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UWM Undergraduate Catalog 2014-2015


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 www4.uwm.edu/soe/academics/ex_ed/ 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 – 6 Credits

 

     

CURRINS 302

Curriculum at the Pre-Kindergarten and Kindergarten Levels

3

EXCEDUC 630

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

3

Fall I – 9 Credits

 

     

EXCEDUC 569

Curriculum and Methods for Special Education: Preschool

3

EXCEDUC 648

Early Childhood Field Experience: Preschool

3

CURRINS 502

Developing Early Reading and Writing

3

Spring I – 9 Credits

 

     

CURRINS 504

Teaching Reading and Writing in Early Childhood: The Primary Years

3

EXCEDUC 570

Curriculum and Methods for Special Education: Primary

3

EXCEDUC 649

Early Childhood Special Education Field Experience: Primary

3

YEAR TWO

 

Summer II – 6 Credits

 

     

EXCEDUC 568

Curriculum and Methods for Special Education: Birth to Three

3

EXCEDUC 647

Early Childhood Special Education Field Experience: 0 to 3 Years

3

Fall II – 9 Credits

 

     

EXCEDUC 682

Language and Literacy in Early Childhood Special Education

3

CURRINS 330

Teaching of Mathematics: Early Childhood

3

ED PSY 330
OR

Introduction to Learning and Development

3

ED PSY 640

Human Development: Theory and Research

3

Spring II – 6 Credits

 

     

EXCEDUC 652

Developmental Evaluation of Young Children with Disabilities

3

EXCEDUC 651

Working with Families in Urban Communities

3

Other Teaching Experience Coursework Requirements

 

     

EXCEDUC 481
OR
EXCEDUC 776

Student Teaching with Students Who Have Early Childhood Exceptional Ed Needs

3

CURRINS 400

Fieldwork in Curriculum and Instruction

1-6

Thesis/Project Year (graduate students only) – 15 Graduate Credits

 

   

Urban Education Foundations Course:

3

ED POL 530
OR

Urban Education Foundations

EXCEDUC 608
OR

Multicultural Learning and Teaching in Exceptional Education

ED POL 705

Sociology of Education

EXCEDUC 715

Issues and Trends in Exceptional Education

3

An Approved Educational Research Course

 

   

EXCEDUC 970
OR

Research on Individuals with Handicapping Conditions (primary research course)

3

ED PSY 624
OR

Educational Statistics Methods I

3

ED POL 710
OR

Research Methods in Cultural Foundations

3

CURRINS 729
OR

Qualitative Research and Field Studies in Educational Settings

3

An Alternate with Advisor Approval

 

EXCEDUC 815

Capstone Course in Special Education

3

EXCEDUC 990

Research or Thesis

3

 

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 – 9 Certification Credits

 

     

EXCEDUC 586

Teaching Experience I

3

EXCEDUC 680

Literacy I

3

EXCEDUC 605

Child, Learner, Disabilities

3

Fall I – 9 Certification Credits

 

     

EXCEDUC 587

Teaching Experience II

3

EXCEDUC 571

Curriculum Accommodations I: Primary/Middle

3

EXCEDUC 601

Behavioral Supports

3

Spring I – 10 Certification Credits/Portfolio Presentation Review

 

     

EXCEDUC 587

Teaching Experience II

3

EXCEDUC 681
OR

Literacy II

3

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

YEAR TWO

 

Summer II – 6  Graduate Credits

 

     

EXCEDUC 662

Collaborative Strategies

3

ED POL 530

Urban Education: Foundations or alternate with advisor approval

3

Fall II – 6 Certification Credits/9 Graduate Credits

 

     

EXCEDUC 588
OR

Teaching Experience III

3

EXCEDUC 771

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

3

EXCEDUC 532

Assessment and Monitoring

3

EXCEDUC 715

Issues and Trends in Exceptional Education (graduate students)

3

Spring II – 7 Certification Credits/6 Graduate Credits/Portfolio Presentation Review

     

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

Thesis/Project Year (graduate students only)

 

An Approved Educational Research Course

 

   

EXCEDUC 970
OR

Research on Individuals with Handicapping Conditions (primary research course)

