Those enrolled in this course will examine the foundations, definitions, concepts, and application of major theories, models, and theorists of giftedness, including the following themes:

• The Foundations and History of Giftedness
• Lewis Terman’s Longitudinal Studies of Gifted Children
• Francoys Gagné’s Differentiated Model of Giftedness and Talent
• Joseph Renzulli’s Triad Model of Giftedness
• Robert Sternberg’s Theory of Successful Intelligence
• Howard Gardner’s Theory of Multiple Intelligences
• J.P. Guilford’s Structure of Intellect Model and Model of Creativity
• Kerrie Unsworth’s Matrix of Creativity Types
• George Betts’s Autonomous Learner Model
• Donald Treffinger and Edwin Selby’s Levels of Service Model
• Available Resources on Theories and Models
• Contemporary Definitions of Giftedness

A workshop is designed for intensive study of an educational topic or problem.

A workshop is designed for intensive study of an educational topic or problem.

The institute is designed to provide preparation for teachers and administrators in a specialized area.

The institute is designed to provide preparation for teachers and administrators in a specialized area.

This course takes a deeper examination on the purpose of assessment and qualifies the value of feedback and distinguishes between formative assessment and summative assessments. The features of validity, reliability, precision, practicality, and efficiency will be as they relate to assessment. The components of classroom assessment: purpose, measurement, interpretation, and use will be investigated. The implications of special education and student Individual Education Plans (IEP’s) as the relate to differentiation for some students will be examined. The value and use of learning targets and effective questioning both for instruction and assessment purposes will be identified. Resources for teaching student assessment taking skills will be given.

This course is designed to help instructors meet the goal of having an inclusive classroom. Although all students are unique, there are categories of students that require special effort and focus by the teacher to include them. Federal laws have identified and labeled specific categories of students who are to receive specific accommodations and types of instruction. There additional categories identified at the state government level and some district levels that instructors are required to recognize and accommodate. These considerations are important for the students’ educational experience but they are also important for the teacher to comply because the requirements carry the weight of law. In addition, this course provides guidance in ways to promote an inclusive classroom atmosphere and to help students develop skills in studying and test taking.

This course is a study of the nature and complexities of the educational research process. Indentification and completion of any approved educational project is a course requirement. Students will be provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic concepts and principles of improving schools through research designs. Both the traditional content and electronic resources of research are emphasized. The student will study how to identify, delineate, operationalize, and write a research proposal.

In this foundation course in the Driver Education program, candidates will be introduced to key components of driving safety required in driver education programs. Candidates will develop their understanding of the complexity of teaching driving safety with specific focus on driving techniques, traffic laws, risk prevention, and management practices and procedures.

This required methodology course in the Driver Education program provides a foundation for how to engage in high-quality instructional practices for developing and implementing a driver education program, and for providing instruction to students in driver education courses both face-to-face in the classroom and behind the wheel. Specific focus will be on developing curriculum and utilizing evidence-based instructional practices for teaching students safe operation of motor vehicles, adherence to traffic laws, and general rules of the road.

In this required course in the Driver Education program, candidates will work with a licensed supervisor and university faculty to apply their knowledge and skills in implementing driver education curriculum with case-study students, both face-to-face in the classroom and behind the wheel. Upon successful completion of this course, candidates will be prepared to plan, implement, maintain, and assess their own driver education program.

The Educational Psychology course explains the cognitive, linguistic, personal, social, and moral development of individuals as well as individual and group differences. This lesson also describes behaviorist and social cognitive views of learning, intrinsic and extrinsic motivation, and informal and formal assessments.

The Classroom Management course is to provide classroom instructors with the information needed to focus on the core principles and practices of classroom management. This course blends a humanistic, competency-based approach with an applied, research-based, behavior management approach to provide instructors with the best current thinking on effective classroom management.

