The Graduate School Bulletin
Department of Specialized Education Services
200B Ferguson Building
(336) 334-5843
Graduate Programs:
Post-Baccalaureate Certificate in Leadership in Early Care and Education, 18 hours
Post-Baccalaureate Alternative Initial Teacher Licensure (PAIL), 21 hours
Master of Education (MEd) in Special Education: General Curriculum, Learning Disabilities Licensure or Behavior / Emotional Disabilities Licensure concentration, 30-33 hours
Master of Education (MEd) in Birth-Kindergarten: Interdisciplinary Studies in Education and Development (jointly with the Department of Human Development and Family Studies), 37 hours
Doctor of Philosophy (PhD) in Special Education, 66 hours
SES Specialized Education Services Courses
Graduate Faculty
Professors
Bill Bursuck, PhD, Special education/at-risk literacy, inclusive school practices, education of students with learning and behavior disabilities (Director of Graduate Study - MEd in Special Education).
Ada L. Vallecorsa, PhD, Literacy assessment and instruction in special education, program evaluation, teacher education.
Associate Professor
Mary V. Compton, EdD, Deaf teachers and deaf culture, social interaction of young deaf children, telecommunications discourse, narrative analysis, naturalistic inquiry method, interpersonal communication and deafness (Director of Professions in Deafness Program).
Stephanie A. Kurtts, PhD, Inclusive education, online collaborative practice, universal design for learning, mild/moderate disabilities, peer coaching, differentiated instruction.
Marcia Rock, PhD, Special education, emotional and behavior disorders, technology and teacher preparation (e.g., online coaching), effective instruction for students with mild/moderate disabilities, applied behavior analysis, positive behavior support (Director of Graduate Study - PhD).
Assistant Professors
Nicole Dobbins, PhD, Emotional/behavioral disorders, social skills training, behavior/classroom management,
multicultural education, autism, curricular design and effective teaching strategies for students with disabilities.
Belinda Hardin, PhD, Inclusion and international early childhood education practices, EI/ECSE services for English language learners, family involvement in EI/ECSE services (Director of Graduate Study - MEd in Birth-Kindergarten and PBC in LECE).
Clinical Assistant Professor
Teresa Little, PhD, Functional curriculum for students with moderate to severe intellectual disabilities, accessing the general curriculum for students with moderate to severe intellectual disabilities (Director of Graduate Study - PAIL).
Overview
The primary goal of the department is to prepare professionals for diverse roles in working with individuals with disabilities and other exceptional needs across the life span in a variety of community and educational environments. Programs in the department emphasize the delivery of services in integrated settings, with a focus on interdisciplinary and interagency collaboration. Upon graduation students are prepared for leadership roles in early childhood, special education, and deaf education that enable them to assume positions such as consultant, teacher, early interventionist, community college teacher, special services administrator, advocate, and university faculty member or other leadership roles.
All department programs are fully accredited by the National Council for the Accreditation of Teacher Education. Graduate study in the Department of Specialized Education Services may lead to teacher licensure with the degree of Master of Education. All students enrolled in SES programs must meet departmental technical standards.
Post-Baccalaureate Certificate in Leadership in Early Care and Education
The departments of Human Development and Family Studies and Specialized Education Services offer an online, 18-hour Post-Baccalaureate Certificate in Early Care and Education Leadership designed to provide students with graduate level training and a credential to pursue careers in leadership positions in early care and education settings including early intervention, Smart Start, resource and referral, and community college instruction.
Application and Admission
Applicants must submit all application materials required by The Graduate School by the appropriate deadline.
The certificate is available to students with a bachelor’s or masters’ degree who do not plan to pursue a degree program or for students who are pursuing a master’s degree in Human Development and Family Studies or Specialized Education Services. If pursuing a master’s degree simultaneously, students must meet all requirements for admission to The Graduate School, Human Development and Family Studies, and Specialized Education Services. The Certificate is also open to graduate students with background knowledge in early childhood education, child development, early childhood special education, or a closely related field.
