Master of Arts in Education

Graduate Level Education Course Descriptions

 

504 – Strategies for an Energized Classroom, 3 Cr. 

Dynamic learning environments are created by teachers with a clear understanding of sound teaching practices. This course will explore effective learning theories and provide opportunities for participants to develop, practice, and implement high energy, high interest, active strategies in their classrooms. Techniques will be modeled and practiced using multiple intelligences, brain friendly classrooms, thinking strategies, active learning, and technology. This course will offer strategies and techniques to enhance student performance in high energy, high interest, active classrooms.

 

509 – Integrating Technology and Curriculum, 1–3 Cr. 

This variable-credit course is designed for educators wishing to enhance their ability to use technology in the classroom. Participation requires completion of a pre-approved technical college course with a B or better and development of a plan demonstrating how this knowledge will be integrated into the student learning experiences of the educator’s classroom(s). Participant must be a licensed or provisionally licensed educator. Course must be pre-approved by Viterbo University technology education coordinator. May be repeated for credit.

 

510 – Internet Course, 1–3 Cr. 

Internet-based course. May be repeated for credit.

  

512 – Teaching and Learning Using Multiple Intelligences, 3 Cr. 

This course examines these findings, identifies Gardner’s Theory of Multiple Intelligences, and helps teachers develop teaching strategies for presenting content in each of the seven identified areas in the classroom. This is a highly interactive course that helps participants also develop a better understanding of their own multiple talents.

 

513 – Supervision for Cooperating Teachers, 1 Cr. 

This course includes a study of the role of the supervising teacher in the student teaching program. Attention will be given to the development of understandings and skills essential in working effectively with student teachers and in improvement of instruction.

 

515 – Team Building with Students, 3 Cr. 

This is an experiential workshop where participants will demonstrate competence to plan, implement, and process activity-based counseling and team building interventions. Activities will include strategies to deliver instructions through games, challenge initiatives, and problem-solving exercises. Each of the activities will strive to meet the multiple learning needs of the students in the workshop and those they work with. Applications and problem solving will be emphasized in this course.

 

516 – Middle School Field Experience, 2 Cr. 

Supervised middle school clinical experiences with emphasis on the infusion of the experience with the growth and development of the middle school age child, middle school design, curriculum, instruction, and assessment and literacy strategies for students in grades 5-8. A minimum of 30 hours in varied middle school experiences is expected.

 

517 – Understanding the Young Adolescent, 3 Cr. 

This course provides an overview of early adolescent development from the ages of 10–15 years. Information about physical development, cognitive development, social development, emotional and personality development will be explored. Application and problem solving will be emphasized in this course.

 

518 – Foundations of Reading, 3 Cr. 

This course focuses on gaining knowledge in the psychological, socio-cultural, and linguistic foundations of the reading and writing processes and instruction. Major components of this course include phonemic awareness, word identification, phonics, vocabulary, fluency, and comprehension, and to effectively integrate curricular standards with student interests, motivation and background knowledge. The course also includes a review of scientifically-based research pertaining to reading, writing, and learning as well as the histories of reading.

 

519 – Assessment and Treatment of Reading Difficulties (K–8), 3 Cr. 

Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades K–8 from individual to group and from formal to informal to alternative are covered. Proficiency in prescribing and communicating corrective instructional reading and writing plans and activities to support children’s reading and writing development will be studied.

 

520 – Assessment Treatment of Reading Difficulties (5–12), 3 Cr. 

Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades 5–12 from individual to group and from formal to informal to alternative are covered. Proficiency in prescribing and communicating corrective instructional reading and writing plans and activities to support children’s reading and writing development will be studied.

 

522 – Quality Classroom Management: Foundations, 3 Cr. 

Development of the basic concepts for the creation of a quality managed classroom. Three critical areas of quality management will be explored: 1) building quality classroom work, 2) defining quality classroom work, 3) creating quality classroom relationships.

  

523 – Quality Classroom Management: Self Assessment, 3 Cr. 

Development of a knowledge base and the skills necessary to help students become high quality self-assessors. Strategies to move from inspectorship management to student self-management will be developed. Principles of control theory will be introduced to assist students in taking more effective control of their lives.

 

524 – Building Quality Teacher-Student Relationships, 3 Cr. 

