Credit Hour(s): 3.0
Observation and Assessment of Infants, Toddlers, and Preschoolers. Prerequisites: EDUC 2300 or permission of the instructor. This course provides an in-depth examination of models, methods and instruments used in the assessment process with infants, toddlers and preschool children. Content includes play based assessment, test construction, legal issues and legislative requirements, standardized instruments, observational techniques and other informal evaluation approaches.
Credit Hour(s): 3.0
Characteristics of Students with Disabilities. Prerequisite: admission to BLD program. This course provides a study of the historical and legal treatment and actions, identification, classification, eligibility, and the unique characterics of individuals with disabilities who require accommodations and adaptations throughout their life cycles. The course includes knowledge of all areas of exceptionalities with particular emphasis on those individuals with mild behavior learning disabilites. The course includes an analysis of individuals across classification categories (i.e., students with mild disabilities) as well as an in depth review of all areas of exceptionalities per Georgia House Bill 671.
Credit Hour(s): 3.0
Characteristics and Instructional Strategies for Students with Disabilities. This course is designed to provide the student with an overview of the identification, classification, eligibility, and the unique characteristics of individuals with disabilities who require accommodations and adaptations throughout their life cycle. The course will focus on basic instructional strategies used to teach these individuals. The course includes an analysis of individuals across classification categories as well as an in depth review of all areas of exceptionalities per Georgia House Bill 671.
Credit Hour(s): 3.0
Introduction to Language Disorders. This course provides an introduction to language disorders across the life span. Emphasis is placed on describing the characteristics and causes of language disorders in children and adults. General procedures for assessing language disorders and principles of remediation are described. (Laboratory participation required).
Credit Hour(s): 3.0
Anatomy and Physiology for Communication. This course is designed to examine the anatomy and physiology of the speech and hearing mechanisms and to provide an overview of the nervous system as related to speech, language, and hearing. The course prepares students for further course work in communication disorders.
Credit Hour(s): 3.0
Survival Level American Sign Language. This course prepares students to understand and use American Sign Language grammar, signs, finger spelling, and non-manual markers at the survival level. Students receive an orientation to deaf culture. (Taught with EXC 6370.)
Credit Hour(s): 3.0
Intermediate Level American Sign Language. Prerequisite: EXC 4370 or a survival rating on the Signed Communication Proficiency Interview. This course prepares students to understand and use the grammar, signs, finger spelling, and non-manual markers of American Sign Language at the intermediate level. Students increase their understanding of deaf culture. (Taught with EXC 6380.)
Credit Hour(s): 3.0
Introduction to Hearing Science and Disorders. This course introduces students to hearing science and audiology. Students examine acoustics, anatomy and physiology, and disorders of the auditory system. Attention is given to the administration and interpretation of pure tone and speech audiometry.
Credit Hour(s): 3.0
Introduction to Aural Rehabilitation. Prerequisite: EXC 4480 with a minimum grade of "C" or consent of instructor. This course introduces students to the rehabilitation of children and adults with hearing impairment. Emphasis is placed on the effects of hearing loss, the function, selection, and maintenance of amplification systems, auditory training, speech reading, and the design of individualized intervention programs.
Credit Hour(s): 3.0
Environmental and Medical Issues for Children Birth to Five. Prerequisite: KH 2360. This course emphasizes developmental and psychological issues of children with medical needs and their caregivers. Teacher candidates will learn to function as part of a health care team. The impact of medical conditions on family concerns, resources, and priorities will be examined. Topics include health protection and health promotion, infectious diseases, chronic illnesses, nutrition plans, and feeding strategies.
Credit Hour(s): 4.0
Methods for Teaching Infants and Toddlers with Disabilities. Prerequisites: EXC 4020 or permission of instructor. This course is designed to provide the knowledge and skills necessary to be effective professionals in providing early intervention services for families, infants, and toddlers with disabilities and those at-risk for developmental delays. Emphasis is placed on parent-professional collaboration and interagency/interdisciplinary planning and design of family-directed, culturally sensitive individual family service plans (IFSP). The course includes an overview of a variety of curriculum models and instructional strategies for use in intervention practice (Includes field experience).