3

ED PSY 624
OR

Educational Statistics Methods I

3

ED POL 710
OR

Research Methods in Cultural Foundations

3

CURRINS 729
OR

Qualitative Research and Field Studies in Educational Settings

3

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

 

Exc Educ 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 – 9 Certification Credits

 

EXCEDUC 586

Teaching Experience I

3

EXCEDUC 680

Literacy I

3

EXCEDUC 605

Child, Learner, Disabilities

3

Fall I – 9 Certification Credits

 

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

Spring I – 10 Certification Credits/Portfolio/Performance Review

 

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

YEAR TWO

 

Summer II – 6  Certification Credits/6 Graduate Credits

 

CURRINS 545

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

3

ED POL 530

Urban Education: Foundations

3

Fall II – 6 Certification Credits/9 Graduate Credits

 

EXCEDUC 588
OR

Teaching Experience III

3

EXCEDUC 771

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

3

EXCEDUC 532

Assessment and Monitoring

3

EXCEDUC 679

Critical Issues in Transition Planning for Students with Disabilities

3

Spring II – 8 Certification Credits/6 Graduate Credits/Portfolio/Performance Review

Selected Course with Advisor Approval:

3

EXCEDUC 588
OR

Teaching Experience III

 

EXCEDUC 771
OR

Field Work with Students Having Exceptional Needs

 

CURRINS 541, 543, or 546
OR

for ESL Focus

 

Focus area (e.g., Advanced Methods in Leaning Disabilities, Assistive Tech)

 

EXCEDUC 496

Linking Seminar III: Middle/High – Professional Development

2

EXCEDUC 662

Collaborative Strategies

3

Thesis/Project Year (graduate students only)

 

EXCEDUC 715

Issues and Trends in Exceptional Education

3

An Approved Educational Research Course

 

EXCEDUC 970
OR

Research on Individuals with Handicapping Conditions (primary research course)

3

ED PSY 624
OR

Educational Statistics Methods I

3

ED POL 710
OR

Research Methods in Cultural Foundations

3

CURRINS 729
OR

Qualitative Research and Field Studies in Educational Settings

3

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.

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

YEAR ONE

 

Summer I – 13 Credits (excluding sign language)

 

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

Fall I – 12 Credits

 

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

Spring I – 13 Certification Credits/Portfolio/Presentation Review

 

EXCEDUC 587

Teaching Experience II

3

EXCEDUC 681
OR

Literacy II

3

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

YEAR TWO

 

Summer II – 10 Credits (excluding sign language)

 

EXCEDUC 662

Collaborative Strategies

3

EXCEDUC 587
OR

Teaching Experience II

3

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

Fall II – 10 Credits

 

EXCEDUC 588
OR

Teaching Experience III

3

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

Spring II – 4 Credits/Portfolio/Presentation Review

EXCEDUC 574

Curriculum Accommodations II: Primary/Middle

3

EXCEDUC 488

Linking Seminar III: Primary/Middle – Professional Development

1

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
OR

Research on Individuals with Handicapping Conditions (primary research course)

3

ED PSY 624
OR

Educational Statistics Methods I

3

ED POL 710
OR

Research Methods in Cultural Foundations

3

CURRINS 729
OR

Qualitative Research and Field Studies in Educational Settings

3

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.

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 IV. Any individual who would like to take the ASLPI will be responsible for the cost of the assessment. Please call (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 at (414) 229-4663 for specific requirements . 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 103, 105, 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;
• EXCEDUC 301-306, American Sign Langauge I-VI, ASL I-II with a grade of C or better; ASL III-VI with a grade of B or better;
• 58 credits complete;
• Cumulative GPA of 2.5; and
• Completion of Screening 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; and
• Cumulative GPA of 2.5.

Language and Licensure Requirements


ENGLISH 201

Strategies for Academic Writing

3

PSYCH 101

Introduction to Psychology

3

PSYCH 260

Child Psychology

3

EXCEDUC 346

Semantics

3

EXCEDUC 510
OR

Classifiers

3

EXCEDUC 520

ASL Literature

3


Professional Course Sequence

Students must have a grade of C or better and minimum 2.75 GPA in all professional coursework.