The relationships between the teacher and her/his students, between students and their work, and between the students themselves have a direct effect on the amount of learning that takes place. This class focuses on teaching effective problem-solving strategies using the Choice Theory communication model. This model helps students take more responsibility and ownership over their learning and behavior. It also helps them to be more successful in all the areas of their lives.

 

525 – Quality Classroom Management: Non-Coercion, 3 Cr. 

Effective preventive and corrective strategies are examined in the context of developing a classroom management style that promotes the growth of responsible behavior within the learning environment. The outcomes of reward and punishment management will be thoroughly analyzed and replaced with a non-coercive style.

 

526 – Introduction of Early Childhood, 1 Cr. 

History of early childhood programs for children birth through age eight. Considers developmentally appropriate practice, Wisconsin Model Early Learning Standards, legal and ethical responsibilities, and program expectations including portfolio development.

 

527 – Quality Classroom Management: Parent Partnerships, 3 Cr. 

Classroom and school-wide strategies are examined in the context of developing effective partnerships between parents and the school. The connection between the “Quality School” and long-term, in-depth relationships with parents are explored, with specific emphasis on: 1) the need for in-depth parent education programs, 2) the effects of teachers keeping students for multiple years, 3) the role of parents in conferencing and goal setting, 4) the effects homework has on the parent-school relationship, and 5) improving home-school communication.

 

528 – Administration of Special Education Programs, 1 Cr. 

This course introduces students to the skills and knowledge necessary to provide leadership for teachers of children with special needs. The course prepares students to work collaboratively with parents, regular and special educators, paraprofessionals, and other individuals in the educational program. It will increase awareness of the management responsibilities required of the building principal. This course will enhance the special education discussion in 723 and 748.

 

529 – Assessment and Treatment of Reading Difficulties, 3 Cr. 

Principles of corrective reading instruction, diagnostic instruments and procedures, strategies, and materials for correcting reading difficulties will be covered. Proficiency in prescribing corrective instructional plans and activities will be developed. In addition, students will apply all previously learned strategies in a field-based experience working with struggling readers. (Includes a one credit practicum.)

 

530 – Movement and Play in Early Childhood, 2 Cr. 

Elements and characteristics of motor development and play and their roles in the growth and progress of children from infancy through kindergarten. Assessment of individual stages of play and movement will form the basis for planning developmentally appropriate curricula and evaluation in these areas.

 

531 – Adolescent Literacy, 3 Cr. 

This course will explore the current development and practice of adolescent literacy in a changing world. Globalization means middle and high school students will find themselves in a world that requires ingenuity, imagination, and empathy, and will require employees who are willing to take risks and work cooperatively. With this in mind, this course will use a variety of texts to synthesize literacy strategies about reading, writing, speaking and thinking in the adolescent world, including how to adapt to the increase of technology in everyday use.

 

532 – Literacy Coaching I, 3 Cr. 

The first of two three credit courses that will engage students in the study of systems, literacy processes, and coaching relationships.

 

533 – Literacy Coaching II, 3 Cr. 

The second of two three credit courses that will engage students in the study of systems, literacy processes, and coaching relationships.

 

534 – Literacy Coaching Practicum, 3 Cr. 

The practicum can be completed within one’s own school district. It requires a minimum of 15 hours and submission of a portfolio with required assignments that demonstrate proficiency in the goals and objectives of the certificate program. A minimum of two site visits are required by course instructors.

 

535 – Multicultural Literature, 3 Cr. 

This course is designed for teachers of grades K–5 and will identify multicultural literature, which promotes multicultural teaching and learning. The purpose of this course is to involve teachers in literature, which acknowledges diverse backgrounds. Teachers will learn to use children’s literature to teach multicultural awareness. This course will emphasize activities through all areas of the curriculum including language arts, math, social studies, science, and the arts.

 

536 – Fitting the Pieces Together, 3 Cr. 

This course will examine the areas of brain research, differentiation, and multiple intelligence. Overviews of each topic will be discussed with in-depth reading/discussion for participants that are not yet familiar with these topics. This course will explore how teachers can incorporate new research into already developed lesson plans. This allows teachers to feel that new information or ideas can fit into curriculum already in place, without feeling the need to “add just one more thing” to an already packed agenda. This course will allow participants to overtly plan for quality instruction using the latest educational research without feeling the need to omit current curricula.

