EDC - Education Conc - Grad
Students gain an understanding of trauma informed practices in order to provide safer, collaborative, and empowering environments for staff and children within the educational system. Provides a basic understanding of the psychological, neurological, biological, and social impact that trauma has on the lives of youth and the associated behaviors commonly generated by trauma.
Course explores strategies and specific inteventions to assist professionals in school settings. Emphasis is placed on remediation of academic areas, cognitive processes, and behavioral deficits.
Course covers the anatomy and physiology of the human auditory system. Topics include the various types and degrees of hearing loss, basic hearing evaluation procedures (pure tone audiometry and acoustic impedance tests), and the physics of sound as related to the discipline of audiology.
Theoretical and applied aspects of normal, delayed, and disordered language development in children ages 0 to 5 with an emphasis on family-centered assessment and intervention practices.
Neuroanatomical models regarding speech motor control, theories concerning brain function and localization of neurologic deficits following trauma or degeneration, and assessment and treatment of neurologically based speech disorders.
Characteristics of language disorders, assessment and intervention techniques for children and adolescents, including the culturally linguistically different and specific disorder populations.
Universal phonological principles and linguistic analysis. Assessment and treatment of phonological and articulation disorders.
Information on the nature of fluency and the etiology and treatment of fluency disorders through the life span.
Anatomy and physiology of the vocal mechanism with discussion and identification of abnormal voice qualities. Techniques of treatment and counseling of clients with organic and functional voice disorders.
Addresses the diagnostic process in communication disorders of children and adults. Includes aspects of the process from a philosophy of assessment and information gathering to tools of assessment and individualized treatment planning.
Study of rehabilitation for students with hearing impairment and the impact of new technologies on therapy and teaching.
Anatomy and physiology of normal and abnormal swallowing. Etiology, assessment and treatment of swallowing disorders.
Language theory and application for the development of written language skills in children. Assessment and intervention within the classroom curriculum.
Scientific method as applied to research; evaluation of research designs; development and implementation of a research project; and organization, analysis and presentation of data.
Compensatory or augmentative use of various nonspeech communication modes with persons whose impairments prevent effective verbal communication.
Advanced clinical practice in the identification, assessment, and treatment of various types of speech and language disorders in programs (125 hours).
Advanced clinical practicum in school programs. Experience includes the evaluation of various types of speech and language disorders (150 hours).
Advanced clinical practicum. Experience includes the evaluation of various types of speech and language disorders (100 hours).
An introduction to the field of school psychology, including its history, the roles and functions of school psychologists, professional issues, and ethics and law for school psychologists.
The major diagnostic categories of psychopathology in children and adolescents are examined. Topics include psychopharmacology and the use of case studies to illustrate disorders such as pervasive developmental disorders,depression, anxiety, conduct disorders, attention deficit and hyperactivity disorder. Consideration will be given to cultural and social factors in the areas of diagnosis and therapeutic intervention.
An advanced diagnostic course which focuses on the assessment and diagnoses of exceptional children. Specific diagnostic populations include mentally retarded, learning disabled, emotionally disturbed and gifted children. Attention is also given to low incidence handicaps such as vision impaired, hearing impaired, multiple handicapped, etc.
Principles and methods of performing individual psychological evaluations of school-age children and youth. Administering, scoring, and interpreting Wechsler Intelligence Scales, Stanford Binet, and other assessment instruments.
Provides applied learning for the administration, scoring and interpretation of behavioral and personality measures, such as parent teacher child interviews, youth self-report measures, standardized rating scales, and projective techniques. Encompasses written and oral reports to integrate results relevant to psychological services in educational settings; for example, identification of emotional handicaps, intervention planning and crises intervention.
Examines the counseling process, instruction and practice in communication skills in counseling, history, development, and practice of counseling as a profession,and how and where counseling is provided.(Cross listed with PYF 7132).
Psychological testing theory, clinical and practical aspects of individual test administration, educational and clinical diagnosis, interpretation, and non-discriminatory and controversial issues in testing.
Overview of common statistical techniques used in educational research, including univariate and bivariate descriptive statistics, chi square, and linear regression.
