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UWM Undergraduate Catalog 2013-2014


School of Education


Exceptional Education


The Department of Exceptional Education offers an array of programs that prepare teachers in the fields of special education, interpreter training, and American Sign Language. Students interested in these programs should contact the department advising office, Enderis 610, or visit www.exed.soe.uwm.edu for more detailed information.

Special Education Teacher Certification Programs

The Department of Exceptional Education offers teacher certification programs in the following areas:

Early Childhood Special Education (approximate ages of birth through 8).
Middle Childhood-Early Adolescence (approximate ages of 6 through 12 or 13). Cross-categorical Special Education with a concentration in one of the following: Emotional/Behavioral Disabilities; Cognitive Disabilities; or Learning Disabilities.
Early Adolescence-Adolescence (approximate ages of 10 through 21). Cross-categorical Special Education with a concentration in one of the following: Emotional/Behavioral Disabilities, Cognitive Disabilities, or Learning Disabilities.
Deaf or Hard-of-Hearing (Early Childhood through Adolescence level); with certification in Middle Childhood-Early Adolescence Learning Disabilities for those who are enrolled in the full, two-year program.

These programs are offered at the post-baccalaureate level and may be combined with a master’s degree in Exceptional Education. Also, undergraduates interested in special education can enroll in a “Fifth Year” Dual Certification Program which requires successfully completing a regular education Middle Childhood-Early Adolescence Program in the Department of Curriculum and Instruction and continuing for a fifth year option (outlined under the MCEA program below).

Early Childhood Special Education (birth to age 8)

Year One

Summer I

ExcEduc 630

Survey Early Childhood Intervention: Young Children with Special Needs, Families

3

ExcEduc 570 Curriculum and Methods for Special Education: Primary 3
Exceduc 649 Early Childhood Special Education Field Experience: Primary 3
9 certification credits    

Fall I

ExcEduc 569

Curriculum and Methods for Special Education: Preschool

3

ExcEduc 648

Early Childhood Field Experience: Preschool

3

or    
CurrIns 302 Curriculum at the Prekindergarten and Kindergarten Levels 3

9 Certification Credits

Spring I

   

Ed Psy 330

Introduction to Learning and Development

3

CurrIns 330

Teaching of Mathematics: Early Childhood

3

ExcEduc 486

Linking Seminar I: Teaching in Urban Schools

1

Portfolio Presentation Review
7  Certification Credits

Year Two

Summer II

ExcEduc 568

Curriculum and Methods for Special Education: Birth to Three

3

ExcEduc 647 Early Childhood Field Experience: Birth to 3 3
ExcEduc 634

Collaborative Consultation and Teaming-Serving Young Children with Disabilities

1
6 Certification Credits    
9 Graduate Credits (if excluding elective)    

Fall II

CurrIns 502

Developing Early Reading and Writing

3

ExcEduc 651

Working With Families in Urban Communities

3

6 Certification Credits

6 Graduate Credits    

Spring II

   

ExcEduc 652

Developing Evaluation of Young Children With Disabilities

3

ExcEduc 682

Language and Literacy in Early Childhood Special Education

3

6 Certification Credits
6 Graduate Credits
Other Teaching Experience Coursework Requirements

ExcEduc 481 or 776

Student Teaching with Students Having Early Childhood Exceptional Ed Needs

3

CurrIns 402, 403, 404

Student Teaching in Regular Education: Nursery,  Kindergarten or Primary

3

Thesis/Project Year (graduate students only)

Urban Education Foundations Course: 3

Ed Pol 530

Urban Education Foundations

or

 

 

ExcEduc 608 Multicultural Learning and Teaching in Exceptional Education  

or

 

Ed Pol 705

Sociology of Education

 

ExcEduc 715

Issues and Trends in Exceptional Education

3

An approved Educational Research Course.
ExcEduc 970, Research on Individuals With Handicapping Conditions, is the primary research course.
3  
or  
Ed Psy 624 Educational Statistics Methods I
or  
Ed Pol 710 Research Methods in Cultural Foundations
or  
CurrIns 729 Qualitative Research and Field Studies in Educational Settings
or  
An Alternate with Advisor Approval  

ExcEduc 815

Capstone Course in Special Education

3

ExcEduc 990

Research or Thesis

3

15 Graduate Credits

 

 

