*892. Special Topics in Education (CYAF *892; EDAD *892; EDPS *892; SPED *892; TEAC *892) (1-3 cr, max 12)

Prereq: EDPS 859 or parallel; EDPS 859 or equivalent

Aspects of education not covered elsewhere in the curriculum.

*801. Cross-Cultural Leadership Studies (3 cr)

Prereq: Permission

For those interested in exploring leadership and leadership issues from a cross-cultural perspective. Students construct their understanding of different cultural perspectives on leadership through readings, interviews, and field trips. Provides students with a valuable perspective on their own and other cultural perspectives through the comparison of cultural viewpoints. Native American understanding of leadership.

*811. Practicum in Educational Administration and Supervision (3-4 cr, max 8)

Prereq: Permission

May be repeated for credit. Rating and supervision of teachers; principles and procedures in the development of school policies; selection and promotion of teachers; courses of study and professional ethics.

*813. Administration in Physical Education and Athletics (3 cr)

Organization and administration of physical education and athletic programs in colleges and school systems. Practices and policies as they relate to various situations and problems and in the theoretical base for these practices and policies.

814. Risk Management for Sport Facilities (3 cr)

Legal and risk management aspects of construction, supervision, and management of sport, athletic, and recreation indoor and outdoor facilities.

*820. Dynamics of Small Groups (EDPS *852) (3 cr)

Dynamics, structure, and developmental patterns of small, face-to-face groups in instructional and organizational settings. Group formation, conflict, the emergence and function of role structures, leadership and power, recurring paradoxes and other problems of group life, and the contribution of small groups to personal and social change.

821. Foundations of Human Resource Development (3 cr)

Lays the foundation for further study of Human Resource Development (HRD) by examining the knowledge of HRD professionals, the roles they play, and the organizational settings in which HRD occurs. The design and development of education and training programs, how change occurs in organizations, how career development can optimize the match between individual and organizational goals and needs, and how to improve performance in organizations by analyzing performance opportunities and designing employee training to address these opportunities.

822. Instructional Strategies in Human Resource Development (3 cr)

Prereq: EDAD 821

Examines the role of instruction for enhancing human learning and performance in organizations. The analysis of performance problems/opportunities and design of interventions for learning and performance improvement. The essential components of instruction, selecting instructional methods and media to achieve program objectives, the transfer of learning, and evaluating the effectiveness of instruction. The performance enhancing potential of systematically linking needs analysis, instructional design, and program evaluation.

825. Coordination in Occupational Training Programs (TEAC 825) (1-3 cr)

Foundation and scope of current and projected vocational cooperative educational programs and general educational work experience. Coordination techniques, selection and placement, instructional procedures, youth leadership activities, organization and administration, and evaluation of cooperative occupational education.

*830. Administrative Theory in Educational Organizations (3 cr)

Introduction to classic and contemporary administrative theory as applied to educational organizations. The theoretical nature of the course content is relevant to those with an interest in a broad variety of educational institutions. General organizational theory, organizational models, historical schools of administrative theory, authority, power, motivation, and leadership. Frequently students are involved in studying problems of practice as a means of testing theory.

*833. Educational Finance (3 cr)

Critical analysis of the political and economic elements impacting K-12 school finance. Content and activities address both building and district level concerns with an emphasis on principles, programs, and trends in school finance.

*835. Business Management of Schools (3 cr)

Allocation and management of fiscal resources including aspects of financial planning and reporting, budgeting and accounting procedures, purchasing, risk management and insurance, investing and bond issues, and auxiliary service.

*836. Planning for Change (2-3 cr)

Rationale for planning in a changing environment will be explored; the theoretical base for planning presented; strategic, futuristic planning and operational planning explored; the development of planning strategies, techniques and procedures; the process of evaluation, feedback and revisions explored; and the management of the change process analyzed.

*837. Education Law (1-4 cr)

Evolution, principles, and practice of education law in relation to local, state, and national units of organization. Education law of Nebraska.

*838. Educational Surveys (2-3 cr)

School systems and its educational program in terms of needs of attendance area served. Organization and interpretation of pertinent data and formulation of recommendations for improvement of educational systems. Long-range planning.

*839. Educational Facilities (2-3 cr)

Techniques for planning educational facilities through use of surveys, educational specifications, and standards. Function of the school administrator in school facilities planning, construction, and utilization.

*841. Introduction to School Improvement Process (3 cr)

Prereq: Permission

Theory and research about school improvement. Components of school improvement planning and potential effects of change upon the process. Build upon experiences in a school setting and gain insights through interviews, best practice literature, and student performance data. Collect and display initial school profile data to assist in making decisions when planning for improvement.

*842. Developing a Successful School Improvement Plan (3 cr)

Prereq: EDAD *841

Assessment theory and types of assessments used to measure student performance relative to a school improvement goal. Relationships between profile data, baseline data, locally developed classroom assessments, and post data pertaining to school improvement goals and action plans emphasized. Develop an initial school improvement plan.

*843. Educating Communities about the School Improvement Process (3 cr)

Prereq: EDAD *842

School improvement planning process in the student’s own setting. Importance of building school and community relationships, including how to gain and maintain support for the improvement process. Identify basic problems and issues that impact school improvement planning, ways to deal with these problems and issues effectively, and develop a public engagement plan for the community. Dynamics of organizations and communities and their impact on public engagement, as well as the presentation and interpretation of data with sensitivity to various publics.

*844. Developing and Reporting Results of the School Improvement Process (3 cr)

Prereq: EDAD *843

Analysis of data reflecting changes in performance based school improvement goals. Prepare a comprehensive report of results. Analyze how staff attitudes and behaviors are impacted through the improvement process. Generate recommendations for proceeding into the next cycle of school improvement. Conduct a personal self-analysis of improvement process skills and obtain information from supervisors/colleagues regarding abilities as a school improvement leader.

*851. Faculty and Staff Appraisal (3 cr)

Faculty and support staff in P-12 schools: appraisal, professional learning communities, high standards/high performance and accountability.

*852. School Culture and Student Behavior (3 cr)

School culture and student behavior in P-12 schools. Personalized teaching and learning environments that address student diversity, needs and interests.

*855. Teaching Learners to Learn (EDPS *855; NUTR *855; SPED *855; TEAC *855) (3 cr)

Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.

*856. Supervising Special Education (SPED *856) (3 cr)

For principals or other administrators who have special education programs in their buildings. Overview of disabilities, related law, special education programs, personnel issues, etc., and instructional methods and administrative support for effective integration of disabled students into regular programs.

*857. Special Education Administration (SPED *857) (3 cr)

Intensive preparation for special educators who intend to administer special education programs in the public schools. Information about best practices in special education, including programming, supervision, legal/regulatory issues, financing, personnel, as well as current controversial topics which are affecting these programs in the schools.

