EDCI 101 Orientation (1). A course that provides an orientation both to the University and the field of teaching. It meets the requirement for University orientation. Should be taken the first semester of enrollment. Field experience required.

EDCI 201 History and Foundation of Education (3). A course that includes a study of the historical, philosophical, and sociological foundations of the American public schools, with emphasis on the traditional function of the American public school as a local community institution. Field experience required.

EDCI 210-220 Field Study in Education (2-2). A course that presents problems of teachers in active service in the fields of methods of teaching, curriculum materials, school-community relationships and school organization.

EDCI 351-352 Development Field Experiences for Teaching (1-1) The course includes field experiences in which students perform tasks related to teaching and teacher roles. The course may be taken separately or concurrently by consent of instructor but must be taken before student teaching. Prerequisite: Admission to Teacher Education.

EDCI 387 Curriculum Development (3). A course that present a critical study of the reorganization, construction, and administration of the school curriculum in light of modern educational principles and objectives. Prerequisite: Admission to Teacher Education. Field experience required.

EDCI 390A Methods of Elementary Teaching: Humanities and Social Studies (3). A course that addresses methods of instruction in what are broadly identified as humanities and social science areas: social studies, language arts, art, and music. Knowledge and skills are addressed in special methods associated with these disciplines and recommended practice at the elementary school level. Prerequisite: Admission to Teacher Education. Field Experience required. Course should be taken the semester before student teaching.

EDCI 390B Methods of Elementary Teaching: Sciences (3). A course that addresses methods of instruction in the areas of science, mathematics, and the instructional use of technology. Knowledge and skills are addressed in the teaching of science and mathematics content areas appropriate to the elementary school learner. The use of technology, especially microcomputers as instructional tools, is incorporated. Admission to Teacher Education. Field Experience. Course should be taken the semester before student teaching.

EDCI 417 Home Educational uses of Micro-Computers (1-3). A course that deals with various techniques for using the microcomputers in the home.

EDCI 418 Children and Micro-Computer Technology (1-3). A course that deals with computer language and software as it relates to the education of children.

EDCI 419 Technology in the School (1-3). A course that deals with computer introduction for secondary schools.

EDCI 420 Introduction of Word Processing in Elementary Education (1-3). A course designed to explore how word processing can benefit the elementary school student.

EDCI 470A Educational Seminar (3). A course that presents a study of current issues and research in education. Emphasis is placed upon the student's developing a coherent approach to educational theory and practice. Taken concurrently with EDCI 472N, Student Teaching in the Secondary School. Prerequisite: Admission to Teacher Education.

EDCI 470B Educational Seminar (3). A course that presents a study and analysis of the basic course content of courses taught in the elementary schools. Taken concurrently with EDCI 472E Student Teaching in the Elementary School. Prerequisite: Admission to Teacher Education.

EDCI 472M Enhanced Student Teaching in the Elementary School (12). A course that consists of directed observations, participation, and teaching in the elementary grades. It provides opportunities for students to work in typical school situations under the guidance of experienced teachers. Parallel readings and conferences for further interpreting and enriching these experience are held regularly. This course is open only to seniors and teachers with some experiences. Prerequisite: Admission to Teacher Education.

EDCI 472N Enhanced Student Teaching in the Secondary Schools, Grades 7 through 12 (12). Actual classroom experience in secondary schools under the charge of expert teachers in cooperating schools. Student teacher schedules should be arranged well in advance of the senior year and planned so as to enable the student to devote full time to student teaching during the semester in which the course is to be completed. Required for all students who are following the professional education core that leads to teaching as a career. Prerequisites: EDCI 201, PSY 242, EDCI 301, EDCI 387, the Department's specific methods course. Prerequisite:Admission to Teacher Education.

EDCI 490 Multicultural Education (3). A course designed to develop awareness, understanding, and sensitivity to the needs and interests of ethnic and cultural groups. The differences and similarities that characterize individuals and groups should be cherished for their worth and cultivated for the benefits they bring all people.

EDSE 305 Parenting Exceptional Children (3). A survey of categories of exceptionality, special needs of exceptional families, community resources, and child advocacy; methods for communicating with parents of exceptional children.