The Secondary Methods course discusses how to teach effectively in today's secondary schools. This course develops an understanding of various learning modes, learning styles, multiple intelligences, questioning techniques, and other instructional strategies to engage students and be effective in today's secondary classroom. This course demonstrates strategies for ongoing professional development for teachers.

The Learning and the Brain course describes the roles, functions, processes, and physical makeup of the brain and how it can be leveraged for optimal learning. This course defines the structure of the brain, how it functions, and how to enhance student cognition and development of academic skills. The course will also provide the classroom instructor with tools to help the student understand short and long term memory, identify factors that influence students' ability to remember, and understand higher level thinking and effective problem solving. Finally, this course will also help explain how multiple intelligences and learning styles can affect curriculum development and learning.

The Thinking Maps course is designed to enable teachers at all levels to use Thinking Maps as a common visual language for learning. These thinking process tools are the foundation for learners' continuous cognitive development, from school to work. Thinking Maps are used for content-specific and interdisciplinary learning, thus giving schools a common set of tools for integrating teaching, learning and assessment. Given direct training in using these maps, students have concrete tools for independently and interdependently seeking patterns in information. These unique attributes of Thinking Maps support students becoming independent, reflective, lifelong problem solvers and learners. Students are empowered to draw on a range of different and related thinking processes, and they are motivated to persevere during complex tasks.

The purpose of this online asynchronous delivered two-part course is to develop new knowledge to help those witnessing sexual misconduct by colleagues to make appropriate interventions. As a character in an interactive movie participants will maneuver through the complex, emotional, and often morally ambiguous world of teaching. Students will make decisions at strategic points in the interactive movie answering thoughtprovoking questions about seemingly insignificant yet pivotal situations teachers, administrators, and others who interact with young people face throughout the year.

This course is designed to help instructors meet the goal of having an inclusive classroom. Although all students are unique, there are categories of students that require special effort and focus by the teacher to include them. Federal laws have identified and labeled specific categories of students who are to receive specific accommodations and types of instruction. There are additional categories identified at the state government level and some district levels that instructors are required to recognize and accommodate. These considerations are important for the students’ educational experience, but they are also important for the teacher to comply with because the requirements carry the weight of law. In addition, this course provides guidance in ways to promote an inclusive classroom atmosphere and to help students develop skills in studying and test taking.

This course explores the purpose of assessment and examine the value of feedback and distinguish between formative assessment and summative assessment. The features of validity, reliability, precision, practicality, and efficiency will be as they relate to assessment. The components of classroom assessment: purpose, measurement, interpretation, and use will be investigated. The implications of special education and student Individual Education Plans (IEP’s) as the relate to differentiation for some students will be examined. The value and use of learning targets and effective questioning both for instruction and assessment purposes will be identified. Resources for teaching student assessment taking skills will be given.

Designed for HESA students, this course is a study of the nature and complexities of the educational research processes. Identification and completion of any approved educational research project is a course requirement. Students will be provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic concepts and principles of improving schools through research designs. Both the traditional context and electronic resources of research are emphasized. The student will study how to identify, delineate, operationalize, and write a research proposal.

This course focuses on research-based principles for engaging PK-12 learners with the aim of fostering in them a disposition of lifelong learning. Topics include: strategies for fostering intrinsic motivation, using technology to stimulate engagement, strategies for engaging the reluctant learner, and maintaining your own motivation as an educator. The course emphasis is on the practical application of strategies customized to the graduate student’s own field of educational interest.

A graduate-level workshop designed for intensive study of an educational topic or problem.

The institute is designed to provide preparation for teachers and administrators in a specialized area.

Opportunity for graduate-level students to obtain experience in instruction under the supervision of the graduate faculty.

Provides the student an opportunity to obtain practical experience in an area of interest. The student will be under the supervision of a selected practitioner.

This course is designed to relate theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating directly or indirectly to the area being studied.

Opportunity for post-graduate students to relate theory to practice in a school setting.

This course is designed to relate theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating directly or indirectly to the area being studied.

