Courses

Individual investigation into a problem or problems of concern to the student and deemed of significance by the instructor. Written report required. May be repeated to a maximum of nine hours.

A comprehensive study of instruments for measuring psychological traits, including group devices suitable for use in elementary and secondary schools, as well as individual instruments for use in both school and community agency settings. Basic statistical concepts and common terminology related to measurement are taught as a functional part of the course.

Philosophy, organization, and practices of a counseling program in the elementary and secondary school. The school counselor's role as counselor, consultant, and coordinator, professional identity, and legal issues are included. Includes a significant focus on ethical standards and issues.

An introduction and overview of the history, philosophy, and function of the counselor in elementary schools, secondary schools, clinical mental health settings, and other community agency settings. Includes an examination of service population characteristics and treatment needs, intervention modalities and approaches, professional identity, and related topics with a significant focus on ethical standards and issues. School counselors' various roles as counselor, consultant, and coordinator, professional identity, and legal issues are also included.

An introduction and overview of the foundational aspects of school counseling with a focus on the development, implementation, and evaluation of a comprehensive school counseling program in elementary and secondary schools (K-12). Includes an exploration of the leadership role of school counselors within the school setting at the elementary and secondary level (K-12).

This course is an experience in personal and group encountering and sensitivity. Its purpose is to assist students in discovering a more complete awareness, understanding, and acceptance of themselves and others as human beings. Primary emphasis will be upon students exploring self, values, needs, and personal characteristics. Graded Pass/Not Pass only.

This course is designed to increase knowledge and skills of counselors regarding the ethics, research, and practice associated with telemental health. Students will learn presentation skills, HIPAA compliance, best practices, crisis planning, use of technology, orienting clients, settings, and care coordination.

Study of child, adolescent and adult psychological development theories, normal adjustment processes, personality structure, and abnormal behavior.

A consideration of counseling with elementary school-aged children. Emphasis is placed upon play therapy and the counseling process as it affects the educational, personal, familial, and social adjustment of children.

This is an introductory survey course which introduces counseling students to the fundamentals of mental health counseling. Topics covered include the organization of mental health structures in the public domain, including funding mechanisms, licensing issues and processes, pertinent professional organizations, and emerging trends and opportunities in the counseling field.

Two training components are integrated to provide an intensive pre-practicum experience. The didactic component introduces basic skills of effective interpersonal communication and counseling. Participation in corequisite laboratory (COU 711) provides supervised practice in the practical application of those skills in simulated counseling interviews.

First enrollment must be concurrent with COU 710. Designed to accompany COU 710, this lab provides an opportunity for graduate students in counseling to practice basic counseling skills in role-played sessions with live observation, video-taped review and supervisory feedback. May be repeated to a maximum of three hours. Graded Pass/Not Pass only.

An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process.

An introduction to adolescent and young adult counseling theory designed to help students better prepare to work with adolescents and young adults in culturally diverse school and mental health counseling settings. Emphasis is placed on relevant developmental models and the ways in which life experiences that occur during adolescence can impact early adulthood.

This course provides an overview of the biological, psychological, social and spiritual dimensions of substance use and dependency. Addictive behaviors are presented as part of the continuum of mental and emotional behavior, and the course will include co-occurring diagnoses and their associated interventions for counseling professionals. This includes diagnosis, treatment planning and implications for diverse populations. An integrated combination of lecture, case study, and field activities will be used.

Study of and practice in conducting clinical interviews, appraising and assessing level of functioning and mental status, and developing diagnoses of psychoemotional disorders. Includes assessment of learning and functioning of children. An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student's, will be examined as they pertain to the counseling process.

An introduction to the major theories of couple and family counseling and their associated interventions. An integrated combination of lecture, discussion, demonstration and role-lay lab sessions will be used.

Examination of various theoretical approaches to counseling; significance of theories in counseling practice. Overview of interventions and techniques associated with each theory. Students make an intensive investigation of a problem to be selected in counseling theory and methods. Report of the investigation required.

A consideration of the various theories of career development and their implications in counseling for vocational career development and their implications in counseling for vocational adjustment. A study of the work ethic, the labor force, and the concept of career education. Designed to give students competence in collecting and using occupational and educational information in counseling related to career development and in developing career education programs.

Acquaints student with various assessment and diagnostic procedures in evaluation of learning and adjustment problems.

This course is designed to prepare school counselors to engage a diverse K-12 student population in early career awareness, planning, assessment, and making informed post-secondary choices crossing the spectrum of K-12, using the ASCA National Model and Missouri Comprehensive Counseling Program as a framework. Career development theories will be explored to encourage developmentally and culturally relevant application to K-12 student populations and includes a focus on work-life adjustment into advanced adult ages, including ethical implications.

Acquaints counselors with group counseling theories and techniques. Includes an experiential group component.

Introduction to group therapy methods and techniques appropriate to an elementary school or mental health setting. Emphasis is placed upon foundational group therapy skills in general for all ages, and on play therapy modalities in particular, that are appropriate for elementary-age children. Groups in an elementary setting, utilizing Missouri Comprehensive Guidance and play therapy and applications to diverse populations, will be included.

The study, analysis, and discussion of special topics, including evaluation of counseling interventions, quantitative, qualitative, and mixed methods research, and practices in program evaluation and culminating in a substantial written report. Graded Pass/Not Pass only.

Seminar course designed to teach current and future counselors the fundamentals of psychopharmacological agents used in mental health. Students will learn the fundamentals of neuroanatomy and neurophysiology, and relevant aspects of neurochemistry. Once this foundation is formed, students will learn about the types of psychotropic medications commonly used for major mental health conditions, the nature of their actions, indications and contra-indications for use, common dosing guidelines, and side-effects and other related risks.

An introduction to Crisis and Disaster, to the major theories and practices of crisis Intervention and Disaster Mental Health and the associated interventions throughout the Response and Recovery phases. An integrated combination of lecture, discussion, demonstration and role-play will be used.

