2009-10 Graduate Bulletin and Course Catalog

Department of Language, Reading and Exceptionalities, Reich College of Education

Graduate Courses in Communication Disorders (CD), Reading Education (RE), and Special Education (SPE)

http://www.lre.appstate.edu

Monica A. Lambert, Chair

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Communication Disorders (CD)

CD 5364. Audiology/(3).S. The science of hearing and the etiologies of hearing impairment. Prerequisites: CD 2259 (Communication Disorders), CD 2260 (Anatomy and Physiology of the Speech and Hearing Mechanism), CD 2464 (Basic Speech and Hearing Science), and CD 2465 (Basic Speech and Hearing Science Laboratory). (Meets ASHA III-C, III-D, IV-G) [Dual-listed with CD 3364.]

CD 5500. Independent Study/(1-4).F;S.

CD 5530-5549. Selected Topics/(1-4).On Demand.

CD 5562. Advanced Phonetic Transcription/(1).F;S. In this course, students will have the opportunity to refine their skills in the transcription of clinical interactions with clients at-risk for or experiencing speech-sound disorders. Prerequisites: CD 2259 (Communication Disorders), CD 2260 (Anatomy and Physiology of the Speech and Hearing Mechanism), CD 2361 (Phonetics), and concurrently with CD 5563. (Meets ASHA III-C, III-D) [Dual-listed with CD 4562.]

CD 5563. Disorders of Articulation and Phonology/(3).F;S. Etiology, evaluation, and management of articulation and phonologic disorders. Prerequisites: CD 2259 (Communication Disorders), CD 2260 (Anatomy and Physiology of the Speech and Hearing Mechanism), CD 2361 (Phonetics), and concurrently with CD 5562. (Meets ASHA III-C, III-D, IV-G) [Dual-listed with CD 4563.]

CD 5564. Clinical Practicum I/(3).F;S. Supervised entry level practicum in evaluation and therapy techniques in speech-language pathology. Specific clinical assignments will be appropriate to a common pre-practicum core. Assignments will be consistent with the workload formula in the Communication Disorders Program Handbook. Graded on an S/U basis. Prerequisites: completion of a common pre-practicum core which includes: CD 5661, CD 5669, CD 5675, CD 5676, and CD 5731; and completion of required observations. (Meets ASHA III-B)

CD 5565. Clinical Practicum II/(3).F;S. Supervised second level practicum in evaluation and therapy techniques in speech-language pathology. Specific clinical assignments will depend on prior and concurrent coursework in the disorders areas. Assignments will be consistent with the workload formula in the Communication Disorders Program Handbook. Students may have an off-campus placement. Graded on an S/U basis. Prerequisite: CD 5564. (Meets ASHA III-B)

CD 5566. Clinical Practicum III/(3 or 6).F;S. Supervised third level practicum in evaluation and therapy techniques in speech-language pathology. Specific clinical assignments will depend on prior and concurrent coursework in the disorders areas. Assignments will be consistent with the workload formula in the Communication Disorders Program Handbook. Students may have an off-campus placement. CD 5566 may be taken for 6 s.h. alone, or for 3 s.h. credit concurrently with a 3 s.h. enrollment in CD 5569 (Clinical Practicum in the Schools). Graded on an S/U basis. Prerequisite: CD 5565. (Meets ASHA III-B)

CD 5569. Clinical Practicum in the Schools/(3 or 6).F;S. Supervised practicum involving evaluation and therapy techniques in speech-language pathology. Specific clinical assignments will depend on prior and concurrent coursework in the disorders areas. Assignments will be consistent with the workload formula in the Communication Disorders Program Handbook. CD 5569 may be taken for 6 s.h. alone, or concurrently with a 6 s.h. enrollment in CD 5900 (Internship), or for 3 s.h. concurrently with a 3 s.h. enrollment in CD 5566 (Clinical Practicum III) . Graded on an S/U basis. Prerequisite: CD 5565. (Meets ASHA III-B)

CD 5602. Communication and Aging/(3).On Demand. The dynamics of normal communicative processes in the geriatric population and the psychobiological changes that occur as human beings age. Prerequisite: senior status or permission of the instructor. Enrollment is not restricted. (Meets ASHA III-B) [Dual-listed with CD 4602.]

