University of West Florida

EEX 2010   Introduction to Exceptional Children

3 sh (may not be repeated for credit)

Incidence, nature, etiology and services available in connection with gifted and handicapped children. Visual, auditory, speech, motor coordination, intellectual, social, emotional and behavioral deviations are emphasized.

EEX 3070   Methods in Inclusion and Collaboration

3 sh (may not be repeated for credit)

Required for all education majors. Structure and content are based on the University of West Florida's model for professional education, the Empowered Person and Professional taking action. Views future teachers as being: 1)critical thinkers, 2)problem solvers, 3)decision makers, 4) counselors/therapists, 5)ethical and moral beings, 6)lifelong learners, and 7)active professionals. Therefore it provides students a knowledge base of varying exceptionalities, as well as, multiple instructional and management strategies. Students also will be actively involved in experimenting with instructional and behavioral strategies, examining the professional literature, and problem solving in relation to specific cases of students with disabilities or diverse cultural backgrounds. Additionally, information about special needs students, agencies and resources. Students will also become aware of the use of technology in meeting the needs of students with physical, sensory and communicative disabilities. Includes required field experience.

EEX 4050   Foundations of Teaching Students with Exceptionalities

3 sh (may not be repeated for credit)
Prerequisite: EEX 2010

Provides a foundation of the history, characteristics, theoretical models, issues, assessment and instructional techniques, and service delivery options related to students with mild disabilities. Emphasis is also placed on developing awareness of the needs and rights of culturally diverse students.

EEX 4141   Survey of Normal and Abnormal Language and Speech Development

3 sh (may not be repeated for credit)

Comparison of normal and deviant patterns of language and speech development. Etiology and remedial programs emphasized.

EEX 4221C   Evaluation and Prescriptive Instruction for the Exceptional Child

3 sh (may not be repeated for credit)

Development of skill in administration, interpretation and construction of formal and informal tests for evaluating children and individualizing instruction for exceptional children. Field experience is required.

EEX 4254   Instructional Strategies for Teaching Students with Exceptionalities

3 sh (may not be repeated for credit)
Prerequisite: EEX 4255

Focuses on development, implementation, and evaluation of educational plans; special approaches to teaching basic academic and functional skills; developmental programming and data-based management of instruction. Emphasis is also placed on developing awareness of the specific instructional needs of culturally diverse students.

EEX 4255   Curriculum for Teaching Students with Exceptionalities

3 sh (may not be repeated for credit)
Prerequisite: EEX 2010, RED 3310

Specialized curriculum and instructional materials for teaching students with high incidence disabilities (learning disabilities, emotional handicaps and cognitive disabilities); curriculum standards and resources; and translation of assessment data into individualized, instructional programs.

EEX 4261   Educational Management of Exceptional Children

3 sh (may not be repeated for credit)

Materials, methods and management techniques appropriate for use with exceptional children. Includes classroom organization and consultation skills. Includes required field experience.

EEX 4275   Move Basic Provider Course

1 sh (may not be repeated for credit)

Provides training in the MOVE Curriculum resulting in certification as a MOVE Basic Provider through MOVE International. Training will be provided in the six steps of the MOVE Curriculum: Testing, Goal Setting, Task Analysis, Measuring Prompts, Reducing Prompts, and Teaching Skills. Additionally lecture, demonstration, and practice will be provided in the areas of transdisciplinary team approaches, family-centered program planning, top-down program development, activity-based instruction, and adaptive mobility equipment. Graded on a satisfactory/unsatisfactory basis only.

EEX 4474   Curricula for Teaching Students with Severe Disabilities

3 sh (may not be repeated for credit)
Prerequisite: EEX 2010, EEX 4141, EEX 4255

An introduction to functional curricula pertaining to students with severe disabilities including intellectuall disabilities, physical impairments, and autism. Emphasis is on family-centered planning, team approaches, access to the general education curriculum, activity-based instruction, and community-based instruction. Specific information on curriculum and instructional strategies related to communication, motor, and self-care skills will be included. Credit may not be received for both EEX 4474 and EEX 4241.

EEX 4660   Advanced Behavior Management for Students with Exceptionalities

3 sh (may not be repeated for credit)
Prerequisite: EEX 4050

Provides a comprehensive knowledge base concerning advanced behavior management. Areas of emphasis include techniques of stimulus control, shaping new behavior, increasing, decreasing, and maintaining behaviors, cognitive behavior modification strategies, teaching social skills, group contingency contracting and precision teaching.