Supervised counseling experience involving work with clients from the community addressing a wide range of developmental, wellness, and health related presenting issues; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

Supervised clinical mental health counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

Supervised clinical mental health counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

Supervised counseling with secondary school aged students and their families; observation, discussion, and evaluation of the counseling process. Graded Pass/Not Pass only.

Supervised experience in secondary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.

Supervised counseling with elementary school-aged children and their parents; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

Supervised experience in elementary school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual onsite supervision, and small-group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.

Supervised counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

Supervised experiences (individual, family, group) in counseling at an approved community agency site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small group supervision from the department. May be repeated to a maximum of nine hours. Graded Pass/Not Pass only.

This course is designed to provide an advanced counseling experience with elementary-aged children from the community. It serves as an integrative component to extend and amplify play therapy counseling skills, theory, and techniques learned in previous practica. Emphasis is placed on scheduling clients, completing case notes, advocating for clients, weekly supervisor and evaluation of counseling sessions.

This course is designed to address fundamental theoretical and applied aspects of clinical supervision, consultation, and leadership. Supervision addresses the theory and practice of clinical supervision in counseling and psychotherapy and provides a supervised, practical experience of doing counseling supervision in an applied setting. Consultation focuses on providing consultation services in schools and other systems. Since counselors and psychotherapists are often called upon within schools and agencies to provide leadership, the leadership component of this course surveys the literature on leadership styles, roles, and emerging trends.

This is a course with a practicum component on-site at the Center City Counseling Clinic. The purpose of the course is to provide supervisor training in the theory and practice of supervision with master's level play therapy students to include three core knowledge areas: supervision models, theories and techniques of clinical supervision of play therapy; legal and ethical issues related to supervision; and clinical issues related to supervision.

Improves skills and knowledge of counselors in specific areas. Each workshop considers a single topic in depth. 30 hours of participation equal one semester hour.

Supervised experience in school counseling at an approved school site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only.

Introduction to research methods in counseling, including quantitative and qualitative methods, action research, needs assessments, and program evaluation approaches, particularly in service-delivery and educational settings. An emphasis is placed on developing an understanding of foundational research methods that will allow students to be effective critical consumers of research in counseling, identify evidence-based practices, and prepare them to design and implement sound program evaluations.

Individual or group class designated to address specialized topics of interest to graduate students in counseling. May be repeated to a maximum of nine hours.

Independent research and study connected with preparation of thesis.

An introductory course designed for the student considering a career in educational leadership. Explores the history, basic theories, and major areas of responsibility in school leadership. EAD 751 is the first course to be taken in an administration degree program.

The culminating course in the Educational Administration master's degree programs. The course results in the completion of the student's research major project; preparation and presentation of the student's graduation portfolio; and completion of departmental assessments.

This course is an examination of the leadership responsibilities of the K-12 school principal for certification K-8 and 7-12. Instructional leadership, decision-making, problem solving, effective schools correlates, data analysis, accountability, the change process, school culture, diversity, and school improvement concepts will be emphasized.

This course is designed for future K-12 principals for the study of K-12 education program development, administration and supervision in accordance with the goals and outcomes as outlined by the Professional Standards for Educational Leaders (PSEL), the Leadership Developmental System (LDS), the Missouri Leader Standards as well as the EAD Knowledge Base. The course provides a broad overview of the essential elements of K-12 educational programs including curriculum, instruction, materials, and program evaluation recommended by the various learned societies for educational administration.

An analysis of instructional programs and the role of the school administrator in developing learner-centered school cultures and supporting research-based instruction.

Emphasis is on basic administrative skills including fiscal management and building utilization as well as the skills and processes needed to collaboratively develop and maintain strategic plans.

Designed to develop skills in effective interpersonal skills, written and oral communication within a diverse cultural community.

Explores the statutory and regulatory requirements as well as the ethical implications of policy initiatives inherent in the effective operation of a school.

Administrative functions related to human resource management and development as well as enhancing the performance of the instructional personnel. (i.e. recruitment, selection, retention, training, supervision, evaluation of staff.)

Designed to provide skills to establish, administer, and supervise special education services and other student programs. Programs in the area of special education, guidance, vocational education, early childhood as well as current state and federal programs affecting education are emphasized.

Introduction to the research designs and analysis techniques of action research. Student will engage in activities designed to examine current best practices in the school setting through a methodical, research-based orientation with the ultimate goal of assessing the effect of innovative practices on a variety of school variables.

Course is designed to allow students an opportunity to apply knowledge and understanding gained from program coursework to the field. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. During the internship, students are required to document internship hours 300 (150 hours/semester) to meet DESE requirements for certification. Part 1 of the internship has a minimum of 150 hours of leadership/activity experience. May be repeated to a maximum of five hours.

Course is designed to allow students an opportunity to continue to apply knowledge and understanding gained from program coursework to the field. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. By the end of Part 1 and Part 2 internship experiences, students must have documented 300 hours total (150 hours/semester) to meet DESE requirements for certification. May be repeated to a maximum of five hours.

Course requires students to study and interact with community/regional and state agencies that relate to the school administrator or supervisor (i.e. juvenile court, law enforcement, community support services). Students may accumulate hours during this internship to count toward their total hours for EAD 790 K-12 Principal Internship Onsite-Part 1 and EAD 791 K-12 Principal Internship Onsite-Part 2. May be repeated to a maximum of five hours.

This internship course is designed for those students who have earned a master's degree in Educational Administration but do not have K-12 building level certification. The intent of this internship is to create an opportunity for students to experience leadership roles in a supervised, reflective school environment. During the internship, students are required to participate in and document 50 additional internship hours in either an elementary or secondary school (depending on the area needed for certification) in order to meet DESE requirements for K-12 certification. May be repeated to a maximum of five hours.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

Designed as an advanced level course for the study of barriers to learning, strategies to reduce or eliminate those barriers, stakeholder involvement, advanced strategic planning techniques and program development, in accordance with the goals and outcomes of the I.S.L.L.C. standards and the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other I.S.L.L.C. member states. The course provides an opportunity for students to identify significant barriers to learning within an educational setting, analyze the conditions of the educational setting and take specifics steps to eliminate the barriers and support student success.