CD 5661. Diagnostic Process/(3).F;S. The philosophy and implementation of procedures for the evaluation of communication disorders in children and adults with emphasis on obtaining and interpreting case history data, conducting diagnostic interviews, and administering, scoring and interpreting data from diagnostic instruments used to evaluate articulation, language, fluency, voice, and motor speech disorders. Observation of and participation in diagnostic sessions are required. (Meets ASHA II-B)

CD 5662. Management of Hearing Disorders/(3).S. Studies of the habilitation/rehabilitation of hearing impairments in preschool and school-aged children and adults. Emphasis on prescriptive and resource curricular management. Includes audition training, speech reading methods, and a survey of hearing aid monitoring techniques. Prerequisite: CD 3364 (Audiology). (Meets ASHA III-C, III-D, IV-G) [Dual-listed with CD 4662.]

CD 5663. Disorders of Fluency/(3).F. Study of the etiology, evaluation, and management of disorders of fluency (including stuttering) in children and adults with a concentration on the major theories of causation. (Meets ASHA II-B)

CD 5666. Voice Disorders/(3).SS. Study of the etiology, evaluation, and rehabilitation of functional and organic voice disorders in children and adults, including a review of the anatomic and physiological bases of phonation, respiration, and resonation; theories of voice production; and physiologic and acoustic correlates of voice disorders. (Meets ASHA II-B)

CD 5668. Language Disorders/(3).F. The identification and evaluation of language disorders in children and adults, including models of language and language disorders, etiological factors, and basic assessment and management procedures. Prerequisites: CD 3162 (Structural Analysis of Language), CD 3163 (Laboratory in the Structural Analysis of Language) and CD 3366 (Communication Development). (Meets ASHA III-C, III-D, IV-G) [Dual-listed with CD 4668.]

CD 5669. Phonologic Disorders/(3).SS. Clinical application of current research in disorders of the phonologic (sound) system. (Meets ASHA II-B)

CD 5672. Severe Communication Disorders in Children and Adults/(3).S. A study of the communication development of children and adults with severe communication disorders. Emphasis will be placed on developing expertise in ongoing evaluation through standard and nonstandard procedures, program planning, and use of augmentative communication systems. (Meets ASHA II-B)

CD 5675. Language Disorders I/(3).F;S. A study of the evaluation and management of language disorders in preschool children, including models of language and language disorders, high risk factors, and interdisciplinary assessment, program planning, and intervention. Prerequisites: CD 3162 (Structural Analysis of Language), CD 3163 (Laboratory in the Structural Analysis of Language), CD 3366 (Communication Development), CD 5668 or permission of the instructor. (Meets ASHA II-B)

CD 5676. Language Disorders II/(3).F;S. A study of the identification, evaluation, and management of language disorders in school-aged children and adolescents, with special emphasis on language development after age five, the role of language in educational contexts, formal and informal assessment strategies, alternative service delivery models, and specific strategies for intervention. Prerequisites: CD 3162 (Structural Analysis of Language), CD 3163 (Laboratory in the Structural Analysis of Language), CD 3366 (Communication Development) and CD 5668 or permission of the instructor. (Meets ASHA B-2)

CD 5678. Language Disorders III (3).F;S. A study of the identification, evaluation, and management of written language disorders in individuals from birth to 18 years who are at risk for or who have been identified as having a communication and/or specific language impairment (SLI). A special emphasis is placed on the written language skills of these individuals in a variety of educational contexts (e.g., daycare settings, developmental preschool programs, public schools, etc.). Formal and informal strategies for assessment, alternative service delivery models, and specific strategies for intervention will be covered. (Meets ASHA B-2). Prerequisites: CD 5675 and CD 5676 or permission of the instructor.

CD 5682. Communication Disorders in Diverse Populations/(3).S. A seminar on the interrelationship of sociological variables and linguistic performance with special emphasis on communication differences and disorders among culturally and linguistically diverse populations, non-biased assessment of diverse populations, elective intervention approaches, and differing learning styles.

CD 5690. Topics in Communication Disorders: Weekends with the Experts/(1).F;S. These minicourses provide students and practitioners in speech-language pathology and audiology with an opportunity for in-depth exploration of topics in the basic communication processes, the professional area, and related areas. May be repeated with permission of the coordinator of the communication disorders program. Graded on an S/U basis.

