Florida State University Graduate Bulletin 2007-2009
Department of Childhood Education, Reading, and Disability Services
College of Education
Interim Chair: Mary Frances Hanline; Professors: English, Flake, Palmer, Wolfgang; Associate Professors: Burkhead, Clark, Ebener, Edwards, Hanline, Jones, Lake, Lewis, Mencheti, Piazza, Rice; Assistant Professors: Al Otaiba, Connor, Delano, Fiske, Lundeen; Assistants in Elementary Education: Davis (Panama City), Harrel, Nicolas, Rios (Panama City); Associate in Elementary Education: Floyd; Visiting Assistant Professor: Fesmire; Professors Emeriti: Green, Kirby, Lynch-Brown, Mills, Oseroff, Schluck, Scott, Scott-Simmons, Tait; Courtesy Instructor: L. Jones
There are five major areas of specialization in the Department of Childhood Education, Reading, and Disability Services: early childhood education, elementary education, reading and language arts education, special education and rehabilitation counseling services.
The Department of Childhood Education, Reading, and Disability Services is committed to high-quality personnel preparation programs, service to the state of Florida, and research in elementary education, early childhood education, reading/language arts, special education, rehabilitation counseling services, and related areas. The Department strives to provide programs of excellence serving undergraduates, graduates, and advanced graduates by teaching, advising, and providing professional role models. Our goal is to prepare educational and rehabilitation leaders who will contribute to the betterment of a pluralistic, global society in the context of the state of Florida's needs for an educated, global-minded citizenry.
The mission is accomplished by:
- implementing personnel preparation programs that are comprehensive and that prepare practitioners to implement state-of-the-art research-based practices
- conducting high-quality research in authentic settings
- translating research to practice through service to the profession at the local, state, and national levels
Program requirements for state-approved educator preparation programs are subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Teacher Preparation Programs and State Board of Education Rule 6A-5.066, Approval of Preservice Teacher Preparation Programs.
The following are offered by the Department of Childhood Education, Reading, and Disability Services:
Early childhood education
Education of students with exceptionalities
Elementary education
Reading education and language arts
EARLY CHILDHOOD EDUCATION
Professor: Wolfgang; Associate Professors: Jones, Lake
The early childhood education program offers graduate studies leading to master's, specialist, and doctoral degrees. The master's program is designed for persons aspiring to be master classroom teachers of children, birth to grade 3 (or age 8) in public and private schools, early childhood centers, or similar educational institutions. State certification requirements can be met in an expanded master's program for those wishing initial certification. To complete this program, students must also be admitted to teacher education, described in the "College of Education" entry of this Graduate Bulletin.
The specialist in education and doctor of philosophy degree programs are designed to prepare persons for leadership roles in early childhood education (i.e. infancy, preschool, kindergarten, and primary education). Some examples of the broad range of professional roles available to those pursuing these advanced degrees include serving as college or University faculty, staff specialists in public or private school systems, and in governmental or professional organizations.
The doctoral program is individually planned in conjunction with the major professor and the student's supervisory committee with course work emphasis in the following areas: research, theory base for childhood education, evaluation, curriculum, instruction, special field experience, practicum, and directed research. A minor is suggested in the areas of psychology, sociology, anthropology, child development, or related fields.
Master's Degree
Admissions
Admission to the master science program is based upon the applicant's previous academic performance, aptitude for graduate study, and professional experience in the field or related field. However, applicants will not automatically be accepted based on any single criterion; the faculty committee will consider evidence of the following: 1) a baccalaureate degree from an approved institution; 2) submission of a transcript including a grade point average of 3.0 or better in the last two years of undergraduate study; 3) submission of a minimum combined verbal and quantitative score of 1000 on the Graduate Record Examination (GRE); and 4) three letters of recommendation.
Specialist Degree
Admissions
Requirements for entrance to the specialist degree program are: 1) a master's degree from an accredited university; 2) GPA of 3.0 or better in the master's degree course work and a minimum score of 1000 on the combined (verbal and quantitative) aptitude portions of the GRE; 3) professional experience in the field or related field, 4) three letters of recommendation; and 5) a statement of professional objectives.
Doctoral Degree
Admissions
Requirements for entrance to the doctoral degree program are: 1) a master's degree from an accredited university; 2) GPA of 3.0 or better in the master's degree course work and a minimum score of 1000 on the combined (verbal and quantitative) aptitude portions of the GRE; 3) professional experience in the field or related field; 4) three letters of recommendation; 5) a statement of professional objectives; and 6) a formal research-based paper.
Individualized programs of study are designed to incorporate courses that will be consistent with career goals and skill levels of students. Persons interested in graduate study should write to the coordinator of early childhood education in the Department of Elementary and Early Childhood Education.
Definition of Prefixes
EDG—Education: General
EEC—Education: Early Childhood
Graduate Courses
EDG 5208. Foundations of Teaching (3). This course is for master's students seeking alternative or regular certification who do not have an undergraduate degree in a teaching field. This course provides the essential elements needed to succeed in a classroom.
EDG 5246. Moral Education (3). This course is designed for masters and doctoral students to expose and discuss controversial topics related to moral education. Course topics include hate crimes, racial issues, gun control, character-values-moral education, and tolerance. This class examines historical , theoretical, and practical issues and applications pertaining to moral education.
EEC 5263. Thematic Curriculum and Direct Instruction for Young Children (3). One of three courses designed to provide theory/research bases for the development of curriculum and practices for educating children ages 3 years to grade 3. This course focuses on thematic curriculum and direct instruction.
EEC 5269. Curriculum and Play for Young Children (3). One of a three-course series designed to provide theory/research bases for the development of appropriate curriculum and practices for educating children ages 3 years to grade 3. This course focuses on active learning through play.
EEC 5305. Methods and Experiences with Young Children and Families (3). Provides direct experiences in working with young children and families and requires seminar attendance and field placement with young children.
EEC 5405. Teachers and Parents: Partners in Education (3). Effects of parental involvement on children's educational development and achievements; designing/implementing strategies for enhancing parent-teacher partnership in education.
EEC 5525. Children's Centers (3). Investigate the basic principles involved in establishing and operating centers for the young child.
EEC 5605. Techniques of Classroom Management and Child Study (3). Identifies and analyzes theories, programs, and essential components in classroom management. Explores techniques for classroom teachers to use in developing a child study with emphasis on educational implications.
EEC 5615. Issues and Trends in Early Childhood Education (3). Identifies issues and trends in the area of early childhood education and addresses possible causes and relationships.