EDSE 333 Introduction to Special Education (3). A course that explores principles, characteristics, and special needs; local and state programs for diagnosis and care; educational provisions in regular or special classes, home teaching, social and vocational guidance. Field Experience required.

EDSE 336 Characteristics and Needs of the Mildly Disabled (3). A course that presents characteristics and needs of children who experience learning problems resulting from mental retardation, emotional disturbance, learning disability, traumatic brain injury, or unidentifiable causes.

EDSE 337 Characteristics and Strategies for the Physically Challenged (3). An introduction to learning, behavioral, and medical characteristics of the physically challenged. Strategies for meeting the students needs in the least restrictive environment are demonstrated. Field experience required.

EDSE 406 Characteristics and Needs of Emotionally Disturbed Children (3). A course that presents characteristics and degrees of severity, possible causes and groups of causes, relationships among personality, developmental factors, and behavior problems.

EDSE 407 Teaching the Emotionally Disturbed (3). A course that deals with needs and educational procedures; methods and materials for special and regular classes; treatment models and perspectives. Field Experience required.

EDSE 410 Nature of the Learning Disabled Child (3). A course that covers characteristics, identification and diagnosis, relationships to other disabling conditions, issues, and trends.

EDSE 411 Characteristics and Needs of Mentally Retarded Children (3). A course that covers characteristics, degrees of severity, identification, description, possible causes, and needs of the family.

EDSE 412 Teaching the Mentally Retarded (3). A course that deals with needs and educational procedures; methods and materials for special and regular classes. Prerequisite: Admission to Teacher Education. Field Experience required.

EDSE 413 Education of the Learning Disabled Children (3). A course that deals with needs and educational procedures; methods and materials for special and regular classes; treatment models and perspectives. Admission to Teacher Education. Field Experience required.

EDSE 435, 436, 437 Problems in the Education of Exceptional Children (3,3,3). An independent study. Consent of instructor in special education.

EDSE 454 Theory and Teaching Procedures for Exceptional Children (3). A course that introduces behavior modification, cognitive behavior following: diagnostic-prescriptive teaching, contracting, graphing, cooperative learning, peer tutoring, cognitive blend, role play, multicultural concepts, reinforcement and punishment strategies, and more. Prerequisites: Admission to Teacher Education and EDSE 333.

EDSE 455 Characteristics of Young Exceptional Children (3). A course that addresses the characteristics and needs of children with disabilities, aged 0-8. Included are psycho-social and developmental aspects and legal aspects. Field experiences required. Prerequisite: EDSE 333.

EDSE 457 Consultation and Collaboration (3). This course introduces various consultative and collaborative models of teaching, including strategies enhancing interactions between regular and special educators, and community partnerships which enhance educational services provided in schools. Field experiences are required. Prerequisites: Admission to Teacher Education, EDSE 454.

EDSE 459 Characteristics and Needs of the Gifted (3). A course that addresses the characteristics and needs of gifted children, including special needs of minority gifted youngsters. Cognitive, affective, and psychosocial domains will be covered, as well as an array of alternatives for the provision of special education services. Research and field-based experiences required.

EDSE 460 Teaching the Gifted (3). A course that covers predominant theoretical approaches, teaching procedures, and education of gifted students; methods and materials for special and regular classrooms and alternative administrative arrangements; application and demonstration; and field experiences. Prerequisite Admission to Teacher Education. Field Experience required.

EDSE 462 Educational Assessment of Exceptional Children (3). A course that deals with administration and interpretation of various educational, cognitive, and social assessment instruments. Prescriptive teaching strategies and behavior management techniques will be developed based on assessment results, and IEP's will be written. Observation and practical experience are required. Prerequisites: 333; 334 and 335. Prerequisite Admission to Teacher Education. Field Experience required.

EDSE 463 Teaching Early Childhood Special Education (3). A study of various team approaches (i.e. interdisciplinary and transdisciplinary), treatment models, and diagnostic-prescriptive teaching strategies. A variety of teaching methods and materials will be applied to the education of young children with disabilities in the areas of language, self-help, cognitive, motor, and social areas. Individual family service plans (IFSPS) will be written and professional responsibilities will be reviewed. Field experiences are required. Prerequisites: Admission to Teacher Education, EDSE 333, 454, 455, and 462.