Certificate Requirements
Required Courses (15 hours)
HDF 634 Contemporary Issues in Early Childhood Policy (3)
HDF 636 Leadership and Mentoring in Educating Young Children (3)
HDF 650 Theory and Research in Early Childhood (3)
SES 601 Introduction to Inclusive Birth-Kindergarten Services (3)
SES 605 Diversity and Inclusive Early Care and Education (3)
Electives (3 hours)
With the approval of the advisor, students choose 3 hours of electives at the 500 or 600 level.
Post-Baccalaureate Alternative Initial Teacher Licensure
The Post-Baccalaureate Alternative Initial Teacher Licensure program is designed to provide the opportunity for initial teacher licensure in Special Education: General Curriculum to individuals who have an undergraduate degree in a field other than special education. In PAIL, students complete foundation courses in assessment in special education, instructional practices for students with mild to moderate disabilities, learning theory, and models of teaching. Specialty area courses in instructional practices for students with mild to moderate disabilities provide an introduction to the field, methods for teaching in the field, programming for the field, and clinical field experience. Throughout the course work, students have numerous opportunities to use cases and problem-based learning that include appropriate implementation of inclusive practices.
Students also have an option for transitioning from this program into the MEd program in which they may be eligible for an additional license in learning disabilities (LD) or behavior/emotional disabilities (BED). Up to 18 hours of course work from the plan of study for the Post-Baccalaureate Alternative Initial Teacher Licensure program in Special Education: General Curriculum may be applied to the MEd in special education (with LD and BED options) provided the student meets all admission requirements of The Graduate School and the Department of Specialized Education Services.
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a resume and Personal Statement of goals, past experience and unique skills.
Applicants must submit all application materials required by The Graduate School by the appropriate deadline. Deadlines include: fall (April 1), spring (November 15), and summer (April 1).
Students who wish to transition into the MEd program must submit a new application for the MEd to The Graduate School. It is the students’ responsibility to initiate the process and review it with their advisor. It is recommended that the student take the GRE within the first 6 hours of study to guarantee a timelier processing of their application package.
Degree Requirements
Special Education: General Curriculum (21 hours)
SES 540 Introduction to Exceptional Individuals (3)
SES 640 Policies and Procedures in Special Education (3)
SES 641 Assessment of Individuals with Special Needs (3)
SES 642 Mild Disabilities: Reading Instruction (3)
SES 652 Mild Disabilities: Math/Written Language Instruction (3)
SES 659 Behavior Management (3)
SES 661 Teaching Students with Disabilities (3)
PAIL with MEd in Special Education General Curriculum (39 hours)
Courses listed in General Curriculum plus the following 18 hours:
ERM 604 Methods of Educational Research (3)
SES 643 Issues in Educating Individuals with Special Needs (3)
SES 647 Collaboration and Consultation in Education (3)
SES 649 Practicum in Special Education (3)
SES 658 Positive Behavior Supports for High-Incidence Disabilities (3)
SES 660 Families, Schools, and Students with Exceptionalities (3)
MED - Master of Education in Special Education: General Curriculum with Learning Disabilities or Behavior / Emotional Disabilites Licensure
The MEd in Special Education: General Curriculum requires 30 semester hours for students licensed in special education (Option 1) and 33 semester hours for student licensed in another area of education but not special education (Option 2). Both options lead to eligibility for advanced licensure in General Curriculum. At least 27 hours in the program of study must be in 600-level courses.
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a resume and Personal Statement of goals, past experience, and unique skills.
Applicants must submit all application materials required by The Graduate School by the appropriate deadline. Students are admitted in Fall, Spring, and Summer semesters.
