LÍNEA DE ENERGÍA ESPECÍFICA Q = 1,56(m3/seg)
5. RECURSOS DISPONIBLES
5.5 RECURSOS FINANCIEROS
The college provides avenues for teachers to advance their instructional knowledge and skills without enrolling in
176 College of Education & Human Services
wish to pursue advanced study in deaf education. The third option is a concentration in disability services designed for students interested in serving individuals with disabilities in general education classes or non- educational settings.
Majors in special education consist of a minimum of 36 credits of advanced study. An individually designed program of study for each student is developed by the student, his or her program sponsor, and a college advisor. Admission into the special education graduate program requires a score of 1000 on the Graduate Record Exami- nation or a 3.0 GPA for the last two-years of undergradu- ate study. The program makes special provisions for ad- mitting students with disabilities. Admission also requires the submission of three letters of recommendation.
Note: All applications, transcripts, test scores, and
supporting documents must be sent directly to The Graduate School, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224.
All students enrolled in College of Education and Human Services courses that require a fi eld or clinical component, are taught at a school site or require the student to complete work at a school are mandated by state law to be fi ngerprinted and cleared prior to being permitted on elementary and secondary school campuses. Students should be aware that noncompliance with fi ngerprinting requirements will result in the inability to complete course requirements. Contact the Offi ce of
Educational Field Experiences for information regarding fi ngerprinting procedures.
Special Education Concentrations
Certifi cation programs in special education prepare teachers at the graduate level to teach in programs for students with hearing impairments or varying exceptionalities. Each program consists of a minimum of 36 credits of advanced study in one of the above-listed areas of certifi cation.Major: Special Education
Concentration: Deaf Education (K-12)
Degree: Master of Education
Prerequisites (48 Credits)
EHD 4245 3 Language Development/Deaf
SPA 4605 3 American Sign Language IV
EDG 4327 3 Assessment of Language & Behav
EDF 3151 3 Nature of the Learner
EHD 4311 3 Psych & Education of the Deaf
EHD 4261 3 Audiology & Speech Science
EDF 3945 2-4 Field Lab-I
EEX 3202 3 Psyc & Socio Excptl Learners
EEX 4604 3 Ed Mgmt: Exceptional Student
degree programs. These opportunities are highly variable and can be customized in a variety of ways. Individuals may enroll in courses of interest or an entire school staff may request a specifi c course by an instructor who is sent to the school site for weekly instruction. Grants and contracts activity often allows offering of classes at reduced tuition in order to promote study in high need areas. Collaborative arrangements with school districts can result in university academic and leadership support for school initiatives where academic credit can be earned for certifi cate renewal. Inquire for current possibilities by contacting the Offi ce of Academic Advising in the College of Education and Human Services.
Depar tment of Exceptional
Student & Deaf Education
Special Education Program
Len Roberson, Ph.D., Associate Professor, Chair & Program Leader, Deaf Education
Gerard R. Giordano, Ph.D., Professor Donald F. Moores, Ph.D., Professor
Thomas S. Serwatka, Ph.D., Professor & Vice President
John J. Venn, Ph.D., Professor
Clement J. Van Nagel, Ph.D., Professor Marsha H. Lupi, Ed.D., Associate Professor &
Associate Dean
Sherry L. Shaw, Ph.D., Associate Professor Kristine Webb, Ph.D., Associate Professor &
Disability Resource Center Director
Sharian L. Deering, Ph.D., Assistant Professor Karen B. Patterson, Ph.D., Assistant Professor &
Program Leader, ESE
Susan Syverud, Ph.D., Assistant Professor
Master of Education in
Special Education
The graduate program in special education prepares graduate students to assume positions as professional practitioners who work with exceptional individuals. The majority of these practitioners become teachers in self-contained classes or resource rooms, while others serve in positions such as consulting teacher and parent- infant specialist. Practitioners may serve individuals with special needs ranging in age from preschool through adulthood. Additionally they may work with the families of individuals with special needs.