EDSE 464 Managing Inappropriate Classroom Behavior (3). A course that presents theories, goals and intervention strategies for serving exceptional learners with mild to severe behavior disorder.

EDSE 468 Teaching Academics to the Mildly Disabled (3). A course that focuses on teaching language arts, health, social studies, science and arithmetic to those with disabilities. The diagnostic-prescriptive model is emphasized, and individual education programs (IEPS) will be developed. Field-based experiences are required. Prerequisites: Admission to Teacher Education, EDSE 333, 336, and 462.

EDSE 472 Medical Aspects of Exceptionality (3). A survey of the frequently occurring medical problems that impact upon the education of young children with disabilities. Preventing the spread of communicable diseases, procedures for changing ostomy bags, auctioning, CPR, tube feeding, and handling of seizures are among the topics. Field experience required. Prerequisite: EDSE 333.

EDSE 473 Practicum in Special Education (3). The practicum is designed for students who are not seeking teacher certification in Special Education, but desire supervised classroom experience in preparation for working in a non-school setting. Prerequisite: Students must have complete all required course work for the major in Special Education.

EDSE 480 Technology in Special Education and Rehabilitation (3). An in-depth study of the various technologies utilized in Special Education and Rehabilitation. Theories, goals, and intervention strategies (instructional and therapeutic) for developing and implementing computer based educational environments and aids for the disabled and gifted. Admission to Teacher Education. Field Experience required.

EDSE 483 Seminar in Mental Retardation (3). A survey of emerging professional and ethical issues related to mental retardation The focus is on exploration and clarification of special topics. Prerequisites: EDSE 333 or EDSE 411, 412 and 464.

EDSE 485 Seminar in Learning Disabilities (3). A survey of merging professional and ethical issues related to learning disabilities. The focus is on exploration and clarification of special topics. Prerequisites: EDSE 333, EDSE 460, 413 and 464.

EDSE 495 Student Teaching of Exceptional Children (12). A course that deals with observation and supervised practicum with exceptional children. Experience must be split between two of the following: Elementary and secondary programs for the mildly disabled: Role of consultant, inclusion, and resource teacher; or for the ECE students between home-based, school-based, and hospital based programs. Prerequisite: Students must have complete all required course work for the major in Special Education.

EDRD 310 Strategies for Successful Test-taking (1). A course designed for selected students. The major purpose of the course is to provide instruction that will facilitate the development of skills and techniques related to extending competencies in test-taking. Students must complete prescribed laboratory activities.

EDRD 419 Exploring the Language Learning Process (3). A course that covers current theory concerning the nature of reading, language, and learning as well as an overview of school reading-language arts programs.

EDRD 424 Teaching Reading in the Elementary School (4). A course that includes methods, materials and modern practices and trends in the teaching of reading at the elementary school level. Required only for students pursuing teacher certification in grades K-9 or K-12. Prerequisite: Admission to Teacher Education. Field Experience required.

EDRD 482 Teaching Reading Language Arts to Exceptional Learners (4). A course that covers language characteristics and the special reading-language arts needs attendant with the exceptional learner. The course is designed especially for the regular classroom teacher. Prerequisite: Admission to Teacher Education. Field Experience required.

EDRD 490 Directed Individualized Study in the Teaching of Reading (1-3). An individualized study. Consent of Instructor. Prerequisite: Admission to Teacher Education. Field Experience required.

EDRD 491 Reading and Study in Secondary Schools (3). A course designed for all subject matter teachers. Teaching strategies, designs, and materials for teaching comprehension, advanced study skills and vocabulary; formal and informal teaching pupil abilities and interests are covered. Required only for students pursuing teaching certification 7-12. Prerequisite: Admission to Teacher Education.

EDCI 501. Issues in Bilingual Education and Second Language Acquisition. (3) Current research on bilingual education, language development, and second-language acquisition from the fields of sociolinguistics and psycholinguistics. Emphasis on factors affecting development of skills in English as a second or foreign language.