This course is a study of the nature and complexities of the educational research processes. Identification and completion of any approved educational research project is a course requirement. Students will be provided opportunities to acquire greater awareness, familiarity and knowledge of the most basic concepts and principles of improving schools through research. Both the traditional content and electronic resources of counseling research are emphasized. The student will study how to identify, delineate, operationalize, write a research proposal and program evaluation.

Development of skills needed in counseling and consulting.

Development of skills needed in counseling and consulting.

Overview of counseling issues relating to human growth and development through the lifespan.

Historical background, the helping relationship, ethical issues, and counseling as a profession are emphasized.

Includes the meaning of work in our society through the life-span and the relevance of career

development to counseling in a variety of settings. Career theory, assessment, information and

community resources are emphasized.

Conceptual mode for appraising individuals, including methods, instruments, and interpretation.

A study of the major theories of counseling and related issues.

This course covers the principles and practices of managing a counseling program. Candidates will draw from theories of and techniques of group and individual counseling to promote academic, career, and personal/social development of learners. Candidates will demonstrate their use of technology to implement individual and group counseling theories in the classroom. The course is created to help the candidate understand the foundations and rationale for comprehensive developmental school counseling programs. Further, candidates will develop the understanding and skills to use teaming and consultation, collaboration, and coordination in an effort to develop programs that facilitate interaction between learners and their environment. Content addresses career and personal social issues, with the end goal of removing barriers to, and improving educational performance.

This course will be composed of student development theories relevant to student learning and personal, career, and identity development in relation to the college counseling and student affairs profession. Students will understand the principles of student development in the college setting, and how these factors impact life, education, and career choices. Resources to meet the needs of students will be explored in how they improve student learning personal growth, professional identity development, and mental health.

Includes theories, types of groups, group leadership, group dynamics, and a group experience.

An examination of the major categories of socioeconomic change likely to affect the purposes, techniques, and settings for counseling. An ongoing inquiry into the interactions between the social, political and economic systems. It provides a forum for developing a personal orientation to individual behavior, and the form and substance of counseling.

The course will center on the contextual dimensions and practice of college counseling and student affairs in higher education settings. The course content will address organizational trends in higher education settings and the impact of systemic barriers on student access to education and services. Additionally, students will understand the functions and strategies to address a broad range of issues in higher education settings. Students will apply models and preventative strategies to address violence, mental health and behavioral disorders, and addictions effecting student success. 

Study of the counseling approaches, skills, techniques, and intervention strategies relevant to the educational, social and developmental needs of children. Also appropriate for elementary school teachers seeking certification renewal and/ or enhancement of interpersonal relationship skills.

Major ethical issues facing counselors in marital and family counseling, group work, community, and private practice counseling.

This course is designed to provide an opportunity for understanding the concept of recognition and categorizing dysfunctional behaviors and mental processes. Standards for categorizing purposes, uses, and ethics of categorization will be explored in a seminar/discussion format emphasizing the DSM-IV.

This course aims to address a foundation of principles and history that provide a base of concepts and skills that promote students’ professional identity and preparation for a career in clinical mental health counseling settings. 

An examination of dysfunctional family processes and current theories of counseling. An inquiry into healthy family functioning and the role of marital instability and divorce. Opportunities are provided to develop a basic orientation and apply techniques in counseling couples and families.

This course serves as a foundational introduction to the medical foundations of addictions in the context of clinical mental health counseling. This course will explore the nature of addiction theory and skills in counseling. The etiology of addictive behaviors will be examined in the context of human development, counseling skills, and the clinical mental health counseling profession.

The purpose of this course is to provide students with an overview of the theories and practices of Childhood and Adolescent counseling. Students will understand the practice of childhood and adolescent counseling in the context of mental health counseling. The etiology of childhood specific disorders will be examined in the context of diverse populations, counseling skills and diagnosis.