CD 5731. Neurogenic Disorders I: Overview of Aphasia, Apraxia, Dysarthria, and Dysphagia/(3).F;S. Overview of normal and age-, gender-, and culture- related differences in adult communication and upper aerodigestive function. Behavioral characteristics, neuropathology, and etiologies of aphasia, apraxia, dysarthria, and dysphagia will be described, giving special consideration to the impairments, activity limitations, and participation restrictions related to these disorders. (Meets ASHA II-B)

CD 5732. Neurogenic Disorders II: Assessment and Treatment of Aphasia, Apraxia, Dysarthria, and Dysphagia/(3).S. Differential diagnosis and management of the impairments, activity limitations, and participation restrictions related to aphasia, apraxia, dysarthria, and dysphagia. Special consideration will be given to age-, gender-, and culture-related differences. Prerequisite: CD 5731. (Meets ASHA II-B)

CD 5733. Neurogenic Disorders III: Dementia, Right Hemisphere Disorders, and Traumatic Brain Injury/(3).F. Even-numbered years; SS. Odd-numbered years. Description, differential diagnosis, and treatment of the impairments, activity limitations, and participation restrictions related to cognitive and communication associated with dementia, right hemisphere damage, and traumatic brain injury. Special consideration will be given to age-, gender-, and culture-related differences. Prerequisite: CD 5731. (Meets ASHA II-B)

CD 5766. Neuroanatomy and Physiology/(3).F;S. Basic anatomy and physiology of the central and peripheral nervous systems with special emphasis on neural systems involved in normal and disordered speech, language, and hearing. Prerequisite: CD 2260 (Anatomy and Physiology of the Speech and Hearing Mechanism). (Meets ASHA III-B) [Dual-listed with CD 4766.]

CD 5864.Intervention Processes in Communication Disorders/(3).F;S. An introduction to intervention processes relevant to any clinical setting. Critical issues addressed will include the importance and role of appropriate prior diagnostic information; development of intervention plans; assessment of intervention effectiveness; and professional ethics. The necessity for and means of obtaining appropriate professional credentials will also be discussed. Prerequisites: CD 2259 (Communication Disorders), CD 3364 (Audiology), CD 5563 or CD 5668; and, concurrently with CD 5865. (Meets ASHA III-B, III-C, III-D, III-E, IV-G) [Dual-listed with CD 4864.]

CD 5865. Laboratory in Intervention Processes in Communication Disorders/(1).F;S. In this course, students will obtain 25 hours of supervised observation of the provision of speech, language and hearing services. This will primarily involve serving as participant observers with one client at the Appalachian State University Communication Disorders Clinic. Emphasis will be placed on applying intervention effectiveness. Prerequisites: CD 2259 (Communication Disorders), CD 3364 (Audiology), CD 5563, or CD 5668; and, concurrently with CD 5864. (Meets ASHA III-B, III-C, III-D, IV-G) [Dual-listed with CD 4865.]

CD 5900. Internship/(6-12).F;S. An internship in the area of communication disorders. Graded on an S/U basis. Prerequisites: completion of CD 5567 or its equivalent and permission of the Communication Disorders faculty. (Meets ASHA III-B)

CD 5989. Graduate Research/(1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master’s and specialist’s levels. Graded on an S/U basis. CD 5989 does not count toward a degree.

CD 5999. Thesis/(1-4).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S. (Meets ASHA II-A or II-B)

Reading Education (RE)

RE 5040. Teacher as Researcher/(3).F;S. This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research. (Same as CI 5040/RES 5040/SPE 5040.)

RE 5100. Teaching Beginning Readers and Writers/(3).F. Various approaches to teaching beginning readers and writers are introduced (K-3). There is an emphasis on teaching methods that capitalize on the language competence students bring with them to school. Word recognition, comprehension, and writing instruction are considered within the framework of a meaningful, integrated reading/language arts program.

RE 5111. Issues, Trends, and Practices in Reading/(2-3).F;S. Provides students with an in-depth study of significant issues, trends, and practices in reading at all educational levels. The course is designed to deal with questions and problems of the type facing key teachers, supervisors, and administrators. Because the course is concerned with current trends and issues, it is assumed that the course will undergo periodic changes in terms of what is current.

RE 5120. Psychological Bases of Reading/(3).F. The thrust of this course is toward providing advanced reading majors with a comprehensive over- view of contemporary theories of psychology and instruction as they can be applied to explicating the complex processes underlying reading behavior. Basically, the course deals with the following areas: (1) definitions of reading; (2) reading as verbal behavior; (3) perception and sensation in reading; (4) reading and cognition; (5) learning and reading; (6) growth and development and reading; (7) attention, motivation, and reading; (8) personality and reading; (9) learning from written materials; and, (10) individual differences and reading.