Examination of federal and state statues, agencies, and court decisions in education; including administrative and teacher rights, responsibilities, relationships, and liabilities.
Concepts and techniques involved in the analysis and interpretation of clinical and research data. Lecture and laboratory descriptive and inferential statistics. Major topics included correlation and regression, test of significance, and introduction to analysis of variance. Both parametric and non-parametric approaches are covered. Prerequisite: EDC 7152.
Legal issues and challenges facing the field of Special Education with emphasis on topics such as non-biased assessment, mainstreaming, non-categorical vs. categorical special education, effects of labeling multicultural, special education, and evaluation programs for the school psychologist. Additionally, includes the special education referral and delivery system according to the law, individual education plans and legislation affecting special education.
Examines Montessori theories concerning the developing child and Montessori philosophy, principles and methods, including words, events and people involved in the evolution of the philosophy. Integrates curriculum (mathematics, practical life, language and sensorial) into the classroom for young children.
Presents the basic principles and application of psychopharmacology in the mental health field. Students will survey principles of drug action and neurotransmitter systems in the nervous system and various classes of psychiatric drugs. Students will also investigate ethical and clinical issues facing School Psychologists.
Examines Montessori theories concerning the developing child and Montessori philosophy, principles and methods including words, events and people involved in the evolution of the philosophy. Other topics include developmental stages of children, observation as the basis of individual instruction, and enhancement skills of parent-teacher communication, record keeping, observation and classroom management.
Concepts and practice of consultation in a variety of settings, including child-centered, teacher-centered and system-centered techniques.
This course will examine issues in the assessment of bilingual students, including the appropriate use of standardized measures, non-discriminatory assessments, alternative approaches to the assessment of cognitive functioning, and social adaptive behavior of linguistically diverse students. Students will learn when and how to conduct evaluations in the child's first and/or second language. Student will administer tests, make case presentations and write reports.
Provides an in-depth review of major learning theories with an emphasis on how this impacts the practice of school psychology. Course explores learning processes, historical perspectives of learning theory and examines relationships that exist between learning theory and educational and psychological practices.
Exploration of various models, techniques and management systems that enhance teaching skills in the classroom. Focuses on adaptation of theories to develop an individualized classroom management plan for elementary or secondary classrooms. Must be taken concurrently with EDC 7214.
Includes assignments designed to increase student's awareness of current practices and issues related to classroom management through field observation and research. Must be taken concurrently with EDC 7213.1 semester credit hour.
Students spend 45 hurs in a school setting working with a school psychologist practicing academic and alternative testing procedures and report writing.
Understand functions of testing and measurement in education. Emphasizes construction, selection, administration, and application of tests. Assessment instruments include aptitude, ability, and intelligence measures, and personality and interest inventories. Must be taken concurrently with EDC 7224.
Includes assignments designed to increase student's awareness of current practices and issues related to education tests and measurements through field observation and research. Must be taken concurrently with EDC 7223.1 semester credit hour
Students spend 45 hours in a school setting working with a school psychologist practicing personality, behavior, social, and emotional testing procedures and report writing.
Investigation of the school and its relationship to society and the learner in the past, present, and future. Includes historical and philosophical perspectives, as well as approaches of major educational philosophers. Must be taken concurrently with EDC 7234.
Includes assignments designed to increase student's awareness of current practices and issues related to history and philosophy of education through field observation and research. Must be taken concurrently with EDC 7233.1 semester credit hour.
Psychological focus on the learning process and its relationship to a diverse student body, motivation, theories and strategies of effective teaching, lesson planning, individualization, classroom management; cooperative learning and appropriate assessment methods. Must be taken concurrently with EDC 7244.
Includes assignments designed to increase student's awareness of current practices and issues related to educational psychology through field observation and research. Must be taken concurrently with EDC 7243.1 semester credit hour.
Examines developmental stages of children and observation as the foundation for individualized instruction. Enhances skills of parent-teacher communication, record keeping, observation and classroom management.
Course explores challenges of teachers in evaluating the needs of individual students in the diverse and inclusive classroom. Students will explore innovative possibilities for differentiating instruction to enhance learning for all students.