 

537 – Multicultural Approach to Teaching, 3 Cr. 

This course is designed to give teachers the opportunity to explore other cultures in order to gain a deeper understanding of the diversity within our classrooms. This course will examine multicultural literature, parental involvement, lesson planning, and hands-on experiences. This course will also examine cultural definitions and history along with belief and value systems. It will provide participants the opportunity to focus on making adjustments in curriculum and instruction in order to challenge all learners.

 

538 – Creating Conditions for Learning, 3 Cr. 

Assessment, learning style, motivation, active participation, cooperative learning, brain research, multiple intelligences. This course will help educators put isolated pieces of information together in order to create conditions for learning. We will connect strategies with recent brain research and connect that to the principles of lesson design. The ultimate outcome will be increased student learning.

 

539 – Literacy Links Success in K–2 Classrooms, 3 Cr. 

This course will focus on a variety of instructional strategies including sight word acquisition, phonemic awareness skills, decoding strategies, and reading fluency. We’ll sample emergent guided reading lessons for K–2 and explore a variety of quality children’s literature for use in a shared reading setting. Many hands-on literacy center examples will demonstrate independent student behaviors. A “Thirty Minute Model” will examine components to support struggling readers. Bring one or two literacy station strategies to share with colleagues.

 

  

540 – Educational Strategies for the Gifted, 3 Cr. 

Educational Strategies for the Gifted will provide the opportunity to examine current trends in educational programming for the gifted and talented. Participants will examine curriculum design and development and compare effectiveness of various programming options: gifted and general education school improvement models, differentiation, collaboration, inclusion, cluster grouping, pullout and pull-in models. Classroom strategies to support qualitatively differentiated instruction will be examined, developed, and applied to current practices.

 

541 – Psychology of the Gifted, 3 Cr. 

Psychology of the Gifted will provide an opportunity to examine the issues that educators need to know about the social and emotional development and needs of gifted children. Giftedness is much more than the ability to excel with grades and tests. Participants will examine varying definitions of giftedness and personal beliefs that support and advocate for gifted children or become barriers to them. This class will examine how gifted students perceive themselves, and how pressures, anxiety or outside influences impact the fulfillment of their potential. We will study what giftedness means, and consider classroom strategies for the gifted.

 

542 – Teaching the Art of Writing (K–12), 3 Cr. 

The course is designed to provide teachers the opportunity to gain deeper understanding of the art of teaching writing. Current research and theory will provide a foundation of knowledge to effectively teach writing as a communication tool. Content will include the following: reading-writing-speaking connections, the stages of spelling development, the writing process, qualities of effective writing, writing conferences, and an exploration of different types of writing. As participants take on the role of a writer, connections will be made regarding how to link theory and practice to effective classroom applications.

 

543 – Identification and Programming for the Gifted, 3 Cr. 

Identification and Programming for the Gifted will provide opportunities to examine the complex issues around identification of gifted students, including twice-exceptionality and English language learners. Participants will study the areas of giftedness as identified in Iowa code: general intellectual ability, creative thinking, leadership ability, visual and performing arts ability and specific ability aptitude. Participants will examine, discuss, determine, and evaluate programming models and options that best meet the needs of each of these populations of students.

 

544 – Administration and Supervision of Gifted Programs, 2 Cr. 

Administration and supervision of gifted programs will provide opportunities for students to audit, examine, develop, and/or improve their written comprehensive gifted and talented program plan and programming. Participants will study their current plans, consider best practices in gifted education, analyze data, and more.

 

545 – Gifted Education Internship, 3 Cr. 

Gifted Education Internship is the culmination of course work to qualify for the TAG endorsement. This internship focuses on application of best practices related to the field of gifted education. Participants will take part in 20 hours of learning and leadership experiences in multiple educational settings, supervised cooperatively by the university internship supervisor and/or an approved mentor in the field of gifted education. A minimum of 5 of the required 20 hours must be outside of participant’s current grade level endorsement area. Participants will showcase their knowledge and skills acquired through their previous three required courses and the on-site clinical experiences in the internship. Internship opportunities include any administration, supervision or teaching opportunities that are components for either Iowa Code for gifted and talented programming or Gifted Education Standards from the National Association of Gifted Children. Candidates will reflect upon a minimum of 10 varied experiences. Upon completion of the internship candidates will have completed documentation showing understanding and application of each of the NAGC Gifted Education Standards and share their compilation of learning through a 20 minute presentation similar to Viterbo University’s cornerstone presentations.

