The Graduate School Bulletin
Department of Specialized Education Services
200B Ferguson Building
(336) 334-5843
Department of Specialized Education Services Homepage
Admissions Information
Quick Jump to:
Faculty
Overview
Requirements for the Post-Baccalaureate Certificate in Leadership in Early Care and Education
Requirements for the Post-Baccalaureate Alternative Initial Teacher Licensure
Requirements for the Master of Education in Special Education: General Curriculum with Learning Disabilities or Behavior / Emotional Disabilites Licensure
Requirements for the Master of Education in Birth-Kindergarten: Interdisciplinary Studies in Education and Development
Requirements for the Doctor of Philosophy in Special Education
SES Specialized Education Services Courses
Faculty
Professors
Bill Bursuck, Ph.D.
Special education/at-risk literacy, inclusive school practices, education of students with learning and behavior disabilities.
Betty Epanchin, Ed.D.
Teacher education, creation and sustainability of school-university partnerships, mentoring, teaching cases, alternative teacher preparation.
Marilyn Friend, Ph.D.
Interpersonal and interprofessional collaboration, inclusive school practices, special education service delivery systems, education of students with learning and behavior disabilities.
Judith A. Niemeyer, Ph.D.
Early childhood special education, social interaction, inclusion, family involvement (Director of Graduate Study and Coordinator of Birth-Kindergarten Program).
J. David Smith, Ed.D.
History and future of special education, mental retardation, disabilities and social policy, developmental disabilities, exceptional families (Chair of Department).
Ada L. Vallecorsa, Ph.D.
Literacy assessment and instruction in special education, program evaluation, teacher education.
Associate Professor
Mary V. Compton, Ed.D.
Deaf teachers and deaf culture, social interaction of young deaf children, telecommunications discourse, narrative analysis, naturalistic inquiry method, interpersonal communication and deafness (Director of Education of Deaf Children Program).
Stephanie A. Kurtts, Ph.D.
Inclusive education, online collaborative practice, universal design for learning, mild/moderate disabilities, peer coaching, differentiated instruction.
Assistant Professors
Nicole Dobbins, Ph.D.
Emotional/behavioral disorders, social skills training, behavior/classroom management, multicultural education, autism, curricular design and effective teaching strategies for students with disabilities.
Belinda Hardin, Ph.D.
Inclusion and international early childhood education practices, EI/ECSE services for English language learners, family involvement in EI/ECSE services.
Belinda Hardin, Ph.D.
Inclusion and international early childhood education practices, EI/ECSE services for English language learners, family involvement in EI/ECSE services.
Clinical Assistant Professor
Teresa Little, Ph.D.
Functional curriculum for students with moderate to severe intellectual disabilities, accessing the general curriculum for students with moderate to severe intellectual disabilities.
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.
Requirements for the Post-Baccalaureate Certificate in Leadership in Early Care and Education
The Departments of Human Development and Family Studies and Specialized Education Services offer a Post-Baccalaureate Certificate in Leadership in Early Care and Education. The certificate provides 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. The certificate requires 18 hours of course work and 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 in related fields.
Required Courses (15 hours)
HDF 633 Advanced Early Childhood Educational Theory and Practices (3)
HDF 634 Contemporary Issues in Early Childhood Policy (3)
HDF 636 Leadership and Mentoring Roles in Educating Young Children (3)
SES 601 Programs and Policies in Early Intervention (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.
Requirements for the Post-Baccalaureate Alternative Initial Teacher Licensure
This 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 M.Ed. program in which they 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 M.Ed. 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 and the application is completed during the first 12 hours taken in the PAIL program. Admission to the Post-Baccalaureate Alternative Initial Teacher Licensure program does not constitute admission to the M.Ed. in special education or any other Graduate School degree program.
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 M.Ed. and Licensure in earning Disabilities (LD) or Behavior/Emotional Disabilities (BED) (45 hours)
Courses listed in General Curriculum plus the following 24 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 660 Families, Schools, and Students with Exceptionalities (3)
Categorical Course Work (choose one option):
LD Option
SES 648 Secondary Programming: Students with Mild Disabilities (3)
SES 649 Practicum in Special Education (3)
SES 655 Introduction to Learning Disabilities (3)
SES 656 Methods for Teaching Students with Learning Disabilities (3)
BED Option
SES 648 Secondary Programming: Students with Mild Disabilities (3)
SES 649 Practicum in Special Education (3)
SES 657 Introduction to Behavior/Emotional Disabilities (3)
SES 658 Methods for Teaching Students with Behavior/Emotional Disabilities (3)
Requirements for the Master of Education in Special Education: General Curriculum with Learning Disabilities or Behavior / Emotional Disabilites Licensure
The Department of Specialized Education Services offers a graduate program of study leading to a 39 hour M.Ed. degree in special education: general curriculum and advanced licensure eligibility in learning disabilities (LD) or behavior/emotional disabilities (BED). At least 33 hours in the program of study must be in 600-level courses.