*858. Special Education Law (SPED *858) (3 cr)

Body of law that pertains to the organization, administration, and implementation of special education programs in PreK-12 schools. Substantive and procedural rights of disabled students, and the authority and responsibility of states and school districts that are grounded in state and federal law.

*870. Constitutional Law I (LAW 609G) (1-4 cr)

Structure of the federal government, including the history and judicial interpretation of the Constitution, federalism, interstate commerce, due process, equal protection, and separation of powers.

*871. Constitutional Law II (LAW 732G) (1-4 cr)

Emphasizes protected individual civil liberties. The origin and modern applicability of the state action concept in constitutional litigation; the scope of congressional power to enforce the post Civil War amendments; freedom of speech, association, and press; and constitutional principles enforcing the first amendment’s command that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.”

*872. Introduction to Law, Legal Process, and Legislation (LAW 511G) (3 cr I)

How law is made and changed, the role of the individual, the business corporation, the private association, the administrative agency, the voting public, the legislature, and the courts in making and changing law.

*874. Torts I (LAW 503G) (1-6 cr, max 6)

Legal protection afforded in civil proceedings against interference with the security of one’s person, property, relations, and other intangible interests. Substantive principles that govern tort claims (ranging from claims for intentional wrongdoing, to negligence claims, to claims that the defendant is strictly liable for harms caused to the plaintiff), and the theoretical bases and practical implications of such claims.

*875. Torts II (LAW 504G) (1-6 cr, max 6)

For course description, see LAW 503G.

880B. Designing Instructional Technology K-12 (TEAC 880B) (1-3 cr, max 3)

*890. Workshop Seminar Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

*892. Special Topics in Education (CYAF *892; EDPS *892; EDUC *892; SPED *892; TEAC *892) (1-3 cr, max 12)

Prereq: EDPS 859 or parallel; EDPS 859 or equivalent

Aspects of education not covered elsewhere in the curriculum.

*893. Workshop Seminar Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

*896. Independent Study (1-6 cr)

Prereq: Permission

Selected topic with the direction and guidance of a staff member.

*899. Masters Thesis (6-10 cr)

Prereq: Admission to masters degree program and permission of major adviser

901. System-Level School Improvement (3 cr)

Knowledge and skills required for system-level leaders to bring about school improvement and enhance student achievement. Creating systems that engage the public, performing in complex political environments, and delivering needed services to schools and classrooms.

902. Issues in Educational Organization Theory (3 cr)

Useful theory from the field of organizational literature in order to inform the practice of educational administration. Schools of organizational theory, professional and bureaucratic conflicts, motivation, power, leadership, and organizational culture.

903. Issues in Community Relations (3 cr)

Principles of community relations and public relations; development of school and community understanding; collaboration of educators and community agents and agencies; communication tools and evaluation.

904. Issues in System Level Administration (3 cr)

Prereq: Masters degree or equivalent

Selected system level issues faced by PreK-12 school administrators.

905. Issues in Governance of Educational Institutions (1-3 cr, max 3)

Issues in the governance of K-12 schools including administrator-school board roles and relationships.

906. Issues in Economics of Education (1-4 cr)

Current trends and topics related to issues of human capital, productivity, cost-benefit analysis, rates of return, and the role of education in promoting economic growth.

907. Issues in Educational Politics and Policies (3 cr)

Analyze and evaluate policy processes involved in making choices; develop understanding, apply and evaluate knowledge about key political concepts and theories to the analysis of educational policy issues; analyze and evaluate issues as points of political conflict between institutional structures with competing interests; understand people as the actors in roles they occupy in the political system.

908/929. Seminar in Adult and Continuing Education (EDPS 929) (1-6 cr)

909. Seminar in Human Resource Development (1-3 cr)

Prereq: EDAD 821 or 822

Current research and theory within the field of human resource development, broadly defined. Stresses key problems affecting the training, development, and education of human resources within organizational settings.

910. The Higher Education Environment (3 cr)

Universities are adaptive, living systems interacting with their environment. Equips participants with the skills required to analyze and assess the environment of higher education institutions. Environment concepts, components and structures are studied together with analysis techniques and methodological approaches to future study.

912. Educational Leadership in Higher Education (3 cr) Lec 3.

Strategic thinking, application of leadership theories in the educational setting. Develop a clear personal philosophy of leadership and engage in collaborative active-learning. Multi-media simulations and/or scenarios and role playing to examine options, consequences, and leadership effectiveness in decision-making.

921. Administrative Issues in Postsecondary Education (3 cr)

Introduction to contemporary issues in the administration of postsecondary education with a focus on the scholarly literature, a comparative analysis of administration in types of institutions, leadership and planning, institutional and environmental issues, and selected topics.

922. Finance in Postsecondary Education (3 cr)

Federal and state government funding, institutional planning, technological and community influences, human resources finance, budgeting, and sources of financial support as they relate to postsecondary education institutions and agencies.

923. The Community/Junior College (3 cr) Lec.

Designed particularly for those interested in upper secondary and college levels. Junior college movement; relationship of movement to provisions for an adequate educational program; functions of the junior college; legal status and basis for extension of junior college; problems of organization, administration, and curriculum.

924. Administration of Postsecondary Education Instructional Programs (3 cr)

Administration of postsecondary educational instructional programs. Exploration of curricular issues including an assessment of program quality and reputation, program reallocations, retrenchments, and expansions.

925. Law and Postsecondary Education (3 cr)

Examination of legal principles applicable to postsecondary education institutions. Overview of the legal system, postsecondary education institutions as legal entities, authority for governance and administration, faculty rights and responsibilities, student rights and responsibilities, institutional and personal liability, and other selected issues.

926. The American Professoriate: An Administrative Perspective (3 cr)

Contemporary faculty issues in postsecondary education institutions from the perspective of college administrators. Current status of faculty, assigning faculty workloads and monitoring performance levels, evaluating faculty performance, structuring development activities, and special topics.

932. Global Issues in Higher Education (3 cr) Lec 3.

Selected issues affecting global educational policies and practices.

934. College Teaching (3 cr) Lec 3.

Issues that impact higher education.

948. Instructional Leadership: Emerging Trends and Practices (TEAC 948) (3 cr)

Changing roles for persons engaged in instructional and curricular leadership in educational institutions. Literature on staff development, assessment and evaluation, and effective schools serve as the basis for studying and applying this information to a variety of educational settings. Issues such as teacher empowerment and site-based management, along with cooperative learning provide the focus of the activities.

956. Employment Law Seminar (LAW 759G) (1-4 cr)

Selected current national and state legal issues pertaining to private and public employment.