EEC 5665. Historical and Theoretical Bases of Early Childhood Education (3). This course compares, analyzes, and synthesizes the different philosophical and psychological theories that form the foundation of early childhood education programs and practices. It also studies the historical events that influenced the direction and nature of the care and education of young children.
EEC 5671. Research in Early Childhood Education (3). Comprehensively investigates the field through surveying, delineating, searching, and synthesizing research in early childhood education.
EEC 5906r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.
EEC 5911r. Supervised Research (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
EEC 5935r. Special Topics in Early Childhood Education (3). This course provides an in-depth examination of topics related to early childhood. May be repeated to a maximum of nine (9) semester hours.
EEC 5942r. Supervised Teaching (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
EEC 5944. Student Teaching in Early Childhood Education (6-10). (S/U grade only.)
EEC 5947. Field Laboratory Internship (1–8). (S/U grade only.)
EEC 5971r. Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours is required.
EEC 5973r. Specialist in Education Thesis (1–6). (S/U grade only.)
EEC 6516. Educational Environments for Infants and Toddlers (3). Updates research in first years of life to kinds of environment and learning experiences which promote and ensure optimum development.
EEC 6672. Theory and Research in Young Children's Play Curriculum (3). Prerequisite: EEC 5269 or permission of instructor. Seminar on the advanced study of young children's play and curriculum.
EEC 6932. Doctoral Seminar in Early Childhood Education (2). (S/U grade only.)
EEC 6980r. Dissertation (1–12). (S/U grade only.)
EEC 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)
EEC 8966r. Master's Comprehensive Examination (0). (P/F grade only.)
EEC 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)
EEC 8976r. Master's Thesis Defense (0). (P/F grade only.)
EEC 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)
EEC 8985r. Dissertation Defense (0). (P/F grade only.)
ELEMENTARY EDUCATION
Professor: Flake; Associate Professors: Clark, Rice; Assistant Professors: Fiske, Lundeen; Visiting Assistant Professor: Fesmire (Panama City); Service Professor: Hansen; Assistants in Elementary Education: Davis (Panama City), Herrell, Rios (Panama City); Associate in Elementary Education: Floyd
The primary goal of elementary education is to prepare professionals who work at various levels of instruction, including the primary, intermediate, and middle school grades; in-service teacher education; curriculum development; and college and university teacher education. Course work and field experiences prepare graduates with specializations appropriate for educating children, grades K through middle school. Elementary education graduate work includes curricula leading to the master's, specialist, and doctoral degrees. The Panama City campus only offers the master's degree.
Program faculty bring an interdisciplinary focus to inquiry in elementary education and have expertise in curriculum theory, developmental learning, integrated learning, teacher cognition, school improvement, teacher education, classroom organization, multicultural learning, and technology education. Subject area content and pedagogy are also integral to the program with specializations in language arts, mathematics, reading, science, and social studies teaching and learning. Three faculty members reside at the Panama City campus. The program also draws on other faculty in the College and University from the disciplines of anthropology, philosophy, psychology, sociology, and the humanities.
Master's Degree
The master of science degree in elementary education is designed for individuals aspiring to be master classroom teachers for elementary and middle school grades, curriculum leaders of schools and districts, or educational consultants. Initial certification for grades K–6 can be obtained by college graduates with majors in other fields as part of an extended master's degree program. The master's degree is also attractive to prospective doctoral candidates in education who are seeking an interdisciplinary program of studies for a master's degree.
Admission
Admission to the master of science program is based upon the applicant's previous academic performance, aptitude for graduate study, and teaching certification held; teaching experience is desirable. However, applicants will not automatically be accepted based on any single criterion; the faculty committee will consider evidence of the following: 1) a baccalaureate degree from an approved institution; 2) submission of a transcript including a grade point average of 3.0 or better in the last two years of undergraduate study; 3) submission of a minimum combined verbal and quantitative score of 1000 on the Graduate Record Examination (GRE); 4) certification in a field of education; and 5) successful teaching experience.
Curricula
Two types of programs are offered: 1) For students who are already certified in elementary education, thirty-two (32) semester hours and a comprehensive exam or thesis is required. Course work includes a minimum of twelve (12) semester hours in elementary curriculum, teaching, and learning; fifteen (15) semester hours in content specializations; three (3) semester hours in computer education; and three (3) semester hours in educational foundations. Students may write a thesis that will substitute for up to six (6) semester hours of course work; 2) For students seeking initial certification in elementary education, an extended degree program of between fifty-one (51) and fifty-four (54) semester hours, including fourteen (14) semester hours of supervised teaching and internship, is offered. To complete this program, students must also be admitted to teacher education, described in the "College of Education" chapter of this Graduate Bulletin.
Specialist Degree
The specialist in elementary education degree (EdS) is an advanced degree to prepare individuals for leadership in elementary education programs as master teachers, curriculum specialists, in-service teacher educators, and consultants for public or private educational organizations as well as state and federal government. Typically, this degree is sought as a terminal degree in the field.
Admission
Requirements for entrance to the specialist degree program are: 1) a master's degree from an accredited university; 2) GPA of 3.0 or better in the master's degree course work, and a minimum score of 1000 on the combined (verbal and quantitative) aptitude portions of the GRE; and 3) a minimum of two years teaching experience at the elementary or middle school level. The applicant must submit a statement of professional objectives and a GRE score as part of the application process. Prior certification in elementary education is required.
Curricula
For the specialist degree, a thirty-two (32) semester hour program of studies is individually designed by each student's committee based on the curricular needs and career focus of the student. Areas of concentration typically include developmental learning, integrated curriculum, subject area content and pedagogy, elementary and middle school improvement, or computer education. Students are encouraged to write a thesis in lieu of a comprehensive exam, which may substitute for up to six (6) hours of course work.
Doctoral Degree
The doctor of philosophy (PhD) degree in elementary education emphasizes theory and research in elementary education drawn from the disciplines of anthropology, sociology, philosophy, psychology, and the humanities. The doctorate in elementary education prepares individuals for leadership positions in colleges and universities, local school districts, in-service teacher education for school districts, state departments of education, state and federal government, and educational research and development centers. Since completing a doctoral program in elementary education requires an intensive commitment, students are encouraged to pursue doctoral study on a full-time basis. Qualified applicants are eligible for financial support, teaching assistantships, tuition waivers, student housing, and consulting opportunities for teacher education centers. A limited number of fellowships and scholarships from the college and University are also available on a competitive basis.
