| FSU Homepage | Office of the Registrar | On-Line Registration | 1997-1999 Graduate Bulletin | Table of Contents |
There are three major degree areas of specialization in the Department of Special Education: emotional disturbance/learning disabilities, mental retardation, and visual disabilities. Within the three it is possible to emphasize early childhood special education, special education technology, or transition.
The State of Florida has identified common course prerequisites for the following University degree programs. Specific prerequisites are required for admission into the upper-division program and must be completed by the student at either a community college or a state university prior to being admitted to these programs. Students may be admitted into the University without completing the prerequisites, but may not be admitted into the program.
The following lists the common prerequisites or their substitutions necessary for admission into this upper-division degree program:
In addition to EDG 2701, the student must take six (6) additional semester hours with an international or diversity focus. The eligible courses will be determined by the institution where the student is currently earning his or her AA or baccalaureate degree. Contact department and/or adviser for details.
At least one course taken to meet the natural science requirements in liberal studies and/or prerequisites must include a laboratory component.
A course in human growth and development can substitute for psychology at the discretion of the department.
Note: courses marked with an asterisk (*) have at least one acceptable substitute. Contact the department for details.
In addition to EDG 2701, the student must take six (6) additional semester hours with an international or diversity focus. The eligible courses will be determined by the institution where the student is currently earning his or her AA or baccalaureate degree. Contact department and/or adviser for details.
At least one course taken to meet the natural science requirements in liberal studies and/or prerequisites must include a laboratory component.
A course in human growth and development can substitute for psychology at the discretion of the department.
Note: courses marked with an asterisk (*) have at least one acceptable substitute. Contact the department for details.
In addition to EDG 2701, the student must take six (6) additional semester hours with an international or diversity focus. The eligible courses will be determined by the institution where the student is currently earning his or her AA or baccalaureate degree. Contact department and/or adviser for details.
At least one course taken to meet the natural science requirements in liberal studies and/or prerequisites must include a laboratory component.
A course in human growth and development can substitute for psychology at the discretion of the department.
Note: courses marked with an asterisk (*) have at least one acceptable substitute. Contact the department for details.
This degree major is designed to prepare individuals for careers as public school teachers of students with mild/moderate emotional disturbances and learning disabilities. The program leads to certification in emotionally handicapped, specific learning disabilities, and varying exceptionalities.
This degree major is a three-year training program that culminates in the simultaneous awarding of the bachelor of science (BS) and master of science (MS) degrees. Students must maintain a 3.0 grade point average (GPA) during the junior/senior years of study or earn a 1000 on the general aptitude section of the Graduate Record Examinations (GRE) in order to be admitted for the third (masters) year of study.
This degree major is designed to prepare persons for careers as teachers of children and youth with mental disabilities. The teacher is equipped to teach all levels of severity at the elementary and secondary level in public schools, private schools, or in residential facilities.
The objective of the visual disabilities degree major is to prepare specialists to provide services to individuals who are either blind or have low vision. The bachelors degree program prepares individuals as 1) classroom teachers; 2) orientation and mobility specialists; 3) rehabilitation teachers; and 4) teachers of persons with dual sensory impairments. Students are drawn from the southeastern area of the United States and, following graduation, are employed in a variety of settings that offer services to children, youth, or adults with visual impairments.
All special majors must earn a minimum grade of C in each required course.
Note: the admission policies for these programs currently are under review and had not been finalized by the publication of this General Bulletin. Contact the Department of Special Education for the most current admission policies.
| EDG | Education: General |
| EED | Education: Emotional Disorders |
| EEX | Education: Exceptional Child Core Competencies |
| EGI | Education: Gifted Child |
| ELD | Education: Specific Learning Disabilities |
| EMR | Education: Mental Retardation |
| EPH | Education: Physical and Multiple Handicaps |
| EVI | Education: Visual Impairments |
| EDG 2701. | Teaching Diverse Populations (3). Students will acquire an understanding of the complexity and diversity in the American and Florida populations in general and the school and community populations in particular. Students will participate in a field-based experience. |
| EED 4011. | Introduction to the Socially and Emotionally Disturbed (3). Designed to introduce students to the history of and evolving trends in providing services for emotionally handicapped children and youths, to investigate theories of causality, and to analyze various approaches for improving academic and social behavior. |
| EEX 2010. | Survey of Special Education (3). To provide the student with a basic understanding of the history, current concepts, and emerging alternative strategies for the special education of all exceptional students. |