959. Law and Educational Administration (LAW 695G) (1-4 cr)

Current legal issues of national significance relating to educational institutions; analysis of constitutional provisions, statutes, and court decisions affecting education; separation of church and state; rights of equality; student rights, responsibilities, and discipline; application of criminal and juvenile provisions; use of school property; control of the curriculum and extracurricular activities; contractual and tort liability; hiring, collective actions, tenure, outside activities, discharge, and retirement of teachers; confidentiality; accrediting agencies; and similar current legal matters.

960. Public Employment Law (LAW 760G) (1-4 cr)

Legal issues relating to public employment with particular emphasis on public schools and colleges; collective bargaining by public employees, impasse, and resolution of public employee disputes; grievances, arbitration, and enforcement of agreements; civil rights of public employees; and laws applicable to public employment apart from collective bargaining, such as discrimination acts, wage and hour laws, retirement plans, and public records.

961. Trial Advocacy (LAW 761G) (1-4 cr)

Prereq: LAW 646/G

Students perform weekly exercises which are videotaped and critiqued and will try a case. Fundamentals of trial practice. Emphasis on questioning witnesses, selecting and addressing the jury, and admitting items into evidence.

963. Legislation Seminar (LAW 777G) (1-4 cr)

Development of further skills in drafting and interpreting statutes, understanding legislative processes and decision making, and evaluating the role of legislation in governmental regulation. Opportunity for in-depth study of subjects pertaining to or involving legislation, centering on subjects considered by the Nebraska Legislature and the Nebraska legislative process.

964. Local Government Law (LAW 788G) (1-4 cr)

Law of local government units with emphasis on current problems in the operation and administration of local government, models and theories of local government.

966. Seminar in Educational Administration (1-3 cr, max 6)

Prereq: Permission

Education administration problems with an analysis of research and literature pertaining to these problems.

968. Education Law Seminar (LAW 621G) (1-4 cr)

Selected current national and state legal issues pertaining to education.

970. Criminal Law (LAW 508G) (3 cr)

Substantive criminal law, focusing on the theoretical foundations, general principles, and doctrines that govern the rules of liability and defenses, both in the common law tradition and under the Model Penal Code.

971. Evidence (LAW 646G) (1-4 cr)

Relevancy and admission of evidence, including hearsay, opinions, privileges, other exclusionary rules, examination of witnesses, judicial notice, and physical evidence.

973. Jurisprudence (LAW 672G) (3 cr)

What is good and what is bad about law; the judicial process; principal schools of jurists; theories of the nature of law and the legal order; the American social system and the law; obligations to obey or to disobey the law; and ideas of justice.

973A. Evaluation Theory and Practice (EDPS 973A) (2-3 cr)

Theories and strategies of evaluation examined within the context of society at large and educational and human service programs in particular. Key evaluation models examined as they relate to judgments and decisions about programs. Methodological, social, and political issues in evaluation which pertain equally to an educational program or a human service agency.

976. Legal Control of Discrimination (LAW 680G) (1-4 cr)

Selected legal issues pertaining to the legal control of discrimination.

977/980. American Legal History: Clarence Darrow (EDPS 977; LAW 619G) (1-4 cr)

Through the use of biography, history, autobiography, fiction, theatre, film, and the Internet, exploration of the life and times of Clarence Darrow.

978. Mass Communications Law (LAW 649G) (1-4 cr)

In-depth focus on the first amendment. Includes legal distinctions between the print and broadcast media, free press and fair trial, access to media, and licit and illicit ideas.

979. Seminar in College Student Personnel Work (EDPS 979) (2-3 cr per sem, max 6)

Current professional issues related to the organization and administration of student personnel within higher education. Exploration of research literature, some field experiences, and in-depth examination of special topics.

981. Introduction to Research (1-6 cr)

A written report is required. Investigation and analysis of current problems in education administration and supervision.

988. Dissertation Proposal Development (3 cr)

Prereq: Admission to a doctoral program

Intended for students who are working on the development of their dissertation proposal. Component parts of the dissertation proposal. Students from all areas of Teachers College and the University of Nebraska who are in the process of developing their proposal will find this course to be of use. Typically the course should be taken after the research tools have been completed.

989. Survey of Administrative Research (3 cr)

Intended primarily for students of education who are candidates for doctoral degrees. Readings, discussions, and an analysis of educational problems and research.

990. Workshop Seminar Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

991. Field Studies in Education (NUTR 991; TEAC 991) (1-3 cr, max 6)

Prereq: Permission

Identification and solutions of problems associated with program planning; organizational, administrative, and instructional procedures within an institutional setting. Designing, implementing, and evaluating new or modified patterns of operation and teaching within a public school, postsecondary institution, or adult education agency.

993. Workshop Seminar Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

995. Doctoral Seminar (3 cr, max 18)

Prereq: Permission

Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice. Intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor.

998. Seminar: Internship in Educational Administration (1-6 cr, may be repeated, max 12 cr)

Prereq: Permission

Opportunity for educational administrators to gain an understanding of administering changes or innovations, and to obtain supervised field experience. Consideration will be given antecedents of change, change models, the role of government, forces that restrict or stimulate change, tools to implement change, and evaluation.

999. Doctoral Dissertation (1-24 cr, max 55)

Prereq: Admission to doctoral degree program and permission of supervisory committee chair

*800. Foundations of Educational Research (3 cr) Lec 3.

Prereq: EDPS 459/859 or equivalent or parallel EDPS 859

Purposes and characteristics of research process, selection of research problems in education and social sciences, critical review of published research, research ethics and institutional review, sampling methods, threats to validity in research.

809. Community Services for Older Adults (3 cr)

Developing community services to meet the needs of older adults. Services to meet health, financial, transportation, education, legal, housing, recreational, safety, and spiritual needs including means of initiating, financing, and administering, coordinating, and evaluating service delivery systems.

*810. Educational Gerontology (GERO 810) (3 cr)

Introduction to the field of education for and about the aging. Institutions and processes of education will be analyzed to determine their relationships and value to persons who are now old and those who are aging.

*846. Foundations of Health Behavior (NUTR *846) (3 cr)

The epidemiological, developmental and cognitive foundation of health-related behaviors and identifies opportunities for health promotion and education.

*847. Theoretical Models of Health Behavior Change (NUTR *847) (3 cr)

Application of widely used theoretical models of health behavior change. Specification of behaviors and development and evaluation of theory-based interventions to reduce health-related risks.

850. Child Psychology (3 cr)

Advanced study of the behavior and development of preschool and elementary school children.

851. Psychology of Adolescence (3 cr)

Mental, social, and emotional development of boys and girls during the adolescent period.