Degree Requirements
Option 1: For students licensed in special education
Core (21 hours)
ERM 604 Methods of Educational Research (3)
SES 641 Assessment of Individuals with Special Needs (3)
SES 642 Mild Disabilities: Reading Instruction (3)
SES 643 Issues in Educating Individuals with Special Needs (3)
SES 645 Advanced Seminar in Exceptional Individuals (3)
SES 647 Collaboration and Consultation in Education (3)
SES 652 Mild Disabilities: Math/Written Language Instruction (3)
Area of Focused Study (9 hours)
Students select one area of focused study. Credits are determined with approval of the advisor:
High-Incidence Disabilities: SES 656, 657, 658
Assistive Technology Emphasis: SES 662, TED 610, LIS 647, LIS 648, LIS 672
Reading Emphasis: TED 614, 615, 616, 617a, 617b, 640
Leadership Emphasis: ELC 660, 687, 691, 694, 670
Birth-Kindergarten Emphasis: SES 601, 602, 603
Alternative Emphasis: courses with a single theme, approved by advisor
Option 2: For students NOT licensed in special education
Prerequisites (3 hours)
SES 540 Introduction to Exceptional Individuals (3)
Core (33 hours)
SES 640 Policies and Procedures in Special Education (3)
SES 641 Assessment of Individuals with Special Needs (3)
SES 642 Mild Disabilities: Reading Instruction (3)
SES 643 Issues in Educating Individuals with Special Needs (3)
SES 647 Collaboration and Consultation in Education (3)
SES 649 Practicum in Special Education (High-Incidence focus) (3)
SES 652 Mild Disabilities: Math/Written Language Instruction (3)
SES 658 Positive Behavior Supports for High-Incidence Disabilities (3)
SES 659 Behavior Management (3)
SES 660 Families, Schools, and Students with Exceptionalities (3)
ERM 604 Methods of Educational Research (3)
Additional Requirements for ALL Special Education MEd Students
Portfolio (Capstone Experience)
In addition to satisfactorily completing the above course work, students also are required to submit a portfolio of work that demonstrates their mastery of knowledge and skills in the six program competency areas: multiple service delivery models, interdisciplinary planning and service delivery, advanced skills for assessing learner needs, advanced skills for effective instruction, collaborative planning and intervention, and improved special education services. Each student's portfolio will be developed in consultation with an advisor and will be based on the student’s particular educational and work experiences. The portfolio is designed during the initial semester, refined each semester, and evaluated during the last semester prior to planned graduation. Detailed instructions for completing the portfolio are provided on the SES website (www.uncg.edu/ses/gradprog/med_special_edu.html).
Reflective Essays
Prior to the completion of the program, each student is required to submit reflective essays that speak adequately to the ways in which products included in the portfolio meet program objectives and demonstrate attainment of competencies required for advanced licensure. An oral presentation related to the reflective portfolio and essays also are required. If the portfolio and presentation do not meet departmental standards, one revision is allowed. Detailed instructions for completing the reflective essays are located on the SES website (www.uncg.edu/ses/gradprog/med_special_edu.html).
MED - Master of Education in Birth-Kindergarten: Interdisciplinary Studies in Education and Development
The online MEd in Birth-Kindergarten: Interdisciplinary Studies in Education and Development requires 37 semester hours and is offered jointly by the departments of Human Development and Family Studies and Specialized Education Services. Those who do not have initial teaching license in B-K will be required to take prerequisite courses to fulfill this requirement. Upon completion of this program of study, students will be eligible for “M” license in birth-kindergarten.
Application and Admission
Applicants must submit all materials required by The Graduate School by May 1 for Fall admission.