RE 5130. Teaching the Language Arts/(3).F. A study of the latest research, practices, interpretation, methods, materials and strategies in teaching the language arts.

RE 5140. Advanced Study of Children’s Literature/(3).S. Provides an opportunity for students to extend their knowledge of children’s books. Emphasis will be placed on an examination of the history of major publishers of children’s literature, multicultural perspectives in reading and writing, and the theories of response to literature. Consideration will be given to how literature contributes to learning and language development.

RE 5200. The Politics of Literacy (3).On Demand. This course examines literacy from political, historical and theoretical perspectives. The role of special interest groups and federal and state agencies on literacy instruction will be examined. A strong emphasis throughout the course will be on the development of students as thinkers, researchers, writers, and advocates for effective literacy policy.

RE 5210. Educating Students with Reading Disabilities (3).On Demand. This course examines the federal policy and school-level practices that affect the education of students with reading disabilities. Changes in federal policy will be examined across a historical context. Students will be challenged to think critically about these changes and evaluate the degree to which federal policy facilitates the education of students with reading disabilities.

RE 5220. Teaching Intermediate Struggling Readers (3).On Demand. This course acquaints teachers with issues involved in providing effective reading instruction to struggling readers in grades fourth through eighth. Among these issues are assessment, materials selection, grouping and management concerns, and instruction (including comprehension, word recognition, fluency, and vocabulary). Participating teachers should leave the course with a better conceptual understanding of the specific challenges they face and strategies and tools for meeting these challenges.

RE 5500. Independent Study/(1-4).F;S.

RE 5510. Field Experience in Teaching Reading/(1-6).F;S. Students register only by permission of the advisor.

RE 5525. Product of Learning/(1-3).On Demand. Graded on an S/U basis.

RE 5530-5549. Selected Topics/(1-4).On Demand.

RE 5570. Reading Curriculum: Organization, Supervision and Assessment/(3).S. Studies are made of reading curriculum designs, and the implementation, supervision and evaluation of reading programs. Prerequisite: 18 hours in reading or permission of the advisor.

RE 5671. Research in Current Literature in Reading/(3).S. Research and critical analyses are made in current periodicals, journals, and recent books on critical areas of reading. Prerequisite: 18 hours in reading or permission of the advisor.

RE 5710. Seminar in Reading and Language Arts Research/(3).S. Current theory and research in reading and the language arts are examined. Students select a topic in which to pursue in-depth study and then their newly-acquired knowledge is applied to classroom teaching. Emphasis is placed on assisting teachers to be leaders in school settings. This course should be taken at the end of the Master of Arts program.

RE 5715. Reading Assessment and Correction/(3).F;S. An in-depth examination of informal reading assessment practices and remedial teaching techniques. This course includes practicum experiences in administering and interpreting informal word recognition, contextual reading, and spelling instruments.

RE 5725. Practicum in the Clinical Teaching of Reading/(3).S. Provides students with a closely supervised practicum experience in which they assess and teach children/adults who are experiencing reading difficulties. Prerequisite: RE 5715.

RE 5730. Reading and Writing Instruction for Intermediate and Advanced Learners/(3).S. Strategies for helping students use reading and writing as tools for comprehension of texts and for learning in content-area disciplines are explored. A broad cultural view of literacy forms the context for reviewing the research on strategic teaching and learning. The general focus is on third-grade through adult learners.

RE 5735. Practicum in Teaching Severely Disabled Readers/(3).On Demand. This course provides a supervised clinical teaching experience with severely disabled readers. Students are guided in the use of systematic multisensory reading instruction. The topic of reading disability will be investigated throughout the semester.

RE 5760. Adult Literacy Instruction/(3).S. An in-depth review of assessing and teaching literacy skills in Adult Basic Education programs.

RE 5900. Internship/(3-9).F;S. An internship in the area of reading education. Graded on an S/U basis. Prerequisite: permission of the advisor.

RE 5989. Graduate Research/(1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master’s and specialist’s levels. Graded on an S/U basis. RE 5989 does not count toward a degree.

RE 5999. Thesis/(1-4).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S.

