques and individualized instruction for young children with disabilities.
EEX 5456
Program Development for Young Children with Disabilities (3)
Focuses on issues related to providing comprehensive services to young children with disabilities.
EEX 5704
Early Childhood and Elementary Education Curriculum for Special Educators (3)
This course provides special educators with knowledge of general early childhood and elementary curriculum. Emphasis is placed on evidence-based supports, modifications, and accommodations to allow the child with disabilities to access the general education curriculum.
EEX 5708
Teaming with Families, Schools and Community (3)
This course provides students with the knowledge and skills to collaborate and team with professionals from a variety of disciplines in the schools and other community agencies, to include family members in the collaboration process, and to support families of children with disabilities throughout the life cycle.
EEX 5765
Introduction to Special Education Technology (3)
Prerequisite: EEX 2010
Introduction to ways technology (computers) is used with special education students.
EEX 5774
Collaborative Transition and Career Planning for Students with Severe or Profound Disabilities (3)
This course teaches the planning and implementation of appropriate transition services for students with severe and profound disabilities in the schools at the secondary and post-secondary levels.
EEX 5841r
Field Laboratory Internship (1–12)
(S/U grade only)
A practicum course covering specific areas of in-depth field experiences in special education. May be repeated to a maximum of twelve (12) semester hours. Offered fall and spring semesters only.
EEX 5906r
Directed Individual Study (1–3)
May be repeated to a maximum of twelve (12) semester hours. Not offered summer term.
EEX 5931r
Special Topics in Special Education (1 - 3)
Investigation of a variety of topics in special education. May be repeated to a maximum of nine (9) semester hours.
EEX 5931r
Vocational Placement of Individuals with Visual Impairments (1 - 3)
Investigation of a variety of topics in special education. May be repeated to a maximum of nine (9) semester hours.
EEX 8966r
Master's Comprehensive Examination (0)
(P/F grade only)
EMR 5235
Teaching the Student with Profound Disabilities (3)
Knowledge and skills to implement and evaluate intervention for students with profound disabilities.
EMR 5803
Advanced Practicum in Mental Disabilities (3)
This course provides experience in developing, implementing and evaluating individualized educational programs for learners identified as having severe mental disability.
EVI 4011
Intro to Visual Disabilities (3)
Designed to provide an overview of the population of people who have visual impairments and the role of specialized service providers. Special attention is given to the effects of visual impairment on development and learning.
EVI 4211
Literary Braille (3)
In this course students will develop skills in the preparation of materials for blind students in the literary Braille code using a braillewriter. Interlining and proofreading are emphasized.
EVI 4230
Educational Management of Students with Visual Impairments (3)
Prerequisites: EVI 4211, 4212, 4312
The purpose of this course is to provide participants with the knowledge and skills necessary to manage the successful integration of students with visual impairments into the general education environment. Legal, ethical, and safety issues related to the education of students with visual impairments are explored. In addition, students are assisted as they prepare for their student teaching experience.
EVI 4254
Teaching Independent Living Skills to Students with Visual Impairments (3)
This course is designed to provide students planning to be teachers of students with visual impairments with the techniques and instructional tools to safely teach independent living skills, including the skills associated with food preparation, household management, personal grooming, clothing care, and health management.
EVI 4311
Teaching Reading and Writing to Students with Visual Impairments (3)
Prerequisites: EVI 4011, 4211, 4121
Prepares future educators with strategies and techniques necessary for determining the mode of reading and for teaching reading and writing skills to students with visual impairments.
EVI 4330
Teaching Students with Visual Impairments and Other Disabilities (3)
Introduces the techniques and strategies necessary for meeting the needs of students with visual impairments who have additional disabling conditions. An emphasis will be placed upon working with students with mental disabilities who also have a visual impairment.
EVI 5131
Teaching Deaf-Blind Individuals (3)
Skills and knowledge to teach deaf-blind/multisensory impaired individuals.
