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Contact Information

Department of Teacher Education
College of Education & Human Services

Shippen Hall 214
Shippensburg University
1871 Old Main Drive
Shippensburg, PA  17257

Phone: 717-477-1688
Fax: 717-477-4046
bjlinn@ship.edu

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Graduate Special Ed. Course Description

For more information, go to Special Education Department, and check Course Listing 


Special Education/Education of Exceptional Children (EEC)
 Adapted from Graduate Catalog 2010-2012 [PDF 1286KB] 

EEC411 Introduction to Exceptionality (3 crs.)
Provides a background in the field of special education and the nature of exceptionality in children and youth. Emphasis on societal attitudes and practices in relation to persons with exceptionalities, current practices in identifying and classifying children and youth with exceptionalities, characteristics of all exceptional population groups, programmatic needs of individuals with exceptionalities, and issues and trends in the various fields that impact on diagnosis, classification, and programming or service delivery. The knowledge medical aspects of exceptionality, educational law and policy, and special education.

EEC423 Effective Instructional Strategies for Children with Exceptionalities (3 crs.)
Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings.  Emphasis given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive inclusive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions. Prerequisites: EEC273 or EEC411 or permission of the instructor.

EEC444 Formal/Informal Assessment of Individuals with Exceptionalities (3 crs.) 
Introduces a learning systems model for the educational evaluation of exceptional children. Tests of intelligence, language development, academic achievement, gross and fine motor skill, and social and emotional development are studied along with other data gathering techniques such as anecdotal records, behavior checklists, and parent interviews. Emphasis given to identification of those learning and behavior correlates essential in generating prescriptive programs for exceptional children. Class presentation includes lecture, discussion, films, demonstrations on video tape, and actual experience in administering and scoring selected tests. Prerequisites: EEC411 and EEC475 or permission of the instructor.

EEC445 Proactive Approaches for Classroom and Behavior Management (3 crs.)
Provides instruction and experience in individual and group aspects of classroom management, on proactive versus reactive interventions, defining and prioritizing behaviors, collecting and interpreting observational data, and methods for increasing desirable behaviors and decreasing undesirable behaviors. Discusses generalization and maintenance of behaviors, and self-management. Writing effective behavior management plans emphasized while focusing onethical, legal, and proactive practices. Prerequisite: EEC411, EEC475 or permission of the instructor.

EEC447 Instructional Content and Practices for Special Education (3 crs.)
Advanced study of problems of curricular development including models, content, vehicles of implementation, and evaluation aspects. Students develop curricular solutions to professional and situational needs. Includes the development of Individualized Education Programs (IEPs), working with supervisors, and instructional strategies for teaching academics, social, vocational, and leisure skills. Prerequisite: EEC273 or EEC411 or permission of instructor

EEC474 Educational Needs of the Gifted Child (3 crs.)
Examines characteristics and needs of gifted and talented students through reading and discussion of case studies and the literature. Nature of desirable individual and group activities satisfying to gifted students is explored for use in the school program.

EEC475 Inclusive Education: A Practical Approach for Educators (3 crs.)
Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Practical guidelines, strategies, methods, adaptations, and materials, including definition, standards, classroom organization/management, and collaborative consultation emphasized to meet the academic, social, and affective needs of students with disabilities in inclusive settings. Prerequisite: EEC411 or permission of instructor.

EEC480 Assessing Children with Exceptionalities for Curricular Decision-Making (3 crs.)
Designed to provide teacher candidates with a comprehensive overview of the skills, processes, and research-based interventions for linking assessment and instructional decision-making in inclusive settings for students with disabilities. The academic core areas of literacy, writing, math, and behavior will focus on preparing candidates to participate in pre-referral data collection, contribution to the identification of students with disabilities, IEP writing, progress monitoring, and curriculum based assessment. Prerequistie: EEC273 or EEC411 or permission of instructor.

EEC490 Selected Topics (1-3 crs.)

EEC513 Medical and Psychological Aspects of Disability (3 crs.)
Considers physiological and related factors affecting learning and behavior. Medical considerations related to causations and remediation are stressed. Study of physiological, neurological, and psychiatric aspects of the learning and behavior patterns of individuals with exceptionalities are made. Prerequisite: EEC411.

EEC525 Technology:  Instructional, Assistive, Universal Design to Support Academics (3 crs.)
Designed to teach educators how to integrate technology into instruction to support achievement in general and special education classes, specifically to support reading, mathematics, and writing achievement. Focuses on the use of technology for universal design for learning and using assistive technology with students with disabilities. Prerequisite: EEC273 or EEC411 or permission of instructor.

EEC543 Selected Studies in Special Education (1-3 crs.)
Opportunity for qualified students to pursue selected studies in areas of special interest such as preparation and development of new curriculum materials, investigations leading to a greater knowledge of procedures for teaching, and the survey and analysis of current practices in the organization and the curriculum of the special education program. Prerequisites: Six graduate credits in special education and approval of department chair.

EEC546 Transition to Adult Life for Students with Disabilities (3 crs.)
Addresses transition planning and implementation of services from students moving from secondary to post-secondary life experiences. Emphasizes formal and informal assessments of skills and interests applied to research-based transition techniques for ensuring success in independent living, work, and post-secondary education environments. Prerequisite: EEC273 or EEC411 or permission of instructor.