EEX 4772   Personal, Social and Employment Skills for Exceptional Students

3 sh (may not be repeated for credit)
Prerequisite: EEX 2010

Includes personal, social, communication employment goals and skills, career awareness, and transition planning for adult living. Includes required field experience.

EEX 4832   Field Experience I

3 sh (may not be repeated for credit)
Prerequisite: EDF3234

This field Experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed course assignments. Through this experience students will work in a variety of settings that simulate a classroom experience. Students will also complete a minimum of 100 hours in a field placement. Successful students will also demonstrate proficiency on the Educator Accomplished Practical Competencies and ESOL Performance Standards. This experience includes: observation, planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient - (LEP), and students at risk for school failure.) Graded on a Satisfactory/Unsatisfactory basis only. Permission is required.

EEX 4833   Field Experience 2

3 sh (may not be repeated for credit)
Prerequisite: EEX 4832, TSL 4081
Co-requisite: TSL4081

This field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed course assignments. Through this experience students will work in a variety of settings that simulate a classroom experience. Students will also complete a minimum of100 hours in a field placement, with 25 hours devoted to an ESOL placement. Successful students will also demonstrate proficiency on the Educator Accomplished Practices Competencies and ESOL Performance Standards. This experience includes: planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient - (LEP), and students at risk for school failure.) Graded on a Satisfactory/ Unsatisfactory basis only. Permission is required.

EEX 5085   Integrating Curriculum and Instruction

3 sh (may not be repeated for credit)

Comprehensive knowledge base concerning curriculum and instruction for individuals preparing to teach students with diverse needs. Topics emphasized include a) curricular standards, influences and design, b) instructional materials, curricula and resources, and c) teaching methodology and best practices.

EEX 5283   Employment, Social, and Personal Skill Building for Exceptional Students

3 sh (may not be repeated for credit)

Includes an intensive examination of programs and services and development of well researched strategies for teaching personal, social, employment, and transition skills for students into advanced vocational prep., the workplace and independent living. Provides graduate level field-based classroom experiences in applying career development strategies, job coaching, transition planning, and research related to employment, social, and personal skill development of student with disabilities.

EEX 6035   Best Practices in Teaching Challenging Students

3 sh (may not be repeated for credit)

A comprehensive overview of the exceptional student to include the knowledge, skills, and dispositions needed to be an effective teacher in the ESE classroom or inclusive education environment. Covers a broad range of topics to prepare the professional for the Florida Teacher Certification Examination for K-12 ESE. Discusses best practices as reflected in the professional literature related to effective program development and delivery for students who are at-risk or identified as needing special educational services.

EEX 6051   Exceptionalities

3 sh (may not be repeated for credit)

Is a requirement for students in the Middle Level and Secondary Education (M.Ed.) Program. The underlying model which permeates this course is the teacher as Empowered Person and Professional taking action. This model focuses learning experiences on activities that permit the teacher to examine what he/she does and to take an active role in the instructional process . Through lecture, discussion, and projects, this course provides a comprehensive knowledge base pertinent to the nature and needs of persons with disabilities, at risk, and with special gifts and talents. It includes a discussion of assessment, service provision, and education of exceptional individuals.

EEX 6205   Typical and Atypical Development (Birth-5)

3 sh (may not be repeated for credit)

Provides participants with the knowledge of the stages and sequences of skill acquisition and the impact of disabilities and biomedical risk factors on learning and development. Covers normal child growth and development from conception to age five and what can go wrong at the different developmental stages; from genetic contributions through conception and pregnancy to birth and to five years of age. Discusses crucial times for deficiencies.

EEX 6222   Practical Applications and Issues Classroom Management

3 sh (may not be repeated for credit)

Analyze professional literature focused on the best practices and ecological variables associated with teacher and student behavior and perceptions to develop practical response and individual best practices for exceptional student education classroom management. Develop a knowledge base of classroom management practices and applications for individual, small group and large groups in student respective grade level or education settings.

EEX 6225   Assessment of Exceptional Children

3 sh (may not be repeated for credit)

Development, administration, and scoring of group and individual tests and assessment devices for determining scope and depth of educational achievement as well as standardized and alternative assessment methods of specific abilities and behaviors which relate to or constitute prerequisites to educational programs. Students develop proficiency in the development of tests, rating scales, and alternative assessment devices for use with students with learning disabilities, emotional handicaps, and mental handicaps. Credit may not be received in both EEX 6225 and EEX 6227.

