CHAD501: Introduction to Applied Child Advocacy

This course will examine the maltreatment of children from both a historical and contemporary perspective. It will discuss the three major reform movements of the Progressive Era that shaped the field of child advocacy. Students will also explore recent trends in legislation that affect abused and neglected children. Emphasis will be on the historical and current role of the child advocate. Empirical and applied research will be reviewed. 3 sh.

CHAD502: Child Abuse and Neglect

This course will take a comprehensive look at the social and psychological development of children caught in the child welfare system. It will compare normal and pathological models of child rearing. Special consideration will be given to the impact of family and social systems on the development and behavior of abused and neglected children. 3 sh.

CHAD521: Substance Abuse and Family Crisis

This course will explore the impact of substance abuse on families involved with the child welfare system. Current research regarding the connection between substance abuse, domestic violence and child abuse will be reviewed. Residential and outpatient models of treatment will be evaluated. 3 sh.

Prerequisites: CHAD 501, CHAD 502, CHAD 503.

COUN559: Dynamics of Group Process

A laboratory-based course for the development of group skills and understandings. Focus is on experimental learning and personal growth. Readings in human interaction theory will be related to actual group participation. 1 - 3 sh.

Prerequisites: Graduate students with majors in the CNEL department only or undeclared graduate students.

COUN595: Multicultural Counseling and Development

Exploration and development of the necessary personal awareness, knowledge and skills for culturally competent counseling practice. Emphasis on historical and current issues and trends associated with race/ethnicity, gender, age, socioeconomic status, religion, sexual orientation, and ability and how they affect counseling practice. 3 sh.

Prerequisites: Graduate students with majors in the CNEL department only, COUN 552 and COUN 577. Start Spring 2010: Matriculation in Graduate Counseling Program.

ECEL501: Perspectives on Early Childhood and Elementary Education in a Diverse Society

Examines the historical, social, political, and philosophical trends and ideologies that impact the care and education of children. Emphasis will be placed on how models have changed over time to respond to the evolving needs and dispositions of our society with regard to brain research, inclusive practices and culturally responsive teaching and learning. 10 hours field work required. 3 sh.

ECSE502: Sociocultural Context of Disability and Inclusive Education

This course applies critical perspectives to the study of disability and inclusive education through an examination of the shifting social, cultural and political constructions of disability in society. The course material deconstructs traditional psychological interpretations as well as medical models of disability, which conceptualize disability as a "problem" to be fixed or limitations that are located within individuals. In contrast, students explore sociocultural models of disability, which conceptualize disability as a social construct, and people with disabilities as members of marginalized minority group. By examining issues related to disability in the context of the sociocultural paradigm, students have opportunities to take varied perspectives on the ways in which social and environmental factors come to define the experience of disability. Students explore disability and inclusive education through multiple lenses, such as autobiography, personal narrative, film, social policy, and research. 3 sh.

ECSE505: Early Learning and Development in Young Children With and Without Disabilities

Examines various theories of child development related to infants, toddlers, and preschoolers from conception to age five. A strong focus is placed on the impact of risk and protective factors on early development. Specifically, the course addresses the etiology, behavioral characteristics, developmental outcomes, and family impact on the development of young children including those with environmental, biological, or established risk of developmental delays or disabilities. Students learn methods for observing and interpreting physical growth, motor, cognitive, language and communication, social/emotional and play development of typically developing young children and those with special needs.. 3 sh.

ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8

Focus on observation, screening and assessment of young children with special needs from birth to age five. Students explore commonly used techniques, instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children.. 3 sh.

ECSE508: Strengthening Partnerships with Families of Children with Disabilities

Addresses family-professional partnerships in early childhood special education. Students gain knowledge, skills and dispositions to work collaboratively with diverse families to support the development and education of young children with special needs. Various models including family-focused practice and family systems theory are discussed. 3 sh.

ECSE509: Principles and Practices in Inclusive Early Childhood Education

Provides an overview of curricular approaches in Early Childhood Education (birth to 8), specific intervention strategies, and curriculum planning issues. Emphasis is placed upon the development of knowledge, skills and dispositions needed to address outcomes identified in individual IFSPs or IEPs within the context of activity-based programs for young children in naturalistic environments. 3 sh.

Prerequisites: ECSE 506.

ECSE510: Supervised Practicum and Seminar in Inclusive Early Childhood

Supervised experience in diverse field settings with both typical and atypical young children; seventy-five (75) clock hours of field work and accompanying seminar are required. 3 sh.

Prerequisites: Departmental approval.