Middle Childhood-Early Adolescence (teaching students across disability areas including cognitive disabilities, emotional disabilities and learning disabilities, in elementary and middle school settings)

Year One

Summer I

ExcEduc 586

Teaching Experience I

3

ExcEduc 680 Literacy I 3
ExcEduc 605 Child, Learner, Disabilities 3
9 Certification Credits    

Fall I

ExcEduc 587

Teaching Experience II

3

ExcEduc 571

Curriculum Accommodations I: Primary/Middle

3

ExcEduc 601 Behavioral Supports 3
9 Certification Credits    

Spring I

   

ExcEduc 587

Teaching Experience II

3

ExcEduc 681

Literacy II

3

or

CurrIns 543 Developing Biliteracy 3
CurrIns 561 Issues in Elementary and Middle School Mathematics 3
ExcEduc 487 Linking Seminar II: Primary/Middle-Behavioral Support, Planning, Assessment 1
Portfolio Presentation Review
10  Certification Credits

Year Two

Summer II

ExcEduc 662

Collaborative Strategies

3

Ed Pol 530 Urban Education: Foundations or alternate with Advisor Approval 3

6 Certification Credits

6 Graduate Credits    

Fall II

   

ExcEduc 588

Teaching Experience III

3

or    

ExcEduc 771

Field Work with Students Having Exceptional Education Needs (graduate students)

 

ExcEduc 532 Assessment and Monitoring 3

ExcEduc 715

Issues and Trends in Exceptional Education (graduate students)

3

6 Certification Credits
9 Graduate Credits
Spring II

ExcEduc 574

Curriculum Accommodations II

3

Selected Course with Advisor Approval: 3
Advanced Methods in Learning Disabilities  
Assistive Technology  
Transition from School to Work  
Teaching English Language Learners  
ExcEduc 488 Linking Seminar III: Primary/Middle - Professional Development 1
Portfolio Presentation Review    
7 Certification Credits    
6 Graduate Credits    

Thesis/Project Year (graduate students only)

   
An approved Educational Research Course. ExcEduc 970, Research on Individuals With Handicapping Conditions, is the primary research course. 3
or  
Ed Psy 624 Educational Statistics Methods I
or  
Ed Pol 710 Research Methods in Cultural Foundations
or  
CurrIns 729 Qualitative Research and Field Studies in Educational Settings
or  
An Alternate with Advisor Approval  
ExcEduc 815 Capstone Course In Special Education 3
ExcEduc 990 Research or Thesis 3

Learning & Development: An additional 3-credit course, Ed Psy 640 or Ed Psy 330, Learning & Development, is required for those with limited background knowledge in this area. This course must be taken before or during Summer I.

Fifth-Year Option for Middle Childhood-Early Adolescence

Undergraduates interested in becoming a special educator begin by seeking admission to the Collaborative Teacher Education Program for Urban Communities in the Department of Curriculum and Instruction. Upon successful completion of the general education Middle Childhood through Early Adolescence level program, students are automatically admitted to the fifth-year special education option. Successful completion of the fifth-year option results in "dual certification" as a regular and special educator. The course requirements for the fifth-year option in Middle Childhood-Early Adolescence are outlined below.

Summer

ExcEduc 662 (or may be taken in Summer II)

Collaborative Strategies

3

Fall

   

ExcEduc 587

Teaching Experience II

3

ExcEduc 601

Behavioral Supports

3

ExcEduc 533 Assessment/Monitoring : Deaf & Hard of Hearing 3

Spring

   

ExcEduc 588

Teaching Experience III

3

ExcEduc 488

Linking Seminar III: Primary/Middle - Professional Development

1

ExcEduc 574 Curriculum Accommodations II 3
ExcEduc 681 Literacy II 3

The fifth-year option for Early Childhood Special Education is available by contacting the Department of Exceptional Education.