YEAR ONE

 

Fall I

 

     

EXCEDUC 345

Interpreting Skills Development I

3

EXCEDUC 347

English Skills Development

3

EXCEDUC 349

Fieldwork: 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 Community Interpreting Internship and 7-week Educational Interpreting Internship (K-12 educational setting). Students must complete a minimum of 6 credits of ExcEduc 364, Interacting in the Deaf Community. Program advisor will assess the need for additional credits before the beginning of the final semester. Assessment will be based on portfolio review and fieldwork observations.

57 total credits in ITP Sequence plus 15 credits in Language & License 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; and
  • 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 on 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 Math 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; and
  • Completion of a minimum 128 degree credits.

ASL MAJOR COURSE REQUIREMENTS

EXCEDUC 301

American Sign Language I

3

EXCEDUC 302

American Sign Language II

3

EXCEDUC 303

American Sign Language III

3

EXCEDUC 304

American Sign Language IV

3

EXCEDUC 305

American Sign Language V

3

EXCEDUC 306

American Sign Language VI

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 I

3

EXCEDUC 302

American Sign Language II

3

EXCEDUC 303

American Sign Language III

3

EXCEDUC 304

American Sign Language IV

3

EXCEDUC 305

American Sign Language V

3

EXCEDUC 306

American Sign Language VI

3

EXCEDUC 330

Deaf History

3

EXCEDUC 346

Skill Development: Semantics

3

EXCEDUC 352

American Deaf Culture

3

EXCEDUC 510

Classifiers

3

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 (OWC-A);
• Score of 30 or higher on the Math Placement Test or Math 105, 106, 175, or equivalent with a C or better (QL-A);
• Successful completion of a Wisconsin Approved Basic Skills Test;
• Completion of CurrIns 300, Introduction to Teaching, with a C or better;
• Completion of ExcEduc 300, The Exceptional Individual (or equivalent) with a C or better;
• Completion of EdPol 375, Cultural Foundations of Education (or equivalent), with a C or better;
• Completion of an approved advanced course (at least 3 credits) with a significant written or oal communication component (OWC-B) with a C or better (Recommendations: ExcEduc 560, English 215, English 240, English 201, English 206 or equivalent);
• Completion of an approved advanced course (at least three credits) making use of quantitative tools (QL-B) with a C or better (Recommendations: Philos 211 or equivalent);
• Completion of a minimum of 45 credits at the time of application (must complete 58 by the time of program commencement with a minimum of 37 successfully completed credits in GER/Content Area coursework);
• 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. Passage of Wisconsin Foundations of Reading test. Passage of edTPA (beginning 2015-16 school year);
• Completion of a minimum of 53 credits, including GER and electives focused on Content Area(s) relevant for a Special Educator in middle and high school settings;
• 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;
• Maintain a cumulative GPA of 2.75; and
• 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.

Fall I

 

     

CURRINS 545

Reading in the Secondary Content Areas

3

ED PSY 330

Introduction to Learning and Development

3

EXCEDUC 635

Balanced Literacy Instruction in the Elementary School

3

EXCEDUC 486

Portfolio Development

1

Field requirement: 1.5 days per week or 135 hours.

 

Spring I

 

     

CURRINS 332

Teaching of Mathematics, Middle School

3

EXCEDUC 489

Linking Seminar II: Middle/High – Behavioral Support, Planning, and Assessment

1

EXCEDUC 595

Technology Applications for Diverse Learners

3

EXCEDUC 636

Curriculum Accommodations

3

EXCEDUC 662

Collaborative Strategies

3

EXCEDUC 680

Literacy

3

Field Requirement: 2 days per week or 190 hours.

 

It is strongly recommended that students take the Reading Test required for Initial Certification at the end of the first year of the Professional Sequence.

Fall II

 

     

EXCEDUC 532

Assessment and Monitoring

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

EXCEDUC 496

Linking Seminar III: Middle/High – Professional Development

2

EXCEDUC 587

Teaching Experience III

3

Field Requirement: Half-days (M-F)

 

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

     

CURRINS 543

Developing Biliteracy

3

EXCEDUC 588

Teaching Experience III

9

Field Requirement: Twenty weeks, full-time (M-F).

Courses


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Exceptional Education
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