EXC 3560 Observation and Assessment of Infants, Toddlers, and Preschoolers
Credit Hours 3.0
Prerequisites Admitted to Teacher Education and 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
Description

This course provides a study of the historical and legal treatment and actions, identification, classification, eligibility, and the unique characteristics 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 disabilities. 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 4030 Applied Behavior Analysis
Credit Hours 3.0
Prerequisites Admitted into Teacher Education
Description

This course is a study of the theory and implementation of behavioral strategies for behavior change in students. Strategies include those for data collection and analysis and behavior increase, maintenance, and decrease. This course is cross-listed with EXC 7030.

EXC 4140 Issues of Diversity in Special Education in Urban Environments
Credit Hours 3.0
Prerequisites Admitted into Teacher Education
Description

This class provides an overview of the issues and concerns regarding diversity in the context of special education. Legal, historical, social, and cultural factors will be explored as students develop an understanding of the unique landscape of special education service delivery for diverse students, families, and communities. Topics will be considered from the perspective of P-12 students, teachers, and teacher educators in urban contexts.

EXC 4190 Alternative Approaches to Literacy Instruction for Students with Disabilities
Credit Hours 3.0
Prerequisites Admitted to Teacher Education
Description

This course focuses on the design, implementation, and evaluation of reading and writing instruction for students with mild to moderate high-incidence disabilities, including individuals from diverse cultural, linguistic, and socioeconomic backgrounds. The teaching methodology emphasized in this course is explicit, systematic, and developmental. All strategies and approaches that are discussed in this course are supported by empirical research with students with reading and writing disabilities, as well as students at-risk for experiencing reading and writing difficulties in school. While there is empirical evidence that many of the approaches and strategies discussed in this course are successful with students with low incidence disabilities (e. g. , autism, deaf and hard of hearing) and typically developing students without learning difficulties, students in this course will study methods for literacy instruction that are most appropriate for students with reading and writing disabilities. Specifically, students will study explicit instructional methods and strategies used to support the development of emergent literacy, phonological awareness, decoding, word reading, vocabulary, reading fluency, reading comprehension, written expression, and spelling skills. In addition, students will demonstrate their knowledge and usage of these methods and strategies by: (a) participating in class activities and assignments that support lectures and assigned readings, (b) evaluating the effectiveness of literacy curricula and technology tools for students with reading and writing disabilities, and (c) designing and implementing a sequence of lessons that target specific literacy skill areas while reflecting on one’s delivery of instruction. EXC 4190 may be cross-listed with EXC 7190.

EXC 4280 Methods for Teaching Students with Severe Disabilities
Credit Hours 3.0
Prerequisites Admitted into Teacher Education and EXC 4030
Description

Description: This course includes the study of instructional methodologies for skill acquisition. Curriculum development and implementation based on a community-referenced model for students with intellectual disability, autism, orthopedic impairments, visual impairments, deaf blindness, and multiple impairments are studied. This course is cross-listed with EXC 7280.

EXC 4281 Adapted/Functional Curriculum for Students with Severe Disabilities
Credit Hours 3.0
Prerequisites Admitted into Teacher Education
Description

This course includes the study of curriculum content appropriate for students within an adapted or functional curriculum. Content areas include literacy and those based on community referenced needs, to include personal care, functional academics, social/leisure, residential, and vocational instruction. This course is cross-listed with EXC 7281.

EXC 4325 Methods of Teaching High-functioning Students with Autism Spectrum Disorders
Credit Hours 3.0
Prerequisites Admitted into Teacher Education
Description

This course will prepare professionals to plan and implement effective programs for children and youth with Asperger’s and those who are functioning at the high end of the autism spectrum. Empirically-based strategies for enhancing functioning in academics, communication, socialization, and behavioral flexibility will be discussed. EXC 4325 is cross-listed with EXC 7325.

EXC 4350 Orientation to Deafness
Credit Hours 3.0
Description

This course is an overview of the field of deafness. Topics include psychosocial aspects of deafness, educational settings, modes of communication, technology, vocational opportunities, social-emotional development, and needs of the deaf and hard of hearing population with multiple disabilities. EXC 4350 will be cross-listed with EXC 6350.

EXC 4365 Audiological Considerations
Credit Hours 3.0
Description

An introduction to the types and causes of hearing loss, orientation to hearing testing, and characteristics and needs of individuals with hearing loss. EXC 4365 will be cross-listed with EXC 6360.

EXC 4370 American Sign Language and Deaf Culture I
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 and experience with deaf culture. (Taught with EXC 6370) .

EXC 4380 American Sign Language and Deaf Culture II
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 and community options. (Taught with EXC 6380) .

EXC 4390 Reading and Writing Instruction for Deaf/Hard of Hearing
Credit Hours 3.0
Prerequisites Consent of the Instructor
Requirements A minimum grade of B is required for this course
Description

The purpose of this course is to provide students with techniques and strategies for assessing and teaching reading written language skills to students with hearing losses. Assessment, lesson planning, and effective instruction are addressed. This course is cross-listed with EXC 7390.

EXC 4400 Methods of Teaching Students Who Are Deaf/Hard of Hearing
Credit Hours 3.0
Prerequisites consent of the instructor
Requirements A minimum grade of B is required for this course
Description

The purpose of this course is to provide students with techniques and strategies for assessing and teaching students who are deaf/hard of hearing whether in resource, self-contained, or inclusive settings. Lesson planning, classroom management, curriculum, and effective instruction are addressed. This course is cross-listed with EXC 7400.

EXC 4430 Auditory and Speech Development in Students Who Are Deaf/Hard of Hearing
Credit Hours 3.0
Prerequisites consent of the instructor
Requirements A minimum grade of B is required for this course
Description

The purpose of this course is to prepare teachers of students who are deaf/hard of hearing to provide appropriate assessment and intervention to enhance speech and listening skills in clinical and classroom contexts. This course is cross-listed with EXC 7430.