Integration of educational theories and methods of instructional management through paradigms of individual and organizational motivation and development. Incorporation of education psychology learning principles through personal inventory, and in-depth study into teacher-teaching and student-learning styles and their applicability to organizations. Introduction of organizational management and organizational assessment models, especially as they apply to principles of educational law. 2 semester credit hours.
Focus of this course is on application of curriculum theory to classroom practice. Topics include historical roots of current curriculum issues and practices, changing concepts, curriculum conflicts, curriculum reform and reconstruction, as well as curriculum research and improvement.
This course investigates the background and current status of assessment principles, purposes, and procedures used to evaluate curriculum and gauge pupil progress. Emphasis will be on effective interpretation of evaluative data and methods of recording and reporting progress.
Course explores the integration of current theories of curriculum design with state content standards in the planning of mathematics, language arts, science, and social studies instruction in the classroom.
Examination of the dynamics of grief, loss, and trauma and the role of the counselor in elementary, secondary, and community college settings in supporting students who have experienced loss or trauma.
Identification of sociocultural concepts affecting school, community and family involvement of limited English proficient students.
Understand Montessori Practical Life and sensorial materials through theories as they apply to the child. Examines the sequence of the practical life and sensorial materials. Demonstrates ability to support sensory motor development.
Understand Montessori Language and reading theories as they apply to the child. Examines the sequence of presentation and purpose of each piece of the language and reading materials. Develop appreciation for the creative nature of these areas of study.
Understand Montessori mathematics theories as they apply to the child. Examines the sequence of presentation and purpose of each piece of mathematics materials. Develop appreciation for the creative nature of this area of study.
Study of social, cultural and gender differences and issues related to counseling clients with various backgrounds, beliefs and concerns. Includes multicultural counseling techniques. (CROSS LISTED WITH PYC 7422)
Includes topics of investigation and study designed around special theories, practices or interests in the field of education.
Continued exploration of characteristics of the 6-9 year old children. Exposure to range and rationale and successful use and creation of Montessori materials in the area of mathematics and geometry. Effectively match the child's needs to available developmental aids.
Examines approaches needed to assist speaking, listening, reading and writing abilities of 6-9 year old child in a Montessori environment including various language, literature and reading approaches as they are integrated into a cosmic curriculum focus. Understand development and investigate strategies as they apply to the use of language materials.
Develop appreciation of Dr. Maria Montessori's philosophy of Cosmic Education. Understand purpose of materials used and their relationship to the total development of the child. Studies students' lessons in the cultural areas of history, geography, biology and physical science.
Develops knowledge and skills leading to identification and description of conflicts in an educational setting. Includes application of conflict resolution techniques and other communication approaches with students, parents and school personnel.(Cross listed with HRC 7691)
Course offers a historical overview of instructional technology. Students explore different applications of technology ranging from primary grades through higher education. Techniques in determining learning needs, application of technology in meeting student needs and outcome evaluation in using technology are reviewed.
Course focuses on contemporary theoretical insights, research, and practices relating to the development and implementation of distance learning. Topics include application of current and accessible technology, wireless networking, and Internet use within a variety of academic situations and environments
Administrative planning, management and implementation of technology-enhanced educational programs are explored. Students will examine legal and ethical parameters governing the use of technology in instruction; demonstrate skills in facilitating multimedia production by students and teachers; apply designing principles to multimedia design; and develop evaluation methods to determine instructional effectiveness.
Exploration of the use of CAI to support traditional classroom instruction. Emphases on principles used to determine technology supported needs of students, implementation of CAI in meeting learning needs, and evaluation methods in determining CAI effectiveness. Students will have hands-on experiences in developing CAI techniques.
Study of needs and theories underlying education intervention, role of the interventionist and fundamental techniques in use. Includes relevant ethics, laws and policies.
Course explores the use of technology in public and private schools from grades K - 12. Study use of the Internet and World Wide NET to examine instructional theory and application between students of another county, state or nation in providing more global perspectives in facilitating learning.
