Courses
Search for courses listed in this bulletin. To find a semester course schedule (including instructors, meeting times and locations), go to mynmu.nmu.edu.
Focus on the application of developmental theories informing intervention service models for young children (birth to kindergarten) with special needs. Ethical guidelines and procedures for early childhood special education practices, including universal design and least restrictive environments, current national and state legislation requirements, and child and family-centered methods for intervention across disciplines.
Focus on the philosophical, psychological, and sociocultural aspects of working with families and children in the home and early childhood settings. Family structure factors affecting development and learning from birth to kindergarten and strategies to initiate and maintain positive relationships and provide resources and support for families will be explored.
Designed to introduce students to formative and summative assessments for young children (birth to kindergarten). Observation and recording techniques for informal assessment to build classroom and family curriculum development. The processes used for special education eligibility for young children across all five developmental domains and methods to implement eligibility data.
- Prerequisites: ED 550, 551, 553, 554, 555, 556 or instructor permission.
Students will participate in two internships working with children from birth to three and four to kindergarten. Candidates will assess, implement lessons, teach, and interact with caregivers and teachers in inclusive settings. During the seminar, students will plan lessons for inclusive settings to implement educational principles and theories with their application in diverse early childhood contexts.
- Graded: A/F
- Prerequisites: ED 500, ED 560, ED 561, ED 562, ED 571 or instructor permission
The early competency in the area of reading, including: language form, language reading, and language context, word recognition and comprehension will be fostered. The focus on intervention and remediation to help in the development of essential reading skills and overall reading proficiency is also required. In addition study skills methods to assist the K-12 student to retrieve critical information will be part of this course.
- Graded: A/F
An examination and study into the etiology of disabilities will be a focus. Assistive technology as a tool for success is incorporated. The special education process from Student Study meetings through the IEP will also be studied.
- Graded: A/F
A study into the techniques and strategies that are a crucial part of a special educator’s role regarding collaboration. Collaboration with primary stakeholders (parents, aides, general education teaches, administration and school/local community) is examined. Issues in transition planning and coordination are incorporated.
- Graded: A/F
The utilization of research-based models, theories and philosophies for teaching students with learning disabilities is studied. A focus is the identification of learning disabilities including the etiology and characteristic of students with learning disabilities, issues related to LD theory, research and policy, socio-cultural, linguistic, and environmental factors influencing identification. In addition best practices, curriculum accommodations/modification and scaffolding in instruction to help manage the social, emotional, and behavioral needs of students with learning disabilities will be examined.
- Graded: A/F
- Prerequisites: ED 500, ED 560, ED 561, ED 562, ED 571 or instructor permission
The examination of scientific principles of behavior, its development, control and change is studied. Emphasis will be placed on the techniques of management and modification of behavior in school settings, adapting and modification of general education curricula, pedagogical approaches, and learning environments for students with learning disabilities and/or behavioral challenges. Current state mandated plans for students with special needs who have behavior management issues will be addressed.
- Graded: A/F
- Prerequisites: ED 500, ED 560, ED 561, ED 562, ED 571 or instructor permission
The integration of math intervention strategies with developmental factors associated with students with learning disabilities are focused on. Strategies to remediate math reasoning and calculation along with developing and enhancing study skills, reasoning, fluency, and problem solving are included.
- Graded: S/U
- Co-requisites: ED 569
- Prerequisites: ED 558, ED 560, ED 561, ED 562, ED 566, ED 567, ED 571, ED 581, ED 587
The completion of a field placement (internship) for students seeking endorsement in special education (LD) is the focus. A requirement of participation in both a clinical practice field placement (internship) and seminar is added. The student, under professional supervision, will demonstrate the following skills to teach students with learning disabilities in a classroom environment: assessing, teaching, and modifying curriculum and instruction. The application of MARSE standards will be incorporated throughout the practicum.
- Graded: S/U
- Co-requisites: ED 568
- Prerequisites: ED 558, ED 560, ED 561, ED 562, ED 566, ED 567, ED 571, ED 581, ED 587
The seminar will focus on the application of previously learned strategies to utilize when teaching students with learning disabilities. Collaborative models, data-driven curriculum planning and accountability of student progress (i.e., IEP) are infused within the course contents. This course runs in conjunction with the practicum for the second portion of a semester.
A study of the reading process, examination of current approaches in reading instruction, individual and group evaluation techniques and instruments, and consideration of the professional literature as it relates to reading instruction.
Identification of problems related to the reading process, examination of diagnostic procedures for use with groups and individuals, examination and use of specific diagnostic instruments and consideration of corrective and remedial procedures.
Clinical experience in diagnosing and treating disabled readers and managing a remedial reading program.
Various ways of organizing reading programs within a school building and/or school system; a consideration of assessment and evaluation of reading programs; selection of materials for reading instruction; and the role and responsibility of various school personnel.
- Graded: A/F
- Prerequisites: ED 500
A capstone graduate seminar in educational research. Candidates will complete (1) a graduate research project report, portfolio, or exhibit, or (2) two file papers.
- Prerequisites: Graduate standing
- Prerequisites: Graduate standing
- Graded: A/F
- Prerequisites: ED 500, ED 560, ED 561, ED 562, ED 571 or instructor permission
Fostering competency in the areas of writing (text composition and revision, grammar, spelling), and language development (listening and speaking) are focused on within the class. In addition to oral communication, the written word in the form of written expression will be focused on with intervention strategies for written communication, as well as testing and diagnosis of written communication, and reinforcing linguistics related to learning disabilities.
- Graded: S/U
- Graded: A/F
(online seminar with field experience requirement, 3 credits), will provide an opportunity for students who hold a bachelor’s degree related to the education field to engage in collegial and collaborative knowledge/skill building within two domains: a) literacy within interest-based, purpose-driven learning experiences and b) responsive teaching. Participants will work individually and as a class (online discussions) to discuss, reflect, synthesize, evaluate, and apply current and seminal research and theory in these two fields. They will also have the opportunity to design and implement teaching and learning ideas during the course and to reflect upon those experiences to apply them to their future teaching and learning experiences. Participants may take this as an elective for masters degree programs within the School of Education, Leaderhship and Public Service or as continuing education credit (licensed K-12 teachers).
- Graded: S/U
- Graded: A/F
- Prerequisites: ED 500, ED 560, ED 561, ED 562, ED 571 or instructor permission
A study of the diagnostic principles and practices in assessing intellectual capacity, educability, behavioral and emotional characteristics, and academic achievement. Incorporate issues of strategic performance, self-determination and interplay between cognition and psychosocial functioning. Students will administer formal and informal assessments for instructional planning and be able to communicate results.