Designed as an advanced level course for the study of the larger contexts of education. Students will study state, multi-state and national trends/issues, analyze their effect upon local school programming and student learning, identify appropriate outside agencies for initiating collaborative relationships as well as identify adaptive leadership behaviors to respond to various trends/issues. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states. These goals and outcomes are based upon ISLLC standards as well as the EAD Knowledge Base.

Designed as an advanced level course for the study of establishing, nurturing and sustaining effective school-community partnership programs. Students will be exposed to content and will generate material that demonstrates the ability to develop partnerships with business, higher education and other community groups which supplements the learning environment and supports the overall mission of the school as outlined by goals and objectives of the ISLLC standards as well as the EAD Knowledge Base. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states. The course provides a broad overview of the essential elements of educational partnership programs while working with social agencies and elementary grant writing.

Designed as an advanced level course for the study of enhancing professional performance through effective staff development and performance enhancement efforts. Students will demonstrate the ability to collaborate professionally with staff to enhance performance and promote successful teaching and learning in accordance with the goals and outcomes as outlined by ISLLC standards as well as the EAD Knowledge BASE. The course provides a broad overview of advanced elements of supervision including national teaching standards, adult learning theory, effective staff development and use of data to inform professional development efforts. The major focus of this course is to provide the skills and knowledge appropriate to assisting the student in developing artifacts necessary for completion of his/her professional portfolio. This portfolio is needed for the renewal of the initial administrator certificate in the state of Missouri and other LSLLC member states.

Overview of the origins and the nature and impact of political forces surrounding and influencing schools. Students will study the increasingly complex political web of American education as well as research the continuing debate dealing with local control versus the expanding role of state and federal government. This course will help the student in educational administration analyze the various core constituencies of school politics, analyze the issues/demands made in the school community, and study the intervening variables associated with school issues as well as the decisions which must be made by school policy makers.

This course will provide knowledge related to areas of personnel process such as: human resource planning, recruitment, selection, placement, induction, staff development, appraisal, compensation, negotiation, employment conditions, employee data, support staff, empowerment of staff, policies and procedures, and career paths.

This course involves the completion of field projects conducted in cooperation with a public school district or appropriate agency. Requires a formal investigation and survey of a recognized problem within a selected institution. The nature of the investigation may also be in-depth, independent research relevant to current practice in any facet of the educational process. The subject for investigation is selected by the student with approval of the advisory committee. An oral review of the project will be presented to a selected faculty committee. May be repeated to a maximum of six hours. A maximum of three hours may be counted toward degree.

Designed to upgrade educational leaders in human relations skills. Major focus will be on effective group processing and dynamics, understanding learning styles and cultural diversity issues, and facilitating skills for school improvement.

Analysis and discussion relating to current problems of school management involving decision making, data processing, operations, research, work and wages, unions and management, and purchasing.

A course designed to investigate and analyze current and innovative instructional programs. Special emphasis is given to national reports on educational practices and the development of a model school of the future.

An examination of the various strategies involved in establishing effective internal and external communications. The responsibilities of boards of education, administrative officials, staff personnel, students, and the community will be emphasized.

Constitutional statutory and case law that relates to all staff personnel, students, school district and other allied governmental units is investigated, analyzed and discussed. Special emphasis is given to the study of contracts, dismissals, tenure, retirement, pupil injuries, liability of school personnel, school district and board member's legal rights and responsibilities.

A study of school budgeting procedures, revenue and expenditure accounting, problems related to local, state and federal financing of public school operations. The Missouri Uniform Accounting System for Public Schools is utilized in the development of a major school finance project.

Designed to familiarize students with the development of master plans and educational specifications for a school facility. Attention is given to site and building evaluations, barrier-free facilities, bond issues, remodeling, energy conservation, contractor and architectural responsibilities, and equipping and maintaining school plants.

Designed to upgrade the school administrator or leader's knowledge and skills in specialized areas of current interest and need. Variable content course. May be repeated to a maximum of six hours.

Problem-based field experiences at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community. Students spend specified periods of time working with experienced administrative personnel.

Problem-based field experience at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community.

Designed as a certification course for the recommendation as a Special Education Director in accordance with the goals and outcomes as outlined by ISLLC, MoSPE, as well as the EAD Knowledge Base. The course provides the broad overview of the essential elements of an internship experience in the position of a Special Education Director including the daily operation, assessment, and evaluation of student achievement/placement in appropriate educational settings.

This is the second part of the Special Education Director of Administration internship which has been designed as a certification course for the recommendation as a Special Education Director in accordance with the goals and outcomes as outlined by ISLLC, MoSPE, as well as the EAD Knowledge Base. The course continues the broad overview of the essential elements of an internship experience in the position of a Special Education Director including the daily operation, assessment, and evaluation of student achievement/placement in appropriate educational settings.

In this course, students continue problem-based field experiences at the superintendency level to emphasize the intern's knowledge, skills and sensitivity in working with diverse students, staff and community. Students spend specified periods of time working with experienced administrative personnel. May be repeated to a maximum of five hours.

The study of research in the field of educational administration. This course integrates research skills and professional administrative practices. Students interpret, evaluate and apply research skills enabling them to design a Field Study proposal which is required for the Specialist degree in Educational Administration.

Advanced study of leadership theories, concepts, and inquiry as applies to educational organizations. The course will explore leadership theories, power and authority in organizations, leader effectiveness, and organizational reform. Emphasis will be placed on understanding leadership in organizations through application and extension of leadership theories in practice.

This course focuses on types of regression analysis and includes the following topics: simple linear regression, multiple regression, and semi-partial correlation, regression with categorical variables, categorical and continuous variables within the same model, Multilevel analysis (Hierarchical linear modeling), and structural equations. The emphasis in this course is on conceptual and practical understanding, rather than on computation. Goals are for the students to: (a) understand the basic assumptions and models underlying regression analysis, (b) use a statistical analysis package to conduct regression analysis, (c) read and interpret the output from a statistical analysis package, and (d) use this output to write a results sections.