Early Adolescence-Adolescence (teaching students across disability areas in middle or high school settings)

Year One

Summer I

ExcEduc 586

Teaching Experience I

3

ExcEduc 680 Literacy I 3
ExcEduc 605 Child, Learner, Disabilities 3
9 Certification Credits    

Fall I

ExcEduc 587

Teaching Experience II

3

ExcEduc 635

Individual Planning & Instructional Methods

3

ExcEduc 671 Behavior Support & Intervention for Mid/High Students with Disabilities 3
9 Certification Credits    

Spring I

   

ExcEduc 587

Teaching Experience II

3

ExcEduc 636

Curriculum Accommodations

3

CurrIns 332 Teaching of Mathematics: Middle School 3
ExcEduc 486 Linking Seminar I: Teaching in Urban Schools 1
Portfolio/Performance Review
10  Certification Credits

Year Two

Summer II

CurrIns 545

Reading in the Content Areas: Middle, Junior, and Senior High School

3

Ed Pol 530 Urban Education: Foundations 3

6 Certification Credits

6 Graduate Credits    

Fall II

   

ExcEduc 588

Teaching Experience III

3

or    

ExcEduc 771

Field Work with Students Having Exceptional Education Needs (graduate students)

 

ExcEduc 532 Assessment and Monitoring 3

ExcEduc 679

Critical Issues in Transition Planning for Students with Disabilities

3

9 Certification Credits
9 Graduate Credits
Spring II
Selected Course with Advisor Approval 3
ExcEduc 588 Teaching Experience III
or  
ExcEduc 771 Field Work with Students Having Exceptional Education Needs
or  
CurrIns 541, 543, or 546 for ESL Focus  
or  
Focus Area e.g., Adv. Methods in LD, Assistive Tech
ExcEduc 496 Linking Seminar III: Middle/High - Professional Development 2

ExcEduc 662

Collaborative Strategies

3

Portfolio/Performance Review  
8 Certification Credits
6 Graduate Credits

Thesis/Project Year (graduate students only)

   

ExcEduc 715

Issues and Trends in Exceptional Education

3

An approved Educational Research Course. ExcEdu 970, Research on Individuals With Handicapping Conditions, is the primary research course. 3
or  
ExcEduc 970 Research on Individuals With Handicapping Conditions
or  
Ed Psy 624 Educational Statistics Methods I
or  
Ed Pol 710 Research Methods in Cultural Foundations
or  
CurrIns 729 Qualitative Research and Field Studies in Educational Settings
or  
An Alternate through Advisor Approval  
ExcEduc 815 Capstone Course In Special Education 3
ExcEduc 990 Reearch or Thesis 3

Learning & Development: An additional 3-credit course, Ed Psy 640 or Ed Psy 330, Learning & Development, is required for those with limited background knowledge in this area. This course must be taken before or during Summer I.

Deaf and Hard-of-Hearing (teaching in early childhood, elementary, middle and high school settings)

Year One

Summer I

ExcEduc 586

Teaching Experience I

3

ExcEduc 680 Literacy I 3
ExcEduc 605 Child, Learner, Disabilities 3
ExcEduc 562 Hearing Science 3
ExcEduc 655 Introduction to Education of Individuals Who are Deaf and Hard of Hearing 1

Sign Language (depending upon skill level)
ExcEduc 301  (ASL I), ExcEduc 302 (ASL II), ExcEduc 303 (ASL III), ExcEduc 304 (ASL IV)

3
13 Credits (excluding sign language)

Fall I

ExcEduc 587

Teaching Experience II

3

ExcEduc 571

Curriculum Accommodations I:Primary/Middle

3

ExcEduc 601 Behavioral Supports 3
ExcEduc 559 Communication in the Classroom II: Deaf/Hard of Hearing 3
12 Credits    

Spring I

   

ExcEduc 587

Teaching Experience II

3

ExcEduc 681

Literacy II

3

or    
CurrIns 543 Developing Biliteracy 3
CurrIns 561 Issues in Elementary and Middle School Mathematics 3
ExcEduc 487 Linking Seminar II: Primary/Middle-Behavioral Support, Planning, Assessment
1
ExcEduc 563 Speechreading/Auditory Rehabilitation 3
Portfolio/Presentation Review
13 Credits

Year Two

Summer II

ExcEduc 662

Collaborative Strategies

3

ExcEduc 587 Teaching Experience II 3
or    

ExcEduc 771

Field Work with Students Having Exceptional Education Needs (graduate students)

3

ExcEduc 488 Linking Seminar III: Primary/Middle - Professional Development 1
Ed Pol 530 Urban Education: Foundations or Alternate with Advisor Approval 3
Sign Language (depending upon skill level)
ExcEduc 301  (ASL I), ExcEduc 302 (ASL II), ExcEduc 303 (ASL III), ExcEduc 304 (ASL IV)
3
10 Credits (excluding sign language)