RE 6120. Psychological Processes in Reading/(3).S. This course examines current theories of reading processes, supporting research, and implications for teaching reading. The course is approached from a cognitive psychological perspective, where the nature of mature reading is considered first, followed by consideration of developmental issues in reading. Course topics will include research on eye movements, comprehension, phonemic awareness and decoding, beginning reading, and fluency, as well as other current theoretical issues.

RE 6568. Language and Linguistics in Reading/(3).S. This course examines language acquisition and language structure from both theoretical and practical perspectives. Students will have the opportunity to learn about cognitive, social, and cultural aspects of language. Emphasis will be placed on understanding psycholinguistic and sociolinguistic perspectives; language acquisition; and components of language, including pragmatics, semantics, syntax, morphology, and phonology. Concepts of oral and written language will be explored within the context of community and classroom discourse and literacy practice.

RE 6575. Technology and Literacy/(3).F. This course provides students an opportunity to critically examine the central issues and theoretical perspectives in research on technology and literacy, with an emphasis on critically examining the educational function of communication technology, assisted technology, digital and multimedia text, and educational software. Students will study the nature of technology and literacy, related classroom implementation issues, and specialized use of technology for students with disabilities.

RE 6700. Historical Trends in Reading Theory and Research/(3).F. This course examines significant trends and developments in reading theory and research from the early 1900s up to the present. Emphasis will be placed on three time periods: 1910-1930 which featured behavioral psychology, the development of basal readers and the first university-based reading clinics; 1955-1965 which featured the “Great Debate” between advocates of phonics and whole-word reading methodologies; and 1975-1995 which ushered in cognitive theories of reading and two competing psycholinguistic explanations of the reading process. Throughout the course, connections will be drawn between predominant reading theories and their effects on classroom reading materials and instructional methods.

RE 6731. Advanced Issues in Literacy and Learning/(3).S. This course provides opportunities for students to investigate current theory and research related to specific literacy topics. The course also engages students in analyzing current literacy programs and practices to identify the theoretical orientation, research base, historical context, and political agendas that inform them. Representative topics include: comprehension, composition, classroom discourse, vocabulary, English language learners, and evolving representations of literacy and text.

RE 6735. Severe Reading Disability/(3).F. This course takes an in-depth look at the topic of severe reading disability as it is currently understood. To this end, relevant research, discussion, and practices are surveyed and studied.

RE 7570. Administering Reading/Language Arts Programs: The Research Base/(3).On Demand. Provides the theoretical framework administrators need to supervise comprehensive classroom reading and language arts programs. The current research literature will be examined across several areas, including: psychological models of the reading process, reading/writing relationships, academic work, teacher effectiveness, and observation of instruction. This literature will form the basis for examining existing program approaches to teaching reading and language arts in the elementary school and for content area programs in middle and secondary schools. Next, “ideal” program models will be developed, and, finally, methods for implementing, supervising and evaluating programs will be analyzed.

RE 7710. Improving Reading/Language Arts Instruction in the Schools: Problem-Solving Seminar for Administrators/(3).On Demand. This seminar will focus on real world problems that administrators face in planning, implementing, and evaluating reading/language arts programs in public school settings. Discussion of pre-selected problems (with corresponding reading lists) will form the core of the course. Students will be encouraged to focus on specific reading and writing issues and problems in their own school districts. Prerequisite: RE 7570.

RE 7989. Doctoral Research/(1-9).F;S. This course is designed to provide access to University facilities for continuing doctoral research. Graded on an S/U basis. RE 7989 does not count toward a degree.

Special Education (SPE)

SPE 5030. Research Informing Practice in Special Education/(3).F. This course introduces areas of educational research and school improvement. The aim of this class is to develop educators’ knowledge and skills in research techniques to use in classrooms. This course covers qualitative, quantitative, and single-subject design research methods, focusing on interpretation and application relating to special education classroom practice. In addition, this course gives students an understanding of how to interpret educational research and how to use it to develop evidence-based interventions in their classrooms. Students develop an action research project that will be implemented in their school/classroom during their internship.

SPE 5040. Teacher as Researcher/(3).F;S. This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research. (Same as CI 5040/RES 5040/RE 5040.)

SPE 5045. Advanced Topics in Diversity/(3).F. A framework of theories on diversity and multicultural issues is constructed in this course. From these theories, practical applications will be derived. Research focusing on creating productive and equitable learning environments, on best practices collaboration, and on instructional accommodations and modifications will be examined. (Same as CI 5045.)