EDCI 502. Teaching English Structure to Non-Native Speakers of English. (3) Advanced aspects of English grammar for teachers of English as a second or foreign language. Emphasis on comparative analysis of English grammatical structure, problems encountered by non-native speakers in learning English grammar, and methods for addressing these difficulties.

EDCI 503. Testing and Assessment of Non-Native Speakers of English. (3) Linguistic, cultural, educational, legal, and logistical aspects of assessing the educational needs of non-native speakers of English. Emphasis on culturally-sensitive, legally-defensible, and pedagogically- sound assessment and evaluation techniques.

EDCI 511. Research and Statistics in Education. (3) A course designed to introduce the student to different methods of conductingresearch, as well as to educate the student in planning an original piece of
research and developing a proposal for the research. A critical analysis is made of various types of research and the various manuals of acceptable styles for writing. Elementary statistics, analysis, and interpretation of data are included.

EDCI 526. Philosophy of Education. (3) A critical examination of the purpose of education in our elementary and secondary schools and the bearing of this purpose on problems of organization and administration, the selection of subject matter, and classroom practice. Consideration will be given to the significance of our education purpose and practice to our concept of a democratic society.

EDCI 527/627. Advanced Social Studies. (3) Designed for students who desire to explore newer practices and materials for the social studies program in elementary schools. (EDCI 627 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 528/628. Designing Middle School Curriculum. (3) Focused on school programs that are responsive to and effective for students in the early adolescent (11-15 years) range. Organization, evaluation, curricula, and processes for Implementation. For teachers, administrators, counselors, supervisors, and curriculum directors. (EDCI 628 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 529/629. Advanced Language Arts. (3) A study of current trends and practices in teaching the language arts in elementary.

EDCI 530/630. Multicultural Education. (3) The course is designed to aid educators in becoming aware of, understanding and being sensitive to the needs and interests of ethnic and cultural groups, the underlying philosophy being that the differences and similarities that characterize individuals and groups should be cherished for their worth and cultivated for the benefits they bring all people. (EDCI 630 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 531. In-Service Education Workshops. (3) This course is designed to provide in-service personnel with opportunities to make an in-depth study of some area or a combination of areas involving contemporary problems and issues in education. This course is primarily designed to be concentrated into short periods of time for intensive study. Some of the areas covered are developing instructional modules, urban education, dealing with exceptional students in the classroom, instructional media, etc. (Does not count toward a degree, but the credits are acceptable by the State Department of Education for certificate renewal and a 30 plus program beyond a master's degree)

EDCI 534/634. Evaluation of Education Programs. (3) An examination of the development, interpretation, and use of standardized criterion references, and other procedures and instruments for appraising individual and group progress, including processes for evaluating the total school program, including personnel and facilities. Designed for curriculum and supervisory students to acquire knowledge of various program evaluation approaches, experience applying selected existing models, conceptualize new instrumentation for unique programmatic concerns, and practice data collection, organization, analysis, and presentation. (EDCI 634 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 535. Internship in Secondary School. (3-9)

EDCI 573. Audiovisual Education. (3) Analysis of the development and function of audio-visual programs in schools. Includes problems of organization, selection, and utilization of materials and equipment, unit costs, and school plant requirements. Some laboratory experience is required.

EDCI 582/682. Advanced Mathematics in the Elementary School. (3) Current developments in elementary science programs. Emphasis is placed on of "modern math," curriculum, classroom methods and techniques, evaluation procedures, and teacher training. (EDCI 682 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 583/683. Advanced Science in the Elementary School. (3) Current developments in elementary science program. Emphasis is placed on examination of new curriculum materials, developmental activities, research, and involvement in learning experiences appropriate for the elementary for the elementary school. (EDCI 683 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 586/686. Values Education. (3) A course designed for classroom teachers that emphasizes teaching strategies, methods, and techniques of the three approaches to values education: 1. Value Analysis, 2. Values Clarification, and 3. Cognitive Moral Development of Values Education. (EDCI 686 IS DESIGNED FOR THE DOCTORAL PROGRAM.)