*852. Dynamics of Small Groups (EDAD *820) (3 cr)

Dynamics, structure, and developmental patterns of small, face-to-face groups in instructional and organizational settings. Group formation, conflict, the emergence and function of role structures, leadership and power, recurring paradoxes and other problems of group life, and the contribution of small groups to personal and social change.

*853. Psychological Assessment I (3 cr)

Prereq: EDPS 870 or equivalent

Basic assessment and testing skills including “behavioral observation”, psychometric issues, intake/diagnostic interviewing, psychological testing, test interpretation feedback, and integrative report writing. Commonly used screening instruments, personality tests, career interest inventories, and symptom-based tests.

854. Human Cognition and Instruction (3 cr)

Basic survey of cognitive psychology and its applications in instruction. Memory, problem solving, cognitive process in reading, research approaches, and applications to teaching.

*855. Teaching Learners to Learn (EDAD *855; NUTR *855; SPED *855; TEAC *855) (3 cr)

Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.

859. Statistical Methods (3 cr)

Computation and interpretation of measures of central position, variability and correlation; introduction to sampling, probability, and tests of significance.

*860. Applications of Selected Advanced Statistics (3 cr)

Prereq: EDPS 859

Variety of parametric and nonparametric analyses, including analysis of variance (completely randomized design and various factorial designs), regression analysis, analysis of covariance, full model stepwise multiple regression, chi square Mann-Whitney U, and Wilcoxon test. Understanding and application of these analyses. Appropriate mainframe and microcomputer statistical packages utilized to assist in the numerical analysis of data.

862. Psychology of Disability (3 cr)

Examination of the research and theoretical literature related to the relationship between various disabling conditions and the psychological functioning of the person with disability.

863. Human Behavior Analysis (3 cr)

Research methods and findings, concepts, and principles of operant conditioning as related to the experimental analysis of human behavioral events and to the development of behavior engineering technologies.

*866. Counseling Pre-Practicum (3 cr)

Counseling skills required for basic, entry-level clinical work. Practicing skills, receiving peer/instructor performance feedback, and role-playing clinical situations.

*867. Roles and Functions in School Psychological Services (3 cr)

Foundations, models, and practices of contemporary school psychology and an exploration of transitions and future developments in the profession. Investigations of the major legal and ethical systems affecting specialists in the schools and the application of standards for ethical professional practice.

*868. Multicultural Counseling (3 cr)

Prereq: EDPS *866 or comparable course or permission

Ethnic subcultures in the US, cross-cultural communication systems, and change strategies. Cultural cues and barriers in counseling, personal assumptions and values, and active experiencing of cultural diversity in the counseling relationship.

869. Developmental Psychopathology (3 cr)

Investigation of the etiology, course, classification, and treatment of the psychological problems encountered by children, youth, and their families. Current research and theoretical view points regarding psychopathological behavior.

870. Introduction to Educational and Psychological Measurement (3 cr)

Prereq: EDPS 859 or equivalent

Introduction to the construction, evaluation, and ethical use of measurement instruments commonly used in education and psychology. Test construction principles, item analysis, reliability, validity, ethical issues in testing, and evaluation of standardized tests.

871. Human Sexuality and Society (CYAF 871; PSYC 871; SOCI 871) (3 cr) (UNL)

Prereq: Permission

Open to advanced students planning careers in the professions in which knowledge of human behavior and society is important (e.g., helping professions, medicine, law, ministry, education, etc.). Interdisciplinary approach to human sexuality in terms of the psychological, social, cultural, anthropological, legal, historical, and physical characteristics of individual sexuality and sex in society.

878. Pro-seminar in Latin American Studies (ANTH 878; GEOG 878; HIST 878; LAMS 478; MODL 878; POLS 878; SOCI 878; SPAN *878) (3 cr, max 6) Lec 3.

Prereq: Permission

Interdisciplinary analysis of the mechanics and consequences of cultural continuity and social change in Latin America.

881. Psychopharmacology of Addiction (3 cr)

Psychological and pharmacological aspects of drug and alcohol use and abuse. Review of the field emphasizes aspects that are important for the chemical dependency counselor. Physiology of drug use, major drugs of abuse, and psychoactive medications.

882. Treatment Methods and Modalities in Chemical Dependency (3 cr)

Survey of common, and not so common approaches to treating chemical dependency (e.g., inpatient vs. outpatient treatment, halfway houses, Alcoholics Anonymous). Alcohol and drug abuse subpopulations reviewed, with special consideration given to their needs in treatment.

*890. Workshop Seminar (1-12 cr, max 12)

Refer to s in Education under the “Education” section of this bulletin.

*892. Special Topics in Education (CYAF *892; EDAD *892; EDUC *892; SPED *892; TEAC *892) (1-3 cr, max 12)

Prereq: EDPS 859 or parallel; EDPS 859 or equivalent

Aspects of education not covered elsewhere in the curriculum.

*893. Workshop Seminar (1-12 cr, max 12)

Refer to s in Education under the “Education” section of this bulletin.

896. Directed Field Experience (1-24 cr)

Prereq: Permission

*897J. Gifted/Talented (SPED 897J)

898. Special Topics (1-6 cr, max 6)

Prereq: Permission

Seminar on current issues or topics in educational psychology. Topic varies.

*899. Masters Thesis (6-10 cr)

Prereq: Admission to masters degree program and permission of major adviser

900A. Correlational and Experimental Methods in Educational Research (3 cr) Lec 3.

Prereq: EDPS 459/859 or equivalent; EDPS *800 or equivalent

Integrated view of correlational and experimental research in education and social sciences. Builds on idea of relationships among variables and concept of casual relationships between variables. Possible research designs in light of these general principles.

900B. Single Case/Small N Methods in Educational Research (3 cr) Lec 3.

Prereq: EDPS 459/859 or equivalent; EDPS *800 or equivalent

General issues related to the use of single case and/or small N methods, in which individuals are observed over time before and subsequent to experimental intervention. Comparison to traditional experimental methods. Repeated measurement techniques. Various research designs appropriate to single case methods.

900D. Survey Methods in Educational Research (3 cr)

Prereq: EDPS 459/859 or equivalent; EDPS *800 or equivalent

Principles and applications of survey research. Use of appropriate sampling techniques and applications of survey methods to the study of relative incidence, distribution, and interrelations of educational, sociological, and psychological variables.

900J. Historical Methods in Educational Research (3 cr)

Prereq: EDPS 459/859 or equivalent; EDPS *800 or equivalent

Connections in the general study of history to the study of the history of education. Concepts employed in educational historical research and the methods used by historical researchers. The methodology of historical research.

900K. Qualitative Approaches to Educational Research (3 cr)

Prereq: EDPS 459/859 or equivalent; EDPS *800 or equivalent

Uses of qualitative research methods in education. The theoretical premises of research using qualitative methods and the application of this information through critique and planning research. Qualitative methods for data collection.