EEX 6340   Action Research

3 sh (may be repeated for up to 6.0 sh of credit)
Prerequisite: EEX 6945

Implementation of proposal in Research Practicum including identification of a problem in the area of Special Education, review of pertinent literature and preparation of a proposal with all the necessary information, conducting research in a professional manner, evaluation and written report of the results. Graded on satisfactory/unsatisfactory basis only.

EEX 6455   Program Development for PreK Disabilities

3 sh (may not be repeated for credit)

Program development for handicapped and at-risk infants, toddlers and preschoolers; includes administration, supervision, curriculum development parent involvement, staff development, funding and evaluation.

EEX 6612   Behavior Management

3 sh (may not be repeated for credit)

Provides a comprehensive knowledge base concerning behavior management including structuring the classroom for success, assessing and managing individuals and group behavior, and motivating and managing exceptional and at-risk students.

EEX 6707   Assessment for Early Intervention for PreK Disabilities

3 sh (may not be repeated for credit)

Investigates assessment tools used in early intervention and early childhood special education. Explores the strategies and procedures used for screening, diagnoses and program planning.

EEX 6732   Parent-Teacher Team and Agencies for PreK Disabilities

3 sh (may not be repeated for credit)

Parent-teacher team interaction for handicapped and at-risk infants, toddlers and pre-schoolers to age five. Agencies with services for birth to five years of age will be included.

EEX 6756   Home/School/Community Collaboration

3 sh (may not be repeated for credit)

The purpose is to investigate techniques and strategies for developing and implementing effective home, school, and community communication and collaboration. Emphasis will be placed on methods to communicate effectively with families from a variety of cultural backgrounds.

EEX 6940   Practicum in Special Education

1-3 sh (may be repeated for up to 6.0 sh of credit)

Designed to provide the critical opportunity for students to demonstrate their ability to write lesson plans, deliver individualized instruction and manage the classroom in a relevant field setting. Minimum of 100 hours in a special education, K-12, setting.

EEX 6945   Research Practicum in Special Education

3 sh (may not be repeated for credit)

Explores investigative inquiry of relevant topics within the field of special education. Includes instruction in applied research models, analysis and synthesis of professional literature, formulation of research questions, development of a plan of action, and problem solving within investigative inquiry.

EEX 7060   Seminar: Best Practices in Alternative and Special Education

3 sh (may be repeated for up to 6.0 sh of credit)

Students will develop a knowledge base of instructional issues including program alternatives, development of curriculum, developing instructional interventions, and microcomputers and instruction. Students will focus on best practices related to behavioral management, learning strategy instruction, and career education for those students who are not successfully adjusting to the normal school setting.

EEX 7215   Ecological Assessment and Intervention in Alternative and Special Education

3 sh (may not be repeated for credit)

Students will develop a knowledge base of the theoretical principles underlying ecological assessment in alternative and special education settings. Students will be given opportunities to apply ecological assessment procedures in alternative and special education setting to refine their assessment skills and to use the assessment data to plan and implement behavioral and instructional interventions. Credit may not be earned in both EEX 7212 and EEX 7215.

EEX 7343   Contemporary Trends in Special Education

3 sh (may not be repeated for credit)

Examines current research related to current trends in special education. Of particular importance will be an analysis of historical antecedents related to these trends, an examination of associated data bases, and implications for future trends.

EEX 7344   Current Research Applications in Special Education

3 sh (may not be repeated for credit)

Examines current research findings concerning assessment, instructional planning, and evaluative procedures used with various age groups and disabilities. Past and current practices as well as those procedures that have been found to be most effective will be addressed.

EEX 7457   Changing Paradigms in Education

3 sh (may not be repeated for credit)

Develop a knowledge base of major issues confronting the education. Understand current practices and relate these to the future needs of students. Additionally, students will be encouraged to explore ways in which programs and services can be restructured to meet current and future needs.

EEX 7773   Transitional Planning for At-Risk Students

3 sh (may not be repeated for credit)

Students will develop a knowledge base of transitional issues including historical perspectives, legislative mandates for transitional planning, skills and needs of at-risk students, models of transition programs, barriers and supports to transition, professional responsibilities, work and independent living supports, and current and future transitional needs. Students will focus on best practices related to vocational rehabilitation, vocational education, career education, and community education for those students who would not successfully adjust to adult living without these services.