Degree Requirements
Research Requirements (6 hours)
ERM 604 Methods of Educational Research (3)
HDF 650 Theory and Research in Early Childhood (3)
Theory and Practice Requirements (18 hours)
HDF 636 Leadership and Mentoring in Educating Young Children (3)
SES 601 Introduction to Inclusive Birth-Kindergarten Services (3)
SES 602 Inclusive Family-Centered Practices in Early Childhood (3)
SES 603 Screening/Assessment in Inclusive Early Childhood Services (3)
SES/HDF 606 Teaching Methods in Inclusive Early Childhood Services (4)
SES 633 Advanced Curriculum in Early Childhood Education (3)
Practicum (6 hours)
SES 604 Internship in Early Childhood (6)
Electives (9 hours)
To be selected from list or with approval of advisor.
HDF 610 Child Development in Cultural Context (3)
HDF 621 Applied Theories and Principles of Parenting (3)
HDF 634 Contemporary Issues in Early Childhood Policy (3)
HDF 653 Contemporary Research in Family Studies (3)
HDF 667 Infant Development (3)
SES 608 Seminar in Early Childhood (3)
SES 605 Diversity and Inclusive Early Care and Education (3)
SES 647 Collaboration and Consultation in Education (3)
SES 657 Characteristics of Students with High-Incidence Disabilities (3)
SES 662 Assistive Technology for Inclusive Education (3)
Other courses as approved by advisor.
Professional Portfolio (Capstone Experience)
The final portfolio is the culminating experience. It includes two components: 1) a written document that includes a series of reflective essays and 2) oral defense, discussing the content of the essays and rationale for the use of documents. This portfolio will demonstrate the mastery of skills and knowledge in the program competency areas. It is submitted on TaskStream and evaluated by a team of two faculty and one practicing professional. If the portfolio and presentation do not meet departmental standards, one revision is allowed. The final portfolio is required of all students graduating from the BKISED program.
PHD - Doctor of Philosophy in Special Education
The PhD in Special Education is intended for students interested in special education, deaf education, or early intervention. The program requires a minimum of 66 semester hours beyond the master's degree, and it emphasizes four areas: generating knowledge to help shape the future of the field; sharing knowledge with others so that they can understand it and use it to improve their practice; facilitating strong professional relationships through collaboration; and creating, interpreting, and implementing special education policy and procedures. Required and elective courses, including the research component, are listed below. Students in the SES doctoral program are required to successfully complete all listed course work. Additional course requirements are determined on an individual basis and in consultation with the student's major advisor and advisory/dissertation committee.
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a resume and Personal Statement of goals, past experience and unique skills. Applicants must have 3 years of related professional experience.\
The deadline to apply is January 10 for Fall admission.
Degree Requirements
Required Core Courses (15 hours)
SES 750 Introduction: Doctoral Studies in Specialized Education (3)
SES 752 Interpersonal and Inter-organizational Collaboration (3)
SES 754 Special Education Policy and Law (3)
SES 756 Seminar: Accountability in Specialized Education Services (3)
SES 758 History and Future of Specialized Education (3)
Research/Inquiry (21 hours)
ERM 642 Evaluation of Educational Programs (3)
ERM 680 Intermediate Statistical Methods in Education (3)
ERM 681 Design and Analysis of Educational Experiments (3)
SES 775 Directed Doctoral Research (3) (3) (may be repeated once)
SES 760 Advanced Seminar: Single Subject Research Design (3)
HED 730 Qualitative Methods in Education or alternative
Professional Practice (3-6 hours)
SES 749 Internship in Special Education (3)
SES 762 Supervision of Student Teaching: Specialized Education (3)
SES 764 College Teaching Practicum (3)
Specialization (15-21 hours minimum)
Students are expected to work closely with the major advisor and advisory/dissertation committee members to identify a set of courses in a related area of interest that forms a specialization. This course work may be in the areas of counseling, educational leadership, teacher education, early childhood, family studies, psychology, or others.
Dissertation (12 hours minimum)
SES 799 Dissertation (12)
Each candidate for a doctoral degree must prepare and present a dissertation that focuses on some aspect of special education, that is, in one of the three areas noted above (early childhood, special education, deaf education). This product must demonstrate independent investigation and a synthesis of the skills learned in the program. The dissertation must be acceptable in form and content to the student's dissertation committee and The Graduate School.