ECSE511: Advanced Curriculum and Methods for Early Learners With and Without Disabilities

Young children are naturally inqusitive about their world. They wonder, discover, explore and interact with their environment and the people in it. In this course, experienced practitioners receive advanced preparation for designing and implementing individualized and culturally responsive learning opportunities and curriculum for young children with and without disabilities in inclusive early childhood environments (i.e., child care centers, preschool, Head Start, early elementary school). Through an emergent and child-centered approach, students deepen their understanding of and ways of responding to young learners with a wide range of abilities and diverse backgrounds. Students learn through direct experience and evidenced-based strategies how to create, implement and evaluate high quality educational practices and innovative curricula for diverse young learners birth to age eight. 3 sh.

Prerequisites: ECSE 502 or equivalent and ECSE 509.

ECSE518: Neuromotor Development of the Young Child

The study of typical and atypical patterns of neuromotor organization and development, including general principles of stability, mobility, and the equilibrium as they influence postural stability is presented. Implications for the educator of young children with disabilities will be stressed. 3 sh.

ECSE519: Language and Early Literacy Development

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 3 sh.

ECSE520: Research in Inclusive Early Childhood Education

Research design, statistical analysis and methods for writing a research paper are studied. Significant problems in the field of early childhood special education are investigated and discussed. Published research projects are evaluated. 3 sh.

ECSE523: Communication, Collaboration and Consultation in Inclusive Early Childhood Contexts

Provides students with a theoretical framework to guide the interactions of early childhood professionals with educational systems, communities, and with each other to insure appropriate educational practices for young children with special needs. Effective strategies to support communication, collaboration, conflict resolution, consultation, mentoring, and collaborative research skills will be addressed. Students will explore various methods for developing professional partnerships that facilitate interagency collaboration in early intervention, transdisciplinary team practices, and team teaching in inclusive early care and education. Students will reflect upon the various ways in which communication, collaboration, and consultation support curriculum, programs, and professional development. 3 sh.

Prerequisites: ECSE 509 and ECSE 502.

EDFD554: Critical Thinking and Democracy

Critical thinking is a reform movement in education that addresses central concerns in education for democracy as well as other sociological, political and philosophical issues. This course will help teachers deepen their understanding of the meaning of "democracy," as well as the relationship between democratic practice and schooling. In this course, teachers will explore the history of American education, studying the basic commitment to democracy inherent within it, as well as the on-going tension between democratic ideals and other educational objectives, such as rewarding excellence and furthering capitalistic meritocracy. 3 sh.

ELRS578: Testing and Evaluation

Principles and practices of educational and psychological testing and evaluation relevant to professionals in human services, communication sciences and disorders, education, and related fields. Historical/philosophical orientation; place of testing in instructional and remedial programs; statistical concepts underlying measurement; validity, reliability, response set; construction of tests and measurement instruments; evaluation and interpretation of testing data; use and misuse of testing data; reporting data to students, parents and colleagues; critical analyses of selected standardized intelligence, ability and personality tests; experimental tests and measurement instruments. Course project geared to individual student needs. 3 sh.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

HLTH520: Foundations and Methods in Health Education

Study of the scientific historical foundations and the instructional methodologies in health education and health promotion with opportunity for practical application of various methodologies for the achievement of specific objectives. 3 sh.

READ524: Teaching Multiethnic Literature in P-8 Classrooms

This graduate-level course is designed to assist in-service teachers and school media specialists in their efforts to examine multiethnic children's literature as both aesthetic forms and pedagogical tools. Students will analyze the social, political, and educational implications of such literature and its use in P-8 classrooms. If teachers and school media specialists introduce powerful, but enjoyable, literary pieces through which they explore the topics of race and ethnicity and ask critical questions, children might have a greater chance of living up to democratic principles and becoming active participants in the global community. This course will help teachers to use multiethnic children's literature more frequently in their respective classrooms and to approach that responsibility with confidence. 3 sh.

READ600: Workshop in Contemporary Issues in Reading

Explores contemporary issues in reading instruction, basic skills, literature, cultural literacy and critical thinking. Each workshop will be topic-specific. Faculty determine topic selection according to timely public policy issues and philosophical concerns. Collaborative research between workshop faculty and participants will be emphasized. 1 - 3 sh.

SPED567: Instructional Planning for Students with Disabilities in Inclusive Settings I

This course is designed to provide educators with the skills necessary to meet the needs of students with disabilities in K-5 inclusive classrooms. Educators will learn how to use developmentally appropriate practice and universal design curriculum to enhance the learning of students who display competencies across a wide range. The major focus will be on practical techniques and strategies that can be used to provide quality instruction in inclusive settings. 3 sh.

Prerequisites: SPED 579.

SPED588: Promoting Prosocial Behaviors in Inclusive Settings

This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored. 2 - 3 sh.

Prerequisites: SPED 579.