College of Education and Human Services Exceptional Student & Deaf Education Course Descriptions

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1 CATALOG Undergraduate Information College of Education and Human Services Exceptional Student & Deaf Education Course Descriptions ASL2140: American Sign Language I 4 This course in American Sign Language is designed to teach basic conversational skills in ASL and an awareness of various aspects of deafness. This course will present the student with the structure, some conversational vocabulary and grammatical principles of American Sign Language. Students will learn the historical, cultural, and social aspects of deafness. ASL2150: American Sign Language II 4 Prerequisite: ASL 2140 ASL II is designed to continue development of conversational skills in American Sign Language. Students will use the vocabulary and skills that they learned in ASL I as support for new vocabulary and skills that they will learn in ASL II. The course will focus on grammar and syntax, vocabulary, and culture of the Deaf. ASL226: Advanced ASL Proficiency Prerequisite: ASL 4211 ASL IV Advanced ASL Proficiency is designed to allow students of ASL and interpreting to use ASL as a natural, conversational language. Students will use ASL to communicate with the deaf and to refine grammatical and linguistic structure of ASL. The focus is on enhancing the proficiency with which students use ASL. ASL01: ASL Structure Prerequisites:ASL 2140 ASL I with a grade of "C" or better. This course examines the linguistic structure of American Sign Language. Students examine the phonological, morphological, semantic, syntactical, idiomatic, and metaphorical aspects of American Sign Language. Current research in the field is examined and discussed. ASL45: Fingerspelling and Numbering Systems in ASL Prerequisites:ASL 2140 ASL I with a grade of "C" or better. This course provides instruction in the rules of fingerspelling and numbering systems in American Sign Language. Students will practice both expressive and receptive skills at varying levels of complexity.

2 ASL514: Deaf Culture Prerequisites: ASL 2140 ASL I with a grade of "C" or better. This course is an introduction to deaf culture and examines both the emergence of the deaf community as a linguistic and cultural group and the history of American Sign Language. Students will study cultural norms, values, traditions, and rules of social behavior of the deaf community, as well as minority dynamics and cross-cultural interactions. ASL411: American Sign Language III Prerequisites: ASL 2140 and ASL 2150 This course, a continuation of American Sign Language II, will emphasize the continued development of advanced sign vocabulary, compound complex grammatical constructions, usage and the development of advanced receptive and expressive conversational American Sign Language skills. ASL4211: American Sign Language IV Prerequisites: ASL 2140, ASL 2150 and ASL 411 This course, a continuation of American Sign Language III, will emphasize the continued development of advanced sign vocabulary, compound complex grammatical constructions, usage and the development of advanced receptive and expressive conversational American Sign Language skills. The linguistic structures of American Sign Language will also be studied. ASL424: Advanced ASL Discourse Prerequisite: ASL 226 Advanced ASL Proficiency This course is designed to introduce the process of discourse analysis and enhance students' competency in ASL and interpreting by applying the process to interpreting. Students will also practice the use of ASL in a variety of discourse settings. Focus will be on the analysis of discourse in ASL and English. EBD011: Nature and Needs of Emotionally Handicapped Learners A survey of the characteristics of emotionally handicapped learners and their educational needs, focusing upon etiology, prevention, intervention models, and utilization of community resources. EBD4212: Behavior Management Techniques for Use with Emotionally Handicapped Learners This course prepares teachers of the handicapped with behavior management techniques for use with emotionally handicapped students. The emphasis is on the application of theories, crisis intervention, prevention, legal considerations and counseling skills. EBD421: Specialized Curriculum for Emotionally Handicapped Learners Prerequisites: EEX 202 and EBD 011. A survey of curriculum and curricular modifications appropriate for emotionally handicapped learners. Focus on specialized curriculum development, and the identification, evaluation, modification and use of commercial materials and programs in the areas of the affective and academic curriculum. 2