Admission
Applicants are selected on the basis of the following minimum requirements: 1) a master's degree from an accredited university; 2) a GPA of 3.0 or better in course work for the Master's degree, and a minimum score of 1000 on the combined (verbal and quantitative) aptitude portions of the GRE; 3) a minimum of three years of professional experience in elementary education; 4) three letters of recommendation; 5) a statement of professional objectives and a writing sample; and 6) an interview with faculty in elementary education. All applicants must submit a GRE score as part of the admission process.
Curricula
The program of study leading to a doctor of philosophy degree in elementary education requires a minimum of forty-eight (48) semester hours of course work, twenty-four (24) semester hours of dissertation credit, and satisfactory completion of a qualifying exam, comprehensive exam, and oral defense of the dissertation. The course work includes a nine (9) semester-hour core of doctoral courses in elementary education; a fourteen to eighteen (14–18) semester hour core in research design and qualitative and quantitative methods; and an interdisciplinary cognate specialization in two areas of elementary education. Students may substitute course work in a content field such as language arts, mathematics, reading, science, or social studies for one cognate specialization.
Definition of Prefixes
CGS—Computer General Studies
EDE—Education: Elementary
EDS—Education: Supervision
MAE—Mathematics Education
SCE—Science Education
SSE—Social Studies Education
Graduate Courses
CGS 5112. Using Computer Graphics as an Instructional Tool (3). Prerequisites: CGS 2160, MAS 2103; Corequisite: COP 3001 or permission of instructor. Designed to help teachers of mathematics make a more effective use of computer graphics in their teaching of mathematics. Topics in construction of three dimensional graphics and computer aided design are included. Particular attention will be given to visualization.
CGS 5113. Using Computer Simulation as an Instructional Tool (3). Prerequisite: CGS 5112 or permission of instructor. Designed to help teachers of mathematics use computer simulation as an effective instructional tool in the teaching of mathematics. Particular attention will be given to microworlds.
EDE 5225. The Elementary School, K–6 (3). Foundations for establishing an elementary school program, including the nature of knowledge, social issues, child development, and content development.
EDE 5227. The Integrated Curriculum in the Elementary and Middle School (3). Analyzes the reasons for integrating the curriculum and teaches how to implement an integrated approach in the elementary and middle schools.
EDE 5266r. Current Issues and Trends in Elementary Education (3). May be repeated to a maximum of nine (9) semester hours. Designed for students to perform a critical analysis of a number of issues and trends important to the public elementary school.
EDE 5324. Promoting Thinking in the Elementary School (3). Analysis of thinking processes of elementary-aged children and interventions to enhance thinking. Special emphasis given to critical thinking, creative thinking, moral thinking, problem solving, and decision making.
EDE 5327. Differentiating Instruction (3). This course is for students seeking alternatives to regular certification. The course provides the essential elements needed to differentiate instruction for diverse learners. Topics include flexible grouping, instructional and curricular accommodations, using assessment to inform instruction and implementing tiers of intervention.
EDE 5346. Technology in Elementary and Middle School (3). Prerequisite: Graduate standing or permission from instructor. Designed to help professional teachers use technology for the development of higher-order thinking. Emphasis will be given to current trends and issues in technology, such as Hypermedia and Internet. Teachers will develop plans for their own classes that are consistent with recommendations for school improvement.
EDE 5511. Organization for Classroom Instruction in the Elementary School (3). Analysis and critique of current organizational patterns related to teaching in the elementary school.
EDE 5526. Systematic Procedures of Observation (3). Techniques for observing student, teacher, and classroom activities and for helping teachers use such data to improve their own behavior.
EDE 5906r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.
EDE 5910r. Supervised Research (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
EDE 5931r. Special Topics in Elementary and Middle School Education (3). Provides in-depth examination of topics related to elementary and middle school education. May be repeated to a maximum of nine (9) semester hours. May be repeated in the same semester.
EDE 5940r. Supervised Teaching (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
EDE 5971r. Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours is required.
EDE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.)
EDE 6805. Perspectives of Teacher Professional Development (3). For advanced graduate students preparing for leadership positions associated with professional development of teachers at preservice, induction, and inservice levels. Model programs will be viewed from historical, sociological, psychological, philosophical, and anthropological perspectives.
EDE 6935r. Doctoral Seminar in Elementary Education (3). (S/U grade only.) Developed to explore a variety of topics related to childhood education, curriculum, teacher education, and other areas relevant to professional preparation and thought. May be repeated to a maximum of nine (9) semester hours.
EDE 6937. Advanced Research Seminar in Elementary Education (3). (S/U grade only.) Prerequisites: EDF 5400; EDF 5402; and EDF 5481 or equivalent. To assist students to master tasks required for a prospectus of a dissertation.
EDE 6980r. Dissertation (1–12). (S/U grade only.)
EDE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)
EDE 8966r. Master's Comprehensive Examination (0). (P/F grade only.)
EDE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)
EDE 8976r. Master's Thesis Defense (0). (P/F grade only.)
EDE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)
EDE 8985r. Dissertation Defense (0). (P/F grade only.)
EDS 5356. Supervision of Associate Teaching (3). (S/U grade only.) Function of public schools in teacher education programs, basic knowledge and skills needed by classroom teachers to become effective supervising teachers. Emphasis given to the Florida Performance Measurement System/Beginning Teacher Program. Practical laboratory experience included.
MAE 5318. The Topics and Teaching of Elementary School Mathematics (4). A study of mathematics learning, mathematics teaching strategies, and mathematics curriculum in elementary school mathematics.
MAE 5655. Computers in Mathematics Education (3). Prerequisites: CGS 2160 and six (6) semester hours of 2000 or above mathematics. A study of methods and techniques for using the computer in mathematics education and/or precollege mathematics classroom instruction.
SCE 5215. Conceptual Learning in Elementary School Science (3). Provides opportunities to acquire knowledge and skills related to planning and implementing a science program for elementary school children.
SSE 5615. Problems in Teaching Elementary School Social Studies (3). The identification of problems, their investigation, and application of findings to instruction.
READING AND LANGUAGE ARTS
Professors: Foorman, Palmer; Associate Professor: Piazza; Assistant Professor: Conner
The primary goal of reading education and language arts is to prepare professionals to work at various levels of instruction, early reading and writing development, K–12 school literacy, postsecondary reading programs, and adult literacy programs, as well as the preparation of college and university teacher educators in the area of literacy.