SES Specialized Education Services Courses
508 International Service-Learning in Special Education (6) (SVL)
Pr. permission of instructor
Cross-cultural experience to learn about special education and early childhood practices through a service-learning project, program visits, and professional exchanges. Historical context and cultural practices emphasized.
540 Introduction to Exceptional Individuals (3:3)
Introductory course designed to survey the field of exceptional children. Major attention focused on characteristics of the exceptional child.
543 Inclusion of Individuals with Special Needs (3:3)
Pr. permission of instructor
Explores critical issues, service delivery alternatives, and promising practices that promote responsible inclusion of individuals with special needs in integrated learning environments.
577 Auditory-Oral Communication Practices with Deaf Students (3:3)
Pr. 240 or equivalent and CSD 334
Principles and strategies for developing and maintaining spoken language and using residual hearing and speechreading in children with hearing impairments.
578 Language Teaching Methods with Deaf Students (3:3)
Pr. GPA of 2.75 or better and 240 and admission to Teacher Education or 240 and permission of instructor
Principles and strategies for developing English language proficiency in deaf and hard of hearing students. Emphasis on integration of English instruction with academic content.
589 Experimental Course
This number reserved for experimental courses. Refer to the Course Schedule for current offerings.
601 Introduction to Inclusive Birth-Kindergarten Services (3:3)
Introduction to issues and policies in inclusive birth through kindergarten programs. Legislation, service delivery models, policy issues, family roles, and research outcomes discussed.
602 Inclusive Family-Centered Practices in Early Childhood (3:3)
Pr. 601
Analysis of theoretical perspectives, intervention strategies, and research outcomes for young children with disabilities in inclusive settings and their families. Family-centered practices emphasized.
603 Screening/Assessment in Inclusive Early Childhood Services (3:3)
Pr. 601, ERM 604, SES/HDF 606 or permission of instructor
Conceptual knowledge and practical application of screening and assessment techniques and procedures for infants, toddlers, preschoolers, and kindergartners. Report writing, IFSPs, IEPs, family assessments, and program evaluation included.
604 Internship in Inclusive Early Childhood (6:1:15)
Pr. HDF 636, admission to BKISED program, or permission of instructor
An in-depth exploration of the principles of early childhood care and education and learning strategies for young children with and without disabilities. Field placements in BK setting are required.
605 Diversity and Inclusive Early Care and Education (3:3)
Pr. admission to Leadership in Early Care and Education certificate, MEd BKISED, or permission of instructor
In-depth analysis of issues, recommended practices, and experiences to prepare students for meeting the needs of young children from diverse populations in inclusive early care and education settings.
606 Teaching Methods in Inclusive Early Childhood Settings (4:3:3)
Pr. admission to BKISED degree program and 601
In-depth exploration of the principles of early childhood care and education and learning strategies for young children with and without disabilities. Field placements in BK setting are required. (Same as HDF 606)
608 Seminar in Early Childhood Education (3:3)
Pr. permission of instructor
For students preparing to teach in the area of early childhood education, or currently involved in early childhood education in the areas of teaching, curriculum, or supervision.
613 Education of the Multihandicapped Deaf Child (3:3)
Characteristics of severely handicapping conditions existing with deafness. Effects on educational, psychosocial, and vocational achievement.
615 Seminar on Deafness (3:3)
Pr. courses in appropriate content area and admission to appropriate degree program, or permission of instructor
Studies dealing with specialized areas of deafness of professional concern. Topic to be announced each semester course is offered. May be repeated for credit when topic varies.
616 Preschool Hearing-Impaired Children (3:3)
Pr. CSD 307 and a course in early childhood development, admission to appropriate degree program, or permission of instructor
Characteristics and management of hearing-impaired children, educational techniques.
