EXC 1001 Beginning American Sign Language I
Credit Hours 3.0
Description

This course prepares students to understand and use American Sign Language grammar, signs, fingerspelling and nonmanual markers at the basic level. Students receive an orientation to Deaf culture and explore the Georgia Performance Standards (GPS) for ASL.

EXC 1002 Beginning American Sign Language II
Credit Hours 3.0
Prerequisites EXC 1001 with a grade of “C” or higher
Description

This course prepares students to understand and use American Sign Language grammar, signs, fingerspelling and nonmanual markers at the Intermediate level. Students receive an orientation to Deaf culture and explore the Georgia Performance Standards (GPS) for ASL.

EXC 2001 EXC 2001 Intermediate Sign Language I
Credit Hours 3.0
Prerequisites EXC 1001 with a grade of "C" or higher and EXC 1002 with a grade of “B” or higher
Description

This course prepares students to understand and use the grammar, signs, fingerspelling, and classifier system of ASL at the Intermediate Plus level. Students refine expressive and receptive skills and engage in extended discourse.

EXC 2002 Intermediate American Sign Language II
Credit Hours 3.0
Prerequisites EXC 1001 with a grade of "C" or higher; EXC 1002 with a grade of "B" or higher; and EXC 2001 with a grade of "B" or higher
Description

This course continues the study of ASL, Deaf Culture, deaf literature and poetry, and extended discourse at the advanced intermediate level. Is surveys the skills associated with the ASL GACE.

EXC 3560 (TE) Observation and Assessment of Infants, Toddlers, and Preschoolers
Credit Hours 3.0
Prerequisites EDUC 2300 or permission of the instructor
Description

This course provides an in-depth examination of models, methods and instruments used in the assessment process with infants, toddlers and preschool children. Content includes play based assessment, test construction, legal issues and legislative requirements, standardized instruments, observational techniques and other informal evaluation approaches.

EXC 4010 Characteristics of Students with Disabilities
Credit Hours 3.0
Prerequisites admission to BLD program
Description

This course provides a study of the historical and legal treatment and actions, identification, classification, eligibility, and the unique characterics of individuals with disabilities who require accommodations and adaptations throughout their life cycles. The course includes knowledge of all areas of exceptionalities with particular emphasis on those individuals with mild behavior learning disabilites. The course includes an analysis of individuals across classification categories (i.e., students with mild disabilities) as well as an in depth review of all areas of exceptionalities per Georgia House Bill 671.

EXC 4020 Characteristics and Instructional Strategies for Students with Disabilities
Credit Hours 3.0
Description

This course is designed to provide the student with an overview of the identification, classification, eligibility, and the unique characteristics of individuals with disabilities who require accommodations and adaptations throughout their life cycle. The course will focus on basic instructional strategies used to teach these individuals. The course includes an analysis of individuals across classification categories as well as an in depth review of all areas of exceptionalities per Georgia House Bill 671.

EXC 4370 Survival Level American Sign Language
Credit Hours 3.0
Description

This course prepares students to understand and use American Sign Language grammar, signs, finger spelling, and non-manual markers at the survival level. Students receive an orientation to deaf culture. (Taught with EXC 6370.).

EXC 4380 Intermediate Level American Sign Language
Credit Hours 3.0
Prerequisites EXC 4370 or a survival rating on the Signed Communication Proficiency Interview
Description

This course prepares students to understand and use the grammar, signs, finger spelling, and non-manual markers of American Sign Language at the intermediate level. Students increase their understanding of deaf culture. (Taught with EXC 6380.).

EXC 4500 (TE) Environmental and Medical Issues for Children Birth to Five
Credit Hours 3.0
Prerequisites KH 2360
Description

This course emphasizes developmental and psychological issues of children with medical needs and their caregivers. Teacher candidates will learn to function as part of a health care team. The impact of medical conditions on family concerns, resources, and priorities will be examined. Topics include health protection and health promotion, infectious diseases, chronic illnesses, nutrition plans, and feeding strategies.