3 EBD424: Instructional Strategies for Students with Emotional Handicaps Prerequisite: EBD 011. This course addresses instructional strategies for teaching students with emotional handicaps to include instructional techniques and motivational strategies; the development, implementation, and evaluation of individualized educational plans; and data based management. Field experience required. 2 EDG2000: Career Planning This course involves self-assessment activities (looking at students' skills, interests, values, and personality characteristics as they relate to career choice), career decisionmaking, career exploration, and learning the necessary employability skills (i.e. resume writing, networking, interviewing techniques, your career, and your future) to obtain and keep a job once a choice has been made. The basic purpose of the course is to provide an opportunity for students to develop the necessary skills in all areas of career development. A Career Assessment (test) and Fee are required. EEX202: Psychology and Sociology of the Exceptional Learner Prerequisite: EDG Advanced study in the psychology and sociology of exceptional learners. The course examines exceptional learners in terms of their cognitive, affective and psychomotor characteristics and their functioning within families, schools and society. EEX250: Reading Methods for Learners with Exceptionalities Prerequisite and Corequisite: EEX 202, EEX 4101, EEX 252 or its equivalent This reading methods course focuses on the principles of scientifically-based reading research as the foundation of comprehensive reading instruction. The assessment and development of the major components of phonemic awareness, phonics, fluency, vocabulary, and comprehension are discussed. Included in this course is the development of standards-based lessons and strategies for differenentiating instruction to accommodate diverse learners. The purpose of the course is to prepare pre-service teachers to teach reading to students with a wide range of abilities, including those who are also English Language Learners. Field experience is required. EEX251: Mathematics Methods for Learners with Exceptionalities This course focuses on mathematics teaching methods for learners with exceptionalities, grades K-12. Standards-based lessons with accommodations for learning differences are emphasized. Differentiated teaching methodology is stressed. Adaptations of content, assessment and alternative instructional strategies are explored in this course. EEX252: Language Arts for Exceptional Learners This language arts methods course focuses on the assessment and development of written expression, handwriting, and spelling for exceptional learners. Included are strategies for teaching writing vocabulary, syntax and grammar, and writing mechanics. Methods for teaching the writing process and the different writing genres are explored. The development of standards-based lessons and strategies for differentiating instruction to accommodate diverse learners are integrated throughout. The purpose of the course is to prepare pre-service teachers to teach language arts to students with a wide range of abilities, including those who are also English Language Learners. Field Experience is required.

4 EEX4067: Affective and Functional Living Skills for Students with Exceptionalities Prerequisites: EEX 202, EEX 4255, and EEX 4221 This course focuses on understanding and applying proactive strategies in the areas of (a) communication, (b) functional living and academic skills, and (c) behavioral, social, and affective growth when teaching children with a range of exceptionalities. Emphasis will be on strategies for dealing with learners with learning disabilities, emotional and behavioral disorders and developmental disabilities. Strategies for dealing with the diverse learning needs of students with English as a second language is also included. EEX4101: Language Development and Disorders v. 2- This course addresses language development and learning, to include language development and disorders, the impact of language on learning, and augmentative communication. Field experience required. EEX4201: Pre-Kindergarten and Primary Children with Exceptionalities This course studies the developmental variations in young children that affect their cognition, mobility, social-emotional development, and speech and language development. This course includes procedures for screening, assessing, and placing children with special needs in appropriate educational settings, strategies for parental involvement, and development of appropriate curriculum, methods, and materials for teaching children in inclusive settings. Field experience required. EEX4221: Educational Assessment for Learners with Exceptionalities Prerequisite: EEX 2010 or EEX 202 and Corequisite EEX 202 or its equivalent This course addresses curriculum-based and related assessment processes and procedures for learners with special needs. The course includes special emphasis on classroom testing and evaluation strategies. EEX425: Literacy and Academic Strategies for Students with Varying Exceptionalities Prerequisites: EEX 202, EEX 4255, and EEX This course addresses instructional strategies for teaching students with varying exceptionalities, including, specific learning disabilities, emotional handicaps and mental handicaps. Throughout the course, specialized approaches to teaching basic literacy skills, metacognitive skills, and adaptation of curriculum and materials at the secondary level are explored. Field experience required. EEX4255: Curriculum and Instruction for Learners with Exceptionalities Prerequisites: EEX 202 and EEX 4221 Corequisites: EEX 202 This course focuses on the characteristics and the educational needs of students with disabilities. Instruction in the development of Individualized Education Programs (IEPs), unit planning, and lesson planning is provided. Attention is given to how to incorporate the accommodations and modification for students with disabilities into units and lessons. This course includes the use of technology in curriculum planning. The relationships among planning, teaching, learning, assessment, and reflection are discussed. EEX4281: Social, Personal, and Career Skills for Learners with Exceptionalities Pre-requisite: EEX 202 Co-requisite: EEX 202 This course covers methods of