The graduate special education program offers three concentrations. The fi rst concentration in exceptional student education is for students working toward initial state certifi cation in special education. The second concentration is for students who have completed undergraduate studies in special education and who
College of Education & Human Services 177
for graduation. This includes all parts of the General Knowledge (GK), the Professional Education (PED), and the Subject Area Exam (SAE) for Exceptional Student Education K-12.
EDF 6480 3 Foundations of Ed Research
EDF 6607 3 Education in America
EEX 6025 3 Issues/Trends Special Ed
Major Requirements (21 credits)
EEX 6052 3 Nature,Needs,Curriculum: Ve
EEX 6234 3 Teaching Mod/Severe Disability
EEX 6259 3 Literacy Strat Mild Disability
EEX 6402 3 Comm, Coll, Consult Spec Ed
EEX 6625 3 Ed Mgmt: Exceptional Student
TSL 3550 3 Princples & Issues in TESOL
TSL 4340 3 TESOL Methods & Curriculum
Disability Services Concentration
The disability services concentration in special education is available for professionals who serve individuals with disabilities in general education and in settings other than schools. This course of study allows individuals to pursue graduate study in special education and in various cognate areas in education but does not lead to teacher certifi cation. The program of study consists of a minimum of 36 credits and is individually designed.Major: Special Education
Concentration: Disability Services
Degree: Master of Education
Core Requirements (6 credits)
EDF 6480 3 Foundations of Ed Research
EDF 6607 3 Education in America
Major Requirements (12 credits)
EEX 5053 3 Foundations of Special Ed
EEX 6025 3 Issues/Trends Special Ed
EEX 6301 1-3 Research in Special Education
EEX 6402 3 Comm, Collab, Consult: Spec Ed
Major Electives (18 credits)
Electives
Select 6 Graduate Courses a minimum of 18 credit hours(5000-6000 Level) to be selected by the student in consultation with the program sponsor. Some possible choices of prefi xes include:
EED/EEX/EGI/EHD/ELD/EMR/SPA/EDG/EDF/EME/ TSL/SDS/MHS/EDA
EEX 4101 2-3 Language Develop & Disorders
EEX 4281 3 Soc, Per, Car Skills: Learners Except
EEX 3251 3 Dev Skills/Math Spec Ed Problems
EHD 4940 2 Deaf Education Field Practicum
TSL 3550 3 Princple & Issues in TESOL
EEX 4255 3 Curr/Instr: Learners with Except
EEX 3250 3 Read Methods: Learners Except
EEX 3252 3 Lang Arts: Exceptional Learners
Core Requirements (18 Credits)
EDF 6480 3 Foundations of Ed Research
EDF 6607 3 Education in America
EEX 6025 3 Issues/Trends Special Ed
EEX 6841 3-9 Practicum in Special Education
Major Requirements (19 credits)
ASL 6215 3 Adv ASL Conversation Skills
ASL 6415 3 Sign Communication Classroom
EHD 5341 3 Curriculum/Instruct for Deaf
EHD 6241 3 Lang Instr: Deaf/Hard of Hear
EHD 6242 3 Teach Spch/Hearing Impaired Child
EHD 6281 1 Teaching Speech Practicum
EHD 6343 3 Read Instr: Deaf/Hard of Hearing
Major: Special Education
Concentration: Exceptional Student Education
Degree: Master of Education
Prerequisites (32 credits)
EDF 6211 3 Advanced Ed’l Psychology
EDF 6442 3 Assessment in the Curriculum
EDG 6250 3 Instr Strategies in the Curric
EEX 3250 3 Read Methods:Learners Exception
EEX 3251 3 Develop Skills/Math Problems
EEX 4101 2-3 Language Development/Disorders
EEX 5053 3 Foundations of Special Ed
EEX 6225 3 Competencies: Lab in Evaluation
EEX 6256 3 Language for Learning Impaired
EEX 6283 3 Soc, Per, Car Skills: Except Stud
RED 3310 3 Reading Method Elem Teachers
Core Requirements (22 credits)
Clinical Requirements Field I & II & Internship
Two years teaching experience is required or students MUST complete clinical requirements, which include the following:
EDF 3945 Field Lab I, EDF 3946 Field Lab II, and EEX 6841 Practicum: Special Education. Field Lab I & II and Internship, by state law, require all students be cleared for fi ngerprinting and background checking prior to placement. Field Lab I & II require fi ve hours/week for 10 weeks in school system. Internship is the very last semester. ALL coursework must be completed before internship. ALL parts of the Florida Teaching Certifi cate Exam (FTCE) are required
178 College of Education & Human Services Course Descriptions
writing, grades 6-12. Students will assess factors contributing to secondary pupils’ success in learning to write, via their own research and by experiencing and reflecting on stages of the writing process.