EXC 4520 (TE) Methods for Teaching Infants and Toddlers with Disabilities
Credit Hours 4.0
Prerequisites EXC 4020 or permission of instructor
Description

This course is designed to provide the knowledge and skills necessary to be effective professionals in providing early intervention services for families, infants, and toddlers with disabilities and those at-risk for developmental delays. Emphasis is placed on parent-professional collaboration and interagency/interdisciplinary planning and design of family-directed, culturally sensitive individual family service plans (IFSP). The course includes an overview of a variety of curriculum models and instructional strategies for use in intervention practice (Includes field experience).

EXC 4530 (TE) Methods for Teaching PreKindergarten and Kindergarten Children with Disabilities
Credit Hours 4.0
Prerequisites EXC 4020 or permission of instructor
Description

This course is designed to provide teacher candidates with the practical skills and techniques for working with preschool children with disabilities and their families with respect to cultural and linguistic differences in a variety of settings. Content includes curriculum models, intervention strategies, service delivery models, and design of family-directed, culturally sensitive individual education plans (IEP) (Includes field experience).

EXC 4560 Educational Evaluation of Students with Disabilities
Credit Hours 3.0
Prerequisites admission to BLD program
Description

This course is the study of the process of gathering information regarding the individual strengths and needs of students with disabilities. It introduces both formal and informal evaluation procedures used in special education settings. Students select and administer both formal and informal assessment instruments and use the data from these assessments for eligibility decision making, instructional planning, and progress monitoring. Limitations of assessment tools related to test bias and cultural and linguistic concerns are addressed in the areas of test selection, administration, and interpretation of test results. Technology that facilitates the assessment process is used throughout the course.

EXC 4570 Individual and Classroom Management
Credit Hours 3.0
Prerequisites admission to BLD program
Description

The course is designed to promote skill development in the use of empiracally validated methodology on the formation of interventions and effective management strategies for individuals as well as groups across a variety of learning environments. Participants develop an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self motivation. A case study approach is used to promote reflection, evaluation, synthesis, and application of principles learned.

EXC 4580 Instructional Methods for Students with Behavior Learning Disabilities
Credit Hours 3.0
Prerequisites admission to BLD program
Description

This course focuses on the fundamental elements of design, implementation, and evaluation of individualized programs based on educationally relevant characteristics of students with mild behavioral and learning disabilities. Research- based strategies and materials for instruction and technology use in the areas of reading, math, and written language are described and demonstrated with an emphasis on explicit teaching approaches.

EXC 4590 Functional and Social Methods for Students with Behavior Learning Disabilities
Credit Hours 3.0
Prerequisites admission to BLD program
Description

This course focuses on the development, implementation, and evaluation of strategies and methods to promote the acquisition of critical functional life skills in students with mild disabilities. A major focus is the use of integrated thematic instruction which embeds functional skills in the content area. Adaptive behaviors and strong determination of students’ success in various contexts are also included.

EXC 4661 Practicum I: Special Education General Education: Consultative
Credit Hours 3.0
Prerequisites admission to BLD program; students must have tort liability insurance prior to working with students in a school setting
Description

This field-based experience is the first of two required practica for students seeking initial licensure in special education general education curriculum: consultative. This practicum provides students with an opportunity to develop and practice skills in delivering instruction and assessment with students who have mild disabliities. The student completes the requirements for this practicum with a supervising teacher in a public school setting. The placement requires 15-20 hours per week in classroom settings working with students with behavior learning disabilities. Course is graded as satisfactory/unsatisfactory. A minimum grade of “S” is required for this course.

EXC 4671 Educational Partnerships and Practicum II: Special Education General Curriculum: Consultative
Credit Hours 3.0
Prerequisites EPY 2050, EXC 4570, EXC 4580, EXC 4590, and EXC 4661
Description

This is the second of two required practica for students preparing for initial licensure in special education general education curriculum: consultative. This course includes the study of family systems and parenting perspectives, effective communication, and models of collaboration. Students are placed in public school settings for the entire school day during the semester of their practicum. Various means of collaboration within the school setting are discussed as well as roles and responsibilities of school personnel in consultation, collaboration, and teamwork during the required seminars. Learners demonstrate an understanding of the importance of collaboration in specific special education activities such as pre-referral teams, assessment, IEP/ITP meetings, and consultation with general education teachers regarding strategies for working with students with disabilities.