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.

A course is offered on a special topic in education on the basis of need, interest or time lines. May be repeated for credit.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrars office current class schedules Web page for specific semester description.

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

This course focuses on topics such as identity, social factors of language use, cultural and linguistic diversity, and the many educational contexts in which English learners develop their cultural and linguistic identity in the United States. In addition, this course addresses the many ways that teachers and administrators can apply culturally responsive teaching to support the academic English language development of English learners in their schools.

This course serves a dual purpose: (1) it focuses on the fundamentals of instructional design and the use of multimedia technology as a teaching and learning strategy that addresses diverse student needs and encourages active participation in learning; (2) it emphasizes technology tools that facilitate communication and collaboration within local and global learning communities as a means of improving leadership functions and effectively engaging with others in online and remote learning environments.

This course provides a critical examination of the formation and re-formation of education in the US public school system. The concepts and theories of power and oppression serve as a framework for understanding the her/historical, cultural, and political context of education. With a focus on the educational narratives of language, race, class, gender, sexual orientation, and immigration status, culturally responsive education is explored as a tool for creating and sustaining educational equity.

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. Assessments included are norm-referenced, criterion referenced, curriculum based, observational, and dynamic. Students will design instruction, intervention, and support based on assessment results. Field experience hours required.

The process of creating an Individual Education Plan (IEP) for a student is the foundation for compliance with IDEA. A well-written IEP utilizes a team of individuals to address the students needs and write appropriate goals that can help to meet those needs. This class includes assessment practices, cultural and linguistic differences, individual motivation differences, and instructional arrangements to accommodate learning differences.

This course explores the process of collaboration and problem solving between students with disabilities, teachers, their families, and outside agencies. It provides an overview of IDEA requirements for students with disabilities. This course will also prepare students to plan for the transition of adolescents and young adults with disabilities from school to future careers, continuing education, and independent living.