EXC 4460 Language Development in Students Who Are Deaf/Hard of Hearing
Credit Hours 3.0
Prerequisites Consent of Instructor
Requirements A minimum grade of B (not a B-) is required for this course
Description

Students learn to evaluate, plan for, and teach the English language to students with hearing losses. Study covers analytic/syntax-based and synthetic/pragmatic-based models as well as ASL/ESL approaches. This course is cross-listed with EXC 7360.

EXC 4500 Environmental and Medical Issues for Children Birth to Five
Credit Hours 3.0
Prerequisites Admitted to Teacher Education and 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 Methods for Teaching Infants and Toddlers with Disabilities
Credit Hours 4.0
Prerequisites Admitted to Teacher Education and EXC 4020; or permission of instructor
Corequisites BRFV 4380
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 Methods for Teaching PreKindergarten and Kindergarten Children with Disabilities
Credit Hours 4.0
Prerequisites Admitted to Teacher Education and EXC 4020; or permission of instructor
Corequisites BRFV 4390
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 EXC 4010 or EXC 4020
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 EXC 4010 or EXC 4020
Description

The course is designed to promote skill development in the use of empirically 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 EXC 4010 or EXC 4020
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 EXC 4010 or EXC 4020
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 4600 Infusing Co-teaching Strategies across the Content Areas
Credit Hours 3.0
Description

Instructional models for both special and general education teachers have significantly changed over the last decade as greater numbers of students with disabilities are served in inclusive co-taught classrooms. In this course, students will examine consultative strategies, cooperative teaching techniques, and other culturally-responsive methods that have been designed to foster student performance in diverse inclusive settings. The primary focus of the course is on the development of the collaborative and technical skills of co-teaching across the content areas. EXC 4600 will be cross-listed with EXC 6600.

EXC 4650 Opening School Experience
Credit Hours 0
Prerequisites Admitted to Teacher Education
Requirements Course is graded as satisfactory/unsatisfactory
Description

A minimum grade of S is required for this course. Students gain practical experiences in the school and classroom during the week of preplanning and the first week of school. While assisting in the classroom, students learn effective procedures for beginning the school year. This course may include a Signature Experience component.

EXC 4661 Practicum I: Special Education
Credit Hours 1.0 - 3.0
Prerequisites Consent by the program coordinator
Requirements students must have tort liability insurance prior to working with students in a school setting
Description

Course is graded as satisfactory/unsatisfactory. A minimum grade of S is required for this course. This field-based experience is the first of two required practica for students seeking initial licensure in special education. This practicum provides students with an opportunity to develop and practice skills in delivering instruction and assessment with students who have 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 disabilities. This course may include a Signature Experience component.

EXC 4671 Student Teaching in Special Education
Credit Hours 1.0 - 9.0
Prerequisites Area G (major) courses with a grade of C or higher and consent of the program coordinator
Description

This is the second of two required practica for students preparing for initial licensure in special education. 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. This course may include a Signature Experience component.

EXC 4760 Special Topics in Special Education
Credit Hours 3.0
Prerequisites Admitted into Teacher Education
Description

This class will focus on pertinent topics related to special education that are not covered by the core content (e. g. , reading). Possible topics may include technology in education, advanced topics in collaboration, systems change, among others that are within the expertise of the special education faculty. (Repeatable).

EXC 4820 American Sign Language Visual Resources Lab A
Credit Hours 1.0
Prerequisites EXC 1002
Description

The purpose of this course is to involve students in the further development of their American Sign Language skills to meet the Deaf Education sign language requirement. The course is an unsupervised, independent, and individualized lab to give students more active practice.

EXC 4830 American Sign Language Visual Resources Lab B
Credit Hours 1.0
Prerequisites EXC 1002
Description

The purpose of this course is to involve students in the further development of their American Sign Language skills to meet the Deaf Education sign language requirement. The course is an unsupervised, independent, and individualized lab to give students more active practice.

EXC 4840 American Sign Language Visual Resources Lab C
Credit Hours 1.0
Prerequisites EXC 1002
Description

The purpose of this course is to involve students in the further development of their American Sign Language skills to meet the Deaf Education sign language requirement. The course is an unsupervised, independent, and individualized lab to give students more active practice.

EXC 4920 Practicum I: Deaf/Hard of Hearing
Credit Hours 3.0
Prerequisites Consent of the Program Coordinator
Description

This intensive practicum course provides opportunity for initial in-depth experiences with deaf and hard of hearing students. This course is cross-listed with EXC 7920.

EXC 4925 Practicum I: Adapted Curriculum
Credit Hours 3.0
Description

Prequisites: Admitted into Teacher Education and approval of the program coordinator.
This intensive practicum course provides opportunity for initial in-depth experiences with students with severe disabilities. This practicum may extend beyond one term. EXC 4925 may be cross-listed with EXC 7925.

EXC 4935 Student Teaching: Adapted Curriculum
Credit Hours 9.0
Prerequisites Admitted into Teacher Education, EXC 4280, EXC 4281, and approval of program coordinator
Description

This intensive practicum course provides opportunity for full-time, in-depth experiences with students with severe disabilities. This practicum may extend beyond one term. EXC 4935 may be cross-listed with EXC 7935.

EXC 4940 Student Teaching: Deaf/Hard of Hearing
Credit Hours 9.0
Prerequisites Consent of the Program Coordinator
Requirements A minimum grade of B is required for the course
Description

This course is the final capstone student teaching course that provides opportunity for in-depth experiences with deaf and hard of hearing students in the field. This course is cross-listed with EXC 7940.