SPE 5100. Field Training in the Teaching-Family Model/(3).On Demand. A field oriented course involving supervised implementation of the Teaching-Family Model treatment approach. Evaluations by both consumers and professionals in the field will be utilized as part of the training sequence.

SPE 5101. Advanced Field Training in the Teaching-Family Model/(3).On Demand. This field oriented course is offered for those successfully completing the prerequisite field training course. The course is aimed at helping the student refine and modify her/his use of the Teaching-Family Model Treatment program. Prerequisite: SPE 5100.

SPE 5111. Advanced Developmental Assessment and Program Evaluation for Children/(3).F. This course is designed to provide students with skills and knowledge in assessing the development of children, and the interests, concerns, and priorities of families. Students will collect data for the purpose of monitoring children’s progress, family outcomes, and program effectiveness. (Same as CI 5111/FCS 5111.)

SPE 5112. Advanced Developmental Curriculum and Instruction for Young Children/(3).S. This course is designed to provide students with advanced skills and knowledge in application of a research base to design, adapt and evaluate curriculum and environments suitable for the integration of infants, toddlers, preschool and kindergarten children of various developmental levels and abilities in inclusive settings. (Same as CI 5112/FCS 5112.)

SPE 5113. Seminar: Issues in Birth through Kindergarten Education/(3).F. This seminar is designed to build leadership skills to enable the student to consult and collaborate with other professionals. It will permit the development of depth and breadth in professional growth as well, and provide the foundation for life-long learning for the advancement of knowledge in the field of early childhood education and early intervention. (Same as CI 5113/FCS 5113.)

SPE 5200. Teaching Communication and Problem Solving Strategies Within the Teaching-Family Model/(3).On Demand. Basic counseling strategies and problem-solving skills especially related to the Teaching-Family Model will be offered. Emphasis will be placed on working with emotionally disturbed and delinquent youths and their families in the context of residential treatment.

SPE 5205. Inclusion/(3).F;S. This course examines inclusion as it relates to students with disabilities and how to integrate them into general education classrooms and K-12 schools. Current issues, collaborative relationships, and effective teaching and modification approaches for all students will be discussed. Prerequisite: SPE 5595 or permission of the instructor. [Dual-listed with SPE 4205.]

SPE 5210. Psychoeducational Approaches to Emotional/Behavioral Disorders/(3).F. This course covers theories of working with children and youth with behavioral disorders. Psychodynamic, humanistic, and behavioral strategies are examined and applied through readings, small and large group discussions, and analysis of articles and media. A theoretical foundation is built through a review of contrasting perspectives.

SPE 5220. Characteristics, Assessment, and Identification of Individuals with Learning Disabilities/(3).F. This course provides advanced knowledge about the causes, definitions and identification of students with learning disabilities. Students receive in-depth instruction in the administration of both standardized and informal assessments and their modifications.

SPE 5230. Assessment and Instruction of Individuals with Intellectual Disabilities/(3).F. This course identifies, reviews, and analyzes current research and literature related to the study of intellectual disabilities/mental retardation. The course also provides in-depth study in ecological assessment and individualized curriculum development for individuals with intellectual disabilities/mental retardation, and it also provides in-depth study and examination of the social construction of mental retardation in society.

SPE 5400. Advanced Readings in Organization and Administration of Community-Based Treatment Programs/(3).On Demand. To expand the student’s knowledge of the organization and administration of community based programs. Emphasis will be placed on the process of organizing, administering, and implementing treatment programs for troubled youths.

SPE 5500. Independent Study/(1-4).On Demand.

SPE 5530-5549. Selected Topics/(1-4).On Demand.

SPE 5562. Methods for Educating the Severely Handicapped/(3).On Demand. Principles and procedures used to program instruction for the severely handicapped are presented and evaluated as to their effectiveness. Students are required to design and implement an instructional program with a severely handicapped person. Corequisite: SPE 5564.

SPE 5564. Curriculum for the Severely Handicapped/(3).On Demand. The selection of instructional programs appropriate for use with the severely handicapped is emphasized. The student identifies strengths and weaknesses of educational programs and makes recommendations for their use with severely handicapped persons. Corequisite: SPE 5562.