617 Teaching Reading to Hearing-Impaired Individuals (3:3)
Pr. 578 and TED 517 or equivalent preparation, admission to appropriate degree program, or permission of instructor
Research on the reading abilities of deaf individuals. Techniques of writing and rewriting materials, and methods of teaching deaf individuals to read.
633 Advanced Curriculum in Early Childhood Education (3:3)
Pr. SES/HDF 606
Examination of theoretical and developmental foundations of early childhood curriculum approaches, including critique of accepted early childhood practices, action research, and published research in curriculum and program effectiveness. (formerly HDF 609/633)
640 Policies and Procedures in Special Education (3:3)
Pr. admission to PAIL or MEd in special education or permission of instructor
Detailed study of federal and North Carolina policies and procedures that ensure that students with disabilities receive a free appropriate public education in the least restrictive environment.
641 Assessment of Individuals with Special Needs (3:3)
Pr. permission of instructor
Provides a knowledge base, guided practice, and practical application of assessment practices for making eligibility and instructional planning decisions for individuals with special needs, with emphasis on authentic assessment practices. For special education majors.
642 Mild Disabilities: Reading Instruction (3:3)
Emphasizes systematic, explicit practices for teaching essential skills in phonemic awareness, the alphabetic principle, fluency, vocabulary, and reading comprehension to students with disabilities.
643 Issues in Educating Individuals with Special Needs (3:3)
Pr. permission of instructor
Explores critical issues and strategies in developing, implementing, evaluating, and financing programs and services for individuals with special needs.
645 Advanced Seminar in Exceptional Individuals (3:3)
Pr. 540 and permission of instructor
Research and current issues in the psychology and education of exceptional children. May be repeated for credit when topic varies.
647 Collaboration and Consultation in Education (3:3)
Pr. permission of instructor
Provides a knowledge base, guided practice, and practical application of consultation skills and consultation-based services needed for implementing effective instructional programs for individuals with special needs. For special education majors.
648 Secondary Programming: Students with Mild Disabilities (3:3)
Provides for special education professionals and others detailed information on the development and design of secondary and transition programs for adolescents and young adults with mild disabilities.
649c,d Practicum in Special Education (3:3), (3-6)
Pr. core courses and permission of program coordinator
Supervised experience in clinic or school settings in special education designed to offer opportunities for practice of skills and professional development within program goals. (649c is prerequisite to 649d)
650 Independent Study (1-3)
Pr. admission to appropriate degree program or permission of instructor and major advisor
Topic to be determined by faculty advisor and student.
652 Mild Disabilities: Math/Written Language Instruction (3:3)
Emphasizes systematic, explicit practices for teaching essential math and written language skills to students with disabilities.
655 Introduction to Learning Disabilities (3:3)
Addresses the history of LD, characteristics of learners with LD across the lifespan, legislative and legal issues for the LD field, and services and interventions for these individuals.
656 Methods for Teaching Students with Learning Disabilities (3:3)
Pr. or coreq. 655
Addresses broad array of instructional strategies for working with students with learning disabilities using a clinical teaching model. Academic and social skills addressed as are learning strategies.
657 Characteristics of Students with High-Incidence Disabilities (3:3)
Addresses history, characteristics, legal and legislative issues, and services and interventions relevant to meeting the learning and behavioral needs of students with high incidence disabilities.
658 Methods for Teaching Students with Behavior/Emotional Disabilities (3:3)
Pr. or coreq. 657
Addresses broad array of instructional strategies for working with students with behavior/emotional disabilities using contemporary educational and therapeutic practices to address instructional as well as social/emotional needs.
659 Behavior Management (3:3)
Concepts, skills, and practices for understanding and using principles of behaviorism in the education of students with behavior/emotional disabilities as well as other needs.
660 Families, Schools, and Students with Exceptionalities (3:3)
Relationships among school personnel, parents/families, students, and agency personnel for educating students with special needs. Skills for proactively involving parents/families in their children's education and resolving conflicts in school-family interactions.