Students will examine the nature of advanced counseling skills in the context of the mental health counseling profession. This course is designed to provide experiences in the exploration and application of individual counseling techniques. The course will present frameworks for applying and examining the counseling process. Role playing, self exploration and structuring of the counseling relationship will be emphasized to measure student learning.

This course serves as an advanced clinical for the application of group counseling theory and techniques in the mental health counseling profession. Through direct experiences, students will explore group counseling in regard to dynamics and advanced theories. The course will focus on the characteristics and functions of exceptional group leaders.

This course introduces the development of skills and knowledge for crisis intervention and management in counseling, including prevention, planning, intervention strategies and evaluation. This course is created to help the student understand the foundations and rationale for counseling those impacted by trauma.

This course serves as a foundational introduction to the medical foundations of addictions in the context of clinical mental health counseling. This course will explore the nature of addiction theory and skills in counseling. The etiology of addictive behaviors will be examined in the context of human development, counseling skills, and the clinical mental health counseling profession.

The purpose of this course is to provide students with an overview of the theories and practices of Childhood and Adolescent counseling. Students will understand the practice of childhood and adolescent counseling in the context of mental health counseling. The etiology of childhood specific disorders will be examined in the context of diverse populations, counseling skills and diagnosis.

Students will examine the nature of advanced counseling skills in the context of the mental health counseling profession. This course is designed to provide experiences in the exploration and application of individual counseling techniques. The course will present frameworks for applying and examining the counseling process. Role playing, self exploration and structuring of the counseling relationship will be emphasized to measure student learning.

Includes theories, types of groups, group leadership, group dynamics, and a group experience.

Practicum is a clinical experience that focuses on the counseling student's skill development in working with children and youth to enhance their own healthy adjustment and decision-making. Therefore, this course is designed to provide the students with actual experience in a counseling setting to provide an orientation to the variety of responsibilities of counselors and to further develop and refine their skills. Further, the intent of the course is to expose students to a variety of clients and client problems and to give them counseling experience of moderate length (4-8 sessions). In addition, students will be given the opportunity to test their own theoretical point of view in an actual counseling setting.

This course is designed to relate theory to practice in a realistic fashion. COUN 878 meets Standard 3: The professional school counselor understands and demonstrates appropriate counseling skills to address the needs of individuals throughout the stages of human development, processes knowledge of related human behavior at all developmental levels, in multicultural contexts, and the impact of the stages and behaviors on learning and family dynamics. The candidate is placed in a situation where experiences will relate directly to the area studied. Candidates demonstrate counseling related skills and evaluate their impact in multicultural contexts, human development, and familial dynamics. Candidates are evaluated b their on-site and university supervisor. Assignments include planning, scheduling, class-room guidance, observations, case conceptualizations, taped demonstrations, and reflections.

This course is designed to relate theory to practice in a realistic fashion. COUN 879 meets Standard 3: The professional school counselor understands and demonstrates appropriate counseling skills to address the needs of individuals throughout the stages of human development, possesses knowledge of related human behavior at all developmental levels, in multicultural contexts, and the impact of the stages and behaviors on learning and family dynamics. The candidate is placed in a situation where experiences will relate directly to the area studied. Candidates demonstrate counseling related skills and evaluate their impact in multicultural contexts, human development, and familial dynamics. Candidates are evaluated by their onsite and university supervisor. Assignments include planning, scheduling, class-room guidance, observations, case conceptualizations, taped demonstrations, and reflections.

This class provides the counselor with experience in a work setting appropriate to the individual's major area of emphasis. A minimum of 300 clock hours is

required for each three hours of credit.

Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the advanced knowledge and skills they have acquired. 

Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the advanced knowledge and skills they have acquired. 

Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the knowledge advanced knowledge and skills innate to school counseling.

Internship is designed to provide a transition from academia to the world of practice. Students have an opportunity, under the direct supervision of an appropriately credentialed practitioner in an appropriate setting, to apply the knowledge advanced knowledge and skills innate to school counseling.