 

550 – Children’s Literature (K–8), 3 Cr. 

This course explores quality K–8 children’s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media-based information, and non-print materials. Various children’s literature books will be used to provide motivation through the use of texts and multiple levels, broad interests, reflecting varied cultures, linguistic backgrounds, and perspectives. This course also includes helping children acquire an appreciation of literature and develop lifelong reading habits.

 

551 – Adolescent Literature (5–12), 3 Cr. 

This course explores quality 5–12 children’s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media-based information, and non-print materials. Various children’s literature books will be used.

 

552 – Early Childhood Curriculum I, 2 Cr. 

Current philosophies, methodology, and materials for facilitating health and physical development, social and emotional development, language and communication growth, cognition, and effective approaches to learning in an inclusive, integrated setting. Emphasis on process skills while fostering

foundational knowledge in all areas for children infant through age five.

 

553 – Early Childhood Curriculum II, 2 Cr. 

Development of competencies in planning, teaching, and evaluating the integrated curriculum for young children in the areas of literacy skills, language development, math, science, social studies, health, and physical education in an inclusive, integrated setting. Examines process, ethics, and methods of observing documenting children’s behavior, progress, and development. Prerequisite: 552.

 

554 – Bullies, Victims, and Violence, 3 Cr. 

The problem of bullies and victims is universal in our schools. Often it is ignored with disastrous results. Many of the school shootings can be traced directly to this problem. Recent research of the problem shows that teachers and administrators ignore this problem. The same research also shows profiles of children predisposed to be bullies and victims. Among children predisposed are children who witness aggressive behavior in the home and children who come from schools who do not take bullying seriously. This course will offer concrete intervention strategies for both teachers and parents to stop this cycle that leads to so many serious problems in society today.

 

557 – Creative Arts for Young Children, 2 Cr. 

Philosophy and role of creative drama, music, and art in early childhood education with emphasis on the creative activity as it relates to developmental stages in the child’s life. Focus on appreciation of the value and function of creativity and construction of developmentally appropriate curriculum.

 

558 – Inclusive Early Childhood Education, 2 Cr. 

Issues in behavior management, assessment of children, children at risk, infant stimulation programs, programs for children with special needs, nutrition, program and facility planning, and evaluation as well as current trends.

 

562 – Organization and Administration of Early Childhood Education, 3 Cr. 

This course is designed to acquaint classroom teachers with the research based on skills in planning, implementing, and evaluating programming in early childhood education. Staff supervision and evaluation, in-service training and orientation, and harmonious working relationships are other topics included in this course.

 

564 – Family and Community in Early Childhood Education, 2 Cr. 

A study of theoretical and practical problems in designing programs which take into consideration social, political, and economic characteristics and resources of communities. An emphasis is placed upon involvement of primary caregivers, parents, community resources, and social service agencies in the organization, operation, communication, management of behavior and learning environments, as well as on evaluation of school-community relations.

 

568 – Improving Oral Communication, 2 Cr. 

This course focuses on the knowledge of oral language development and the knowledge of the unique needs and backgrounds of students with language differences and delays. Effective research-based strategies and instructional technology for facilitating the learning of Standard English by all learners, including English language learners, will be covered.

 

569 – Nutrition in Early Childhood Education, 1 Cr. 

This course is designed to acquaint classroom teachers with the research based on nutrition for early childhood education. Information presented will develop an understanding of safe, healthy nutritional needs of young children. There will be a focus on promoting, protecting, and providing good nutrition in early childhood.

 

571 – Field Experience: Birth through 24 Months, 1 Cr. 

Students will intern in a field experience at birth through 24 months integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a birth through 24 months environment. Prerequisite: admission to Early Childhood program.

 

572 – Field Experience: Three–Four-Year-Old Children, 1 Cr. 

Students will intern in a field experience with children 3–4 years of age integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered within an environment of children 3–4 years of age. Prerequisite: admission to Early Childhood program.

 

574 – Field Experience: Kindergarten, 1 Cr. 