905. Research and Evaluation Literature on Health Promotion (NUTR 905) (3 cr)

Philosophical and empirical review and critique of contemporary literature on school, community, work place and health care-based health promotion and education programs.

929. Seminar in Adult and Continuing Education (EDAD 908/929) (1-6 cr)

930. Sociological/Anthropological Research Methods in Education (CYAF 930; NUTR 930; TEAC 930) (1-3 cr, max 15)

Empirical and theoretical research into the sociocultural problems and the lived experiences of people across educational, family and community settings.
A. Ethnographic Methods (1-3 cr)
B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr)
D. Discourse Analysis Across School, Home and Community Settings (1-3 cr)
E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr)
J. Hermeneutic Traditions in Education (1-3 cr)
K. Quantitative Research Traditions in Education (1-3 cr)

930A. Ethnographic Methods (1-3 cr)

930B. Special Topics in Qualitative and/or Quantitative Research Methods (1-3 cr)

930D. Discourse Analysis Across School, Home and Community Settings (1-3 cr)

930E. Introduction to Linguistic Analysis of Classroom Interaction (1-3 cr)

930J. Hermeneutic Traditions in Education (1-3 cr)

930K. Quantitative Research Traditions in Education (1-3 cr)

935. Seminar in Qualitative Research (TEAC 935) (3 cr)

Prereq: EDUC 900K or permission

Seminar intended for doctoral-level students who have completed an initial qualitative research methodology course and who want to increase their skills in qualitative research. Data collection and analysis strategies and the application of those strategies to research problems.

936. Mixed Methods Research (3 cr) Lec 3.

Prereq: EDUC 800 or equivalent, and EDUC 900K

EDPS 936 is for students already familiar with quantitative and qualitative research. An introduction to mixed methods research as a distinct methodology in social science research Topics include the value and use of this approach, philosophical assumptions, various types of design, and approaches to designing and conducting mixed methods research.

941. Intermediate Statistics: Experimental Methods (SRAM 941) (3 cr)

Prereq: EDPS 859

Computation, interpretation, and application of analysis of variance techniques, including factorial and mixed model designs. Computer and microcomputer software accessed.

942. Intermediate Statistics: Correlational Methods (SRAM 942) (3 cr)

Prereq: EDPS 859 or equivalent

Various correlational-based statistical procedures presented, including linear and nonlinear regression, multiple regression, statistical control, analysis of interactions, the general linear model, factor analysis, and discriminant analysis.

945. Computer-Assisted Research Data Analysis (3 cr)

Prereq: One statistics course beyond EDPS 859

Registration is on a pass/no pass basis only. Practical opportunity to learn several statistical software packages for both mainframe and microcomputers: (a) how to develop and manage data files, (b) how to transfer data files between computers, and (c) principles of data transformation and selection.

948. Multicultural Issues in School Psychological Service Delivery (3 cr)

Current issues related to psycho-educational service delivery to children and families from different cultural and linguistic backgrounds. Integrating research and field experiences to provide students with skills to develop, implement, and deliver culturally sensitive and effective school psychological services.

949. Cognitive and Behavioral Therapy with Children and Adolescents (3 cr)

Prereq: Permission

Cognitive and behavioral techniques. Theoretical issues, application and evaluation of major empirically-validated therapeutic treatments that represent best practices in child and adolescent therapy.

950. Intellectual Assessment (1-4 cr)

Prereq:or coreq: EDPS 859, 870, and permission

Formal evaluative methods for the investigation of children’s learning difficulties, including supervised practicum in administration, scoring, and interpretation of individually administered tests of cognitive abilities.

951. Academic and Behavioral Assessment (1-4 cr)

Prereq: EDPS 950 and permission

Advanced study of the theory and practice in the assessment of educational and psychological problems of children and youth to include assessment of systems that impact on the behavior of children and youth. Assessment techniques include environmental observation, interviewing, standardized assessment procedures for academic skills, adaptive behavior, social and emotional problems, curriculum based assessment, and functional analysis and assessment. Ecological-behavioral basis of assessment is explored. A complete psychological and educational evaluation is conducted in a school or other relevant setting.

952. Systems of Consultation in School Psychology (3 cr)

Prereq: EDPS 863

Intensive analysis of the theory and practice of various systems of mental health consultation in the schools with special emphasis and practicum with mental health service models other than conventional clinical, psychometric, and direct psychoeducational remediation models.

953. Psychological Assessment II (4 cr)

Prereq: EDPS *853 or equivalent

Advanced assessment and testing skills. Selection, administration and interpretation of a battery of psychological tests and integration and synthesis of relevant test and non-test data into an accessible report writing format. Development of effective consultation and test interpretation feedback skills.

954. Ecobehavioral Interventions in Schools (3 cr)

Prereq: EDPS 863, 951 pre- or coreq, or permission

Prepares school psychologists and other professionals to function as direct and indirect service providers who are knowledgeable and capable of offering a variety of ecobehavioral interventions in school settings. Applied orientation which integrates discussions of ecobehavioral theory and research.

955. Child Therapy (4 cr, max 12)

Prereq: EDPS 949

Advanced practicum course that facilitates students’ scholarly acquisition of principles and concepts relevant to conducting therapy, and provides opportunities for practical integration of knowledge and skills essential to conducting individual, group, and family psychotherapy. Students acquire competencies in developing, implementing and evaluating interventions by conducting therapy sessions, observing sessions, exchanging feedback with peers, and receiving supervision.

956. Externship in School Psychology (3 cr)

Prereq: Doctoral standing in professional psychology program and permission

Supervised clinical experience working with children, adolescents and families in a variety of school and community settings.

957. Clinical Practice in School Psychology: Consultation, Assessment, and Intervention (2-8 cr, max 24) Lec, lab, fld.

Prereq: EDPS 952, 954 and permission

Supervised clinical practice related to academic, social, behavioral and emotional disorders of children and adolescents. Parent and family treatment and behavior interventions emphasized.
A. Clinic-based Practicum (2-8 cr, max 12) Practicum experience provided in the Department of Educational Psychology Clinic.
B. School-based Practicum (2-8 cr, max 12) Practicum experience provided in local school districts.

957A. Clinic-based Practicum (2-8 cr, max 12)

Practicum experience provided in the Department of Educational Psychology Clinic.

957B. School-based Practicum (2-8 cr, max 12)

Practicum experience provided in local school districts.

958A. Internship in School Psychology (Non-doctoral) (2-3 cr per sem, max 12)

Prereq: Permission of the director of the School Psychology Program

Full-time supervised practice of school psychology in the facilities of public or private schools or educational service agencies.