This course is part of the statewide collaborative doctoral program. This course will emphasize a wide range of instructional methodologies, cooperative activities, problem-based learning and practical application. The students will be able to design, conduct, and report research to address problems of practice using appropriate research methodologies.

Students will develop the knowledge and skills for examining, designing, and implementing school and classroom conditions that support quality learning experiences for all students and personnel. This course theme is about learning, and those issues that enhance and detract from quality learning for all. Throughout the course, participants and instructors will model optimum learning conditions and strategies. Students will be asked to demonstrate a thorough understanding of those conditions and competencies through study, critique, development and implementation of authentic learning experiences for their colleagues. Resources to support the learning experiences will include audio-visual materials, readings, internet, and simulations. Authentic assessment will be used to determine each student's level of competence in the course content.

This one hour doctoral level seminar will focus on the development of literature reviews to address problems of practice.

The purpose of this advanced seminar is to deepen understanding of research by requiring students to make decisions about certain aspects of their dissertation research, following the dissertation-in-practice format. Specifically, the course will clarify the problem of practice, purpose of the study, research questions, framework, and study design. This course is also designed to provide scaffolding for the written comprehensive examination.

Explores the theory and practice of evaluation of educational programs including evaluation models, research methods and design strategies to measure program outcomes, especially student and school performance. In addition, skills in program planning will be developed.

This course focuses on qualitative research theory, design and analysis. Students will learn how educational leaders can use qualitative research design to critically examine research questions in their practice. They will also learn to analyze educational issues and execute processes to effectively explore those issues using qualitative methods.

An introductory course designed for the student pursuing a career in Student Affairs. This course explores the origin, history, philosophy, theory, and practice related to the Student Affairs profession.

Introduces the student to student development theories. A basic understanding allows the student to note application of these theories to practice. This will result in Student Affairs professional who can design approaches that work most effectively with students.

The historical development of American higher education will be presented. Political, social, economic, and intellectual issues will be examined from its inception to the present day for contemporary application. A focus will be on the matrix of trend, topics, and eras. An emphasis is placed on higher education in the post World War II era creating a solid background of higher education in the last 50 years.

This introductory course will examine the issues, concepts, and problems that contribute to the discourse on creating and sustaining inclusive campus environments at institutions of higher education (IHEs), especially at traditional majority white institutions (TWIs). Definitely, there is not a universal pathway toward creating and sustaining inclusive campus environments. The institution's mission, culture, and traditions play a major role in shaping the context of inclusive campus environments.

The individual purpose of this course is to help emerging Student Affairs professionals strengthen and expand their capacity to help individual undergraduates and small groups of undergraduates remove barriers which impact student success as measured in degree attainment within institutions of higher education (IHEs). Emerging professionals with sound personal foundations and boundary spanning skills are able to partner with individuals and small groups of students who may be different. The differences may include many dimensions of diversity, including factors such as race ethnicity, gender, differential ability, and sexual orientation. Student Affairs professionals will demonstrate competence in using helping skills (listening, paraphrasing, group facilitation, and problem solving) to work with individuals and small groups in the university environment. Thus, the class will provide students through lecture and experimental learning the opportunities to acquire and practice helping skills in a safe environment. The anticipated outcome of the class is that students will acquire an advanced capability in helping students and small groups remove barriers to their academic success/degree attainment. Thus, the class seeks to align the curricular and application practices with ACPA/NASPA Personal Foundation, Helping, and Equity, Diversity and Inclusion Competencies.

Students will acquire and use research methods skills. These skills will be put to use in preparing a research proposal, reviewing empirically-based journal articles, formulating hypotheses, designing observational studies, and analyzing and interpreting data.

Students will be provided with the opportunity to develop a firm working concept of leadership theories and principles. Upon completion of the course, students should be able to identify and discuss the role of leadership in student affairs, and be able to apply those leadership principles to activities in their job.

Exposure of the student to theoretical and applied concepts of governance and finance structures in higher education. Emphasis will be on organizational structures, financial operations, terminology, successful administrative/management practices, and models prevalent in higher educational settings.

Introduction to the basic and current legal and ethical concepts that face American colleges and universities today. Topics to be discussed include the basis from which higher education law is formed; current case, state, and regulatory laws; personnel issues; and risk management and liability issues for higher education.

Students will earn academic credit for completion of two practica working in Student Affairs departments. Knowledge accumulated in coursework will be applied to the work setting. Experiences are cooperatively planned and guided by university personnel. May be repeated to a maximum of six hours.

The primary objective of this course is to provide students who are full-time employees at either MSU or area institutions an alternative to the traditional 6-hour supervised practice requirement that most cohort students complete through SAE 747, Supervised Practice. Similar to SAE 747, Supervised Practice, students will complete two sections of the course (6 hours) distributed over two semesters. Under the direction of the instructor, students will complete an extensive seminar/degree paper that enhances the student's graduate program portfolio requirement. May be repeated to a maximum of six hours.

Fostering undergraduates' success inside and outside of the classroom is a byproduct of academic and student affairs collaboration. The aim of the course is to help new professionals understand the outcomes of student success.

This seminar seeks to provide students a curricular structure to assimilate emerging professional development practices in higher education and student affairs. Course will not count toward SAE degree requirements.

This course provides a review of the most commonly utilized research designs and methods and approaches to data analysis and reporting in Student Affairs. Students will learn how to utilize research studies in the academic and professional literature and how to prepare research proposals and conduct research within a college or university setting. Students completing the course should have an understanding of the factors which influence research quality, including reliability, validity and the use and misuse of statistics.

This course provides a "hands-on" approach to assessment and evaluation of individual and program outcomes in Student Affairs, focusing on how to measure change in student knowledge, skills and behaviors and the effectiveness of programs in producing outcomes. The course will also address the relationship of assessment and evaluation to: strategic, division and program planning; benchmarking and program review; and the preparation of grant proposals.

This professional seminar is designed to promote the integration of the core curriculum and practitioner experiences of the master's program in student affairs administration, and to prepare students for the transition to a professional Student Affairs position following completion of the degree.