5 teaching social and personal skills for exceptional students. Emphasis is placed on employability skills, career awareness, and transition planning for adult living. EEX4474: Teaching Students with Moderate to Severe Disabilities Prerequisite: EEX 202 This course is designed to introduce students to instructional approaches and strategies for students with moderate to severe disabilities. EEX4484: Math and Science for Learners with Exceptionalities Prerequisite: EEX 202 This course is designed to give students the opportunity to learn about pedagogy and curriculum for teaching math and science to learners with Exceptionalities. Students will be introduced to instructional skills in the areas of assessment, planning, implementation, and evaluation as they relate to teaching math and science. In addition, students will be able to practice many of the technical skills needed to prepare instructional materials for the classroom. EEX4604: Behavior Management and Research: Learners with Exceptionalities This course is designed to prepare teachers to manage the behaviors of children with exceptionalities through the process of action research. Students will learn how to identify social or academic behaviors for change, record baseline measures, assess antecedents, conduct a literature review, select and implement an intervention, record and graph progress, evaluate and analyze behavior change, and report findings to peers. Field experience is required. EEX4616: Classroom Management of Learners with Exceptionalities Prerequisites: EEX 202 and EEX This course is designed to help students in developing a personal philosophy of classroom management. This course explores several theories of classroom management and emphasizes strategies that are designed to meet the needs of children with exceptionalities. Students will learn how to (a) design, manage, and maintain safe school and classroom environment conductive to learning, (b) implement teaching strategies derived from theory and best practices, and (c) complete a classroom management plan and philosophy of education. EEX475: Cooperative Consultation in Exceptional Student Education Prerequisite: EEX 202 This course will focus on the acquisition of knowledge and skills in communication, collaboration, and consultation and application of such knowledge and skills to interactions special educators have with general educators, administrators, parents, agency personnel and other stakeholders in the lives of individuals with disabilities. Students will examine specific techniques, related media, and experiences designed to equip special education teachers with skills to collaborate with school and community professionals and families to provide a necessary range of services to students. EEX4794: Educating Urban Students with Diverse Learning Needs This course considers the social, cultural, economic, and political factors that influence urban education. As examples, it explores the ways in which immigration, race, poverty, employment, housing, teenage pregnancy; substance abuse, shifting community demographics, and neighborhood violence have become inextricably entwined with urban education. It emphasizes the strengths and weaknesses of traditional classroom-

6 based models as well as alternative community-based models. Some of the historical, recent, and emerging models that will be discussed rely on families, places of worship, and community organizations. This broad and eclectic course is designed for all college students, including those who never have enrolled in professional education courses. EEX4861: Internship v. -12 Prerequisite: Completion of requirements prescribed on student's program of study. Teaching competencies are demonstrated under the observation of a cooperating master teacher in the student's major field. May be repeated up to 24 credits. EEX4905: Individual Investigation and Study v. 2- Prerequisite: Permission required. A course which permits the student to investigate selected topics in a specialized area. May be repeated up to 15 credits. EEX490: Seminar in Exceptional Student v. 1- Education Prerequisite: Permission of instructor. A seminar designed to equip special education students with the knowledge and skills necessary to effectively apply research findings in their areas of study. May be repeated up to 6 credits. EHD4245: Language Development Deaf/Hard of Hearing Prerequisites: EEX 4101 & EHD 411. This course will provide an introduction to the development of language in children who are deaf or hard of hearing, and the effects of hearing loss on the development of English. Field experience is required. EHD4248: Foundation of Literacy Development Deaf/Hard of Hearing I Prerequisites: EHD 411, EEX 4101, EHD 4245 Corequisite: EHD This course is designed to continue the development of necessary knowledge and skills to understand the development of literacy, through writing, reading, and signing in learners who are deaf or hard of hearing. Issues presented in this course are designed to complement content of the co-requisite course entitled "Foundations of Literacy Development of Students who are Deaf or Hard of Hearing I". EHD4249: Foundations of Literacy Development Deaf/Hard of Hearing II Prerequisites: EHD 411, EEX 4101, EHD 4245 Corequisite: EHD This course is designed to continue the development of necessary knowledge and skills to understand the development of literacy, through writing, reading, and signing in learners who are deaf or hard of hearing. Issues presented in this course are designed to complement content of the co-requisite course entitled "Foundations of Literacy Development of Students who are Deaf or Hard of Hearing I". EHD4261: Audiology and Speech Science Prerequisite: EHD 411. A study of the physical characteristics of the speech and hearing mechanisms, the physical dimensions of sound, the psycho-acoustic aspects of sounds, and the relationships among these areas. Field experience required.