958B. Practicum in School Psychology Consultation Techniques (1-4 cr per sem, max 8)

Prereq: EDPS 863, 952, 997D or equivalent, and permission

Practicum experience in ecological/behavioral, mental health, and organizational consultation techniques within a school or related setting. Supplemented by individual and small group supervisory/feedback sessions each week.

959. Professional Psychology Internship (Doctoral) (2-3 cr per sem, max 15)

Prereq: Permission of program director

Full-time or half-time supervised practice of psychology and related research in schools and supportive mental health and health agencies with emphasis on assessment, diagnosis, and treatment of mental, emotional, and behavioral disorders.

960. Problem Solving and Concept Learning in Humans (3 cr)

Prereq: EDPS 850 or 851 and 854

Critical examination of the non-Piagetean research literature and theory which examines higher mental processes in humans through the lifespan.

961. Cognitive Development (3 cr)

Prereq: EDPS 850 or 851 and permission

Critical examination of theories and research on cognitive development throughout the lifespan, including Piagetean and alternative perspectives.

962. Research Literature in Personality and Social Development (3 cr)

Prereq: EDPS 850 or 851 and permission

Critical examination of the concepts and principles derived from the study of personality and social development with special emphasis on the research literature.

963. Developmental Psychobiology (3 cr)

Prereq: EDPS 850 or 851 and permission

Biological foundations of human psychological development, including anatomical, physiological, and evolutionary considerations.

964. Counseling Theories and Intervention Techniques (3 cr)

Prereq: EDPS *866

Parallel: EDPS 997A and permission of counseling area. Overview of theoretical approaches to counseling. Close examination of selected theories and intervention procedures.

965A. Group Counseling: Social Psychological Aspects (3 cr)

Prereq: EDPS *866

Parallel: EDPS 964 and 997A. Develops student competencies in analyzing organizational contexts, designing group counseling experiences, and evaluating group experiences.

965B. Group Counseling II: Group Leadership Practicum (3 cr)

Prereq: EDPS 965A and 997A

Advanced practicum aimed at enhancing student competencies in designing group counseling interventions, in analyzing group dynamics, in developing and leading various types of groups from pre-group intakes to group closure, and in evaluating group experiences and students’ leadership skills.

966. Psychology of Learning (3 cr)

Prereq: EDPS 854 and 870

Theories of learning and experimental investigation in the field of animal and human behavior and their application to the classroom.

969. Nonparametric Statistical Methods (3 cr)

Prereq: EDPS 859 or equivalent

Presentation of statistical procedures that do not require fundamental assumptions about the distribution property of the variables to be analyzed. Chi Square tests, rank tests of location (Wilcoxen, Mann Whitney, Kruskal-Wallis, Friedman), tests of goodness of fit (Chi Square, Kolmogorov-Smirnoff), tests of randomness (Runs).

970. Theory and Methods of Educational Measurement (SRAM 970) (3 cr)

Prereq: EDPS 859 and 870; EDPS/SRAM 941; or equivalent

Presentation of various measurement theories and concepts, including classical true-score theory, reliability and validity, test construction, item response theory, test equating, test bias, and criterion-referenced tests.

971. Structural Equation Modeling (SRAM 971) (3 cr)

Prereq: EDPS/SRAM 942 and 970; or equivalent

Introduction to the techniques of path analysis, confirmatory factor analysis, and structural equation modeling with emphasis on the set-up and interpretation of different models using the LISREL program. Model testing and evaluation, goodness-of-fit indices, violations of assumptions, specification searches, and power analyses.

972. Multivariate Analysis (SRAM 972) (3 cr)

Prereq: EDPS/SRAM 941 and 942

Techniques of multivariate analyses, including multivariate analysis of variance and covariance, multivariate multiple regression, multigroup discriminant analysis, canonical analysis, repeated measures (Multivariate model), and time series. Mathematical models presented and analyzed. Instruction complemented by appropriate statistical software packages.

973A. Evaluation Theory and Practice (EDAD 973A) (2-3 cr)

Theories and strategies of evaluation examined within the context of society at large and educational and human service programs in particular. Key evaluation models examined as they relate to judgments and decisions about programs. Methodological, social, and political issues in evaluation which pertain equally to an educational program or a human service agency.

973B. Evaluation Practicum (2-3 cr)

Prereq: EDPS 973A or permission

Actual supervised evaluation of a program or project.

974. Guidance and Counseling in Schools (3 cr)

Survey of elementary, middle and secondary school comprehensive models of guidance. Ingredients of effective helping relationships with students in schools. Analysis of school violence, risk assessment models, multicultural influences, prevention models, and guidance roles of teachers/administrators.

975. Occupations and Vocational Psychology (3 cr)

Evaluation and uses of occupational and educational information; job analysis; psychological and behavioral attributes relating to work and life-styles; occupational taxonomies; career-development theories; impact of accelerating changes on personal and social planning; investigations of value-oriented expectations as sources of work satisfaction and dissatisfaction; critical assessment of the concept of vocational choice. For counselors and educators.

976. Advanced Counseling Psychology I: Counseling Theory and Practice (3 cr)

Prereq: Doctoral level counseling students and others by permission

Counseling methodology in relationship to personality theory and research. Consideration of various theories and research in relation to counseling practice.

977. American Legal History: Clarence Darrow (EDAD 977/980; LAW 619G) (1-4 cr)

Through the use of biography, history, autobiography, fiction, theatre, film, and the Internet, exploration of the life and times of Clarence Darrow.

978. Advanced Counseling Psychology II: Research in Counseling (3 cr)

Prereq: EDPS 976; EDUC 900A and either EDUC 900B or 900K

Research strategies appropriate for counseling psychology. Identification of researchable problem and completion of research proposal including literature review, design, and proposed data analysis procedures.

979. Seminar in College Student Personnel Work (EDAD 979) (2-3 cr per sem, max 6)

Current professional issues related to the organization and administration of student personnel within higher education. Exploration of research literature, some field experiences, and in-depth examination of special topics.

980. Item Response Theory (3 cr)

Prereq: EDPS 870 and 970; or permission

Principles of item response theory (IRT) and its application to a variety of issues in educational and psychological measurement. Theoretical foundations of IRT discussed along with its assumptions and varied applications. Experience using IRT calibration and scoring computer software.

984. Ethics and Ethical Decision Making in Counseling and Education (3 cr)

Ethical principles in the practice of counseling. Application of ethical guidelines and development of ethical decision-making models relevant to school and mental health contents.

985. Marriage and Family Counseling (3 cr)

Prereq: EDPS *866 or comparable course

Marital and family systems and change strategies. Active, brief forms of marital and family counseling, including enrichment formats.