EEC548 Direct Instruction (3 crs.)
Covers carefully sequenced, highly-prescriptive teacher directed procedures for teaching decoding, comprehension, content, and study stills. Rather than merely “list” ways to teach skills, direct instruction method discusses when a skill should be taught, what examples to teach, how to correct errors, and the relationship among different reading skills. Prerequisite: EEC273 or EEC411 or permission of instructor

EEC550 Foundations of Learning Disabilities (3 crs.)
Provides a study of historical, empirical, and research findings, forces, and factors making up the fundamental structure of the field of learning disabilities. Topics include: causes of learning disorders, characteristics of individuals with learning deficits, models of learning dysfunctions, and perceptual-conceptual learning processes and cerebral components. Additionally, the discussion will include the use of dietary, medical and physiological intervention techniques, administrative programming and parental concerns and responsibilities. New topics and new areas will be included as they are noted in the research literature. Methods of presentation will be basically lecture and discussion. Prerequisite: EEC273 or EEC411 or permission of instructor.

EEC551 Programming and Instruction for Students with Learning Disabilities (3 crs.)
Advanced course in the field of learning disabilities across the life span; from early childhood to adulthood. Designed to familiarize students with how to teach students with learning disabilities in reading, writing, spelling, math, social studies, science, and social skills by developing research based interventions supported by assessment data. Designed to help students become critical thinkers, creative and expert planners, and effective practitioners. Prerequisite: EEC550.

EEC552 Language Disorders in Individuals with Learning Disabilities (3 crs.)
Study of children’s language development as a basis for intensive study of language disorders in the individual with learning disabilities, disorders of oral language and usage, diagnosis and remediation of the disorder. Emphasis on the interrelationships among oral language, reading and written language disorders. Class presentations include lecture, discussion, and videotape demonstrations. Students gain experience in doing language analysis and developing remediation strategies to be integrated in the overall remediation plan of the student. Prerequisite: EEC550.

EEC560 Foundations of Mental Retardation/Developmental Disabilities (3 crs.)
Provides for the study of the learning capabilities and processes of persons who have significant impairment in intellectual functioning and adaptive behaviors. Emphasis on understanding cognitive development and the impact of cognitive disabilities on the lives of individuals with mental retardation/developmental disabilities across the life span. Prerequisite: EEC273 or EEC411 or permission of instructor.

EEC561 Programming and Instruction for Students with Mental Retardation/Developmental Disabilities (3 crs.)
Provides for the study of educational strategies and materials for use with students who have moderate to profound levels of impairment in intellectual functioning. The adaptation of instructional strategies and materials to meet the unique needs of the students when necessary is also stressed. Education for independent functioning in self-care skills, social skills, and daily living skills is emphasized. Prerequisite: EEC560 or permission of the instructor.

EEC562 Programming and Instruction for Individuals with Severe and Profound Mental Retardation (3 crs.)
Studies educational processes of students with severe and profound mental retardation. Provides understanding of curriculum development, methods, materials, and special teaching techniques and strategies as applied in both public school and institutional settings. Major emphasis on programming for self-help and social skill development. Prerequisite: EEC560.

EEC 570 Foundations, Proactive Approaches, and Management of Students with Emotional and/or Behavioral Disorders (3 crs.)
A foundation course that explores the historical and current philosophical models and approaches in the field of behavior disorders including definitions, characteristics, assessment approaches, educational, mental health, and the inter-disciplinary process for working with children and youth. Predominant theoretical models, significant educators/theorists, major disorders, and interventions are identified, discussed, applied, and synthesized relative to their influence on the educational system in meeting the diverse needs of children with emotional or behavioral problems and their families. Contemporary issues and trends examined to understand the social, behavioral, and emotional problems of children and youth. Prerequisite: EEC273 or EEC411 or permission of instructor.

EEC571 Effective Practices for Programming and Instruction for Students with Emotional and/or Behavior Disorders (3 crs.)
Methods course focuses on development of appropriate curriculum and strategies based on individual needs, practical application and methods, and assessment. Students have a field experience working with students with behavior disorders, their teachers and/or their families at the elementary, middle, secondary level and/or in alternative settings. Specific emphasis placed on what educators can do to promote learning for students with behavior disorders including initial planning and organization, assessment, selection and modification of curriculum, communication with others, and positive behavior management programs with an emphasis on teaching social skills and appropriate curriculum as an integrated strategy using current and best practices. Prerequisite: EEC570.

EEC572 Counseling and Group Process for Children with Behavior Disorders (3 crs.)
Explores strategies and procedures for individual and group counseling, role playing, and discussion groups. These techniques are built on understanding of group processes and basic theories of counseling as they relate to educational programming for children with behavior disorders. Prerequisite: EEC411 or EEC570.

EEC590 Practicum I in Special Education (3 crs.)
Designed to extend student’s professional preparation beyond resources of the college to include resources of the community and region. Practicum is intended to permit graduate student to engage in supervised professional activities in selected cooperating community agencies, local education agencies, or intermediate units. Prerequisite: Permission of instructor.

EEC591 Practicum II in Special Education (3 crs.)
Supervised intensive field experience designed to provide the candidate for certification in special education with field experiences in assessment techniques, special class operation, participating in child study teams, and curriculum development. Prerequisite: Permission of instructor.

EEC592 Clinical Assessment of Individuals with Exceptionalities (3 crs.)
Provides an intensively supervised experience in individual assessment of individuals with exceptionalities. Students work in small teams with a faculty member and are responsible for a complete educational assessment of selected children. Each individual team member gains experience in both parent and teacher interviewing, test administration and interpretation, team staffings, report writing and summary interpretation conferences with both student and his/her parents.Offered only during summer session. Prerequisite: permission of advisor.

EEC594 Selected Topics (1-3 crs.)

EEC599 Independent Study (3 crs.)

EEC609 Internship (3 crs.)