Students will intern in a field experience with kindergarten children integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a kindergarten environment. Prerequisite: admission to early childhood program.

 

575 – Field Experience: Grades 1–3, 1 Cr. 

Students will intern in a field experience in grade one, two, or three integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered within an environment of children in grade 1–3. Prerequisite: admission to Early Childhood program.

 

580 – Children’s and Adolescent Literature, 3 Cr. 

The development of lifelong reading habits and an appreciation of literature will be the focus of this course. Students will explore the use of literature across the curriculum and grade levels K–12. The use of literature to enhance reading skills and practice as well as to provide an appreciation for diversity will be examined.

 

581 – Student Teaching in Early Childhood Education, 1–3 Cr. 

Teaching at pre-kindergarten level integrating prior early childhood coursework through the preparation and delivery of developmentally appropriate instruction in a child-centered environment. Capstone experience typically completed in the final semester. May be repeated for credit.

 

583 – Student Motivation, 3 Cr. 

This course examines motivation based upon the work of Arthur Combs and William Purkey regarding self-concept, achievement, and the learning process. It explores the use of experiential learning, process development, and simulation as instructional techniques.

 

586 – Building Self Discipline in Today’s Student, 3 Cr. 

This course examines conditions that promote misbehavior in the classroom, and classroom practices that can reduce the potential for disruptive student behavior.

 

590 – Supervision and Staff Development, 3 Cr. 

This course examines the effective strategies of supervision and staff development that relate to reading programs in schools. It is required for the 317 Reading License.

 

594 – Learning Styles, 3 Cr. 

This course examines specific methods for identifying learning styles and how to design activities and instructional approaches to accommodate each style. Designed for all grade level teachers.

 

595 – The Exceptional Student in the Regular Classroom, 3 Cr. 

This course provides a foundation for educational partnerships between regular and special educators. It offers new and innovative ways to jointly meet the needs of special students.

 

596 – Practicum, 3 Cr. 

Students will intern in a K–12 reading program, working with a certified reading specialist. Students will gain experience in a broad range of activities required of a reading specialist, to include staff development, supervision, and communications. A completed fieldwork portfolio must be submitted and scored before licensure is given. The portfolio must be scored “basic” or “proficient” in each section. The instructor will give fill details concerning the requirement. Prerequisite: EDUC 639, 801.

 

597 –Reading Research, 3 Cr. 

Seminar will review and develop skills in research methodologies, techniques, data interpretation, and evaluation of reading research as well as its classroom applications.

 

600 – Philosophical Perspectives, 3 Cr. 

This course examines philosophical positions and beliefs as they affect the teacher, student, and learning. The intellectual challenge, the ethical and moral issues, the system of values, and the understanding and sharing involved in life and teaching are explored.

 

601 – Educational Research I, 3 Cr. 

This course provides an overview of educational research theory and practice. Teachers will design an approved research project on an approved educational topic. Prerequisite: nine credits; admission to the Master of Arts in Education program.

 

602 – Educational Research II, 3 Cr. 

Teachers develop and implement a research project under the direction of their research advisor. The project will be presented during EDUC 604. Prerequisite: 601.

 

603 – Mission of Teaching, 3 Cr. 

The spirituality of education and teaching as a vocation and mission is explored which leads teachers to imagine God’s presence influencing their daily work. This course seeks to integrate the teacher’s philosophy of education and the quality of personal life.

 

604 – Proseminar, 3 Cr. 

Seminar attempts to integrate the ideas presented in the core courses. It includes presentation of the research project developed in EDUC 601 and 602.

 

605 – Inclusion of Students with Special Needs, 3 Cr. 

Emphasis will be placed on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning children with disabilities and the concept of “least restrictive environment” will be studied. An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population. Appropriate best practices for enhancing literacy in all children will be presented.

 

608 – The Art of Leadership, 3 Cr. 

This course will help participants understand organizational cultures, the dynamics of power and change, the role of ritual, and the aesthetics of leadership. In pursuit of the common good, the true and the beautiful, the participants will have the opportunity to develop skills to lead effectively. Prerequisite: admission to the Educational Leadership program.

 

611 – Introduction to Exceptional Individuals, 1 Cr. 