Interpretation of child development and early education concepts to other staff, parents and community. Integrate elementary curriculum into the classroom. Demonstration of knowledge of varied learning styles and the ability to plan and implement group activities. Demonstrate listening and interaction skills with parents and others. Examines a variety of record keeping, evaluation processes, and curriculum materials.
Course focuses on the development and implementation of educational technological policies that systematize the integration of technology throughout classrooms, within schools and between schools. Students will evaluate technologies, identify strategies for evaluation and examine current trends in the use of technology to support learning, with emphases on policy evaluation and interpretation.
Examines networks, directories and guides for the identification and utilization of intervention resources found within school systems and in the community at large.
Examines the policies, practices, and strategies in school and community relations. Topics include public information techniques and procedures.
Surveys the field of curriculum theory and organizational frameworks for current practices in curriculum development and evaluation, as well as curriculum revision and change.
Explores the principal's role and responsibilities as related to organizational development, information systems, faculty and staff selection, orientation supervision and evaluation, curriculum development and implementation, scheduling, budgeting, and plant/facilities use.
Course provides an overview of the role/functions of the superintendent in public school districts. Topics include school board relations, fiscal management, plant and physical resource management, school-community relations, interfacing with governmental and legal institutions, organizational development and skills for effective role incumbency.
Covers the economics of school finance relating to theories and principles of taxation, reimbursement, financial planning and budgeting; governmental impact, court intervention and the effects on public and non-public schools. Practical applications using local school district situations will be considered when possible.
Supervised application of superintendent and administrative activities with an emphasis on strategies, planning and administrative duties. Prerequisite: EDC 7735 Superintendent and District Level Leadership.
Review and evaluate various instruments and techniques used for the identification and assessment of at-risk learners. Includes integration of test results, educational history and other sources of student information into the learning plan.
Experience teaching children in a Montessori early childhood environment. Review cosmic curriculum based on Montessori material, philosophy and observation. Strengthen curriculum in art, music, drama and physical education. Understand developmental needs of children and understand positive qualities of early childhood teaching as it relates to classroom management and discipline.
Learn practical knowledge through daily experiences in the Montessori early childhood learning environment. Demonstration of the ability to diagnose children's learning needs through variety of vehicles (observation, case studies, tests, developmental scales and classroom products).
Development of materials and their strategic application to facilitate success-oriented attitudes and behaviors among at-risk learners. Integration of materials and strategies into curriculum, teaching, methods and student support services.
Examines use of standardized tests to study individuals including test development, selection, administration and interpretation. Includes educational and mental health applications.(CROSS LISTED WITH PYC 7802)
An overview of the tests used by the school psychologist in relation to emotional behavioral and learning disabilities of students in the elementary and high school settings.
Course examines the format and elignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards inlistening, speaking, readking, and writing. Other topics include the legal, historical, and educational reasons for SEI.
Focus on theory, research, techniques and tools used in life planning and career development.(CROSS LISTED WITH PYC 7822 and HRC 7822)
Focus on tools and techniques used in life planning and career development for elementary and high school students.
Examination of psychological, social, intellectual, and physical influences on the development of personality and behavior patterns in children, adolescents and adults. Dual listed with PYC 7832.
Practical experiences in a Montessori elementary environment. Plan for the continuity of learning experiences for children and demonstrate the ability to diagnose children's learning needs (through observations, case studies, tests, developmental scales and classroom products). Develop suitable match between diagnosis and learning activities, demonstrate knowledge of various learning styles, demonstrate knowledge of environmental design and preparations, and provide opportunities for choice, problem-solving, decision-making and responsibility for learning on the part of the children.
Practical experience in the Montessori elementary environment. Continuation of Practicum I. Emphasis on development of methods toward implementation of various skills and programs into the curriculum including learning assessment, design adaptation and problem-solving and decision-making as it applies to responsible learning and behavior on the part of children. Includes parental involvement toward goal- orientation and goal-completion.