Graduate Curricula
Reading education and language arts is a graduate program offering three degrees: master of science (MS), specialist in education (EdS), and doctor of philosophy (PhD).
Master's Degree
The master of science degree is an advanced practitioner degree that offers a selection of courses in reading and language arts. These courses include the study of language, literature, and communication processes of reading, writing, speaking, and listening. Students become proficient in these areas and use this knowledge in their classroom instruction and assessment. The master's degree program is designed for persons aspiring to be master classroom teachers, reading specialists, resource teachers, and reading and language arts consultants.
Admission
Admission to the master of science program is based upon the applicant's previous academic performance, aptitude for graduate study, and teaching certification held; teaching experience is desirable. However, applicants will not automatically be accepted based on any single criterion; the faculty committee will consider evidence of the following: 1) a baccalaureate degree from an approved institution; 2) a grade point average of 3.0 or better in the last two years of undergraduate study, and a minimum combined verbal and quantitative score of 850 on the Graduate Record Examination (GRE); 3) certification in a field of education; and 4) successful teaching experience.
Curricula
The specialization in reading education and language arts leading to the master's degree requires thirty-three (33) semester hours of course work, including a core of five required reading certification courses and six additional courses to fulfill the master's degree.
Specialist Degree
The specialist degree is designed to meet advanced certification requirements and to prepare individuals for leadership roles in reading and language arts programs. Students who pursue a specialist degree choose from the same curricular options as those in the master's program but combine these courses with others available in the College and University. Students aspiring to be reading and language arts specialists study current theory and research and ways of applying this knowledge in clinical or field-based projects, public schools, community literacy programs, and state departments of education. Each program of study is tailored to the student's experience and professional aims. As part of this program, the student may elect to write a thesis or complete six (6) semester hours of supervised research.
Admission
Requirements for entrance to the specialist degree are: 1) a master's degree from an accredited university; 2) a GPA of 3.5 or better in the master's degree course work, or a minimum score of 850 on the combined aptitude portions of the GRE; and 3) a minimum of two years teaching experience or related professional experience. The applicant must submit a statement of professional objectives and a GRE score as part of the application process. Prior certification in a field of education is required.
Curricula
The program of study leading to the specialist in education degree in reading education requires a minimum of thirty-three (33) semester hours of course work including from fifteen to eighteen (15–18) semester hours in reading and language arts, an internship in an agency concerned with literacy education, and a course in methods of educational research. A thesis on a topic within reading and language arts is also required.
Doctoral Degree
The doctor of philosophy (PhD) degree in reading education emphasizes scholarly work in theoretical disciplines such as psychology, linguistics, sociology, or anthropology. From a disciplinary perspective, students select a content specialization such as reading theory, comprehension, children's literature, written composition, or adult literacy and address it from the standpoint of teaching and learning, development, or policy-making. Students study key research in the selected field of study, practice appropriate inquiry methods, and demonstrate the capacity to carry out independent scholarly investigation. The program is designed for persons aspiring to be college professors, scholars, researchers, or educational policymakers.
Admission
Applicants must provide evidence of: 1) a master's degree from an accredited university; 2) a 3.5 GPA or better in the master's degree course work, and a minimum score of 1000 on the combined aptitude portions of the GRE; and 3) a minimum of three years of professional experience in the field or a related field. Additionally, applicants must submit a vita, a statement of professional objectives, writing samples, a GRE score, and three letters of professional recommendation. An interview with the reading and language arts faculty is also required.
Curricula
The program of study leading to the doctor of philosophy degree in reading education requires forty-eight to fifty-eight (48–58) semester hours of course work and twenty-four (24) semester hours of dissertation credit. The course work includes research design and methods courses, foundation courses, a required core of twelve (12) semester hours, and selection of one of the following curricular strands: reading theories and processes, clinical studies in reading and language arts, reading in the secondary school curriculum, adult literacy, children's literature, language and writing, or integrated curriculum studies in language arts.
Definition of Prefixes
LAE—Language Arts and English Education
LIS—Library and Information Studies
RED—Reading Education
Graduate Courses
LAE 5319. Teaching Oral and Written Expression in the Elementary School (3). Observation, instruction, and evaluation of oral and written language in the elementary language arts classroom.
LAE 5349 Language and Literacy Development through Storytelling/Storywriting (3). Course covers the theoretical underpinnings related to the storytelling process and educational benefits of storytelling/storywriting. Course focuses on storytelling as an excellent vehicle for promoting and intergrating the language processes of listening, speaking, reading, and writing in the classroom setting. Digital storytelling (technology integration) strategies will be included.
LAE 5415. Investigation in Children's Literature (3). Review of the various areas of children's literature, recent trends in children's books, and research related to curriculum, reading interests, student's responses to literature, and development of taste in literature. Literature appropriate for children from birth to age 14 is required reading.
LAE 5515. Language and Literacy Assessment (3). Explores conventional and alternative forms of language and literacy assessment. Provides practice doing portfolio and performance assessments.
LAE 5738. Linguistic Research in Language Education (3). The purpose of this course is to overview the contributions of multiple disciplines to the study of language, literacy, and schooling.
LAE 5931r. Special Topics in Elementary Language and Literature (1–3). Provides examination of in-depth issues related to elementary education curriculum in language and literature. May be repeated to a maximum of nine (9) semester hours.
LAE 6746. Theory and Research in Language Education (3). This advanced course in language education considers the psycholinguistic and sociolinguistic bases of language and the various methods for studying language; reading, writing, listening, and speaking.
LIS 5566. Multicultural Literature and Information Resources for Children and Young Adults (3). Course identifies and evaluates multicultural literature and information resources for children and young adults in relation to ethnicity and culture of ethnic minorities in the United States. Students will locate, access, read, evaluate, and develop strategies to use multicultural literature and other resources to meet information needs of children and young adults.
LIS 5567. International Literature for Children and Young Adults (3). Course provides graduate students an opportunity to read and evaluate literature for children and young adults from an international perspective, that is, literature originating in a nation other than the United States.
RED 5109. The Development and Assessment of Emergent Reading and Writing (3). A review of the beginning stages of literacy and ways adults can foster a child's development.
RED 5147. Foundations of Developmental Reading (3). A course to help classroom teachers, reading specialists, and other educators seek answers to some of the problems related to reading needs of children of varying abilities.
RED 5337. Supervision and Instruction in Secondary School Reading (3). Application of the reading process to the secondary school curriculum. Diagnostic procedures and instructional strategies useful in developing school reading programs.