989. Psychology of Reading (TEAC 989) (3 cr)

Prereq: TEAC *811 or 841 or SPED 886

Relationship of psychological processes of attention, perception, memory and problem solving to reading and reading comprehension. Theories and models of reading, especially of the comprehensive process, applied to all levels of reading from beginning reading through mature reading.

990. Workshop Seminar Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

991. Seminar in Educational Psychology and Measurements (1-12 cr, max 12) Lec.

Prereq: Permission

993. Workshop Seminar Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

995. Doctoral Seminar (3-4 cr per sem, max 18) Lec.

Prereq: Permission

CYAF 995 is intended primarily for CYAF doctoral students, although other graduate students may be admitted with permission. Develop, execute, and report on one or more projects on an individual or small group basis. Immersion in outcome-based scholarly activities under a CYAF faculty mentor. The interaction between research and practice.

996A. Research Other Than Thesis (1-12 cr, max 12)

Independent operational research under faculty supervision.

996B. Readings in Educational Psychology (1-12 cr, max 12)

Prereq: Permission

Readings on selected problems in educational psychology.

997A. Practicum in Counseling (2-4 cr)

Prereq: Masters admission in educational psychology or permission of counseling area, EDPS *866

Parallel: EDPS 964. Supervised laboratory clinic-based experiences in counseling.

997B. Field Placement in Counseling (2-4 cr)

Prereq: EDPS 997A

Supervised field experiences in school counseling, college student personnel, and community social service agencies.

997D. Practicum in Behavior Management Technologies (3 cr per sem, max 6)

Prereq: EDPS 863 and permission

Supervised practicum in the design, implementation, evaluation, and reporting of various behavior modification technologies for individuals and groups; social systems engineering.

997E. Practicum in Counselor Supervision (2 cr)

Prereq: EDPS 997G or equivalent

Supervised counseling supervision experience emphasizing process methods and evaluation.

997G. Advanced Practicum in Counseling (2-4 cr)

Prereq: EDPS 997A and permission

Supervised counseling experience in university, schools, and community agencies.

997J. Advanced Practicum in Gifted Education (SPED 997J) (3 cr)

Prereq: Permission

Advanced practicum in the education of the gifted/talented child. Psychodiagnostic procedures; theory and research; and program organization, operation, and evaluation in a field setting.

997K. Advanced Practicum in School Psychology (3 cr, max 12)

Prereq: Admission to the doctoral program in School of Psychology and permission

Supervised experience in supervising graduate students in practicum settings. Refinement of consultation, assessment, diagnosis, and treatment skills.

999. Doctoral Dissertation (1-24 cr, max 55)

Prereq: Admission to doctoral degree program and permission of supervisory committee chair

800. Characteristics of Exceptional Persons (3 cr)

Etiology, growth and development, and characteristics of persons who differ from the norm.

801A. Accommodating Exceptional Learners in the Elementary School Classroom (3 cr)

Prereq: Admission to the Teacher Education Program; EDPS 362; TEAC 297; and one methods course

Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and evaluating; managing the academic and social behaviors of a range of exceptional and other at-risk learners in the elementary school.

801B. Accommodating Exceptional Learners in the Secondary School Classroom (3 cr)

Prereq: Admission to the Teacher Education Program; EDPS 362; TEAC 297

Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and evaluating; managing the academic and social behaviors of a range of exceptional and other at-risk learners in the secondary school.

*802. Advanced Assessment Techniques (3 cr)

Prereq: SPED 800 or equivalent; or permission

Comprehensive study of criterion-referenced and normative-referenced assessment instruments used by school resource personnel.

*803. Effective Instruction for Learners with Special Needs (3 cr)

Prereq: SPED 800 and *802; or permission

Interaction of classroom-based assessment and effective instructional strategies for use with individual and group formats. Development of individual education plans, curriculum analysis, delivery of instruction, curriculum-based measurement, and specific and generic instructional strategies.

*804. Managing Challenging Behavior (3 cr)

Prereq: SPED 800, *802, *803; or permission

Functional approaches that can be used by teachers and mental health practitioners for assessing, preventing, and managing children’s challenging behavior. Basics of applied behavior analysis, functional analyses of behavior, individual- and group-oriented interventions, self-management training, and strategies for promoting generalization.

805. Code-based Reading Instruction (1-3 cr, max 6) Lec.

Prereq: Parallel SPED 805A

Direct, systematic, multi-sensory techniques for teaching reading, writing and spelling to students who have severe reading problems.

805A. Reading Center Practicum I (1-3 cr, max 3) Fld.

Prereq: Permission

SPED 405A/805A requires two hours per week in a Reading Center. Teaching/tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, lesson planning and teaching using direct instruction, and code-based instructional strategies.

806. Reading and Writing Disabilities: Adolescents (TEAC 806) (1-3 cr, max 6) Lec.

Prereq: Parallel SPED 806A

Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7 to 12.

806A. Reading Center Practicum II (TEAC 806A) (1-3 cr, max 3) Fld.

Prereq: Permission

SPED/TEAC 806A requires two hours per week in a Reading Center. Teaching/tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, instructional planning, delivery of instruction, writing diagnostic reports and parent communication.

807. Teaching Students with Disabilities in the Secondary School (3 cr)

Prereq: SPED 201 or 800

Information about the mildly/moderately disabled secondary-level student; including characteristics, assessment, models for programs, social skill training, behavior management, working with parents, and curriculum modification.

808. Issues in Secondary Programs for Students with Mild Disabilities (3 cr)

Prereq: Special Education Professional Semester and SPED 407 or 807

Issues in secondary education for students with mild disabilities based on current literature and needs of individual students.

*809. Introduction to Autistic Spectrum Disorders (3 cr)

Prereq: SPED 800 or equivalent

Introduction to the unique characteristics and associated features of Autistic-Spectrum Disorder (ASD). Influence of characteristics on strengths and needs, key features and empirical support for educational interventions, historical and legal influences on educational assessment and intervention.

815. Reading and Writing Disabilities: Elementary Students (1-3 cr, max 6) Fld.

Prereq: Parallel SPED 815A

For elementary education majors: SPED 201, TEAC 311 and 313. For SPED majors: SPED 201, 302, 303, and 304; or equivalent. Theory and techniques for assessing and teaching early literacy skills in small groups and one-on-one for children who struggle with literacy.
A. Reading Center Practicum: Elementary Students (1-3 cr, max 3)

815A. Reading Center Practicum: Elementary Students (1-3 cr, max 3) Fld.

*831. Characteristics of Specific Learning Disabilities (3 cr)

Prereq: SPED 800 or permission

History, theories, etiologies, and assessment methodologies for children and adolescents with specific learning disabilities. Characteristics of specific learning disabilities and instructional models.

834. Introduction to Special Vocational Needs (3 cr)

Foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students.