| EEX 3601. | Applied Behavior Analysis for Special Educators (3). Corequisite: EEX 3820. Introduction to behavioral principles and procedures useful for managing the behavior of students with handicaps. For majors only. |
| EEX 3820. | Practicum in Direct Observation (2). Corequisite: EEX 3601. Direct observation and recording techniques for analysis of classroom management strategies. |
| EEX 3949r. | Cooperative Education Work Experience (0). (S/U grade only.) |
| EEX4070. | Designing Inclusive Educational Learning Environments (3). Prerequisites: EEX 2010; EMR 4011. This course provides the knowledge and skills necessary for creating learning environments that will accommodate children with and without disabilites. |
| EEX 4200. | The Development of Individuals with Special Needs (3). Examination of the impact of disabilities on development throughout the life cycle. |
| EEX 4212. | Educational Diagnosis for Exceptional Children (3). Development of performance skills for administering formal and informal test instruments. For majors only. |
| EEX 4223. | Individualized Educational Planning (3). Provides students with the opportunity to demonstrate effective use of diagnostic skills. For majors only. |
| EEX 4230. | Individualized Instruction for Exceptional Students (3). Corequisite: EEX 4941. Knowledge and performance in implementing individualized instructional practices with exceptional students. For majors only. |
| EEX 4243. | Technology for Students With Disabilities (3). This course introduces classroom applications of technology for students with disabilities. |
| EEX 4280. | Founations of School to Coummunity Transition (3). Prerequisites: EEX 2010; EMR 4011. This course addresses the ways in which schools, agencies, and the community can work cooperatively to prepare students for the transition from their school years to their adult years. |
| EEX 4751. | Collaboration with Families, Schools, and the Community (3). This course provides the knowledge and skills necessary for collaborating with families, other professionals and community members. |
| EEX 4770. | Study of Human Exceptionality (3). This course will increases learner knowledge and awareness of the characteristics and needs of people with exceptionalities, and acquaint learners with the resources, issues, and trends related to appropriately meeting these needs. |
| EEX 4840r. | Supervised Practicum (1-3). May be repeated to a maximum of six (6) semester hours. Designed as a practicum for the assessment of the profoundly handicapped or the moderately/severely retarded and to provide experience in various aspects of assessment. For majors only. |
| EEX 4847. | Practicum in Individualized Planning (2). Corequisite: EEX 4223. Diagnose individual exceptional children and plan appropriate instruction. |
| EEX 4861. | Student Teaching in Special Education (11-12). (S/U grade only.) Student teachers will teach students with disabilities for one semester within a public school setting, full-time, and under the supervision of a certified special education teacher. |
| EEX 4905r. | Directed Individual Study (1-3). May be repeated to a maximum of twelve (12) semester hours. |
| EEX 4920. | PreStudent Teaching Seminar (1). (S/U grade only.) Prepares last-term majors in special education for the transition from student to professional, lays the groundwork for the culminating activity of student teaching, and acquaints the new professionals with their future role and responsibility to the field of exceptional student education. |
| EEX 4930r. | Special Topics in Special Education (1-3). Topics will vary from term to term. May be repeated to a maximum of nine (9) semester hours. |
| EEX 4941. | Practicum with Mildly Handicapped Students (2). Corequisite: EEX 4230. Perform work designated in EEX 4230 in special education practicum site. |
| EEX 4970r. | Honors Work in Special Education (3). Prerequisite: Acceptance in honors program. Corequisites: EDF 5481 or EEX 5931 or equivalent. This course is designed to provide qualified upper-division majors in special education an opportunity to undertake an independent and original research project. May be repeated to a maximum of nine (9) thesis hours with instructor approval. |
| EGI 4011. | Introduction to Gifted and Talented Students (3). Nature and needs of these exceptional children and youth including the special groups of underachieving, culturally diverse, women, and handicapped gifted. |
| EGI 4232. | Educational Strategies for the Gifted and Talented (3). Prerequisite: EGI 4011. Education provisions, procedures, and practices for the gifted. |
| ELD 4050. | Introduction to Specific Learning Disabilities (3). Designed to introduce the student to the changing field of learning disabilities with emphasis on the various theories that have shaped the field. |
| EMR 4011. | Introduction to Mental Disabilities (3). Designed to provide students with an overview of the basic knowledge pertinent to mental disabilities. Special attention is given to the educational, social and psychological aspects of mental disabilities. |
| EMR 4213. | Curriculum-based Academic Assessment and Adaptations for Students With Mental Disabilities (3). Prerequisites: EEX 2010; EMR 4011. This course focuses upon teaching academic skills to students with mild to moderate mental disabilities. |
| EMR 4360. | Life Skills for Individuals with Mental Disabilities (3). Prerequisites: EEX 2010; EMR 4011. This course focuses upon the teaching of functional skills to those students with mental disabilities within inclusive environments. |
| EMR 4804r. | Practicum and Seminar in Mental Disabilities (2). This practicum is required each semester prior to student teaching so that students may apply the knowledge and skills they have learned in lecture courses. May be repeated to a maximum of six (6) semester hours. |