661 Teaching Students with Disabilities (3-6)
Pr. admission to PAIL program; permission of instructor
Supervised experience in a variety of classroom or other public school settings and related seminar emphasizing the design and delivery of best-practices services and instruction to students with disabilities. May be repeated for credit. (Graded on S-U basis)
662 Assistive Technology for Inclusive Education (3:3)
Overview of assistive technology in meeting the educational goals of individuals with disabilities. Includes experiences with devices and services associated with assistive technology and instructional technology.
688 Contemporary Problems Seminar (1-3)
Pr. advanced master's or doctoral standing or permission of instructor
Specific course title identified each semester by subscript (e.g., Contemporary Problems Seminar: Issues in Professional Negotiations). May be repeated for credit when topic varies.
711 Experimental Course
This number reserved for experimental courses. Refer to the Course Schedule for current offerings.
747 Seminar in Special Education (3:3)
Pr. 540 or permission of instructor
Current trends and issues in the field of special education. May be repeated for a total of nine semester hours credit when topic varies.
749 Internship in Specialized Education (3:0:10)
Pr. admission to PhD in special education and permission of instructor
Directed internship in an advanced leadership position related to the chosen area of specialization in which the knowledge base is integrated with the profession. May be repeated once for credit.
750 Introduction: Doctoral Studies in Special Education (3:3)
Pr. admission to PhD in special education or permission of instructor
Issues and trends in specialized education leadership personnel; critical analysis of professional literature and grant proposals; writing for publication; ethics for research and practice; dissertation and research requirements.
752 Interpersonal and Inter-organizational Collaboration (3:3)
Pr. admission to PhD in special education or permission of instructor
Advanced knowledge and skills for understanding, implementing, and evaluating collaboration in intra-organizational and inter-organizational situations encountered in providing services to individuals with disabilities or other special needs.
754 Special Education Policy and Law (3:3)
Pr. admission to PhD in special education or permission of instructor
The philosophy and theoretical perspectives relating to the study of leadership, policy development, and specialized education law and their integration into diverse organizational settings.
756 Seminar: Accountability in Specialized Education Services (3:3)
Pr. admission to PhD in special education or permission of instructor
Examine the influence of legislation, governmental agencies and professional associations in shaping preschool, K-12, university, and agency programs, and actions needed to meet these accountability standards.
758 History and Future of Specialized Education (3:3)
Pr. admission to PhD in special education or permission of instructor
Overview of the history of special education with implications for facilitation of more effective practice in the field.
760 Advanced Seminar: Single Subject Research Design (3:3)
Pr. admission to PhD in special education or permission of instructor
Understanding the rationale, purpose, design, analysis and implementation of single subject research. Implementation within classroom settings will be discussed.
762 Supervision of Student Teaching: Specialized Education (3:0:10)
Pr. admission to PhD in special education and permission of instructor
Directed experience in supervising student teachers in public school and other appropriate settings. Supervision provided by SES graduate faculty members. May be repeated once for credit.
764 College Teaching Practicum (3:0:10)
Pr. admission to PhD in special education and permission of instructor
Supervised experience in teaching college level course(s). May be repeated once for credit.
775 Directed Doctoral Research (3:3)
Pr. admission to PhD in special education and permission of instructor
Individual work on dissertation or research problems, including literature analysis, critical review, data analysis, and integration; or completion of a pilot study in preparation for the dissertation. May be repeated once for credit.
790 Independent Doctoral Study (1-3)
Pr. admission to PhD in special education and permission of instructor
Advanced guided readings, research, and individual project work under the direction of a graduate faculty member. May be repeated for credit.
799 Dissertation (1-12)
Pr. admission to candidacy for the PhD in special education and permission of instructor
Individual direction in the development and execution of the doctoral dissertation.
802 Dissertation Extension (1-3)
803 Research Extension (1-3)