RED 5385. Teaching Reading to Adult Illiterates (3). Application of the reading process to ABE curriculum. Provides practitioners, administrators, and researchers with theoretical knowledge related to whole language and literacy education. Practicum included.
RED 5546. Diagnosis of Reading Disabilities (3). Prerequisite: RED 4510 or 5147. Review of various types of reading problems and techniques for diagnosing these problems. Study of a variety of model diagnostic cases.
RED 5548. Correction of Reading Disabilities (3). Prerequisite: RED 4510 or 5147. Provides teachers, reading specialists, and other educators with theoretical knowledge and expertise related to current procedures and instructional strategies for correcting reading disabilities.
RED 5646. Trends and Issues in Reading (3). Prerequisite: RED 4510 or 5147. Exploration of current issues and recent trends in the teaching of reading with emphasis on developmental aspects, present practices, and implications of research in reading.
RED 5865. Leadership Practicum in Reading and Language Arts (3). A practicum designed to provide individualized practicum experiences in educational agencies for advanced graduate students in reading and language arts.
RED 5906r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.
RED 5911r. Supervised Research (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
RED 5945r. Supervised Teaching (1–5). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) semester hours may apply to the master's degree.
RED 5947. Seminar and Practicum in Reading and Language Arts (3). (S/U grade only.) This course is designed to provide field-based experience in public setting in conjunction with an on-campus seminar. Core readings will be discussed.
RED 5971r. Thesis (3–6). (S/U grade only.) A minimum of six (6) semester hours is required.
RED 5973r. Specialist in Education Thesis (3–6). (S/U grade only.)
RED 6747. Theory and Research in Reading (3). Prerequisite: RED 5147. Development of a broad knowledge of the research in reading and the ability to critically analyze and interpret studies in the field of reading.
RED 6938r. Doctoral Seminar in Reading and Language Arts (1–3). (S/U grade only.) Provides doctoral students with knowledge and awareness of the professional environment within which they will practice. The resources of the University, professional organizations, professional skills such as grantsmanship and publication, and trends and issues in the field will be considered. May be repeated to a maximum of nine (9) semester hours.
RED 6980r. Dissertation (1–12). (S/U grade only.)
RED 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)
RED 8966r. Master's Comprehensive Examination (0). (P/F grade only.)
RED 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)
RED 8976r. Master's Thesis Defense (0). (P/F grade only.)
RED 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)
RED 8985r. Dissertation Defense (0). (P/F grade only.)
SPECIAL EDUCATION
Associate Professors: Edwards, Hanline, Lewis, Menchetti; Assistant Professors: Al Otaiba, Delano; Assistant in Special Education: Nicholas; Courtesy Instructor: L. Jones
The purpose of the special education graduate program is to prepare professionals to respond to the unique needs of children, youth, and adults with disabilities. The programs offer master's degrees in the areas of emotional disturbances/learning disabilities, mental disabilities, and visual disabilities; a non-categorical education specialist (EdS) degree; and doctoral degrees in special education (PhD or EdD).
Program requirements for state-approved educator preparation programs are subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Teacher Preparation Programs and State Board of Education Rule 6A-5.066, Approval of Preservice Teacher Preparation Programs.
The following are offered by the programs in Special Education:
Emotional disturbance/learning disabilities
Mental disabilities
Special education
Visual disabilities
Certificate in Early Childhood/Special Education
Certificate in Early Childhood and Family Intervention
Master's Degree Programs in Special Education
Emotional Disturbances/Learning Disabilities
This is a three-year program that starts with the junior year and culminates at the end of the third year with the award of a bachelor's and master's degree. For details, refer to the General Bulletin. Individuals wishing to enter the master's degree program directly should see the program coordinator for individual counseling. The course work and the length of the program would depend upon the individual's prior academic preparation.
It is possible to emphasize the following with elective course work in special education:
Autism
Early childhood special education
High incidence disabilities
Severe or profound disabilities
Technology in special education
Transition and community inclusion
Mental Disabilities
The mental disabilities program (with a major in mental disabilities) prepares professionals who wish to teach individuals with moderate, severe, or profound mental disabilities. The program of study is individually designed for students based on previous experience and course work. This is not an initial teacher preparation program.
Visual Disabilities
This program is designed as a leadership program with emphasis in three areas of specialization. These are: classroom teaching, orientation and mobility, and rehabilitation teaching of adults who are blind. Applicants who do not have an undergraduate degree in visual disabilities or meet Florida teacher certification in visual disabilities and plan to work with children must take prerequisites that are essential to the understanding of the field. In addition to course work, the student is required to have practical experiences. The program of study and the length of the program is based upon the applicants prior academic preparation and interests.
Admission Requirements for Special Education
Applicants must meet University and College of Education admission requirements, submit three letters of recommendation, and be interviewed by program faculty.
Specialist in Education Program (EdS)—Special Education
The specialist in education is an advanced master's degree with admission requirements identical to the master's degree. In most cases, applicants for this EdS would already hold a master's degree in an area of special education. The purpose would be to expand their skills and knowledge in their current area of preparation or to extend their skills and knowledge to another area of special education. The EdS is described in more detail in the "College of Education" chapter of this Graduate Bulletin.
Doctoral Programs in Special Education
The doctoral program in special education is a comprehensive program designed to prepare selected individuals to serve in leadership roles in the education of individuals with disabilities. The program consists of preparing individuals in three core areas: administration, university teaching, and research. Each student is expected to develop minimum knowledge and skills in each of the three core areas, although the student can emphasize one of the three. It is possible to earn either the doctor of philosophy (PhD) or the doctor of education (EdD).
Individuals interested in the doctoral degree program should contact the department to request a booklet that explains admission requirements, course of study, financial assistance available, and research interests of the graduate faculty.
Definition of Prefixes
EED—Education: Emotional Disorders
EEX—Education: Exceptional Child-Core Competencies
EGI—Education: Gifted
ELD—Education: Specific Learning Disabilities
EMR—Education: Mental Retardation
EPH—Education: Physical and Multiple Handicapped
EVI—Education: Visually Impaired-Blind
IDS—Interdisciplinary Studies
Graduate Courses
EED 5223. Advanced Study of Emotional Disturbance (3). Theoretical and practical issues and instructional strategies for the emotionally disturbed.
EED 5320. Precision Teaching Methods for Emotional Disturbances (3). Techniques for using direct, daily, and continuous measurement in the assessment and instruction of youth with academic and emotional/behavioral problems.