EDCI 591, 592, 593. Problems and Projects in Education. (3) Students may register for one-to-three special projects in education under the direction of an appropriate member of the College.

EDCI 595. Seminar in Multicultural Education. (3) A study of concerns and problems related to the education of culturally different and educationally neglected students form the major ethnic and racial groups in the United States; the administrative and supervisory facets of these concerns, and problems and modification in curriculum necessary in the development of supportive programs.

EDCI 610. Curriculum Planning and Programming. (3) An examination of the factors which determine curriculum, the meaning of curriculum, the involvement of students in the process of developing a cleaner educational belief system (curriculum frame of reference), and the planning of curricula that have high levels of consistency and personal commitment. Included is the exploration of the relationships between curriculum determinants, human growth, and curriculum planning.

EDCI 613. Seminar in Curriculum Design. (3) An examination of the skills and understandings related to designing, constructing, and improving the curriculum. Utilizing problem-solving approaches, the effective procedures and practices used by persons in curriculum leadership positions are explored and experienced.

EDCI 615. Seminar in Curriculum Development. (3) Seminars designed to provide in-depth exploration of specific topics, current issues, and trends of significant value to graduate students in their professional development. These offerings are based upon an assessment of the professional needs of graduate students, practitioners in the field, and the Curriculum and Instruction faculty. topics will vary; however, some selected foci might include: developing mainstream curricula, futurist interdisciplinary studies, policy development, and classroom computer curricula.

EDCI 617. Non-Traditional Educatoin Uses of Microcomputers. (3) The parent's role in selection of hardware and software is important, as well as the parents' guidance of their child's use of microcomputers. This course will address home computer use, including readiness skills, basic skills, tutoring, programming languages, and the use of games. The course includes hands-on experience, a project with a child, and parental issues. No previous computer experience is necessary.

EDCI 618. Microcomputer Technology in Primary and Elementary Schools. (3) Specific theories and methods applied to the integration of microcomputers into the curriculum for young children. Selection of the computer languages, software evaluation, and classroom management are key planning issues. The role of the microcomputer and technology will be the focus of this course on current and future uses of microcomputers in home and educational settings. Lectures, discussions, and demonstrations in early childhood/elementary classes will be supplemented by hands-on learning/teaching experiences using microcomputers. No previous computer experience is necessary.

EDCI 620. Instructional Applications of Word-Processing. (3) This course will explore issues and techniques for using word-processing appropriately in the elementary grades. The student will learn how to create, edit, save, and print documents while working with children, and on personal correspondence, reports, and technical papers. In this ìhands-on" course using three different microcomputer systems, nor previous experience with computers is necessary.

EDCI 700. Foundations of Education. (3) A critical analysis is made of the sociological, psychological, and philosophical foundations of education. A survey of approaches of professional ethics will included in the treatment of philosophy.

EDCI 702. Doctoral Seminar in Instruction. (3) Designed for advanced doctoral students to identify and focus on elements and dimensions of curriculum. Students will be responsible for designing, developing, and presenting their personal positions on theory, problems, and practices in curriculum and instruction as related to improving educational programs and organizations.

EDCI 703. Independent Study. (3) The student and instructor mutually agree on a topic that is independently conducted by the student. The culminating activity of the course is a paper or project.

EDCI 708. Curriculum Theory. (3) A course that explores the historical development of curriculum theory and the evolutionary process that leads to contemporary curricula today.

EDCI 711. Seminar in Instruction. (3) A seminar in the current issues, trends, and research in classroom instruction.

EDCI 712. Advanced Methods of Research. (3) A course designed to expose students to the many and varied types of educational research. The content of the course and practical experience included in it will enable students to conduct educational research with skill, competence, and the necessary knowledge with which to design studies, projects, and grant proposals.

EDCI 714. Principles of Teaching. (3) Consists of a critical examination of the present data relevant to the fundamental principles of teaching. It also provides the student with an opportunity to study factors that affect teaching and teaching strategies.