Examination of theories of personality development and therapeutic processes. Includes consideration of techniques for counseling applications and professional consultation. (CROSS LISTED WITH PYC 7922)
Study of theories of group counseling and techniques of observation, assessment and leadership in therapeutic groups. (CROSS LISTED WITH PYC 7932)
Study of ethical,legal and professional concerns in the practice of counseling including preparation for the first practicum.Prerequisites: At least 15 hours of coursework including PYF 7122, PYC 7922 and PYC 7932. (Cross listed WITH PYF 8012.)
Study of the ethical, legal and professional concerns of school guidance counselors and preparation for the school guidance practicum.
This source examines several aspects of the school reform movement, including an in-depth look at the criticism of school guidance counseling programs. Students will study the implications for the Comprehensive School Counseling Programs by focusing on the models that may be used to design and implement school counseling programs. The course will focus on The Comprehensive School Counseling Model and the ASCA National Model. Students will learn how to organize comprehensive school programs and address the process of redesigning school counseling programs.
Topics include principles of supervision, supervision theory, models, techniques of supervision, philosophical conflicts, teacher evaluation schemes, and research on supervision.
Introduces integrated view of the effects on personality development of childhood trauma, abuse and deprivation. Examines therapeutic interventions. Dual listed with PYC 8082.
The internship requirements are equivalent to four semesters of full-time placement in a school setting under the dual guidance of an on-site staff psychologist and a University-based supervisor. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Students will evaluate children, write reports and practice short-term consultation under the supervision of the on-site psychologist.
Examination of traditional and contemporary theories of family systems and approaches to marriage and family counseling.Cross listed with PYC 8112.
Continuation of Internship II in the same school setting as Internship I.
Course focuses on theory and research. Biopsychosocial risk factors for addiction/compulsive disorders such as disease concept, dual diagnosis, social/cultural factors, and developmental issues are studied. Biological/genetic models and processes of addiction are studied such as addictive behavior and depression, anxiety, ADHD, gender and age. Cross listed with PSY 41355. Dual listed with PYC 8142.
In-depth study of major systems theories underlying family and relationship therapy.Prerequisite: Mimimum of 15 semester credit hours of graduate counseling coursework.Cross listed with PYC 8212.
Course extends skills in academic and alternative testing, including report writing, selection, use, and interpretationof academic instruments, as wellas ways to summarize and report test results to other professionals and parents. Topics include current issues and trens in ability testing, ethical practices,theories of intelligence, working with linguistically and culturally different children, and environmental effects on intelligence.
Examines sex-role stereotyping, and its orgins and consequences within the family, culture, and society. Includes counseling issues related to sex and gender-based prejudice and discrimination. Prerequisites: Completion of 21 hours of coursework including PYC 7422 and PYF 8012. Dual listed with PYC 8272.
In-depth didactic and experiential examination of family system-oriented therapies with children and adolescents.Prerequisite: PYC 8212(CROSS listed with PYC 8282)
Examines theory and principles of development from conception through adolescence. Topics include an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development. Students examine various theories, including Piaget, Erikson, Vygotsky, Skinner and others. Explores development in the context of gender, family culture, and society, with an emphasis on implications for professional practice.
Provides beginning graduate students with a knowledge of issues surrounding the fields of special education. Issues include legal; principles and concepts of assessment; principles of teaching and counseling. Students will examine and develop their personal philosophies regarding assessment of, services to, and intervention with individuals with exceptionalities which include mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.
Practical experiences with individuals having special needs with focus on phychological, educational, and service-related implications and practices.
Issues in the education of students with mild-moderate mental retardation, learning disabilities, emotional or behavioral disorders, attention deficit disorders and physical disabilities. Topics include history, definitions, current issues, characteristics, theories, and educational programming.
Instructional interventions and program development for exceptional students from culturally and linguistically diverse backgrounds. Emphasis on current intervention methods and practices.
Introduction to historical, legal, pedagogical, and social issues underlying services in special education and rehabilitation. Provides an overview of the characteristics of persons with exceptionalities and disabilities as well as the services available.
Assessment techniques, academic and behavioral intervention strategies, and classroom management with emotionally or behaviorally disordered children and youth.
Remediation of academic areas and cognitive processes involving perception, integration, and expression with emphasis on strategies for planning and implementing instructional programs.