Option 1: For students licensed in special education
Core (18 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 647 Collaboration and Consultation in Education (3)
SES 652 Mild Disabilities: Math/Written Language Instruction (3)
Categorical Emphasis (12 hours - select one area)
LD Option
SES 648 Secondary Programming: Students with Mild Disabilities (3)
SES 649 Practicum in Special Education (LD focus) (3)
SES 655 Introduction to Learning Disabilities (3)
SES 656 Methods for Teaching Students with Learning Disabilities (3)
BED Option
SES 648 Secondary Programming: Students with Mild Disabilities (3)
SES 649 Practicum in Special Education (LD focus) (3)
SES 655 Introduction to Learning Disabilities (3)
SES 656 Methods for Teaching Students with Learning Disabilities (3)
Advanced Area of Focused Study (9 hours - select one area)
These credits are determined with approval of the advisor:
Assistive Technology Emphasis: SES 662, TED 610, LIS 647, 648, 672
Reading Emphasis: TED 614, 615, 616, 617a, 617b, 640
Leadership Emphasis: ELC 615, 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 (6 hours)
SES 540 Introduction to Exceptional Individuals (3)
One 3 hour reading course in TED
Core (27 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 652 Mild Disabilities: Math/Written Language Instruction (3)
SES 659 Behavior Management (3)
SES 660 Families, Schools, and Students with Exceptionalities (3)
ERM 604 Methods of Educational Research (3)
Categorical Emphasis (12 hours - select one area)
LD Option
SES 648 Secondary Programming: Students with Mild Disabilities (3)
SES 649 Practicum in Special Education (LD focus) (3)
SES 655 Introduction to Learning Disabilities (3)
SES 656 Methods for Teaching Students with Learning Disabilities (3)
BED Option
SES 648 Secondary Programming: Students with Mild Disabilities (3)
SES 649 Practicum in Special Education (BED focus) (3)
SES 657 Introduction to Behavior/Emotional Disabilities (3)
SES 658 Methods for Teaching Students with Behavior/Emotional Disabilities (3)
Additional Requirements for ALL Special Education M.Ed. 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.
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.
Requirements for the Master of Education in Birth-Kindergarten: Interdisciplinary Studies in Education and Development
The Departments of Specialized Education Services and Human Development and Family Studies (School of Human Environmental Sciences) offer a joint program of study leading to a 39 hour M.Ed. degree. Those who do not have an 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.
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 631 Families of Individuals with Special Needs (3)
HDF 633 Advanced Early Childhood Educational Theory and Practices (3)
HDF 636 Leadership and Mentoring Roles in Educating Young Children (3)
SES 601 Programs and Policies in Early Intervention (3)
SES 602 Theory and Practice in Early Intervention (3)
SES 603 Preschool Disabilities: Assessment and Evaluation (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 653 Contemporary Research in Family Studies (3)
HDF 667 Infant Development (3)
SES 605 Diversity and Inclusive Early Care and Education (3)
SES 608 Seminar in Early Childhood (3)
SES 647 Collaboration and Consultation in Education (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 for the M.Ed. in Birth-Kindergarten: Interdisciplinary Studies in Education and Development (BKISED). 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.
Requirements for the Doctor of Philosophy in Special Education
The Department of Specialized Education Services offers a graduate program of study leading to a Ph.D. in special education for students interested in special education, deaf education, or early intervention. The program requires a minimum of 66 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.
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)
TED 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) |
| Pr. PSY 221 and 426 or equivalent and permission of instructor Introductory course designed to survey the field of exceptional children. Major attention focused on characteristics of the exceptional child. (May not be taken by students who have credit for PSY 502) | |
| 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 | Programs and Policies in Early Intervention (3:3) |
| Issues, trends, and policies in early intervention as relates to programs for infants and young children with disabilities; legislation, service delivery models, policy issues, family roles, and research outcomes. | |
| 602 | Theory and Practice in Early Intervention (3:3) |
| Pr. 601; HDF 633 or permission of instructor Analysis of theoretical perspectives, instructional programming and strategies, and research outcomes for infants, toddlers, and preschoolers with disabilities in inclusive settings and their families. | |
| 603 | Preschool Disabilities: Assessment and Evaluation (3:3) |
| Pr. 601 or permission of instructor Conceptual knowledge and practical application of assessment techniques and procedures for infants, toddlers and preschoolers with disabilities. Introduction to program evaluation in early intervention programs. | |
| 604 | Internship in Early Childhood (6:3:3) |
| Pr. 601; 602; 603; HDF 633; HDF 667 or permission of instructor Supervised internship in early childhood focused on individual students’ career goals. Specific internship project must be approved by the BK:ISED faculty. | |
| 605 | Diversity and Inclusive Early Care and Education (3:3) |
| Pr. admission to Leadership in Early Care and Education certificate, M.Ed. 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. | |
| 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 CUI 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. | |
| 640 | Policies and Procedures in Special Education (3:3) |
| Pr. admission to PAIL or M.Ed. 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 | Introduction to Behavior/Emotional Disabilities (3:3) |
| Addresses history of BED, characteristics of learners with BED across the lifespan, legislative and legal issues for the BED field, and services and interventions for these individuals. | |
| 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 behavorism 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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 Ph.D. 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) |