EED 5941. Practicum in Emotional Disturbance/Learning Disability (3). Observation and participation with LD/ED children in public and private settings.
EEX 5017. Typical and Atypical Early Development (3). Focuses on typical and atypical development in the early years.
EEX 5087. Middle and Secondary Curriculum for Learners with Disabilities (3). This course assists participants to develop curricular planning skills for middle and high school students with disabilities. Emphasis is placed on evidence-based instructional strategies.
EEX 5089. Adaptations and Accommodations for Learners with Disabilities (3). This course provides information regarding adaptations and supports that enhance the education of children and youth with learning and behavior challenges. Emphasis is placed on procedures that adapt the general education curriculum.
EEX 5234. Development and Assessment of Individuals with Severe Disabilities (3). This course provides participants with the knowledge necessary to understand the effects of severe disabilities (severe/profound disabilities, autism, dual sensory impairments) on development and learning and the skills needed to assess individuals with severe disabilities.
EEX 5235. Instructional Environments: Ethical, Legal, Safety, and Classroom Management Considerations (3). This course is designed to provide participants with the knowledge and skills necessary to organize the physical, social, and instructional environment of a classroom that includes a heterogeneous group of learners.
EEX 5237. Methods for Teaching Students with Low Incidence Disabilities (3). This course offers an overview of curriculum and instructional needs of students with low incidence disabilities.
EEX 5245. Introduction to Special Education Technology (3). Prerequisite: EEX 2010. Introduction to ways technology (computers) is used with special education students.
EEX 5246. Mathematics for Students with Disabilities (3). This course equips teachers to address the needs of learners with high incidence disabilities in grades K-12 when teaching mathematics skills. Methods and techniques learned are appropriate for a variety of classroom settings.
EEX 5248. Positive Behavior Support (3). This course provides participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior supports in keeping with the Individuals with Disabilities Education Act of 1997.
EEX 5256. Literacy for Learners with Disabilities (3). This course introduces the major reading components of scientifically-based reading research as applied to learners with disabilities: phonological awareness, phonics, fluency, vocabulary, and comprehension. Additional topics include models of typical and atypical reading development and principles and practices of differentiated instruction.
EEX 5258. Advanced Reading Instruction for Students with Disabilities (3). This course examines methods for assessing and teaching reading skills to individuals with disabilities.
EEX 5285r. Seminar in Transition (3). Addresses the range of postsecondary education, transitional services, employment training programs and community living and recreation. Available to adults with disabilities. May be repeated to a maximum of six (6) semester hours.
EEX 5286. Preparing Individuals for Transition (3). Planning and implementing appropriate transitional services for youths with disabilities in the public schools.
EEX 5298. Teaching Students with Autism (3). This course provides class participants with the knowledge needed to develop effective communication, social, and language assessment and intervention for individuals with autism spectrum disorder.
EEX 5455. Assessment and Methods in Early Childhood Special Education (3). Prerequisite: EEX 5017. Focuses on formal and informal evaluation techniques and individualized instruction for young children with disabilities.
EEX 5456. Program Development for Young Children with Disabilities (3). Focuses on issues related to providing comprehensive services to young children with disabilities.
EEX 5704. Early Childhood and Elementary Education Curriculum for Special Educators (3). This course provides special educators with knowledge of general early childhood and elementary curriculum. Emphasis is placed on evidence-based supports, modifications, and accommodations to allow the child with disabilities to access the general education curriculum.
EEX 5708. Teaming with Families, Schools and Community (3). This course provides students with the knowledge and skills to collaborate and team with professionals from a variety of disciplines in the schools and other community agencies, to include family members in the collaboration process, and to support families of children with disabilities throughout the life cycle.
EEX 5740. Cognitive and Social Implications of Maltreatment of Students with Exceptional Needs (3). This course focuses on the topic of child maltreatment and its impact on students with disabilities.
EEX 5774. Collaborative Transition and Career Planning for Students with Severe or Profound Disabilities (3). This course teaches the planning and implementation of appropriate transition services for students with severe and profound disabilities in the schools at the secondary and post-secondary levels.
EEX 5836. Practicum with Students with Autism Spectrum Disorder (1-3). This course provides participants with experience developing, implementing, and assessing intervention programs for learners identified as having autism spectrum disorder. May be repeated to a maximum of three (3) semester hours.
EEX 5841r. Field Laboratory Internship (1–12). (S/U grade only.) A practicum course covering specific areas of in-depth field experiences in special education. May be repeated to a maximum of twelve (12) semester hours. Offered fall and spring semesters only.
EEX 5866r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
EEX 5906r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours. Not offered summer term.
EEX 5911r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.
EEX 5920. Pre-Student Teaching Seminar (1). (S/U grade only.) This course prepares students for student teaching. Paperwork requirements, as well as professional behavior and ethics, are covered.
EEX 5931r. Special Topics in Special Education (1–3). Investigation of a variety of topics in special education. May be repeated to a maximum of nine (9) semester hours.
EEX 5940r. Practicum in Early Childhood Special Education (3). Experience working with atypical infants, toddlers, preschoolers, and their families. May be repeated to a maximum of six (6) semester hours.
EEX 5943r. Practicum in Transition (3). Students are given an opportunity to directly apply their skills in one of several transitional programs in the schools or the community. May be repeated to a maximum of nine (9) semester hours.
EEX 5971r. Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours of credit is required.
EEX 5973r. Specialist in Education Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours credit is required.
EEX 6301r. Seminar: Research Problems in Special Education (1). (S/U grade only.) A seminar focusing on current research topics drawn from broad areas associated with special education. May be repeated to a maximum of six (6) semester hours.
EEX 6306. Design and Preparation of Research in Special Education (3). Development of research topics and methodology.
EEX 6341. Critical Review of Special Education Research (3). Analysis and synthesis of research areas relating to exceptional individuals.
EEX 6342. Seminar: Readings in Education, Training, and Treatment of Exceptional Individuals (3). Comprehensive study of special education literature in a variety of areas.
EEX 6426. Research and Practices in Special Education Personnel Development (3). Study of professional preparation of individuals serving exceptional individuals.
EEX 6931r. Seminar in Early Childhood/Special Education (3). May be repeated to a maximum of twelve (12) semester hours.
EEX 6935r. Doctoral Seminar in Special Topics (1–3). (S/U grade only.) Investigation of a variety of topics in special education. May be repeated to a maximum of nine (9) semester hours.