EDCI 787. The Elementary and Secondary Curriculum. (3) This course provides an overview of K-12 curriculum. The skills, understandings, and attitudes translated through the various instructional organizations, programs, materials, activities, resources, and teaching strategies. Effective designs will be emphasized.

EDCI 810. Doctoral Dissertation in Curriculum and Instruction. (3-12) The successful completion of a dissertation is required for the Ed.D. student. The student may register twice for this course (partial semester hours). Credit is awarded upon the acceptance of the dissertation and the passing of the examination.

EDSE 537/637. Characteristics and Strategies for the Physically Challenged.  (3) This course is an advanced study of the learning, behavioral, psychological, physical, medical, and social needs of the physically challenged. Strategies and educational accommodations and maintenance of the child in the least restrictive environment are integral.

EDSE 552/652. Organization and Administration of Programs and Services for the Disabled. (3) This course is designed for educators and other professional personnel with the responsibility for planning, developing, and administering programs for persons with disabilities. Legal, social, political, educational, community, parental, and funding issues are considered.

EDSE 553/653. Education and Psychology of Exceptional Children. (3) A survey of issues dealing with psychology and education of exceptional children. Special attention is paid to the characteristics, etiologies, needs, and scope of each group. Observation and practical work with exceptional children is an integral part of the course.

EDSE 554/654. Theory and Procedures for Teaching the Exceptional Child. (3) This course extends knowledge of behavior modification, cognitive behavior modification, and eclectic approaches. Applications will be made of the following: diagnostic-prescriptive teaching, contracting, graphing, cooperative learning, peer tutoring, cognitive blending, role play, multicultural concepts, reinforcement and punishment techniques, research-validated strategies and more. Field experiences are
required.

EDSE 555. Characteristics of Young Exceptional Children. (3) This course addresses the characteristics and needs of children with disabilities, ages O - 8. Included topics are: psycho-social aspects, familial/multicultural, developmental, legal, and theoretical aspects. Research and field experiences are required.

EDSE 556/656. Psycho-Educational Diagnosis of the Exceptional Child. (3) Administration and interpretation of various psychological and educational assessment instruments. Students will be involved in actual evaluation, administration, and interpretation of tests. Test results will be used to develop goals for the individualized educational program (IEP). Field experiences. Prerequisite: EDSE 553 and 558 or consent of instructor.

EDSE 557/657. Consultation and Collaboration. (3) This course is an advanced course which will explore various consultative and collaborative models of teaching. Strategies that enhance the interactions between the regular education teacher, the special education consultant teacher, the resource teacher, community supports and services are the focus. Topics include communication skills team teaching, methods for inclusion/ mainstreaming, parent education/home instruction programs, and research-validated approaches. Field experiences are required. Prerequisites: EDSE 553 and 554 or consent of instructor.

EDSE 558/658. (3) Learning and Behavior Disabilities. (3) Topics for this course include typical and atypical characteristics and patterns of development in physical (including reflexes), psychomotor, cognitive, social-emotional (including self-esteem), character and morality, and language areas, along with etiologies and theoretical perspectives relating to normal children and those with learning and behavior problems. The importance of early learning as a factor in variable growth and learning is stressed. Field experiences are required.

EDSE 559/659. Characteristics and Needs of the Gifted. (3) The course addresses the characteristics and needs of gifted children, including special needs of minority gifted youngsters. Cognitive, affective, and psychosocial domains will be covered, as well as an array of alternatives for the provision of special education services. Research and field-based experiences are required.

EDSE 560/660. Teaching the Gifted. (3) The course covers predominant theoretical approaches, teaching procedures, and education of gifted students; methods and materials for special and regular classrooms and alternative administrative arrangements; research and demonstration; and field experiences.

EDSE 563/663. Teaching Early Childhood Special Education. (3) Using the diagnostic-prescriptive approach to teaching, various methods and materials will be covered with applications to young children and their families in areas of language, cognitive, self-help, motor, socialóincluding self-esteem and character building. Individual family service plans and on-going procedures for documenting child's progress, home-instruction program, and articulations with community agencies and other personnel involved in services to the young child. Various theories, team approaches (i.e. interdisciplinary and transdisciplinary), and treatment models will be introduced. Field experiences are required. Prerequisite: EDSE 553, 558, 554, and 555 or consent of instructor.

