George Mason University 1997-98 Catalog Catalog Index
Course Descriptions

Search the 1997-1998 Catalog:


Special Education Courses (EDSE)


Graduate School of Education

500 See EDUC 500.

517 Computer Applications for Special Populations (4:3:1). Prerequisite: Graduate standing or permission of instructor. Presents a lecture/laboratory course for teachers of special populations (e.g., children with disabilities, bilingual) in applications of computer technology for instructional programs and computer skills. Students learn to use computer technology designed specifically for special populations.

544 Career, Transition, and Vocational Planning (3:3:0). Gives an overview of career, transition, and vocational planning programs for students with special needs. Special consideration is given to legislative requirements, training and placement options, curriculum content, scheduling, and personal relationships.

551 Classroom Management: Theory and Practice (3:3:0). Focuses on identifying, recording, evaluating, and changing social and academic behaviors of diverse student populations. Theories of classroom management are explored and various approaches to instructional, behavioral, and environmental management are presented. Development of individual education programs and their impact on management issues are addressed. Field experience in public schools is required.

552 Language Development and Disorders (3:3:0). Reviews major theories and stages of normal language development. The course provides an overview of language disorders associated with various handicapping conditions, techniques of language assessment, and strategies for language intervention. Fall semester: ECH/SPH majors. Spring-summer: ED/L/Reading majors.

553 Teaching Mathematics to Students with Special Needs (3:3:0). Studies techniques for assessing and remediating difficulties in mathematics.

554 Adaptive Methods in Education (3:3:0). Prerequisite: EDUC 523. Adapts social studies and science texts, materials, and instructional approaches to address the specific learning needs of students with emotional disturbances and/or learning disabilities. Emphasis is placed on developing lesson plans that include manipulative devices and experiential learning.

597 See EDUC 597.

600 See EDUC 600.

615 Early Intervention for Infants and Toddlers with Disabilities (3:3:0). Explores current public policy initiatives for coordinating services for infants and toddlers. Models of services delivery and approaches to family-centered service are discussed.

620 Advanced Applied Behavioral Analysis and Social Learning Theory (3:3:0). Prerequisites: Graduate standing and permission of adviser. Focuses on applying behavior analysis principles and social learning theory to increase learning by students with special needs. Emphasis is on single subject research designs.

622 Augmentative Communication (3:3:0). Prerequisites: Graduate standing, EDSE 552 (can be taken concurrently), and permission of adviser. Focuses on alternative language and communication techniques for children with severe language and speech impairments.

644 Characteristics of Students with Emotional Disturbances and Learning Disabilities (3:3:0). Presents theories of deviance and specific conditions in emotional disturbances and learning disabilities. The impact of the manifestations of these learning and behavioral differences on academic and social/emotional performances is studied. Diversity within student populations will is addressed throughout the course. Field experience is required.

647 Medical and Health Aspects of Handicapping Conditions (3:3:0). Prerequisite: EDUC 523 or permission of adviser. Examines nature and causes of disabling and/or special health conditions. The course examines screening and evaluation techniques, treatment goals, and intervention procedures. Field experience is required.

648 Introduction to Psychoeducational Assessment (3:3:0). Introduces basic statistical procedures and test characteristics. Appropriate terminology and practices related to formal and informal assessment are applied throughout the course. Students practice administering, scoring, and interpreting tests including the impact of multicultural diversity on assessment. Field experience is required.

649 Clinical Psychoeducational Assessment in Special Education (3:3:0). Practices administering, scoring, and interpreting education evaluation instruments with emphasis on the generated educational plan and written report. Supervised experiences are required in the Educational Study Center on selected Saturdays.

655 Curriculum and Methods--Emotional Disturbances/Learning Disabilities (3:3:0). Applies research on teaching effectiveness, teacher accountability, and instructional approaches with specific attention to language arts instruction. Cooperative learning models are investigated.

658 Cognitive Instruction and Learning Strategies (3:3:0). Prerequisite: EDSE 644 or permission of instructor. Focuses developing metacognitive and self-regulated learning techniques in students with limited academic motivation and/or achievement. Integrated strategies instruction through individual learning styles are emphasized for content across the curriculum.

659 Curriculum and Methods--Early Childhood Special Education (3:3:0). Prerequisite: Permission of adviser. Emphasizes planning, organizing, implementing, and evaluating programs for young children with special needs.

661 Curriculum and Methods--Severe Disabilities (3:3:0). Prerequisite: Permission of adviser. Presents formulation, implementation, and evaluation of individualized education programs for individuals with severe disabilities.

662 Educational Consultation (3:3:0). Prerequisite: Teaching licensure or enrollment in a graduate degree program in education. Provides professionals in special education, regular education, and related fields with the knowledge and communication skills necessary to provide collaborative consultation and technical assistance to other educators and service providers.

663 Seminar in Special Education (3:3:0). Provides advanced course work for selected populations in special education. Population characteristics, current best practices for programming, evaluation, and planning are studied. Students participate in research, development of presentations, writing, and discussion of selected topics. The course may be repeated for credit.

665 Family Intervention Programs for Children with Disabilities (3:3:0). Focuses on strategies for developing family-professional partnerships to benefit children with special needs. Theories and research that support a family-centered approach are explored. Cultural sensitivity and procedural safeguards are emphasized.

669 Transdisciplinary Approach for Students with Physical Disabilities (3:3:0). Prerequisites: Graduate standing and permission of adviser. Introduces neurodevelopmental and sensory integrative treatment approaches for students with physical disabilities. Emphasis is on positioning and handling techniques. The course applies transdisciplinary model in educational and therapeutic settings.

671 Special Topics in the Education of Exceptional Children (1:1:0). Offers a variable topics course. No more than three credits may be applied to the M.Ed. degree.

671-A Special Topics in the Education of Exceptional Children: Creative Methods of Solving Problems (1:1:0). Teaches systematic creative methods of problem solving processes cognitively and experientially.

782 Comprehensive Topics in Special Education: Trends and Issues (3:3:0). Prerequisites: Approval of adviser and permission of Special Education Committee. Synthesizes course work, theory, and practical application. Focus is on current trends and issues, foundations, and preparation for traditional area specialization comprehensives, which can be taken in the same or in a separate semester. The course is offered only in the fall and spring.

790 Internship in Special Education (1-6:0:0). Prerequisite: Permission of Special Education adviser. Provides supervised internships in the design and implementation of educational programming for youngsters in campus-based programs, public schools, approved private schools, hospitals, institutions, or clinics. Students enroll in two separate internships appropriate to the area of study for a total of six credits. Applications for field internships are due as follows: Fall­February 15, Spring­September 15, Summer­March 1.

797 See EDUC 797.


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