7 EHD411: Psychology and Education of the Deaf An introduction to the nature and needs of students who are deaf or hard of hearing with attention to identification, characteristics, assessment and intervention. The course will include the history and philosophy of deaf education. Field experience required. EHD4940: Deaf Education Field Practicum 2 Prerequisites: EHD 411, EHD 4245, SPA 2612.Corequisites:ASL 411 This course will provide deaf education majors an opportunity to observe deaf and hard of hearing students in classroom and/or dormitory settings. Deaf education majors will interact with deaf or hard of hearing students and observe both their culture and use of language. This course will consist of periodic meetings to process the observation and field experiences. Course may be repeated for credit. ELD011: Survey of Learning Disabilities A survey of factors related to the education of the learning disabled. This course will focus on historical developments, causation, related concepts, educational considerations, and professional aspects. ELD4144: Instructional Strategies for Individuals with Learning Disabilities This course addresses instructional strategies for teaching students with specific learning disabilities to include specialized approaches to teaching basic skills, metacognitive skills, and adaptation of curriculum and materials. Field experience required. 2 ELD420: Curriculum for Students with Learning Disabilities Prerequisite: ELD 011. This course provides an analysis of curricula appropriate for learning disabled students at all educational levels. Use and adaptation of curricular materials will be addressed as well as lesson and unit planning. 2 EMR011: Survey of Mental Retardation A survey of factors related to the education of the mentally retarded. This course will focus on historical developments, causation, related concepts, educational considerations, and professional aspects. EMR4222: Specialized Curriculum for Students Who Are Mentally Handicapped Prerequisite: EMR 011. This course covers specialized curriculum for students who are mentally handicapped. The course content includes identification and application of effective practices and recognition of trends and standards in the field. 2 EMR462: Instructional Strategies for Learners v. 2- Who Are Mentally Handicapped Instructional strategies for teaching students who are mentally handicapped are examined including development, implementation, and evaluation of individualized educational plans; specialized approaches to teaching functional skills, developmental programming; and data based management. Field experience required.

8 INT14: Ethical Decision Making for Interpreters This course examines professional codes of ethics and professional codes of conduct that govern professions and how they contribute to the process of ethical decisions making. Students will examine the Rid Code of Professional Conduct and apply its tenets to real-world interpreting situations. Through case studies, cooperative learning, and role playing, students will enhance their ability to make ethical decisions as a sign language interpreter. INT205: Interpreting and Transliterating Process This course examines the processes of interpretation and transliteration as components of the overall task of interpreting. The task of producing appropriate ASL-to-English and English-to-ASL interpretations and the task of improving transliterating skills are central to the course. Students will examine how the separate processes stem from overarching interpreting models. The course is a practice-oriented course focusing on the beginning development of both interpretation and transliteration. INT270: Interpreting Process and Skill Development I This course uses a process-oriented approach for applying the essential cognitive strategies to interpretation. These strategies include organizing and manipulating visual images, analyzing messages for meaning, and self-monitoring for message accuracy. The course serves as a transition from language learning to beginning interpretation from American Sign Language to English. INT271: Interpreting Process and Skill Development II Prerequisite:INT 270 Interpreting Process and Skill Development I This course is designed to develop a clear understanding of the process of interpreting and the development of competencies in interpretation and transliteration. The course utilizes interactive discussions, small group practice, and hands-on learning activities to introduce the study of the interpreting process. INT280: Interpreting Skills Lab This course is a hands-on, interactive course that will provide opportunity for practice of interpreting with ongoing mentoring and feedback. Progress towards mastering the competencies outlined by the NCI will be monitored. INT01: Interpreting Assessment Preparation: Knowledge Through interactive discussions, cooperative learning, and application of critical thinking skills, students will explore the components of the National Interpreter Certification process. Students will examine the task, knowledge and skill statements as defined by the National Council on Interpreting. Focus will be on the application of the statements to the field of interpreting and preparation for the NIC Knowledge test. INT02: Interpreting Assessment Preparation: Performance Prerequisite: INT 01 This course is a practice-oriented skill enhancement course. Through hands-on practice and simulated interpreting situations, students will integrate the skills outlined in the National Interpreter Certification process. Students will practice the skills defined by the National Council on Interpreting. Focus will be on the