EDSE 564. Managing Inappropriate Classroom Behavior. (3) Theories, goals and intervention strategies for serving exceptional learners with mild to severe behavior disorders. Field experiences are required. Prerequisites: EDSE 553, 558, and 554 or consent of instructor.

EDSE 568. Teaching Academics to the Mildly Disabled. (3) This course focuses on the advanced application of teaching strategies to areas such as arithmetic, language arts, health, social studies, science, community, and home instruction. The diagnostic-prescriptive model is emphasized. Curricular awareness K-12 and field experiences are required. Prerequisites: EDSE 553, 558, and 554 or consent of instructor.

EDSE 569. Managing Transitions for Exceptional Persons. (3) With a brief review of the history and organization of the special education service system and with concepts of normalization, the least restrictive environment, and community involvement foremost in mind, this course focuses on models and skills necessary to successfully manage the transition of exceptional persons from one service setting to another. The transition from preschool to elementary and from school to work settings are emphasized. Field experiences are required. Prerequisites: EDSE 553 and 554 or consent of instructor.

EDSE 571. Teaching Individuals with Severe Disabilities. (3) This course addresses the teaching of functional and daily living skills for the profoundly to moderately disabled; the stimulation, development, and integration of sensory-motor, perceptual, and communicative skills, and self-help abilities. Home instruction, family support, and school and community articulations are covered. Field-based experiences are required.
EDSE 553, 554, 537 or 558, or consent of instructor.

EDSE 572. Medical Aspects of Exceptionality. (3) This course surveys frequently occurring medical problems that impact upon the educational programs of children with disabilities. Seizure management, preventing the spread of communicable diseases, procedures for changing ostomy bags, CPR, Heimlich, suctioning, and tube feeding are among the topics covered. Frequent prescriptions from physical and occupational therapists along with the accompanying equipment are also reviewed, and medical dilemmas and ethics presented. Research and field-based experiences are required. Prerequisites: EDSE 553, 555, and 558 or consent of instructor.

EDSE 580. Technology in Special Education and Rehabilitation. (3) This course has several components: study of the various technologies utilized in Special Education and Rehabilitation; utilization of the computer for instruction, electronic communication, and instructional management; evaluation of appropriate computers and software; and utilization of theoretical perspective, goals, and intervention strategies (instructional and therapeutic) for developing and implementing computer based educational environments and aids for the individuals with disabilities and the gifted.

EDSE 590/690. Practicum in Special Education. (3-12) The purpose of this course is to give students the opportunity to work under supervision with exceptional children in a classroom or community situation. It should not be used to meet the student teaching experience for the special education teaching license. Prerequisite: Completion of course work or consent of instructor.

EDSE 591, 592, 593, 691, 692, 693. Problems and Projects in Special Education. (3) Individualized projects in special education under the direction of an appropriate member of the Special Education program. May not be taken to replace methods courses. Required: Consent of instructor.

EDSE 595. Student Teaching of Exceptional Children. (6-12) Observation and supervised practicum with children and youth with mild disabilities. Prerequisite: Admission to Teacher Education.

EDSE 596. Internship in Special Education. (6-12) Supervised teaching experience for those currently employed as a special education teacher. Internship may only be used to substitute for student teaching. Prerequisites: Completion of all course work and Admission to Teacher Education .

EDSE 791. Seminar in Special Education. (3) Advanced review of current issues, trends, theories, and research will be discussed.

EDRD 512. Thesis Writing. (3) This course involves the writing of a thesis, the statement of the research problem. The design of the study, the collection of the data, their use, and conclusions to be reached are emphasized. Credit is awarded upon the acceptance of the thesis and the passing of the oral examination.

EDRD 531. In-Service Education Workshops. (1-3) Workshops designed to address a variety of reading education topics.