SPE 5584. Special Education Law and Leadership/(3).F. This course introduces the student to educational leadership and examines various leadership and organizational styles. Students will articulate their personal leadership philosophy and vision. The course also examines current research and literature on leadership in schools, educational reform initiatives, and legal issues. The process of IEP writing from both a legal and leadership perspective will be included.

SPE 5592. Advanced Medical Aspects of Disability/(3).On Demand. What constitutes severe disability, its effect on the individual and multidisciplinary approaches to amelioration. Disabilities will include epilepsy, spinal cord and brain injuries, degenerative diseases, and their sequelae.

SPE 5595. Individual Differences/(3).F;S. This course will provide an overview of the field of special education with emphasis on mental retardation, learning disabilities, and emotional disabilities.

SPE 5600. Seminar in Special Education/(3).On Demand. This course explores the current research in issues and controversies in the field of special education.

SPE 5610. Advanced Studies in Classroom Management/(3).On Demand. This course is an exploration of the literature and practices that are concerned with managing a classroom so that effective teaching can occur. This course discusses the theories developed for classroom control, then translates these theories into practical intervention techniques, both for individual students and classroom groups.

SPE 5620. Managing Curriculum for Mentally Retarded Students in Special and Regular Settings/(3).On Demand. The in-depth study of curriculum design and management for mildly and moderately mentally retarded students in special and regular classroom settings, from preschool through secondary levels.

SPE 5626. Advanced Studies in Intellectual Disabilities/(3).S. This course is designed to identify, review and analyze current research and literature related to the study of intellectual disabilities (mental retardation). The course also provides in-depth study in assessment, curriculum, and the planning, implementation, and evaluation of instruction for students with intellectual disabilities. Prerequisite: SPE 5230 or permission of the instructor.

SPE 5630. Collaboration and Advocacy/(3).F. This course is designed to examine issues and effective practices of collaboration, consultation, and advocacy among families, community service representatives, and professionals.

SPE 5636. Advanced Studies in Learning Disabilities/(3).S. This course is designed to identify, review and analyze current research and literature related to the study of learning disabilities. This course provides in-depth study in assessment, curriculum, and the planning, implementation, and evaluation of instruction for students with learning disabilities. Prerequisite: SPE 5220 or permission of the instructor.

SPE 5640. Individualized Planning at the Secondary Level/(3).F. In this course, current research and literature related to secondary special education and transition issues are identified, reviewed and analyzed. Longitudinal planning is explored through topics including drop-out prevention, career development theory, person-centered transition planning, assessment, and best practices.

SPE 5646. Advanced Studies in Emotional and Behavioral Disorders/(3).S. An advanced course designed to examine critically educational literature concerning teaching students with emotional and behavioral disorders. Relationships between theory, philosophy, research findings, and current practice are analyzed. Prerequisite: SPE 5210 or permission of the instructor.

SPE 5648. Psychoeducational Approaches in the Study of Emotional Disturbance/(3).On Demand. An investigation of psychoeducational explanations of behavior and the ways these explanations find expression in interventions with children. Emphasis placed on operational models and techniques to be utilized in a variety of settings with emotionally disturbed children.

SPE 5700. Introduction to the Teaching-Family Model/(3).On Demand. An introduction to the philosophy and implementation of the Teaching-Family Model treatment approach. Emphasis will be placed on meeting the needs and remediating problems of emotionally disturbed and delinquent youth. [Dual-listed with SPE 4700.]

SPE 5900. Internship/(6).F;S. This course offers graduate students the opportunity to design, implement, and evaluate a research project with individuals with special needs. Graded on an S/U basis. Prerequisite: application and permission of the advisor.

SPE 5989. Graduate Research/(1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master’s and specialist’s levels. Graded on an S/U basis. SPE 5989 does not count toward a degree.

SPE 5999. Thesis/(1-4).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S.

SPE 7120. Issues and Trends in Special Education/(3).On Demand. The examination of issues and trends in special education, with emphasis on categories and classifications; medical, psychological, technological, and socio-cultural factors; and, promising research and practices.

SPE 7121. Organizational Design and Implementation of Special Education Programs/(3).On Demand. The critical study of the design and implementation of public school special education programs, with emphasis on present and emerging program models, instructional leadership, legislation, and professionalism.

SPE 7989. Doctoral Research/(1-9).F;S. This course is designed to provide access to University facilities for continuing doctoral research. Graded on an S/U basis. SPE 7989 does not count toward a degree.