Credit Hour(s): 4.0
Methods for Teaching PreKindergarten and Kindergarten Children with Disabilities. Prerequisites: EXC 4020 or permission of instructor. This course is designed to provide teacher candidates with the practical skills and techniques for working with preschool children with disabilities and their families with respect to cultural and linguistic differences in a variety of settings. Content includes curriculum models, intervention strategies, service delivery models, and design of family-directed, culturally sensitive individual education plans (IEP) (Includes field experience).
Credit Hour(s): 3.0
Educational Evaluation of Students with Disabilities. Prerequisite: admission to BLD program. This course is the study of the process of gathering information regarding the individual strengths and needs of students with disabilities. It introduces both formal and informal evaluation procedures used in special education settings. Students select and administer both formal and informal assessment instruments and use the data from these assessments for eligibility decision making, instructional planning, and progress monitoring. Limitations of assessment tools related to test bias and cultural and linguistic concerns are addressed in the areas of test selection, administration, and interpretation of test results. Technology that facilitates the assessment process is used throughout the course.
Credit Hour(s): 3.0
Individual and Classroom Management. Prerequisite: admission to BLD program. The course is designed to promote skill development in the use of empiracally validated methodology on the formation of interventions and effective management strategies for individuals as well as groups across a variety of learning environments. Participants develop an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self motivation. A case study approach is used to promote reflection, evaluation, synthesis, and application of principles learned.
Credit Hour(s): 3.0
Instructional Methods for Students with Behavior Learning Disabilities. Prerequisite: admission to BLD program. This course focuses on the fundamental elements of design, implementation, and evaluation of individualized programs based on educationally relevant characteristics of students with mild behavioral and learning disabilities. Research- based strategies and materials for instruction and technology use in the areas of reading, math, and written language are described and demonstrated with an emphasis on explicit teaching approaches.
Credit Hour(s): 3.0
Functional and Social Methods for Students with Behavior Learning Disabilities. Prerequisite: admission to BLD program. This course focuses on the development, implementation, and evaluation of strategies and methods to promote the acquisition of critical functional life skills in students with mild disabilities. A major focus is the use of integrated thematic instruction which embeds functional skills in the content area. Adaptive behaviors and strong determination of students' success in various contexts are also included.
Credit Hour(s): 3.0
Practicum I: Special Education General Education: Consultative. Prerequisite: admission to BLD program; students must have tort liability insurance prior to working with students in a school setting. This field-based experience is the first of two required practica for students seeking initial licensure in special education general education curriculum: consultative. This practicum provides students with an opportunity to develop and practice skills in delivering instruction and assessment with students who have mild disabliities. The student completes the requirements for this practicum with a supervising teacher in a public school setting. The placement requires 15-20 hours per week in classroom settings working with students with behavior learning disabilities. Course is graded as satisfactory/unsatisfactory. A minimum grade of "S" is required for this course.
Credit Hour(s): 3.0
Educational Partnerships and Practicum II: Special Education General Curriculum: Consultative. Prerequisites: EPY 2050, EXC 4570, EXC 4580, EXC 4590, and EXC 4661. This is the second of two required practica for students preparing for initial licensure in special education general education curriculum: consultative. This course includes the study of family systems and parenting perspectives, effective communication, and models of collaboration. Students are placed in public school settings for the entire school day during the semester of their practicum. Various means of collaboration within the school setting are discussed as well as roles and responsibilities of school personnel in consultation, collaboration, and teamwork during the required seminars. Learners demonstrate an understanding of the importance of collaboration in specific special education activities such as pre-referral teams, assessment, IEP/ITP meetings, and consultation with general education teachers regarding strategies for working with students with disabilities.
Credit Hour(s): 1.0 TO 3.0
Directed Reading and Research in Special Education. Prerequisite: consent of instructor. Students intensively study selected areas of special education, through special reading or conducting special projects depending on the needs of the student. Course may not be used to substitute for a course which is taught on a regular basis. (Repeatable).
Credit Hour(s): 1.0 TO 3.0
Seminar in Special Education. Prerequisite: consent of the instructor. This course provides an opportunity for students to intensively analyze research in the area of theory and practice and the literature on current issues, trends, and functions of special education.