This service component for an existing course incorporates community service with classroom instruction in Special Education to provide an integrated learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.

Focuses on integration of five primary art forms (i.e., literature, music, drama, movement, and art) into the content area curriculum. Emphasis will be upon the five primary art forms, how they relate to and enhance one another, and how they facilitate children's learning within the core subject areas. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology and appropriate modifications/ accommodations useful in making the arts accessible to students with disabilities. A series of five workshops will explore the theory, methodology, and activities for integrating the arts into the daily routine of the classroom. Field experiences are a part of the course.

Focuses on the special education process as mandated by state and federal guidelines. Legislation, litigation, and service options pertaining to diverse populations will be stressed including those with disabilities, culturally diverse, and gifted. Emphasis will be placed on current issues in the field of special education. Special Education majors will complete required first Transition Point in this course, including posting of initial Teacher Education Contract and Contact Information.

Focuses on students served in cross categorical special education settings as well as low incidence populations. Emphasis will be placed on theoretical perspectives, etiology, characteristics, and historical aspects pertaining to individuals with mental retardation/intellectual disabilities, developmental disabilities, behavior disorders/emotional disturbance, and learning disabilities. Introduction to lesson planning and development of individual education plans will be included.

This practicum will provide students with opportunities to complete an introductory field experience involving K-12 cross-categorical special education services for children and youth with mild/moderate disabilities (i.e., learning disabilities, intellectual disabilities; developmental disabilities, emotional/behavioral disorders, and physical and other health impairments. Students are required to complete a minimum of 15 hours on-site in a cross-categorical special education setting.

Provides an overview of characteristics and identification criteria for individuals with disabilities and gifted. Legislation and process pertaining to special education will be addressed along with a focus on teaching individuals with diversity in the elementary, middle, and secondary educational setting. Cannot be substituted for SPE 310 core requirement in the Special Education major or minor.

Focuses on mastery of psychometric principles as well as diagnostic and prescriptive teaching from performance based data. Federal and state process guidelines pertaining to multidisciplinary evaluation will be addressed. Emphasis will be placed on assessment of diverse individuals including those with disabilities, cultural, ethnic, and language differences. Content will address norm-referenced and curriculum-based assessment procedures, including curriculum-based measurement.

Students will apply course content presented in SPE 345 through field based and lab activities including administration and scoring of standardized assessment instruments, development of alternative assessments, data analysis, and report writing. Lab experiences will be designed to meet specific competencies in either Early Childhood Special Education or Special Education K-12.

The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner. Cannot receive credit for both SPE 450 and SPE 717.

This course examines curriculum materials for use with exceptional students in various remedial areas. Students will develop skills to analyze, select, utilize, and evaluate instructional guides and materials.

The student in consultation with the advisor or teacher selects a topic in special education for in-depth study and/or special investigation. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours.

Students will apply skills from introductory and specialized courses in settings with students with behavior disorders/emotional disturbance. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences.

Students will apply skills from introductory and specialized courses in settings with students with learning disabilities. Students will be involved in individual small group instruction, develop and implement instructional lessons, and meet with the university supervisor and other practicum students to reflect on experiences.

Students will apply skills from introductory and specialized courses in settings with students with mental retardation and developmental disabilities. Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences.

Student observes, teaches and participates in professional activities under the direction of the cooperating teacher and the University supervisor. In order to receive a grade in this course, the student's competency-based assessment projects must be submitted and approved. Public Affairs Capstone Experience course.

Student observes, teaches, and participates in professional activities under the direction of the cooperating teacher and university supervisor or university instructor. Students administer all aspects of the instructional process, incorporating data-based decision making through conducting curriculum-based assessments as pre-/post-testing or on-going progress monitoring to support instruction of classroom content. Students will submit sample assessments, lesson objectives, lesson and unit plans, and summaries of impact of instruction upon learners in course projects. In order to receive a grade in this course, the student's student teaching performance-based assessments must be submitted and must meet instructor approval for certification submission.

Students will apply skills from introductory and specialized courses in cross-categorical special education settings with students diagnosed with mild/moderate disabilities such as learning disabilities, behavioral disorders, developmental disabilities (e.g., intellectual disabilities, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. Competencies in development of lesson plans, development of Individual Education Programs (IEPs), development of transition plans, and development of parent/family communication procedures will be emphasized. Minimum of 120 field experience hours will be required.

This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of educator preparation requirements. This course is credited only on BSEd or appropriate master's-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493.

This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 602. Cannot receive credit for both SPE 502 and SPE 602.

Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 604. Cannot receive credit for both SPE 504 and SPE 604.

This online course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 605. Cannot receive credit for both SPE 505 and SPE 605.

This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 606. Cannot receive credit for both SPE 506 and SPE 606.

An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness or low vision, historical perspectives, developmental characteristics, resources, and legislation related to blindness and low vision and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 607. Cannot receive credit for both SPE 507 and SPE 607.

This course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 608. Cannot receive credit for both SPE 508 and SPE 608.

Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 613. Cannot receive credit for both SPE 510 and SPE 613.

Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 616. Cannot receive credit for both SPE 515 and SPE 616.

This course focuses on the application of principles of Applied Behavior Analysis within school-based settings. Students will complete functional assessments with children with ASD and develop and implement function- and reinforcement-based interventions. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 618. Cannot receive credit for both SPE 516 and SPE 618.

Empirically based instructional practices with emphasis on systematic development of reading and written language skills to support learners with special needs will be applied in a school setting. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 617. Cannot receive credit for both SPE 517 and SPE 617.

Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. This course will incorporate elements of career/vocational education and transition, plus accommodations and best practices for content-area instruction provided to diverse learners in the general education program. May be taught concurrently with SPE 619. Cannot receive credit for both SPE 519 and SPE 619.

Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 620. Cannot receive credit for both SPE 520 and SPE 620.

Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., intellectual disabilities, autism, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 621. Cannot receive credit for both SPE 521 and SPE 621.

Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 622. Cannot receive credit for both SPE 522 and SPE 622.

Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. May be taught concurrently with SPE 623. Cannot receive credit for both SPE 523 and SPE 623.