EEX 6980r. Dissertation (1–12). (S/U grade only.)
EEX 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)
EEX 8966r. Master's Comprehensive Examination (0). (P/F grade only.)
EEX 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)
EEX 8976r. Master's Thesis Defense (0). (P/F grade only.)
EEX 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)
EEX 8985r. Dissertation Defense (0). (P/F grade only.)
EGI 5936. Seminar for Teachers of the Gifted (3). Prerequisite: Permission of instructor. A critical review of research and practice in the special education of the gifted and talented and their teachers.
EGI 5940. Mentorship Practicum for the Gifted (5). Prerequisite: EGI 4416. Planning, establishing, and implementing a computerized community resource network for secondary and postsecondary gifted student mentorship programs.
ELD 5140. Advanced Study of Learning Disabilities (3). Comparison of strategies, methods, and materials for teaching LD students and their philosophical bases are studied. Particular attention is given to various applied and theoretical models.
EMR 5235. Teaching the Student with Profound Disabilities (3). Knowledge and skills to implement and evaluate intervention for students with profound disabilities.
EMR 5803. Advanced Practicum in Mental Disabilities (3). This course provides experience in developing, implementing and evaluating individualized educational programs for learners identified as having severe mental disability.
EVI 5019. Foundations of Rehabilitation Teaching of the Blind (3). This course presents an overview of the rehabilitation teaching profession and provides practical experience in the basic procedures of rehabilitation teaching. Students develop and apply assessment tools, training plans, and evaluation instruments within an andragogical model.
EVI 5131. Teaching Deaf-Blind/Multisensory Impaired Individuals (3). Skills and knowledge to teach deaf-blind/multisensory impaired individuals.
EVI 5221. Applied Methods in Orientation and Mobility (1). This course explores the methods and strategies for teaching independent travel techniques to students/clients with visual impairments. Students participate in a field experience observing an orientation and mobility instructor working with individuals with visual disabilities. Methods, strategies, and information related to the teaching of independent travel skills are presented and discussed.
EVI 5222. Advanced Orientation and Mobility Procedures (5). Prerequisite: EVI 4220. A study of methods in general navigation and environmental awareness relating to severe vision needs. Travel techniques are gained while working under simulated conditions. Pre-cane and cane techniques, residential travel, and navigating semi- business and business districts are among the skills practiced under blindfolded simulation. Permission from instructors is required. For O/M majors only.
EVI 5255. Methods of Independent Living of the Blind (3). This course is designed to teach students techniques of daily living for persons with vision loss, methods of writing lesson plans for the adaptive techniques, and opportunities to teach the skills learned in class.
EVI 5315. Teaching Communication Skills to Visually Impaired Adults (3). This course has a threefold purpose. Students will develop skills in reading, writing and teaching Braille to adults. Students will learn adaptive techniques of communication in money management, handwriting, use of tape recorders, and management of print materials. The third area addressed in this course trains students to assess the communication needs of individuals with low vision, in order to work with them more effectively.
EVI 5316. Low Vision (3). Prerequisite: EVI 4121 or equivalent. The purpose of this course is to prepare prospective teachers of students with low visual impairments, orientation and mobility specialists, and rehabilitation teachers for facilitating the visual functioning of individuals with low vision. Students learn the basics of optics and how to conduct functional vision evaluations, to modify environments, and to teach the effective use of low vision devices.
EVI 5318. Special Methods of Working with Preschoolers with Visual Impairments (3). Prerequisites: EVI 4011, 4121. Participants in this course develop the knowledge and skills necessary to effectively provide intervention services to the families of infants, toddlers and preschoolers with visual impairments. Activities center on conducting assessments, working with families, and designing and implementing interventions.
EVI 5325. Technology for Individuals with Visual Impairment (3). This course is designed to acquaint students with a variety of electronic hardware and software alternatives that are utilized by individuals with visual impairments to access information in school, home and vocational environments. This course will include lecture, demonstration, peer-teaching and hands-on activities.
EVI 5332. Social and Vocational Implications of Recreation and Leisure for Visually Impaired (3). This course is designed to demonstrate the physical, psychological, social, and vocational purposes of recreation and leisure activities within education and rehabilitation programs for persons with visual impairments.
EVI 5355. Issues of Blindness in Society (3). The purpose of this course is to examine the many issues related to being blind in a society predicated on the presumption that people can use vision to manage societal demands. The losses unique to visual impairment are explored and students are provided instructional strategies to assist individuals in living with visual impairment in a world designed for sighted people.
EVI 5931r. Seminar in Visual Disabilities (3). Current topics in the field of visual disabilities. May be repeated to a maximum of six (6) semester hours.
EVI 5935. Studies in Research on Individuals with Visual Impairment (3). This course is designed to familiarize students with the published literature related to providing services to individuals with visual impairments and to furnish students with a basic knowledge of the purposes of research in this field, common design strategies, research and analysis tools used, and methods for analyzing the quality of published research.
EVI 5942. Student Teaching in Visual Disabilities (12). (S/U grade only.) Prerequisite: EVI 4230 or equivalent. Student teachers teach students with visual disabilities for one semester within a public school or residential school setting, full-time and under supervision of an experienced and certified teacher of students with visual impairments.
EVI 5943. Practicum in Orientation and Mobility (2). Prerequisite: EVI 4220, 5222. This course provides students in the program of Orientation and Mobility with fieldwork experience observing and teaching students/clients with visual disabilities. Practicum students are exposed to a wide range of teaching experiences under the direct supervision of an experienced O & M instructor. To facilitate the learning process, the student is provided an opportunity to observe and teach in different areas, including a variety of simple as well as advanced O & M skills, with a variety of students/clients.
EVI 5944. Practicum with Students Who are Deafblind (1-3). Prerequisite: EVI 5131. This course provides participants with experiences with learners identified as having dual sensory disabilities or deafblindness. The practicum provides experiences in developing, implementing and evaluating individualized educational programs, as well as experiences working with a team of professionals, paraprofessionals and family members/guardians. May be repeated to a maximum of three (3) semester hours.
IDS 5347. Infant and Toddler Typical and Atypical Development (3). This course provides participants with knowledge of typical and atypical development from birth to 3 years of age, with particular attention paid to the impact of disabilities and risk factors on development.
IDS 5348. Family-Centered Early Intervention (3). This course provides participants with the skills to collaboratively develop, implement, and assess family-centered early intervention services that are provided within natural environments.