Fall II

   

ExcEduc 588

Teaching Experience III

3

or    
ExcEduc 772 Field Work with Students Having Hearing Impairments 3
ExcEduc 532 Assessment and Monitoring 3
ExcEduc 533 Assessment/Monitoring : Deaf & Hard of Hearing 1

ExcEduc 715

Issues and Trends in Exceptional Education

3

10 Credits
Spring II
ExcEduc 574 Curriculum Accommodations II: Primary/Middle 3

ExcEduc 488

Linking Seminar III: Primary/Middle - Professional Development

1

Portfolio/Presentation Review  
4 Credits
Graduate Study. Students in the DHH Program who want to earn a Master's Degree with certification will work with their faculty advisor to complete the following core course requirements.
An approved Educational Research Course. ExcEduc 970, Research on Individuals With Handicapping Conditions, is the primary research course. 3
or  
ExcEduc 970 Research on Individuals With Handicapping Conditions
or  
Ed Psy 624 Educational Statistical Methods I
or  
Ed Pol 710 Research Methods in Cultural Foundations
or  
CurrIns 729 Qualitative Research and Field Studies in Educational Settings
or  
An Alternate through Advisor Approval  
ExcEduc 815 Capstone Course In Special Education 3
ExcEduc 990 Research or Thesis 3

Learning & Development:  An additional 3-credit course, Ed Psy 640 or Ed Psy 330, Learning & Development, is required for those with limited background knowledge in this area. This course must be taken before or during Summer I.

Undergraduate Programs in Exceptional Education

The Department of Exceptional Education offers programs in Interpreter Training, American Sign Language Studies (major and minor), and Early Adolescence-Adolescence (ages 10-21).

NOTE: Additionally, American Sign Language I-VI courses, in the Department of Exceptional Education, satisfy University foreign language requirements. For all programs that require American Sign Language, students with previous experience with American Sign Language can take the American Sign Language Proficiency Interview (ASLPI) to determine appropriate placement level. If a B or better is received on the ASLPI, credit will be received for courses up through ASL 4. The ASLPI takes approximately 1 hour and costs $100.00. Please contact 414-229-4663 for more information.

Interpreter Training Program

The Interpreter Training Program (ITP) may be completed as an undergraduate degree or as a post-baccalaureate certification. Graduates of the program are prepared to work in a variety of settings as interpreters with children, youth, and adults who are deaf and hard-of-hearing. Students applying for the post baccalaureate program should contact the Department of Exceptional Education for specific requirements at 414-229-4663. Students who seek application to the ITP as undergraduates must meet the following admission requirements:

• Score of 4 or higher on the English Placement Test, or English 102 or an equivalent with a grade of C or better;
• Score of 30 or higher on the Math Placement Test, or Math 105, 106, 175, or equivalent with a grade of C or better;
• Commun 103, Public Speaking, with a grade of C or better;
• ExcEduc 300, Exceptional Individual, with a grade of C or better;
• ExcEduc 348, Introduction to the Profession of Interpreting, with a grade of C or better;
• ExcEduc 352, American Deaf Culture, with a grade of C or better
• 58 credits complete;
• Cumulative GPA of 2.5;
• Completion of Interview which occurs after application is submitted

ITP Bachelor Degree requirements:
• Completion of all admission requirements, granted admission to the ITP, and completion of ITP professional course sequence;
• Completion of ITP GER requirements;
• At least 30 program credits must be earned in residence at the University of Wisconsin-Milwaukee, following admission to the program;
• Completion of a minimum 128 degree credits;
• Cumulative GPA of 2.5.

NON-SEQUENCED REQUIREMENTS

ExcEduc 305

ASL V

3

ExcEduc 306

ASL VI

3

ExcEduc 346

Semantics

3

ExcEduc 662 Collaborative Strategies 3
ComSDis 240 Normal Speech and Language Development 3
Psych 260 Child Psychology 3

Professional Course Sequence
Students must have a grade of C or better in all professional coursework.