This course will support individuals across various disciplines who wish to gain knowledge of identification and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and programming issues for this population of individuals. This course will also emphasize school based interventions that are validated by research. May be taught concurrently with SPE 625. Cannot receive credit for both SPE 525 and SPE 625.

This course focuses on the application of principles of Applied Behavior Analysis within applied settings. Students will complete functional assessments, including functional analysis, with children with ASD and develop and implement function- and reinforcement-based interventions, with a focus on the variations of differential reinforcement. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 626. Cannot receive credit for both SPE 526 and SPE 626.

This course is designed to provide practitioners with the knowledge and skills to implement research based practices for individuals with developmental disabilities including autism spectrum disorders (ASD). The course will also address issues specific to sensory integration, visual impairments, and significant cognitive delays. Students will examine in depth, approaches and models validated to support present level of performance needs for individuals with a variety of developmental and sensory requirements. Students will complete lecture hours where theoretical perspectives and the detailed components of various treatments are examined. In a corresponding field component, students will implement an applied project that will address the sensory, communication, learning, and social needs of a client who has been identified with multiple developmental delays. Measurement of outcomes specific to treatment plans will be a significant component of the applied activities.

This course involves a field-based Education Abroad experience involving an investigation of special education practices in other cultures while living and studying in an international location. The course will involve a study of basic language and cultural norms of the international location prior to travel to the site. Students will gain a greater understanding of the language, culture, K-12 regular education, and K-12 special education practices in the international site, as compared to required K-12 special education practices in the United States. May be taught concurrently with SPE 640. Cannot receive credit for both SPE 540 and SPE 640. May be repeated to a maximum of six hours.

Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 650. Cannot receive credit for both SPE 550 and SPE 650.

To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours when topics change. May be taught concurrently with SPE 656. Cannot receive credit for both SPE 556 and SPE 656.

Recommended Prerequisite: SPE 310. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 660. Cannot receive credit for both SPE 560 and SPE 660.

This course is designed to provide pre-service special education teachers with an introduction to the use of computer technology and a variety of assistive and augmentative technology in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate effective practices for the use of assistive and augmentative technology in assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. Students acquire competencies related to the use of assistive devices and emerging technologies through online and field based demonstrations the implementation of effective practices in schools and other agencies which serve individuals with disabilities.

This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 661. Cannot receive credit for both SPE 581 and SPE 661.

Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 662. Cannot receive credit for both SPE 582 and SPE 662.

The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 663. Cannot receive credit for both SPE 583 and SPE 663.

Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 664. Cannot receive credit for both SPE 584 and SPE 664.

Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 667. Cannot receive credit for both SPE 587 and SPE 667.

Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 670. Cannot receive credit for both SPE 590 and SPE 670.

This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 671. Cannot receive credit for both SPE 591 and SPE 671.

This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 502. Cannot receive credit for both SPE 502 and SPE 602.

Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 504. Cannot receive credit for both SPE 504 and SPE 604.

This course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 505. Cannot receive credit for both SPE 505 and SPE 605.

This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 506. Cannot receive credit for both SPE 506 and SPE 606.

An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness and low vision, historical perspectives, developmental characteristics, resources, and legislation related to severe and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 507. Cannot receive credit for both SPE 507 and SPE 607.

This course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 508. Cannot receive credit for both SPE 508 and SPE 608.

Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 510. Cannot receive credit for both SPE 510 and SPE 613.

Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 515. Cannot receive credit for both SPE 515 and SPE 616.

Empirically based instructional practices with emphasis on systematic development of reading and written language skills to support learners with special needs will be applied in a school setting. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 517. Cannot receive credit for both SPE 517 and SPE 617.

This course focuses on the application of principles of Applied Behavior Analysis within school-based settings. Students will complete functional assessments with children with ASD and develop and implement function- and reinforcement-based interventions. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 516. Cannot receive credit for both SPE 516 and SPE 618.

Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. This course will incorporate elements of career/vocational education and transition, plus accommodations and best practices for content-area instruction provided to diverse learners in the general education program. May be taught concurrently with SPE 519. Cannot receive credit for both SPE 519 and SPE 619.

Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 520. Cannot receive credit for both SPE 520 and SPE 620.

Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., intellectual disabilities, autism, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 521. Cannot receive credit for both SPE 521 and SPE 621.

Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. May be taught concurrently with SPE 522. Cannot receive credit for both SPE 522 and SPE 622.

Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. May be taught concurrently with SPE 523. Cannot receive credit for both SPE 523 and SPE 623.

This course will support individuals across various disciplines who wish to gain knowledge of identification and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and programming issues for this population of individuals. This course will also emphasize school based interventions that are validated by research. May be taught concurrently with SPE 525. Cannot receive credit for both SPE 525 and SPE 625.

This course focuses on the application of principles of Applied Behavior Analysis within applied settings. Students will complete functional assessments, including functional analysis, with children with ASD and develop and implement function- and reinforcement-based interventions, with a focus on the variations of differential reinforcement. A minimum of 60 hours of field experience is required. May be taught concurrently with SPE 526. Cannot receive credit for both SPE 526 and SPE 626.

This course is designed to provide students with an overview of current research-based practices for individuals with ASD, including functional communication training, discrete trial training, pivotal response training, visual strategies, social-communication programming, and naturalistic and structured teaching methodologies.

This course involves a field-based Education Abroad experience involving an investigation of special education practices in other cultures while living and studying in an international location. The course will involve a study of basic language and cultural norms of the international location prior to travel to the site. Students will gain a greater understanding of the language, culture, K-12 regular education, and K-12 special education practices in the international site, as compared to required K-12 special education practices in the United States. May be taught concurrently with SPE 540. Cannot receive credit for both SPE 540 and SPE 640. May be repeated to a maximum of six hours.

Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 550. Cannot receive credit for both SPE 550 and SPE 650.

To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Variable content course. Number of class hours determined by semester hours of credit. May be repeated to a maximum of five hours when topics change. May be taught concurrently with SPE 556. Cannot receive credit for both SPE 556 and SPE 656.