EDRD 650. Investigating the Reading and Writing Process. (3) Students examine psychological processes that occur during reading, as well as reasoning strategies that are necessary for comprehending written messages. An emphasis will be on reasoning strategies necessary for a reader to: (a) be able to evaluate the degree of truth in ideas expressed in various written messages and (b) be able to use ideas gained from written messages to help him/her make better decisions in daily life.

EDRD 559. Foundations of Teaching Reading. (3) Survey and analysis of theory, concepts, principles, processes, practices, and materials relevant to reading programs kindergarten through adult.

EDRD 561. The Teaching of Reading in Grades K-8. (3) Reviews the entire elementary school reading program from the reading readiness stage through junior or high grades. Emphasis on methods and materials of teaching reading in kindergarten through grade eight, and the development of higher-level skills in reading as children mature.

EDRD 564. Diagnosis and Treatment of Reading Disabilities. (3) Investigation of common causes of reading disabilities, diagnosis of such disabilities by individual and group procedures, and establishment of treatment programs.

EDRD 569. Practicum in Reading Education. (3) A practical experience will be designed by the pupil and the instructor after an analysis of the pupil's needs as his job tasks relate to reading. Different experiences (as examples) could emphasize classroom instruction, remedial-clinical instruction, screening pupils for special programs, supervising reading teachers, and designing or administering reading programs.

EDRD 580. Linguistic Applications to Teaching Language Arts. (3) Designed to provide teachers with current theory concerning the cultural, linguistic, cognitive, and affective aspects of receptive and productive language. Theory is translated into classroom practice emphasizing the teaching of reading, writing, and spelling.

EDRD 587. Interpreting Research Findings into Classroom Practice. (3) Advanced seminar for graduate students. This course emphasizes survey and review of current research in various phases of reading and their implications for instructional strategies.

EDRD 603. Reading Language-Arts Curriculum in Elementary, Middle, and Secondary Schools. (3) An examination of curriculum theory as a basis for developing reading-language arts programs. Critical evaluation of current problems as they influence management by objectives, learning experiences, organizations, and evaluations. The course will also explore the administrative implications for reading programs.

EDRD 605. Strategies for Developing Reading-Study Skills in Secondary Schools. (3) Course demonstrates teaching techniques that develop advanced reading-studying strategies. Developing the ability to read for transfer of content ideas and information will be emphasized as a means for making any discipline more relevant to high school pupils and for helping them become independent learners.

EDRD 609. Teaching Adults to Read and Write. (3) The purposes of this course are to (a) sensitize the student to some of the problems peculiar to adults in the process of learning to read, (b) suggest some practical materials and procedures acceptable to learners beyond the age of compulsory school attendance, (c) explore some techniques for teaching beginning reading, and (d) emphasize positive approaches to building feelings of success and personal satisfaction in learning to read and write.

EDRD 612. Current Trends and Issues in Reading-Language Arts Education. (3) Course is designed to explore current trends and issues, including curricular structures and administrative and other school practices that affect the teaching of reading-language arts.

EDRD 620. Directed Individual Study of Instructional Strategies in Reading. (1-3) Individual study of instructional strategies in reading directed by adviser or other professors. (May be repeated).

EDRD 621. Directed Individual Study in Supervising Reading Instruction and/or Programs. (1-3) Individual study centered around supervision of reading instruction and/or programs; directed by adviser or other professors. (May be repeated).

EDRD 622. Directed Individual Study of Individualized Clinical Procedures. (1-3) Individual study of individualized clinical procedure directed by adviser or other professors. (May be repeated).

EDRD 702. Providing In-Service for Teachers of Reading and Other Language Arts. (3) Model programs for providing in-service in the improvement of reading-language arts instruction will be examined. Topics will include ways to make it easy for teachers to apply what they learn from in-service to classroom practice.

EDRD 710. Internships in Supervision of Reading Instruction and/or Programs. (1-3) Explores and studies at an advanced level the structure and function of reading programs at local and state levels in relation to their functions to promote literacy and to alleviate reading disability; to be taken as requirement for those pursuing the area of Reading Supervision.

EDRD 720. Internship in Reading Clinic. (1-3) An advanced course. Clinical placement in approved facilities in community reading clinics. Offers experience under direction of clinician.

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