LAE 6415-A Critical Review of Writing for Children 3
An analysis of children’s literature and its place in the elementary program.
MAE 6317-Teaching Elem. Math Using Technology 3
Prerequisite: Completion of specialization requirements for elementary education. The course focus is on
the integration of technological tools to the teaching of mathematics at the elementary level. The purpose of the course is to provide ways to infuse mathematics across the curriculum using a problem solving approach and technological delivery system.
MAE 6318-Mathematics for Elementary Teachers 3
An extension of competencies in mathematics instruction in the elementary grades.
PAX 6940-Practicum in Conflict Transformation 3
Prerequisites: EDG 6403, EDA 6935. In consonance with
the mission of the University of North Florida, this course will be focused on community-based learning in one or more contexts. Learning will occur through experiential and reflective engagement. Students will work on the peaceful transformation of conflict in an approved situation that augments their learning and skill development. Students will demonstrate professionalism while they provide service in the advancement of peaceful conflict transformation. With faculty approval, a student may repeat this course once, for a total of six semester units.
RED 6000-Language & Cognitive Foundations
for Reading 3
In consonance with the School of Education conceptual framework this course will be focused on the acquisition of knowledge skills, and dispositions for the successful teaching/ learning of reading in the classroom. This course is an advanced analysis of English language structure as it relates to literacy development, language development in native language and English as a second language, theories of language, research in language development, and the issues and experience important to language development as the foundation of reading.
RED 6347-Reading as Communication in Whole
Language Classrooms 3
Reading as communication is viewed as a part of a continuum of literacy learning processes involving listening, speaking, writing, reading and thinking. Teachers are encouraged to become professional decision makers who create learning environments which encourage risk taking and value learning processes as highly as literacy encounter products.
ChiLDhooD EDUCATion
EDE 6225-The Elementary School Curriculum 3
Basic concepts of curriculum development and evaluation applied to the elementary program.
EDE 6910-Directed individual Study & Research v. 1-3
Prerequisite: Consent of instructor and division
chairperson. Pursuit of individual investigation of specific topic
or field problem with faculty guidance. May be repeated up to 24 credits.
EDE 6940-Professional Lab Experiences v. 1-6
Prerequisites: Completion of 21 graduate program hours, EDF 6480 and EDE 6225. Competencies in
measurement, evaluation and curriculum are necessary for completion of this culminating experience. Application of theories, techniques and methods for improving teaching in real and/or simulated situations.
EDG 6455-Storytelling 3
An investigation of storytelling and its role in educational settings. Develops resources and means for enhancing collective and personalized learning.
EEC 6205-Curriculm & instruction in Primary Ed 3
Classroom organization and teaching strategies for teachers of primary-aged children.
EEC 6611-Primary Education 3
Theoretical bases and resultant trends in the developmental programs for primary aged children.
EEC 6944-Practicum in Primary Education 3
Prerequisite or corequisite: EEC 6611, EEC 6205.
Observation and interpretation of classrooms for primary aged children. The student will select special topics related to effective practices for teachers of young children.
LAE 6315-Teaching Writing K-6 3
Prerequisite: Undergraduate degree. This course is
designed to facilitate the acquisition of skills in teaching writing, grades K-6. Students will assess factors contributing to elementary pupils’ success in learning to write, via their own research and by experiencing and reflecting on stages of the writing process.
LAE 6319-Language Arts Methods for Elem. Teachers 3
The language arts in the elementary curriculum. Methods for integrating communication skills development across the curriculum are emphasized.
LAE 6338-Teaching Writing 6-12 3
Prerequisite: Undergraduate degree. This course is
designed to facilitate the acquisition of skills in teaching