A study of the physical, cognitive and affective development of a child from prenatal to eighteen years of age. Emphasis is placed on current literature, research findings and developmental theories.

This course provides information about characteristics of gifted and talented learners and their needs. Students will learn the role of a teacher and instructional strategies related to guided research that are then applied in one-to-one teaching experiences.

This course provides initial preparation in the role of a special education teacher. Students will learn teaching techniques and strategies for students with mild disabilities that are then applied in a one-to-one or one-to-two teaching experience.

A study of the relationship between development and learning. Physical, cognitive, personal, social, moral, and language development as well as selected theories of learning and motivation are considered. (Credit may not be earned for this course if credit is earned in EDP 3325.)

The principles of educational psychology as applied to teaching. Content of the course includes the principles of human growth and development, learning, motivation, and measurement as they relate to the role of the teacher. Special problems related to the effect of cultural and economic factors will also be included. (Credit may not be earned for this course if credit is earned in EDP 3324.)

A study of the process of collecting data for the purpose of assessing individual differences and making decisions about the education of exceptional students.

An introductory course in child development is recommended as a prerequisite. Family-centered, interdisciplinary services for young children at-risk for developmental disabilities. Students will study the history, rationale, controversies, and current best practices within the field of early intervention.

A course emphasizing collaborative consultation processes with parents, teachers, support personnel, school administrators and students. Includes twenty hours of field experiences.

In this course a review of normal human development provides the basis for an in-depth study of the etiology, characteristics, treatment, and prevention of developmental disabilities including autism, cerebral palsy, learning disabilities, intellectual disabilities, and seizure disorders.

A course focusing on formal and informal assessment currently used in special education for students with mild disabilities. The completion of a case study requiring the administration, scoring, and interpretation of individual assessments in included.

Analysis and management of problem behaviors. Emphasized topics include behavior measurement techniques, functional assessment procedures, and behavior intervention methods.

Emphasis is on specially designed instruction and assessment of individuals with moderate to severe disabilities from infancy to adulthood including teaching techniques, assistive technology, and transition.

A lab-based course involving application of methods for teaching oral/written language and reading to students with special needs. Includes sixty hours of field experience.

In this course, teacher candidates teach small groups of gifted and talented and general education students within a specific disciplinary area that matches their certificate areas. The practicum consists of 97.5 hours in a professional development or partner school (7.5 hours per week). Teacher candidates will work with small and large groups of students. Course includes a weekly seminar.

A practicum of one hundred hours providing experience in adapting instruction for learners with special needs within the general education classroom. Students learn how to manage behavior, adapt lessons, individualize instruction, and correlate multi-level materials in a field-based setting. Course includes a weekly seminar.

Characteristics of the young and mature adult learners with an emphasis on intellectual and social development. An analysis of theories of adult learning is included.

Introduces students to policies, theories, and models of gifted education including talent development and advanced academic programs from elementary school through high school. Students learn specialized approaches to teaching consistent with the goals of gifted education, honors programs, and advanced academics.

Historical, philosophical, and theoretical background of curriculum differentiation and specific strategies to adapt instruction for individual student differences related to rate, content, and preferences. Emphasis on best practices in differentiated instruction as demonstrated by empirical research.

Historical foundations, laws, policies, and issues regarding definitions and the identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.

Types, characteristics, etiologies, education and treatment of individuals with moderate to severe disabilities from infancy to adulthood.

Students acquire various methods for adapting for learner differences within the general education classroom including redesigning direct teaching lessons, developing assessment tasks, correlating multi-level activities, individualizing, and mastery learning. Emphasis will be placed on strategies for classroom organization and management such as grouping, scheduling, room arrangement, and record keeping.

A field-based course involving application of direct instruction methods in mathematics to students with a variety of learning needs. Emphasis is placed on analyzing and sequencing the essential elements of mathematics to facilitate mastery. Includes sixty hours of field experience in a multicultural setting.

Full-time teaching experience in a classroom with specific emphasis on gifted and talented students. A mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes two eighty-minute seminars per week.

Planning and preparing lessons and materials for full-time teaching with specific emphasis on gifted and talented students. Include completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections, observation of lessons taught by master teachers, and preparation of web-based portfolio.

Full-time teaching experience in a professional development school with students who have special learning needs. A special education mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes two eighty-minute seminars per week.

Planning and preparing lessons and materials for full-time teaching of students with special needs. Includes completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections observation of lessons taught by master teachers, and preparation of web-based portfolio.

Continuation of EDP 4660 and EDP 4661.

Continuation of EDP 4660 and 4661.

A practicum for students in the two-semester professional development school cohort. The course provides supervised practice in all student teacher proficiencies. This experience includes practice in: classroom organization and management, assessment, planning/delivery of instruction, adapting instruction for individual needs, collaboration technology and professionalism. A minimum of 40 hours of experience is required for each hour of credit.