This course outlines the conceptual and empirical literature on clinical supervision, including models, approaches, techniques, relationship and process issues, groups, evaluation, and ethical and legal considerations. Students will develop conceptual knowledge, skills, and self-awareness related to core topics in clinical supervision while exploring curriculum areas through readings, discussions, and application via supervision skills role plays. Students will also explore cultural issues in clinical supervision and understand the process to facilitate productive outcomes between the supervisor and supervisee. 

The advanced practicum experience provides students the opportunity to develop and assess their counseling and consulting skills within the EdS program. The expectation is that students are licensed in their field and performing duties they will document in the experience. Students will propose a plan of activities designed to enhance their ability to conduct individual counseling, group counseling, consultation, and leadership activities with a variety of clients in diverse settings. The experience places considerable responsibility on the student to plan, implement, and evaluate their progress toward goals that are approved by the program faculty.

This course will help future building leaders gain a better understanding of action research methods by examining their personal instructional practice systematically, using the techniques of action research to target an area of personal concern, and exploring possible solutions and interventions that can improve their practice. This online course discloses course content associated with action research and the processes and procedures for conducting action research culminating in the development of an action research plan. Students will develop educational leadership skills that include conducting a literature review, collecting and analyzing data, and developing the first cycle of an action plan with the purpose of enriching an educational setting.

This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of educational organization leadership by examining ethical leadership in a variety of settings and methodologies. Candidates are exposed to a wide range of activities that include theory and practical application.

This course is designed to assist prospective building administrators in developing fundamental knowledge and application of innovative communication tools that provide timely, two-way communication between administrators, faculty, students, parents and community. Social media and the use of free, web-based communication tools will be a primary focus of this course.

This course was designed to help potential building administrators become culturally responsive leaders. It is essential that aspiring principals develop the culturally responsive leadership skills needed to support their school and their school community in ensuring that all children and adults receive what they each need within an environment and system that is intentionally built for them to achieve academic, social, and emotional success regardless of race, ethnicity, language or other characteristics of their identity.

This course was designed to help potential building administrators become culturally responsive leaders. It is essential that aspiring principals develop the culturally responsive leadership skills needed to support their school and their school community in ensuring that all children and adults receive what they each need within an environment and system that is intentionally built for them to achieve academic, social, and emotional success regardless of race, ethnicity, language or other characteristics of their identity.

This course is designed to help candidates seeking district-level positions within a preK-12 school district understand and demonstrate the capacity to promote the use of the Future Ready Technology Leaders Framework and International Standards for Teacher Education (ISTE) Standards for Educational Leaders. This course will develop students’ skills in becoming an advocate for equity and citizenship, visionary planner, empowering leader, systems designer, and connected learner.

This course will overview data literacy skills required for leading PK-12 Districts. This course will explore data collection, sources, management, security, ethics, assumptions, and limitations. Students will explore big data to learn strategies for organizing, managing security and interpreting data analytics.

This course explores the use of quantitative and qualitative analysis strategies using district data. This course will develop students’ skills in using appropriate statistical measures as well as qualitative coding strategies to accurately analyze and interpret data. 

This course is designed to build students’ skills in interpreting, communicating and presenting data results in a meaningful way. Emphasis will be on evaluating and appropriately using data analyses as a basis for decisions and actions. 
 

In exercising the rights and responsibilities affecting the governance of the District, the Board will adopt policies serving as guidelines for the organization and administration of schools. Administrative authority, and the power to delegate such authority, will be given to the superintendent who has sufficient legal authority to implement the board’s policies and run the day-to-day operations of the district. This course will discuss policies that represent official positions of the Board, and (2) federal, state, and local statutes that drive the legal basis for these policies and regulations. These procedures must be in compliance with all laws, rules, and regulations that apply to the district.