Recommended Prerequisite: SPE 715. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 560. Cannot receive credit for both SPE 560 and SPE 660.

This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 581. Cannot receive credit for both SPE 581 and SPE 661.

Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 582. Cannot receive credit for both SPE 582 and SPE 662.

The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 583. Cannot receive credit for both SPE 583 and SPE 663.

Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 584. Cannot receive credit for both SPE 584 and SPE 664.

Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 587. Cannot receive credit for both SPE 587 and SPE 667.

Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 590. Cannot receive credit for both SPE 590 and SPE 670.

This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 591. Cannot receive credit for both SPE 591 and SPE 671.

This course is one of six courses offered to provide prospective teachers of children and youth with visual impairments (including those with multiple disabilities) competency-based training for work with this population in K-12 schools. Provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilize assistive technology (including voice output and other computer based applications), teach compensatory skills and strategies for mathematics, development of listening skills, as well as other instructional adaptations for the curricular areas of language arts, science, and social studies. In addition, the course focuses on the teaching of social skills needed for success in education and employment. Participants will demonstrate the ability to assess, adapt, evaluate and teach academic subjects and specialized curricula for students with visual impairments, including those with multiple disabilities. Note: midterm and final examinations will be proctored.

Major issues in the field of special education designed to meet individual student needs. May be repeated to a maximum of three hours.

This advanced course in Braille reading and writing will focus on competencies in reading and writing literary Braille and the Nemeth Codes for science and mathematics. Participants will also demonstrate the ability to teach basic assistive devices, and to provide instruction in tactile graphics. An introduction to the transcription in Braille code for music and foreign languages will also be presented. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Note: midterm and final examinations will be proctored.

Provides participants with the techniques and strategies used by individuals who are blind or visually impaired for independent orientation and mobility. Participants will apply the strategies of orientation and mobility techniques while using blindfolds and low vision simulators. The application of skills will be completed in indoor environments as well as residential, business, rural, and commercial areas.

This course will provide participants with the overall philosophy of orientation and mobility including: the Code of Ethics and Certification standards. Current literature and issues pertinent to the profession of orientation and mobility will be discussed. This will include issues impacting programming with students with multiple disabilities, the development and administration of an effective orientation and mobility instructional program, assessment procedures, and research approaches. Note: midterm and final examinations will be proctored.

Focuses on legislation and litigation in the area of Education and Special Education and will include an overview of categorical disabilities including identification, etiology, and prevalence. The integration of individuals with disabilities across educational and community settings will be stressed along with an overview of programming validated to support specialized populations including those with disabilities and cultural and linguistic differences. In addition, the course will focus on strategies to support individuals identified as gifted as well as individuals identified at risk for school failure.

The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner. Cannot receive credit for both SPE 450 and SPE 717.

This course presents an interdisciplinary approach to the study of disability in education and rehabilitation. It includes information on disabilities such as traumatic brain injury, orthopedic, neuromuscular, sensory, learning, cardiovascular, psychiatric, and other selected disabilities and health conditions, including multiple disabilities. Emphasis is placed upon the characteristics of disabilities and resulting functional effects on persons with additional emphasis on the effects of multiple disabilities. This course also provides an understanding of the psychosocial and environmental factors that impact the integration into society by individuals with disabilities. It examines the philosophy of rehabilitation, major classifications and paradigms, common stereotypes, personal and societal attitudes and measurement, theories of adjustment, psychosocial losses, issues relating to sexuality, personal adjustment training, the role of the family, and the use of effective interaction skills.

Introduction to methodologies, concepts, and techniques to teach persons with blindness or low vision the skills and knowledge needed to function independently in diverse settings. This course provides learners with instruction and laboratory practice in methodologies for teaching skills for independent living, including areas within the expanded core curriculum. Topics include: concept and motor development, spatial organization and orientation, personal management, home management, medical management, communication, and recreation and leisure.

This course focuses on Skinner's analysis of language, specifically the major verbal operants (mands, tacts, and intraverbals). Students will learn contemporary methods of assessing and teaching verbal behavior utilizing Skinner's analysis.

This course serves as a supervised internship for working with children with blindness or low vision, including those with multiple disabilities and/or linguistic or cultural differences, under a Cooperating Teacher of Children with Visual Impairments and University Supervisor. Students observe, teach, and participate in professional activities in teaching children with blindness or low vision. Students work with individuals or groups during which they are provided the opportunity to apply principles and methods of teaching children with blindness or low vision, including those with additional disabilities. Students also acquire behavior management, instructional planning, and evaluation strategies. Variable credit hour course. Number of contact hours determined by semester hours of credit. May be repeated to a maximum of eight hours.

Theories and research into language development in individuals with hearing compared to individuals who are deaf or hard of hearing are explored with implications for assessment and intervention. Differences related to language development are discussed for application and planning instruction. Teaching and facilitating language using instructional practices and techniques in content areas are presented for reflection, discussion, and activities.

Methods and techniques for working with families as well as in the educational environment of infants and children who are deaf or hard-of-hearing from birth through the beginning elementary school years. Emphasis on methods and procedures of formal and informal assessment.

Methods and techniques for working with families who have infants, toddlers and/or young children who are deaf or hard of hearing from birth to the beginning elementary school years in both natural and educational environments. Emphasis on methods and procedures for intervention, interpretation of assessment data and prescriptive instruction.

This course requires a supervised internship experience in an organization or school that serves individuals with blindness or low vision, during which the opportunity is provided for practical application of principles and methods of instruction in orientation and mobility; including techniques of safe, and independent travel. Completion of 350 hours of supervised fieldwork by a certified orientation and mobility specialist (COMS).

Methods, strategies, and techniques of language development that may be applied in assessing and instructing students with hearing losses.

Theories of speech development as they apply to persons who are deaf or hard of hearing. Phonetics including transcription. Anatomy and physiology of the speech mechanisms. Techniques for analyzing speech will be stressed.

Development of listening skills across settings by maximizing use of residual hearing and hearing technologies, notably cochlear implants. Auditory re/habilitation assessment, intervention, and principles as it relates to individuals who are deaf or hard of hearing and their families with emphasis on a developmental model for the acquisition of speech and language. Challenges with classroom acoustics and ways to optimize the classroom listening environment.