Provides a theoretical base and practical approach to the study of special needs of students with language and cultural differences; basic premises of bilingual special education and the interface of the two fields.
Information to aid teachers in dealing with responsibilities and concerns in school settings with regard to P.L. 94-142, Education for all Handicapped Children Action Section 504 of the Rehabilitation Act, Family Education Rights and Privacy Act, and other legal issues. Integration of methods of inclusion/assistive technology/working with paraprofessional.
Methods of assessing and developing age-appropriate, functional and inclusive programming, collaborative, community-based instruction, and integrative source delivery for students who have mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.
Use of behavioral principles to positively support individuals with disabilities, especially those with mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.
The practical application of theoretical learning within a group setting and involving an exchange of ideas and practical methods, skills, and principles.
Specialized work on an individual basis, consisting of student teaching and practice in actual service in a department, program, or discipline. Teaching formats must include teaching students with mild/moderate mental retardation, learning/emotional and physical disability and other health impairment.
Individually designed course offering opportunity to integrate course knowledge with practical experience in an educational setting. Approved written proposal required.
Course examines health promotion models, preventive management techniques, and models and techniques for behavior change. Comprehensive inquiry focusing on psychological processes, and individual behaviors and lifestyles which affect a person's physical, emotional and social health. Topics include stress and illness, personality and disease, high-risk populations and behaviors, and gender and cultural issues. Dual listed with PYC 8452.
Individually designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate level school setting. Approved written proposal required.Prerequisite: 15 semester credit hours of counseling course work, including EDC 8013.
Supervised field placement in an approved Infant/Toddler Early Childhood/EC Special Education site to further develop the knowledge, skills, and attributes necessary to be an effective teacher/caregiver in an Early Childhood/EC Special Education program. Students required to participate in graduate level academic projects through the Blackboard Learning Management System. Direct training and supervision provided by the on-site mentor and unversity supervisor. Enrollment in this practicum requires approval by Director of K/12 Partnerships.
Individually-designed course offering opportunity to practice individual and group counseling under professional supervision in an appropriate school setting. Prerequisite: EDC 8463 School Counseling Practicum I.
This course helps teachers improve student learning in mathematics through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources, and assessment measures in the context of mathematical reasoning and problem solving.
This course helps teachers improve student learning in science through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures in the context of scientific methods and ways of knowing.
This course helps teachers improve student learning in social studies through systematic analysis and reflection on cycles of teaching and learning. Focus is on matching curriculum, instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures in the context of developing global understanding.
A study and evaluation of curriculum and programs in reading and the planning of a total school reading program. Students visit and evaluate exemplary school reading programs. Special emphasis will be given to the leadership functions of reading teacher in diverse roles in terms of improving reading instruction and involving student's families in literacy development.
The purpose of this course is to help teachers construct a conceptual framework based on knowledge about the cognitive, social, biological, emotional, and cultural basis of language and to learn how to use that framework to individualize curriculum instruction, and assessment in reading, writing, speaking, listening, and viewing. Teachers will also connect long-term literacy goals to learning in other content areas through children's literature, such as expressive/transactional/poetic, written discourse, and the creative arts.
This course emphasizes building knowledge of theory and research, curriculum planning and delivery of instruction for the secondary teacher.
Each MAED student will complete twelve (12) weeks of student teaching. During student teaching the student teacher will design an action research project aligned with an educational issue.
Supervised field placement in an approved Infant/Toddler Early Childhood/EC Special Education site to further develop the knowledge, skills, and attributes necessary to be an effective teacher/caregiver in an Early Childhood/EC Special Education program. Students required to participate in graduate level academic projects through the Blackboard Learning Management System. Direct training and supervision provided by the on-site mentor and unversity supervisor. Enrollment in this practicum requires approval by Director of K/12 Partnerships.
Course identifies and uses multiple strategies to improve student achievement through the integration of comprehensible input, ongoing, specific and immediate feedback, group structures and techniques,building background and vocabulary development, andstudent engagement. Topics include development of specific content lesson plans that incorporate all the above aspects to improve student achievement.