Fall I

ExcEduc 345

Interpreting Skills Development I

3

ExcEduc 347

English Skills Development

3

ExcEduc 349 Field work: Interacting in the Deaf Community I 3
ExcEduc 358 ASL/English Linguistics 3
Note: Field requirement - 100 hours outside the classroom

Spring I

   

ExcEduc 350

Interpreting: Spoken English to ASL II

3

ExcEduc 351

Interpreting: ASL to Spoken English II

3

ExcEduc 354

Fieldwork: Interacting in the Deaf Community II

3

ExcEduc 360

Transliteration/Oral I

3

ExcEduc 363

ASL/English Linguistics II

3

Note: Field requirement - 100 hours outside the classroom
Note: Students will meet with ITP coordinator to discuss achievement of program benchmarks.

Year Two

Fall II

ExcEduc 355

Interpreting: ASL to Spoken English III

3

ExcEduc 356 Transliteration II 3
ExcEduc 357 Issues and Trends for Educational Interpreters 3
ExcEduc 359 Interacting in the Deaf Community III 3
ExcEduc 361

Interacting: Spoken English to ASL III

3
Field requirement: 100 hours outside the classroom

Spring II

ExcEduc 362 Specialized Interpreting Across Diverse Settings 3
ExcEduc 364

Interacting in the Deaf Community IV

6-12
Note: Field requirement. 8-week Professional Interpreting Internship and 7-week Educational Interpreting Internship. Students must complete a minimum of 6 credits of ExcEduc 364, Interacting in the Deaf Community. Program advisors will assess the need for additional credits before the beginning of the final semester. Assessment will be based on portfolio review and fieldwork observations.
51-57 total credits in ITP Sequence plus 18 non-sequence credit requirements

Certificate of Completion Requirements:
• Completion of Wisconsin Department of Instruction Educational Interpreter License course requirements with a C or better: ComSDis 240, Normal Speech and Language Development; Psych 260, Child Psychology; ExcEduc 662, Collaborative Strategies;
• Pass written exam for the Registry of Interpreters for the Deaf National Interpreter Certification (RID, NIC) and/or the Educational Interpreter Proficiency Assessment (EIPA);
• Pass the performance exam for Wisconsin Interpreter and Transliteration Assessment (WITA) with a 2/2 or higher and/or the Registry of Interpreters for the Deaf National Interpreter Certification (RID, NIC) and/or the Educational Interpreter Proficiency Assessment (EIPA) with a 3.0 or higher;
• Minimum grade of C or better in all professional coursework.

American Sign Language (ASL) Studies Major

The American Sign Language Studies Major program incorporates all of the cultural and linguistic components of American Sign Language. Several objectives will be covered during the program, such as Deaf culture, Deaf folklore and Deaf literature, and the relationship between the signing community and the non-signing community. This program also covers linguistic components with several course offerings in ASL as well as specialized skill areas of ASL such as a focus in grammatical structure and an overview of linguistic components of ASL.

ASL PROGRAM REQUIREMENTS

• Score a 4 or higher on the English Proficiency Exam, or English 102 with a C or better.
• Score a 30 or higher on the Math Placement Test, or MathH 105, 106, 175, or equivalent with a C or better.
• Communication Proficiency, Commun 101 or Commun 103, with a C or better.
• Maintain a cumulative GPA of 2.5.
• Students must have a minimum grade of C or better in all professional coursework.
• Completion of ASL GER requirements.
• At least 30 program credits must be earned in residence at the University of Wisconsin-Milwaukee, following admission to the program.
• Completion of a minimum 128 degree credits.

ASL MAJOR COURSE REQUIREMENTS

ExcEduc 301

American Sign Language 1

3

ExcEduc 302

American Sign Language 2

3

ExcEduc 303

American Sign Language 3

3

ExcEduc 304 American Sign Language 4 3
ExcEduc 305 American Sign Language 5 3
ExcEduc 306 American Sign Language 6 3

ExcEduc 330

Deaf History

3

ExcEduc 346

Skill Development: Semantics

3

ExcEduc 352

American Deaf Culture

3

ExcEduc 358 ASL/English Linguistics I 3
ExcEduc 363 ASL/English Linguistics II 3

ExcEduc 500

Fingerspelling and Numbers

3

ExcEduc 510 Classifiers 3
ExcEduc 520 ASL Literature 3

Education Electives: Choose one of the following:

ExcEduc 348

Introduction to the Profession of Interpreting

3

ExcEduc 655

Introduction to Education of Individuals Who are Deaf and Hard of Hearing

1

CurrIns 100

Introduction to Teaching

1-3

Other Major/focus elective approved by advisor

American Sign Language (ASL) Studies Minor

The American Sign Language (ASL) Studies Minor program addresses the needs of students who are already pursuing a major in another area of study but want to supplement their studies with knowledge and skill in ASL. This will allow students to be able to communicate with Deaf persons they may meet in their professions. Students must have a minimum grade of C or better in all ASL minor coursework.