This course introduces the practice of special education in today’s schools, with a focus on the United States. The content will allow students to analyze characteristics of students with learning and behavior disabilities and cognitive disabilities, as well as the implications of learner differences for the legal and professional responsibilities of classroom teachers. Students will examines general principles of instruction that can help improve students’ access to the general education curriculum, including collaboration with other professionals, universal design for learning, response to intervention (RTIP, and assistive technology. Each of these topics is covered in more depth in later courses. Students will survey multicultural considerations in the diagnosis and instruction of students with disabilities. The overall goal of the course is to expand students’ expertise and confidence in providing an inclusive classroom that effectively addresses the needs of the diverse population of students.

 

613 – Introduction to Individual Education Assessment, 2 Cr. 

Assessment serves as a cornerstone of special education, both in terms of eligibility determination and instructional planning. This course will focus on the wide array of assessment methods available for identifying students with disabilities and evaluating their responsiveness to instruction, including norm-referenced tests, criterion-referenced assessment tasks, curriculum-based assessments and measurements, and dynamic assessment.

 

614 – Advanced Individual Education Assessment, 2 Cr. 

The process of creating an individual education plan (IEF) for a student is the foundation for compliance with IDEA. A well-written IEP utilizes a team of individuals to address the student’s needs and address each of the goals through clearly state objectives. A study of the various academic diagnostic instruments and their interpretation will be used to diagnose learning disabilities, emotional disturbances and cognitive disabilities. Students will apply the information learned in the alignment of assessment, curriculum and instructional strategies through a case study and IEP approach. Students will learn about the balance between the need for a student’s success in an inclusive environment with his/her need for specialized curriculum. Considerations for diverse cultural and linguistic backgrounds will be considered.

  

615 – Assessment and Treatment of Students with Cognitive Disabilities, 3 Cr. 

This course examines the characteristics and various approaches to the education and treatement of students with intellectual disabilities and developmental disabilities. Students will learn about the areas of assessment, curriculum development, instructional design, appropriate placement, methods for assessing the social, emotional, learning styles, functional behavior development, and curriculum-based skill achievement. Students will administer and interpret individual diagnostic tests, design and administer informal assessment measures, and learn observation and interview techniques that will become a part of the assessment skills needed to be successful in the assessment of students with cognitive disabilities.

 

616 – Literacy Assessment and Treatment of Students with Learning Disabilities, 3 Cr. 

More and more, teachers and schools are being held accountable for meeting these students’ literacy learning needs. To meet these needs in a diverse student population, it is vital to make sure every instructional staff member (a) understands how literacy and language is relevant to student success, regardless of content area, and (b) can successfully integrate evidence-based literacy and language instructional practices into their teaching. Accordingly, this course is organized around five broad topical areas and associated literacy instruction and assessment practices: cultural and linguistic differences, individual motivation differences, neuropsychological differences, instructional arrangements to accommodate learning differences, and core components of effective literacy instruction. Students in the course learn about the principles of instruction and remediation in language, reading and writing, classroom assessment techniques for reading and writing, and materials and adaptations for reading and writing instruction.

 

617 – Speech/Language Development and Disorders, 2 Cr. 

This course will provide an overview of a range of communication disorders, the prevalence of such, and the educational considerations for students who have communication delays and/or disorders. Students enrolled in this course will investigate the current theories of language development and understand the theories in relations to the child with special needs. Students will be exposed to a comprehensive base of information in the area of speech and language development that is necessary for the evaluation and application of interventions for language disorders. Students will also be expected to understand and apply the course content in the assessment and treatment of delays and disorders of children from culturally and linguistically diverse backgrounds.

  

618 – Parents and Agencies, 1 Cr. 

This course lays the foundation for individuals to develop collaborative problem solving in special education. Special educators and general educators interact together in many collaborative activities both inside and outside of school to support students, families, and the community. This course explores evidenced-based practices in key collaborative spaces in schools, including (1) IEPs, (2) pre-referral intervention assistance teams (i.e. child study teams, student support teams), (3) Positive Behavior Intervention and Supports, (4) RTI teams, (5) behavioral consultation, (6) collaborating with para-educators, (7) transition planning, (8) collaborative teaching, (9) servings as an intervention specialist who helps to create access to the general education curriculum, and (10) home/school/community services.