IDS 5349. Infant/Toddler and Family Assessment (3). This course provides participants with knowledge of the processes of assessing infant and toddler development and family functioning in order to develop meaningful intervention programs within natural environments.
Rehabilitation Counseling Services (MS)
The master's degree in rehabilitation counseling services is specifically designed to prepare graduate-level students to enter the field of rehabilitation counseling. It is a five semester, sixty (60) semester hour program. The curriculum provides for both the knowledge and skills necessary to be a rehabilitation counselor. One-third of the course work involves development and application of skills in working with clients. Persons with the master of science (MS) degree work in state rehabilitation agencies, nonprofit organizations, and for-profit rehabilitation companies. Many students are hired during the full-time internship of their last semester. Since the program is accredited by the Council on Rehabilitation Education, students are eligible to take the national certification examination during their last semester of course work.
The master's degree in rehabilitation counseling services is generally accepted in states that currently have counselor licensure laws. However, the completion of two to three years of appropriate supervised post-graduate clinical experience is required. Additional course work may be required. Students who wish to seek licensing should consult the specific state standards and requirements. It is the student's responsibility to assure that their selected course work and program of study meet licensing requirements.
Admission Requirements for Rehabilitation Counseling
All applicants must at least meet the minimum State Board of Education requirements for undergraduate grade point average and/or Graduate Record Examinations scores. Each degree offering may set different standards for admission based on programmatic objectives and the applicant pool. A formal application for graduate study must include the following: 1) official graduate application to Florida State University (send to office of graduate admissions); 2) three letters of reference; 3) an autobiographical statement; 4) a current resume; and 5) a statement of how the degree sought can meet personal/professional goals. All items except the official graduate application should be sent directly to the program admissions committee. For information concerning particular degree offerings or admissions contact: Chair of Admissions, Rehabilitation Counseling Services, 215 Stone Building, Florida State University, Tallahassee, FL 32306-4458.
Doctor of Philosophy (PhD) in Rehabilitation Counseling
The Doctor of Philosophy Degree (PhD) in Rehabilitation Counseling is designed to prepare individuals to function in a variety of interrelated leadership roles, such as educator, researcher, supervisor, and administrator. It is expected that students graduating from the program will develop competencies in each of the above areas. The application of psychological principles to promote educational attainment, career development, personal adjustment, and human development, in both individual and group/organizational settings, is the primary knowledge base of the degree program. Students entering the program are expected to have demonstrated academic ability and skill in service provision, as well as the potential to develop research and leadership skills. The acquisition of both knowledge and skills by students is achieved through a balance of didactic, experiential course work and supervised practice. Graduates are typically employed in professional positions as university faculty, counselors in university counseling centers and rehabilitation facilities, student services administrators, adiminstrators in public and private agencies, organizational consultants and trainers, researchers, evaluators and planners of human service programs.
Definition of Prefixes
MHS—Mental Health Services
RCS—Rehabilitation Counseling Services
Graduate Courses
MHS 5801r. Practicum in Counseling and Rehabilitation (4). Students receive intermediate training in counseling in the human services center, through direct client counseling, role play, instruction, and observation. May be repeated to a maximum of sixteen (16) semester hours.
MHS 5860r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) semester hours may apply to the master's degree.
MHS 5905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.
MHS 5915. Supervised Research (1–4). May be repeated to a maximum of five (5) semester hours. A maximum of three (3) semester hours may apply to the master's degree.
MHS 6610. Supervision (3). Development of skills in clinical and managerial supervision. Understanding a variety of supervisory models.
MHS 6805r. Advanced Group or Individual Counseling Practicum (4). Intensive practice in counseling, consisting of closely supervised practical experience and critique of students practice. May be repeated to a maximum of sixteen (16) semester hours.
MHS 8980r. Dissertation (1–12). (S/U grade only.)
RCS 5080. Medical Aspects of Disability (3). Introduction to structure of medicine in the U.S., survey of medical specialties and terminology; survey of body systems, common malfunctions, therapeutic services, restorative techniques, and disability evaluation.
RCS 5245. Psychosocial and Multicultural Aspects of Disability (3). The major theoretical perspectives and concepts of adjustment and adaptation to a disability and chronic illness are examined. Social, cultural and psychological factors of disability are explored from a life-span perspective.
RCS 5250. Assessment in Counseling and Rehabilitation (3). Understanding of assessment approaches used with counseling and rehabilitation clients.
RCS 5320. Placement Methods and Techniques (3). An overview of major job placement approaches including selective, consultive, and job seeking skills models. While applications to the employment of disabled persons will be emphasized, these methods have implications for other hard-to-employ persons.
RCS 5410. Principles and Practices in Rehabilitation Counseling (3). This course provides an overview of the history, philosophy theoretical concepts, intervention strategies, process, and legal ethical aspects of rehabilitation counseling.
RCS 5620. Administration and Supervision in Rehabilitation (3). An overview of rehabilitation administration and supervision both in public and private rehabilitation agencies.
RCS 5845r. Leadership Practicum in Rehabilitation (3–6). Individualized practicum experience in administration, teaching, or research. May be repeated to a maximum of twelve (12) semester hours.
RCS 5930r. Special Topics in Rehabilitation (2). Issues in rehabilitation arising from new legislative developments and research in the field; e.g., independent living rehabilitation. May be repeated to a maximum of six (6) semester hours.
RCS 6249. Advanced Psychological and Social Aspects of Disability (3). Prerequisite: RCS 5245. Seminar examines the major psychological and social theories related to adjustment and adaptation to a disability or chronic illness with emphasis placed on research, applicability, and efficacy of these theories.
RCS 6259. Advanced Assessment in Rehabilitation Counseling (3). Prerequisite: RCS 5250. Theories and research related to assessment and evaluation procedures used in various rehabilitation settings. Emphasis will be placed on psychological, medical, vocational, and ecological assessment procedures.
RCS 6400. Advanced Theories and Principles of Rehabilitation (3). Prerequisite: MHS 5400. This course provides an in depth and comprehensive examination of major approaches to counseling and psychotherapy in relationship to rehabilitation settings and individuals with disabilities.
RCS 6700. Professional Issues in Rehabilitation Counseling (3). Prerequisite: RCS 5410. Facilitates students being knowledgeable and articulate discussants of current issues and trends in the field of rehabilitation. Emphasizes leadership development related to major policy trends and practices in the rehabilitation of persons with disabilities, as well as trends in rehabilitation education and professionalism. May be repeated to a maximum of six (6) semester hours.