9 application of the skills set to the process of interpreting and preparation for the NIC Performance test. INT950: Service Learning with Deaf Children 2 This course will make valuable connections between your academic preparation as an interpreter and your development of an awareness for those in the Deaf community who you will work with day-to-day. Through a specific service project developed in collaboration with program faculty, you will respond to needs of local Deaf students while connecting classroom learning, interpreting theory to community service. INT951: Service Learning in the Deaf Community 2 This course will make valuable connections between your academic preparation as an interpreter and your development of an awareness for those in the Deaf community who you will work with day-to-day. Through a specific service project developed in collaboration with program faculty, you will engage in a significant service within the Deaf community while connecting classroom learning, interpreting theory and community service. INT952: Service Learning and Interpreters 2 As the third service learning course in the program, this course will allow you the opportunity to use what has been learned in your program and make valuable connections between your academic preparation as an interpreter. Through a specific service project developed in collaboration with program faculty, you will engage in a significant service within the Deaf community while connecting classroom learning, theory to community service. INT4272: Advanced Interpreting Process and Skill Development I Prerequisite: INT 271 Interpreting Process and Skill Development II This course is designed to develop a clear understanding of the process of interpreting and the development of competencies in interpretation and transliteration. This course utilizes interactive discussions, small group practice, and hands-on learning activities to enhance students' ability to move from source language to target language interpretations and transliterations. INT427: Advanced Interpreting Process and Skill Development II Prerequisite: INT 4272 Advanced Interpreting Process and Skill Development I This course is designed to develop a clear understanding of the process of interpreting and development of competencies in interpretation and transliteration. This course primarily uses hands-on learning activities to allow students the opportunity to deliver linguistically and culturally equivalent messages between source language messages and target language interpretations and transliterations. INT4455: Interpreting for Diverse Populations This course will explore interpreting for diverse and special populations including, but not limited to, individuals who are deaf/blind, individuals with minimal language skills, and individuals with additional disabilities. Through current research, case studies, inclass discussions, role-playing, and observations, students will explore how the interpreter's role and function may differ depending on the individuals in the interpreting process.

10 INT4456: Interpreting in Diverse Settings This course will explore interpreting in a variety of special settings. Through current research, case studies, in-class discussions, role-playing, and observations, students will explore how setting impacts the delivery of interpreting services and the role of the interpreter. This course involves field observations. INT4910: Research in Interpreting This course introduces students to both current research in the field of interpreting and conceptualizing research projects in topic areas of personal interest. Students are mentored through problem identification, research design, literature review, instrument construction, data collection, and analysis. The goal of the course is to demonstrate to students the benefit of active research in their pursuit of excellence as interpreters. Research projects may lead to manuscript preparation, publication, and presentation. INT4945: Interpreting Practicum I This course is field-based and requires supervised, mentored experiences in the field as an interpreter. Through the practicum, students have ongoing opportunities to apply classroom learning and theory with real-world interpreting. This course requires 100 hours of field-based experiences. INT4947: Interpreting Practicum II 6 Prerequisite: INT 4945 This course is field-based and requires supervised, mentored experiences in the field as an interpreter. Through the practicum, students have ongoing opportunities to apply classroom learning and theory with real-world interpreting. This course requires 200 hours of field-based experiences. Copyright 2010 University of North Florida 1 UNF Drive Jacksonville, FL 2224 Phone: (904) Contact Emergency Privacy Regulations Disability Accommodations