 

619 – Collaboration and Transition – the School and the Community, 1 Cr. 

Transition is the process that students and their families use to think about life after high school, to identify their desired outcomes, and to plan their community and school experiences in a way that individual live goals can be met. In education, teachers are often asked to think with the end in mind. That idea is the heart of transition planning. If the “end” we have in mind is “educated employees” then the transition planning is the “beginning.” It sets the education course for middle and secondary students with disabilities that leads to access to adult services, postsecondary education and the world of work.

 

620 – Introduction to Autism Spectrum Disorders, 1 Cr. 

This course covers an overview of autism spectrum and other developmental disabilities, including definitions, origins, and characteristics. Students will learn about IDEA requirements for students on the Autism Spectrum, and legal issues and as the roles and responsibilities of families in the educational process. In addition, students will learn about the incidence and prevalence of the various disorders on the spectrum and the characteristics of the disorder including language and communication difficulties, social skill difficulties, and behavior difficulties.

  

621 – Classroom Management and Positive Behavior Practices, 3 Cr. 

This course is designed to provide teachers and other practitioners with a foundational knowledge in classroom management, and behavioral intervention for mild/moderate behavioral challenges. It will also provide knowledge of behavioral technologies to support classroom teaching with diverse students, including those with special needs. Students will about prevention and intervention strategies, as required by RTL. Students will understand and utilize behavioral assessments and will acquire resources for identifying and successfully intervening with problematic behavior.

 

623 – The Teacher As Person and Professional, 3 Cr. 

This course is designed to afford teachers the opportunity to gain deeper understandings of professionalism and personal meaning in their life’s work. It is intended to develop these two themes in such a way that the person will use their own vision and purpose to transcend the push and pull of everyday routines so that higher forms of professional practice will prevail.

 

625 – School-Wide Discipline, 3 Cr. 

This course embodies two discipline principles articulated in four areas: philosophy of human behavior, proven prevention factors, behavior change, school-wide and classroom response to disruptive behavior.

 

626 – Inclusive Classroom Strategies, 2 Cr. 

In this course, students will investigate instructional practices that can be used in general education classrooms to improve the learning and academic performance of students with mild learning problems and disabilities. We will focus on instruction in the content-are subjects of science, social studies, and mathematics, as literacy instruction is covered in a separate course. Students will learn about educating students in the least restrictive environment (LRE) and by utilizing the continuum of alternative placements (CAP); in addition, students will learn to utilize differentiated instruction (DI) as a means to meet the needs of a range of individuals within a classroom by making the learning appropriate for all.

  

627 – Teaching Students with Cognitive Disabilities, 2 Cr. 

Students enrolled in this course will develop the knowledge, skills, and professional dispositions that are required to effectively meet the needs of students who have been identified as having cognitive disabilities. Included in the course content will be information relating to the nature of cognitive disabilities, characteristics of students with cognitive disabilities, and understanding of the environmental, social, and psychobiological factors that relate to students with these disabilities and an understanding of both the educational and the therapeutic needs of students with cognitive disabilities. A practicum is required as part of this course.

 

628 – Models for Teaching Middle School Students, 3 Cr. 

This course examines strategies and educational components that create a learning environment to address the complex needs of adolescent students. It includes specific methodologies and material pertaining to the basic functions of middle level education including: integration, exploration, guidance, differentiation, socialization, and articulation. It investigates recent research and practical applications.

 

629 – Teaching Students with Learning Disabilities, 2 Cr. 

This course is designed to strengthen the understanding of Response to Intervention (RTL) in the areas of reading, math, and writing. Since the reauthorization of the Individuals with Disabilities Education Act of 2004, this approach to identifying and providing educational services to individuals with learning disabilities has been identified as the “federally preferred method”, as opposed to the former achievement-ability discrepancy method. Specific research-based strategies will be learned and applied. Teachers will learn about collaborative structures found in schools that support learning in general education settings (co-teaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. A practicum in required as part of this course.

 

631 – Methods for Cross-categorical Special Education 

In this course, students will study the various foundations of instruction for designated disabilities, including (a) mild to moderate mental retardation, (b) learning disabilities, (c) emotional disabilities, and (d) physical and other health impairments. Course content will include assessment, instruction, and instructional design, establishment and maintenance of case records, the use of assessment data to design goals and objectives, and information needed in the development of individualized Education Plans (EP) and curriculum and instruction to accommodate diverse student needs.