EVI 5221
Applied Methods in Orientation and Mobility (1)
This course explores the methods and strategies for teaching independent travel techniques to students/clients with visual impairments. Students participate in a field experience observing an orientation and mobility instructor working with individuals with visual disabilities. Methods, strategies, and information related to the teaching of independent travel skills are presented and discussed.
EVI 5222
Advanced Orientation and Mobility Procedures (5)
Prerequisite: EVI 4220
A study of methods in general navigation and environmental awareness relating to severe vision needs. Travel techniques are gained while working under simulated conditions. Pre-cane and cane techniques, residential travel, and navigating semi- business and business districts are among the skills practiced under blindfolded simulation. Permission from instructors is required. For O/M majors only.
EVI 5318
Special Methods of Working with Preschoolers with Visual Impairments (3)
Prerequisites: EVI 4011, 4121
Participants in this course develop the knowledge and skills necessary to effectively provide intervention services to the families of infants, toddlers and preschoolers with visual impairments. Activities center on conducting assessments, working with families, and designing and implementing interventions.
EVI 5325
Technology for Individuals with Visual Impairment (3)
This course is designed to acquaint students with a variety of electronic hardware and software alternatives that are utilized by individuals with visual impairments to access information in school, home and vocational environments. This course will include lecture, demonstration, peer-teaching and hands-on activities.
EVI 5355
Issues of Blindness in Society (3)
The purpose of this course is to examine the many issues related to being blind in a society predicated on the presumption that people can use vision to manage societal demands. The losses unique to visual impairment are explored and students are provided instructional strategies to assist individuals in living with visual impairment in a world designed for sighted people.
EVI 5931r
Seminar in Visual Disabilities (3)
Current topics in the field of visual disabilities. May be repeated to a maximum of six (6) semester hours.
EVI 5935
Studies in Research on Individuals with Visual Impairment (3)
This course is designed to familiarize students with the published literature related to providing services to individuals with visual impairments and to furnish students with a basic knowledge of the purposes of research in this field, common design strategies, research and analysis tools used, and methods for analyzing the quality of published research.
EVI 5943
Practicum in Orientation and Mobility (2)
Prerequisite: EVI 4220, 5222
This course provides students in the program of Orientation and Mobility with fieldwork experience observing and teaching students/clients with visual disabilities. Practicum students are exposed to a wide range of teaching experiences under the direct supervision of an experienced O & M instructor. To facilitate the learning process, the student is provided an opportunity to observe and teach in different areas, including a variety of simple as well as advanced O & M skills, with a variety of students/clients.
IDS 5347
Infant and Toddler Typical and Atypical Development (3)
This course provides participants with knowledge of typical and atypical development from birth to 3 years of age, with particular attention paid to the impact of disabilities and risk factors on development.
IDS 5348
Family-Centered Early Intervention (3)
This course provides participants with the skills to collaboratively develop, implement, and assess family-centered early intervention services that are provided within natural environments.
IDS 5349
Infant/Toddler and Family Assessment (3)
This course provides participants with knowledge of the processes of assessing infant and toddler development and family functioning in order to develop meaningful intervention programs within natural environments.
RED 4335
Content Area Reading for Secondary School Teachers(3)
This course introduces pre-service teachers to the role of literacy in the content areas. Students develop the knowledge, skills, and attitudes needed to meet the literacy needs of students. This course is required for all teacher education majors, with the exception of English education majors.
TSL 4324
English to Speakers of Other Languages (ESOL) Instruction (3)
TSL 5325
English to Speakers of Other Languages (ESOL) Instruction in the Content Areas (3)
The course is designed to prepare non-ESOL teachers to instruct English language learners in public school content areas (i.e., science, math, social studies) and noncontent areas (i.e., physical education, art). Emphasis is on language-sensitive instructional planning and delivery, adaptation of instructional materials for enhanced comprehension, testing and placement of students, and cross-cultural awareness. It satisfies the teacher certification requirements for content area teachers. It is not part of the ESOL Endorsement required of primary language providers.