835. Instructional Strategies for Special Vocational Needs Learners (3 cr)

Identification and utilization of appropriate instructional strategies for special needs learners.

836. Career Education for the Special Needs Student (3 cr)

Prereq: SPED 434 or permission

Philosophical and practical base of career education as it relates to special needs students. Career education units developed for infusion into subject matter areas.

837. Directed Field Experiences in Special Vocational Needs (3 cr)

Class participants observe and work in the field. Field sites selected on class participant preference.

*841. Emotional and Behavioral Disorders (3 cr)

Prereq: SPED 800 or permission

Etiology, theories and assessment of child and adolescent emotional and behavioral disorders. Addresses issues of definitions and classification (DSM-IV and special education) or deviant behavior and psychopathology, as well as an overview of service delivery systems in education and mental health.

*846. Foundations of Visual Impairment: Programs and Services for Individuals with Visual Impairments (3 cr)

Prereq: Admission to visually impaired program; hold or concurrently earn subject/field endorsement

Current educational programs and services for children with visual impairments, as well as children with multiple disabilities. History of educational services, developmental characteristics, psycho-social aspects, history of legislation, and grade I Braille.

*847. Introduction to Eye Anatomy of Students with Visual Impairments (3 cr)

Prereq: SPED *846 or permission

Structure and function of the visual system, conditions that effect visual ability, and the functional and environmental implications of low vision. Strategies for enhancing visual ability in children with visual impairments and children who have additional disabilities.

*849. Braille Codes and Material Adaptations for Students with Visual Impairments (3 cr)

Prereq: SPED *846 and *847, or permission

Basic skills in literary Braille transcription and codes. Acquire competence in reading and writing Braille and using the Perkins braillewriter and slate/stylus.

*851. Intermediate Braille Codes and Instructional Material Adaptations for Students with Visual Impairments (3 cr)

Prereq: SPED *846, *847, and *849

Advanced skills in Nemeth (mathematics code) and/or Literary code. Basic activities in braille formatting, foreign language, music and identification of braille technology devices and resources.

*852. Instructional Methods for Teachers of Students with Visual Impairments (3 cr)

Prereq: SPED *846, *847, *849, and *851

Methods and materials for educating children who are totally blind or have low vision, including students with multiple impairments. Practical skills in selecting, designing, and/or modifying materials for content area subjects: mathematics, science, social studies, creative arts, foreign language, and other subjects.

*852A. Applied Technology Methods for Students with Visual Impairments (1 cr)

Prereq: SPED *846 and *847, or equivalents

Theory and skill development in the selection and use of technology for students with visual impairments. Technology assessments, data collection, equipment feature, source of equipment, funding sources, writing technology instructional plans, and demonstration of using various equipment and technology.

*852B. Applied Instructional Methods to Teach Students with Visual Impairments (2 cr)

Prereq: SPED *846, *847, *849, *851, and *852; or equivalents

Practice using appropriate instructional methods and materials for educating the blind and low vision child.

*853. Orientation and Mobility Skills for Students with Visual Impairments (3 cr)

Prereq: SPED *846, *847, *849, *851, and *852

Theory and applied practice in basic orientation and mobility techniques for use with students with visual impairments. Practical methods for work in concept development, orientation skills, travel skills and techniques, personal safety and independent travel. Needs of specific populations such as people with low vision and individuals with additional disabilities. Vision simulators and occluders. An introduction to the history and development of the profession.

*855. Teaching Learners to Learn (EDAD *855; EDPS *855; NUTR *855; TEAC *855) (3 cr)

Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.

*856. Supervising Special Education (EDAD *856) (3 cr)

For principals or other administrators who have special education programs in their buildings. Overview of disabilities, related law, special education programs, personnel issues, etc., and instructional methods and administrative support for effective integration of disabled students into regular programs.

*857. Special Education Administration (EDAD *857) (3 cr)

Intensive preparation for special educators who intend to administer special education programs in the public schools. Information about best practices in special education, including programming, supervision, legal/regulatory issues, financing, personnel, as well as current controversial topics which are affecting these programs in the schools.

*858. Special Education Law (EDAD *858) (3 cr)

Body of law that pertains to the organization, administration, and implementation of special education programs in PreK-12 schools. Substantive and procedural rights of disabled students, and the authority and responsibility of states and school districts that are grounded in state and federal law.

*860. Issues in Early Childhood Special Education (3 cr)

Introduction to the history, philosophy, and research related to early intervention practices with children 0-5 years of age. Discussion of issues related to legal mandates, model programs, family involvement, integration, transitions, service delivery systems, teamwork and assessment for young children.

*861. Intervention for Infants with Disabilities (3 cr)

Assessment and intervention strategies are presented for developing appropriate early intervention programs for infants and toddlers with disabilities. Rationale and principles for conducting home-based, family-centered, transdisciplinary services.

*862. Classroom Programs for Preschool Children with Disabilities (3 cr)

Selection, design and implementation of developmentally appropriate classroom interventions are presented for preschool children with disabilities. Activity-based instruction is emphasized as students consider such instructional factors as classroom arrangements, activity planning, home-school communications, team collaboration and systematic use of instructional programs.

*863. Medically Fragile Infants (3 cr)

Unique needs, family-coping strategies, specialized medical staff, and various health-care settings of chronically ill infants and toddlers. Overview of etiology, characteristics, and developmental implications of selected medical conditions related to developmental disabilities.

872. Psychology and Sociology of Deafness (3 cr)

Brief overview of education of the hearing impaired including history of, professional roles in, and educational programming within this field. Overview of social/psychological theories as related to the hearing impaired. Patterns of social/emotional development, psychological characteristics, issues of the family stress and social adaptation and discussion of counseling techniques.

*873. Teaching the Content Areas to the Hearing Impaired (4 cr)

This course is required for all students in the hearing impaired program. Methods for teaching content areas (science, math and social studies) to hearing impaired students from preschool through grade12. Adapting curricula and materials in these areas. Methods for providing services through itinerant and consultative models.

*874. Language Arts and Literacy for the Hearing Impaired (4 cr)

Assessment instruments, curricula and instructional methods for developing language and literacy in classrooms for hearing impaired children, preschool through grade 12. Methods for coordinating speech/ language/auditory training program in classroom with that in the speech/language therapy program.

*875. Reading for the Hearing Impaired (3 cr) Lec 3.

Prereq: Permission

Reading development in a hearing impaired youngster with emphasis on a psycholinguistic approach. Teaching methods, diagnosis and evaluation, curriculum, and resources for teaching reading to the hearing impaired.

*880. A Lifespan Approach to Mental Retardation (3 cr)

A lifespan approach that can be used by teachers, psychologists, and multi-disciplinary educational personnel for understanding individuals with mental retardation. Issues regarding definitions, identification, best practice standard