ASL Minor Course Requirements

ExcEduc 301

American Sign Language 1

3

ExcEduc 302

American Sign Language 2

3

ExcEduc 303

American Sign Language 3

3

ExcEduc 304 American Sign Language 4 3
ExcEduc 305 American Sign Language 5 3
ExcEduc 306 American Sign Language 6 3

ExcEduc 330

Deaf History

3

ExcEduc 346

Skills Development: Semantics

3

ExcEduc 352

American Deaf Culture

3

ExcEduc 510 Classifiers 3
Total   30

Early Adolescence through Adolescence Special Education

The Early Adolescence - Adolescence Special Education major is a cross-categorical program that prepares teachers to work with students with a range of disabilities, from ages 10-21, in middle and high school settings.

Students who seek application to the EAA undergraduate program must meet the following application requirements:

• Achieve a placement level 4 or higher on the English Placement Test, or complete English 102 or an equivalent with a C or better;
• Score of 30 or higher on the Math Placement Test or Math 105, 106, 175, or equivalent with a C or better;
• Completion of the Pre-Professional Skills Test (Praxis I) with passing scores in Reading, Writing, and Math. (Reading 175/322; Writing 174/320; Math 173/318).
• Completion of CurrIns 100, Introduction to Teaching, with a C or better;
• Completion of ExcEduc 300, The Exceptional Individual (or equivalent) with a C or better;
• Completion of a minimum of 45 credits at the time of application (must complete 57 by the time of program commencements)
• Maintain a cumulative GPA of 2.5;
• Completion of a Program Application; and
• Interview.

EAA Bachelor Degree/Certification Requirements:
• Completion of all admission requirements, granted admission to the EAA program, and completion of EAA professional course sequence;
• Successful completion of  the Praxis II examination;
• Completion of 36 credits in two focus areas (Language Arts, Social Studies, or Bilingual and Mathematics or Natural Science);
• Completion of EAA GER requirements;
• Completion of ACT 31 requirement;
• Completion of foreign language requirement;
• At least 30 program credits must be earned in residence at the University of Wisconsin – Milwaukee, following admission to the program;
• Completion of a minimum 128 degree credits.

Students may enter the professional courses only after formal admission to the School of Education. The professional program consists of four semesters plus one summer of courses, including fieldwork/student teaching. Students must have a minimum grade of C or better in all professional coursework.

Professional Course Sequence

Fall I    

ComSDis 210

Survey of Communication Disorders

3

Ed Psy 330

Introduction to Learning and Development

3

CurrIns 545

Reading in the Secondary Content Areas

3

ExcEduc 635 Individualized Planning and Instructional Methods 3
ExcEduc 651 Working with Families in Urban Communities 3

Field Requirement: 1 day per week in Milwaukee Public School.

Spring I

CurrIns 332

Teaching of Mathematics, Middle School

3

ExcEduc 496 Linking Seminar III: Mid/High-Professional Development 2
ExcEduc 590 Microcomputers in Exceptional Education 3
ExcEduc 636 Curriculum Accommodations 3
ExcEduc 662 Collaborative Strategies 3
ExcEduc 590 Microcomputers in Exceptional Education 3

Summer I

   

ExcEduc 680

Literacy

3

Fall II

ExcEduc 532

Assessment and Monitoring

3

ExcEduc 587 Teaching Experience II 3
ExcEduc 671 Behavioral Support and Intervention for Mid/High Students with Disabilities 3
ExcEduc 679 Critical Issues in Transition Planning for Students with Disabilities 3

Field Requirement: Half-days (M-R) in a Milwaukee Public School.

Praxis II requirement:  All students are required to successfully complete the Praxis II examination prior to their final student teaching semester (Spring II)

Spring II

ExcEduc 496

Linking Seminar III: Mid/High- Professional Development

2

CurrIns 543 Developing Biliteracy 3
ExcEduc 587 Teaching Experience II 4
ExcEduc 588 Teaching Experience III 4

Field Requirement: Twenty weeks full time in a Milwaukee Public School.

Courses


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Exceptional Education
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