This course is designed to assist prospective district building administrators in developing a fundamental knowledge and application of administrative roles and responsibilities for the efficient operation of the school district as mandated by state statutes and the local school board. Key topics addressed are: supervision and evaluation of school personnel; scope of authority over operations; fiscal, curriculum, instruction; collective bargaining process; and long range planning.

The school superintendent is in charge of more than just instructional aspects or the supervision of the employees and educators of a school district. A large part of the superintendent's duties includes the financial responsibilities of the district. This course is designed to develop the skills needed for working with the fiscal activities in public education, including knowledge of state and local responsibilities, sources of revenue, and other functions related to financing public school education at the district level.

This course is designed to relate educational administration theory to practice in a realistic fashion. The student is placed in a situation where experiences may be obtained relating to positions in Central Office Administration.

Students will examine various methodologies used in educational research, analyze ethical issues associated with it, and design practical application of research methodology to assessment and evaluation in higher education.

This course explores the theoretical foundations of diversity and social justice that emerge from various fields. These will then be applied to the higher education setting. Perspectives from various ideological positions will be explored.

The practicum is designed to serve as an to develop and practice skills and it also provides a transition into the next steps of the student's professional employment. The practicum provides the opportunity for the students to apply the theories and skills gained from course work and apply it within a practical setting while integrating the experience into a conceptual frame of reference. Successful completion of the practicum will increase the student's competence and marketability upon graduation. The practicum will offer the opportunity to observe or participate in the activities and responsibilities that are considered to be the major functions of the office in which the practicum is located.

This course presents an overall picture of distance education, an understanding of technologies used in online learning, and skills to develop web-based instruction.

This is an online professional education course designed for candidates in the Master’s Program for the Department of Advanced Education Programs (AEP).  Candidates will investigate, design, peer review, and field test research-based instructional units.

COURSE DESCRIPTION - This course is designed to strengthen your knowledge and skill ability as a leader in innovative utilization and integration of Google in Education. At the completion of this course, you will be able to explain the differences between Google Apps for Education and other commercially available software products. You will also be able to demonstrate and train others on how to use Google products to enhance or improve teaching and learning. In addition, you will be exposed to materials that will help prepare you to take the Google Certified Educator Level 1 exam so that you can help other educators and schools integrate Google tools by providing direct training and other services.

Comprehensive toools, student-lead training, presentations, and materials are developed within a professional electronic portfolio to illustrate the student's knowledge, skills, and ability.

This course will introduce reference problems and techniques that are applicable to a school library media center. Students will become acquainted with basic general reference sources. Standards for reference material evaluation will be emphasized.  The students will develop lessons implementing research skills.  This course will also include introductory skills necessary for cataloging all materials in a school library media setting.  Application of both traditional and electronic records will be discussed.

Library media observation and practice, with instruction in the use of materials and services in school libraries that are curated in an electronic portfolio. Supervised work experience in a school library is arranged.

Candidates participate in a deep study of the science of reading over an extended period. Through independent learning and live trainings, candidates will develop an understanding of the key components of literacy development, literacy assessment, and effective literacy instruction. Engagement in case studies allows candidates opportunities to put concepts into practice as they learn.

Candidates participate in a deep study of the science of reading over an extended period. Through independent learning and live trainings, candidates will develop an understanding of the key components of language comprehension and effective comprehension instruction. Engagement in case studies allows candidates opportunities to put concepts into practice as they learn.

Course Description: This course is designed to support candidates in their ability to integrate science of reading theory into assessment and instructional practice. Candidates will engage with concepts of phonological and phonemic awareness, phonics, morphology, etymology, syntax, fluency, and comprehension. Candidates will also develop and broaden their understanding of writing and literacy assessment. This course prepares candidates for the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI) exam.
 

Literacy is a complex topic involving many dimensions. Some of these dimensions will be explored in this class as we take our understanding of literacy development, assessment, and instruction beyond merely a Simple View. Candidates will explore the role of ethics and dispositions in literacy assessment and instruction. Candidates will also develop an understanding of the complexities various issues relating to diversity, disability and trauma add to assessing and teaching literacy skills and explore the role family and community connections can play in supporting students' literacy development.