 

632 – Methods for Educating Students with Cognitive Disabilities, 3 Cr. 

This is an introductory level course that familiarizes students with the foundational methods that have been successfully employed in the education of students with cognitive abilities. Students will learn about assessing individuals with cognitive or intellectual disabilities in terms of their academic progress, their adaptive abilities, and their overall quality of life. Students will also learn the importance of making accommodations appropriate to the needs of the student and the range of supplementary aids that include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

 

633 – Active Student Participation, 1 Cr. 

This course addresses the promotion of active student participation which is highly correlated to student learning. Research information shows that a minimum of 20 percent of student learning is based on active participation. Students will be taught to share this information with colleagues.

 

639 – Directing and Supervising K–12 Reading Programs, 3 Cr. 

This course builds upon general leadership addressed in EDUC 590 and emphasizes specific leadership skills for K–12 literacy programs. The course addresses roles of a reading specialist, leadership in professional development and program development, development of communications skills, and conflict resolution. Prerequisite: 590.
 

640 – Balanced Literacy, 3 Cr. 

This course focuses on the theory and techniques for developing and implementing a K–8 balanced literacy program. Research and best practices using constructivism, phonology, and brain function are studied. Design and implementation of reading and writing connections and assessment strategies are explored in detail. Effective instruction in language acquisition, reading and writing skills, and linguistic diversity are studied.

 

641 – Cross-Categorical Student Teaching – Middle Childhood to Early Adolescent (MC-EA), 3 Cr. 

An extensive, on-site special education experience-teaching learners with a range of exceptionalities and who are chronologically between the ages of middle childhood to early adolescence. The experience includes teaching, formal observation, data collection, analysis and reflection. The field experience supports coursework in the special education program and focuses on students from middle childhood into early adolescence. In this field-based experience, the candidates will be placed in schools with certified mentor teachers and qualified university supervisors. This course focuses on the candidate’s research techniques and plan of action within the supervised teaching/internship. A culminating project for the course will be a TPE work sample portfolio.

 

642 – Cross-categorical Student Teaching – Early Adolescent to Adolescent (EA-A), 3 Cr. 

An extensive, on-site special education experiences-teaching learners with a range of exceptionalities who are chronologically either early adolescent or adolescent-aged. The experience includes teaching, formal observation, data collection, analysis and reflection. The field experience supports coursework in the special education program and focuses on students from middle childhood into early adolescence. In the field-based experience, the candidate will be placed in schools with certified mentor teachers and qualified university supervisors. This course focuses on the candidate’s research techniques and plan of action with the supervised teaching/internship. A culminating project for the course will be a TPE work sample portfolio.

 

650 – Content Reading, 3 Cr. 

The course focuses on the development of effective reading strategies and skills in content areas for K–12 students. Text structure and the dimensions of content area vocabulary and comprehension, including literal, interpretive, critical, and evaluative are studied. A variety of research-based strategies and practices for effective instruction in reading and writing are reviewed and studied. Specific focus will be designing and delivering effective instruction across the curriculum and for selecting materials appropriate for learners at various stages of reading and writing development including varied cultural and linguistic backgrounds.

 

681 – Emergent Literacy Pre-K–3, 3 Cr. 

The focus of this course is the literacy development of the pre-K–3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored. Fifteen hours of field work required. (For WI ECE licensure program students, to be approved by program coordinator.)

 

682 – ABC Math Primary, 3 Cr. 

This course is designed to acquaint teachers with the research and theory involved with the use of manipulatives in Activity-based, Child-centered Mathematics (ABC Math). Teachers will study the theory, experience the activities, and make plans for the integration of ABC Math into their grade level.

 

683 – Practicum in Reading Difficulties, 1 Cr. 

Students will have experiences in working with disabled readers. Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading.

 

684 – Technology for Teachers, 3 Cr. 

In this course, basic concepts in computer technology are considered in relationship to effective teaching.

 

688 – ABC Math Module II, 1 Cr. 

This course offers an advanced study of the theories and methods found in Mary Barrats-Lorton’s book Mathematics Their Way and various manipulative-based activities. Prerequisite: 682.