| EPH 4024. | Introduction to the Physically Handicapped (3). Designed as an overview of those with physical handicaps. Medical, psychological, and educational aspects of the disability and their implications for the classroom teacher are presented. |
| EVI 4011. | Introduction to Visual Disabilities (3). Designed to provide an overview of the population of people who have visual impairments and the role of specialized service providers. Special attention is given to the effects of visual impairment on development and learning. |
| EVI 4110. | Assessment of Visually Impaired Students (3). Prerequisites: EVI 4011, 4121, 4211. Students are prepared in this course to participate in the comprehensive assessment of individuals with visual impairments, including those students who have multiple disabilities, by using formal and informal instruments and authentic assessment procedures appropriate to the population. Students will be prepared for their future consulting role as members of transdisciplinary assessment teams. |
| EVI 4121. | Functions of the Eye and Implications of Low Vision (3). Introduction to the anatomy and physiology of the human eye and visual mechanism, including its embryologic development. Specific emphasis on the most common eye pathologies in children and adults and their effects on visual functioning. |
| EVI 4211. | Literary Braille (3). Corequisite: EVI 4011. In this course students will develop skills in the preparation of materials for blind students in the literary Braille code using a braillewriter and the slate and stylus. Interlining and proofreading are also emphasized. |
| EVI 4212. | Advanced Braille (2). Prerequisites: EVI 4011, 4211. Students preparing to be teachers of blind children will learn to use and teach the Nemeth Code for Braille mathematics and will become familiar with Braille music, as well as with foreign language and computer codes. |
| EVI 4220. | Introduction to Orientation and Mobility (3). Provides future teachers of students with visual impairments with an appreciation and a realistic understanding of the problems inherent in the orientation and mobility experienced by visually impaired individuals. Stresses techniques for teaching O/M in indoor environments. |
| EVI 4250. | Teaching Skills of Adult Living to Visually Impaired Learners (3). Prerequisite: EVI 4011. The philosophical basis for and the strategies of teaching social, personal management and career development skills to individuals with visual impairments. |
| EVI 4311. | Teaching Reading and Writing to Students with Visual Impairments (3). Prerequisites: EVI 4011, 4211, 4121. Discusses the strategies and techniques necessary for determining the mode of reading and for teaching reading and writing skills to students with visual impairments. |
| EVI 4312. | Academic Modifications in the Public School Class (3). Prerequisites: EVI 4011, 4211, 4121. Introduces the strategies and techniques necessary for adapting materials and for supporting students with visual impairments in public schools through direct instruction, consultation and collaborative activities. |
| EVI 4330. | Teaching Students with Visual Impairments and Other Disabilities (3). Introduces the techniques and strategies necessary for meeting the needs of students with visual impairments who have additional disabling conditions. An emphasis will be placed upon working with both blind and low vision students with mental disabilities. |
| EED 5223. | Advanced Study of Emotional Disturbance (3). |
| EED 5320. | Precision Teaching Methods for Emotional Disturbances (3). |
| EED 5941. | Practicum in Emotional Disturbance/Learning Disability (3). |
| EEX 5017. | Typical and Atypical Early Development (3). |
| EEX 5245. | Introduction to Special Education Technology (3). |
| EEX 5285r. | Seminar in Transition (3). |
| EEX 5286. | Preparing Individuals for Transition (3). |
| EEX 5455. | Assessment and Methods in Early Childhood Special Education (3). |
| EEX 5456. | Program Development for Young Children with Disabilities (3). |
| EEX 5521. | Leadership Skills in Exceptional Education (3). |
| EEX 5841r. | Field Laboratory Internship (1-12). (S/U grade only.) |
| EEX 5844r. | Leadership Practicum in Special Education (3). |
| EEX 5866r. | Supervised Teaching (1-4). (S/U grade only.) |
| EEX 5906r. | Directed Individual Study (1-3). |
| EEX 5911r. | Supervised Research (1-4).(S/U grade only.) |
| EEX 5931r. | Special Topics in Special Education (1-3). |
| EEX 5940r. | Practicum in Early Childhood Special Education (3). |
| EEX 5943r. | Practicum in Transition (3). |
| EEX 6301r. | Seminar: Research Problems in Special Education (1). (S/U grade only.) |
| EEX 6306. | Design and Preparation of Research in Special Education (3). |
| EEX 6341. | Critical Review of Special Education Research (3). |
| EEX 6342. | Seminar: Readings in Education, Training, and Treatment of Exceptional Individuals (3). |
| EEX 6426. | Research and Practices in Special Education Personnel Development (3). |
| EEX 6931r. | Seminar in Early Childhood/Special Education (3). |
| EEX 6935r. | Doctoral Seminar in Special Topics (1-3). (S/U grade only.) |
| EGI 5936. | Seminar for Teachers of the Gifted (3). |
| EGI 5940. | Mentorship Practicum for the Gifted (5). |
| ELD 5140. | Advanced Study of Learning Disabilities (3). |
| EMR 5235. | Teaching the Student with Profound Disabilities (3). |
| EMR 5803. | Advanced Practicum in Mental Retardation (3). |
| EMR 5930. | Seminar in Mental Retardation Topics (3). |
| EPH 5312. | Educational Management of the Physically Handicapped (3). |
| EVI 5112. | Advanced Assessment of the Visually Handicapped (3). |
| EVI 5131. | Teaching Deaf-Blind/Multisensory Impaired Individuals (3). |
| EVI 5221. | Teaching Orientation and Mobility for the Visually Impaired (3). |
| EVI 5222. | Advanced Orientation and Mobility for the Visually Impaired (3). |
| EVI 5931r. | Seminar in Visual Disabilities (3). |
For listings relating to graduate course work for thesis, dissertation, and masters and doctoral examinations and defense, consult the Graduate Bulletin.