Designed for teachers, supervisors, administrators, and librarians who have previous background with literature appropriate for children and/or young adults. Emphasis is placed on current titles, using literature to teach concepts across the curriculum, and employing various strategies with literature based on the science of reading to engage readers and support struggling readers.

This course focuses on the reading process and the science behind using strategies to develop proficient content area readers. Candidates design instruction that enhances students’ use of literacy tools to construct a more meaningful understanding of the content area.

This course is designed to build common knowledge, develop depth of understanding, and focus on the critical examination of scientific-based research covering the current issues and trends in literacy and language arts instruction including interventions for children with reading disabilities.

This course provides clinical practice in conducting intensive evaluations of students with reading disabilities based on the science of reading. Candidates will learn to administer, score, and interpret informal and standardized test instruments, including the administration and interpretation of parent and child interviews for background information.

This course explores underlying language and literacy development from a psycholinguistic perspective, allowing candidates to focus on the science behind how students learn various aspects of language.  Classroom techniques to foster emergent literacy development are stressed.

This practicum is an in-depth study and application of knowledge of reading process and product in a setting involving children and/or undergraduates. This practicum combines both hands -on expereinces working with learners in reading instruction and content to be obtained from resource materials, including professional journals, textbooks, and the instructor. Through practicum experiences, interviews, and discussions with cooperating teachers, interviews and the instructor. Through practicum experiences, interviews, and discussions and cooperating teachers, interviews, and discussions with the administrator of the reading program, and thorough reading of textbooks and/or professional journals the participant enrolled in this practicum should demonstrate the objectives set forth by the KSDE in relation to reading specialist endorsement.

Study of the educational research processes specifically related to special education. Candidates will be provided with opportunities to acquire familiarity with and knowledge of the most basic concepts and principles of improving special education programming in schools through research. Candidates will study how to identify, delineate, operationalize, and write a research proposal. Upon course completion, candidates will be critical consumers of educational research as applicable to special education in their school contexts.

This course prepares students to plan, use and report on formal and informal assessments with individuals with low incidence disabilities. Students will gain knowledge and skills in analyzing data from standardized tests, alternate assessments, and progress monitoring measurements. Students will also acquire skills in using assessments to make decisions that will improve instructional and learning outcomes.

This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where he may obtain experience relating directly or indirectly to the area being studied.

This course provides an overview of autism spectrum disorder and leadership competencies. It includes an outline of the nature of autism spectrum disorder (ASD) in terms of etiology, characteristics, trends, legal guidelines and supports for students. It also focuses on the principles of leadership and individuals’ motivational capacities. The course will examine one’s leadership journey as well as the communication, behavioral, and social-emotional needs of individuals with ASD from infant to adulthood.

This course focuses on two main areas: (i) ways to become effective leaders; and (ii) strategies for working with students with autism spectrum disorder (ASD). Students will learn and utilize leadership skills such as communication, collaboration, and conflict resolution strategies. Additionally, the course will delve into   strategies and technological considerations for working with students with ASD as related to communication, emotional, behavioral, and social skills. It includes learning on Augmentative Assistive Technology (AAT), Individualized Education Plan (IEP) and instructional strategies for students with ASD.

This course provides an overview of assessing P-12 students identified under the umbrella of autism spectrum disorder (ASD). It provides an outline of the assessments used to determines students with ASD strengths and skills, and the skills to be developed to increase independent functioning. Both formal and informal assessments will be examined. Assessment results will guide instructional planning in communication, behavior, and social skills. In addition, the course includes writing appropriate SMART goals for Individualized Education Plans (IEPs) and instructional strategies for use with social stories.

This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.