Development of instructional strategies for teaching students who are deaf or hard of hearing with an emphasis on differentiated instruction. Focus on upper elementary through the secondary school levels, including career education.

Theories of reading with an emphasis on adaptations for assessment and intervention for students who are deaf or hard of hearing. Introduction to available resources.

Theoretical bases of counseling and the role of the educator in the counseling process. Emphasis on the counseling process as it affects the educational, personal, social, and familial adjustment of individuals who are deaf or hard of hearing.

This course will focus on cognitive and behavioral research-based practices for children and adolescents with Autism Spectrum Disorders. Specific focus will be on the social learning deficits in Autism and how the executive functioning and theory of mind are impacted.

Students will critically evaluate peer-reviewed behavior-analytic research and develop modifications of procedures reported in research for use in their desired or current area of practice, specifically related to autism spectrum disorders. Empirical research on advanced topics in behavior analysis will be identified, and students will critique experimental methodology and evaluate the extent to which methods and results answer experimental questions. Students will also learn to locate high-quality research on topics related to their area of practice. Class discussions will require a high degree of student participation and the course will be writing intensive.

This course is designed to provide teachers with an in depth treatment of the research, theory, and application of computers and related technologies in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate the principles of reflective practice as it pertains to the assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. The General Learning Outcomes 5, 9, and 10 presented in the Conceptual Framework of the Educator Preparation Provider (EPP) are the over arching tenets which guided the development and ongoing revisions to this course. Students acquire competencies related to the use of assistive devices and emerging technologies through participation in a 60 hour comprehensive field based experience in conjunction with schools and other agencies which serve individuals with disabilities.

Analysis of trends, issues, and research in the field of special education will be reviewed and discussed. A comprehensive overview of local, state, and federal legislation and the impact on our public school special educational programs for children with disabilities will be discussed and analyzed. A focus on diversity aspects involved in contemporary issues in special education and disability services will be addressed across all topics. Historical and current litigation involving children with disabilities will be reviewed and discussed.

Seeks to develop students' skills in collaboration consultation. Emphasis will be placed on the development of innovative service delivery options, personnel training, and development of communication skills. Students will apply theory to practice in a field experience.

Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in clinical field experiences involving standardized and performance evaluation typically administered to identify students with special needs, analysis and synthesis of assessment data in clinical staffings, analysis of data for on-going progress monitoring, and development of individualized educational programs.

Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in field experiences involving norm referenced and curriculum based evaluation of individuals with various sensory and developmental disabilities. Analysis and synthesis of assessment data in clinical staffings and development of individual educational plans will be required. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation.

Recommended Prerequisite: SPE 517 or SPE 617. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula appropriate to the needs of individuals with mild to moderate disabilities. Emphasis will be placed on the philosophical basis of curricula as well as principles of curricula design. Students will apply knowledge and skills in 60 hours of required field experiences.

The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula and methods appropriate to the needs of individuals with mental retardation and other developmental disabilities. Emphasis will be placed on the empirical basis of the procedures and on life referenced programming. Students will apply knowledge and skills in field based activities supervised by the instructor.

Study of human behavior. The goal of applied behavior analysis is to seek understanding and improvement of human behavior. The goals of this course is to prepare graduate students to be contributing professionals in the area of applied behavior analysis; specifically, to become reflective behaviorists. Students will learn to identify, measure, and record the occurrence and nonoccurrence of behavior. Students will be expected to implement applied behavioral strategies and learn how to evaluate the success of single-case designs as part of a minimum 60 hour field experience.

An in-depth study of a chosen topic in special education leading to the guided development and completion of an extensive research paper or major creative work as directed by the instructor.

Student observes, teaches, and/or participates in supervised teaching activities in Special Education under the direction of a cooperating supervisor and University supervisor. Students will work with individuals or groups demonstrating effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation. Students must complete required special education program assessments and Missouri Department of Elementary and Secondary Education assessment as identified by the instructor.

Workshop to upgrade understandings and skills concerned with the improvement of elementary or secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of five hours. 30 clock hours equal one semester hour.

This course will involve supervised clinical settings with individuals with Autism and challenging behaviors. Students will conduct a variety of assessments, including functional behavioral assessments, curriculum-based measurements, and social skills profiles. Students will also develop and/or implement research-based strategies with individuals with Autism. Finally, students will participate in a multidisciplinary assessment model to include families and professionals from a variety of disciplines. Students will be required to prepare written reports of professional quality with results of assessments and research-based recommendations.

Students will conduct standardized and informal assessments in the field as part of a 60 hour practicum/lab experience and develop a comprehensive case history. Emphasis will be placed on development of validated educational programs.

The purpose of this course will be to provide students with a strong foundation in educational research methodologies appropriate to low-incidence and small-n populations, while also developing understanding and knowledge of larger population studies. This course is designed to provide an introduction to traditional methodologies with an emphasis on four that have been identified as having clear implications for improvement in the field of special education, including: (a) experimental group, (b) correlational, (c) single subject, and (d) qualitative designs. Students will be introduced to relevant statistical procedures that are applicable to each of the four research methodologies.

The assumption of teaching responsibilities at an approved practicum site under the direction of a University CED certified supervisor and practicum site instructor. Students enrolled in this course may be required to have a physical examination, including a TB test before placement in the practicum setting.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

Statistical techniques used in educational research and assessment. Course will provide an overview of scaling techniques, sampling, descriptive techniques, inferential techniques (to include t and x2), reliability and validity.

Supervised practicum in the administration and interpretation of individual achievement tests, individual intelligence tests, formal and informal diagnostic procedures and diagnostic interviewing techniques in educational or clinical settings. Focus of the course will be on the formation of eligibility determinations using traditional and contemporary models of diagnostic decision-making, including Multi-Tiered Systems of Support and/or Response-to-Intervention, and on the development of instructional plans or IEPs from diagnostic data attained. Graded Pass/Not Pass only.