This advanced course is designed to relate theory to practice in a realistic setting. Candidates obtain practical experiences relating directly or indirectly to managing the behaviors of students with low incidence disabilities. This course explores various theoretical models accounting for human behavior and strategies for managing students’ behavior through proactive, preventative, and positive approaches. It includes conducting and implementing Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP) for students with low incidence disabilities. 

This course focuses on research-based instructional techniques and strategies in working with students with reading difficulties. Course addresses the elements of reading, intervention strategies, instructional materials, and assessments to identify students with reading difficulties. It will delve into meeting the instructional needs of students with dyslexia. 

This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.

This culminating course is designed to connect theory to practice where candidates engage with students with high incidence disabilities. It includes a minimum of 100 hours of direct and/or indirect experience working with students with exceptionalities. It also includes preparation exercises for local, state and national assessments.

The purpose of this course is to provide best practices and procedures for teaching students with low incidence disabilities. The intent is to examine the developmental and learning needs of each individual as a total person and to determine the psychological and physical structuring of the learning environment that will optimize the acquisition of appropriate and needed skills and behaviors. Candidates will examine appropriate instructional programming and evidence-based practices for students with low incidence disabilities, and will learn to write IEP (Individual Education Plan) and instructional plans to address both academic and functional needs of students.

This course is designed to relate theory to practice in the education of students in mental retardation at the educable level.

This advanced course is designed to relate theory to practice in the education of students with low incidence disabilities. It delves into strategies for working with students with low incidence disabilities, including but not limited to: Autism Spectrum Disorder, Deaf-blindness, Deaf and Hard of Hearing, Developmental Delay, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment, including Blindness. Candidates will obtain experiences relating directly or indirectly to the areas being studied, by engaging in a minimum of 100 hours with students with low incidence disabilities.

Those enrolled in this course will examine the foundations, definitions, concepts, and application of major theories, models, and theorists of giftedness, including the following themes:

• The Foundations and History of Giftedness
• Lewis Terman’s Longitudinal Studies of Gifted Children
• Francoys Gagné’s Differentiated Model of Giftedness and Talent
• Joseph Renzulli’s Triad Model of Giftedness
• Robert Sternberg’s Theory of Successful Intelligence
• Howard Gardner’s Theory of Multiple Intelligences
• J.P. Guilford’s Structure of Intellect Model and Model of Creativity
• Kerrie Unsworth’s Matrix of Creativity Types
• George Betts’s Autonomous Learner Model
• Donald Treffinger and Edwin Selby’s Levels of Service Model
• Available Resources on Theories and Models
• Contemporary Definitions of Giftedness

Students will examine both general and specialized curricula, focusing specifically on locating, evaluating, and implementing evidence-based instructional strategies that will support the learning of diverse students identified as gifted. Candidates will evaluate best practices in program planning and the appropriate curriculum and instructional strategies for meeting the unique needs of the gifted learner. Students will apply differentiated instructional strategies to design lesson plans which promote advanced cognitive skill, promote creativity and leadership, and address affective and character growth.

Students in SPED 855 will examine a variety of assessment methods to both identify and to continuously monitor the progress of diverse students identified as gifted. Assessment methods included, but are not limited to: state/national referral and identification practices, formative assessment models, summative assessment models, progress monitoring models. Students will identify and articulate the roles of educators, parents, and the community in the assessment process, and demonstrate competency in communicating identification/assessment results successfully.

This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.

This course provides an overview of the educational stages in special education, i.e., from early childhood to post-secondary. The course will address the different transition points that students with exceptionalities have to go through, as students move from home to school, grade to grade, school to school, and school to community/post-secondary. It will focus on working with students from pre-K to adolescents, collaborating with families and professionals, and preparing transition plans. It will also highlight the importance of family and community engagement in the holistic development of children with special needs. 

This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the area being studied.

This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where he may obtain experiences relating directly or indirectly to the area being studied.

This advanced course is designed to relate theory to practice in a realistic setting. The student is placed in a situation where experiences are obtained in the area studied.