Graduate Catalog - Shippensburg University

Shippensburg UniversityEEC552 Language Disorders in Individuals with Learning Disabilities(3 crs.)Study of children’s language development as a basis for intensivestudy of language disorders in the individual with learning disabilities,disorders of oral language and usage, diagnosis and remediationof the disorder. Emphasis on the interrelationships among orallanguage, reading and written language disorders. Class presentationsinclude lecture, discussion, and videotape demonstrations. Studentsgain experience in doing language analysis and developing remediationstrategies to be integrated in the overall remediation plan of thestudent. Prerequisite: EEC550.EEC560 Foundations of Intellectual Disabilities and Autism (3 crs.)Provides for the study of the learning capabilities and processes ofpersons who have significant impairment in intellectual functioning,adaptive behaviors, and autism. Emphasis is placed on understandingcognitive development and the impact of cognitive disabilities on thelives of individuals with intellectual impairment and autism spectrumdisorders across the life span. Prerequisite: EEC273 or permission ofinstructor.EEC561 Programming and Instruction for Intellectual Disabilities andAutism (3 crs.)Provides for the study of educational strategies and materials for usewith students who have moderate to profound levels of impairmentin intellectual functioning and autism. The adaptation of instructionalstrategies and materials to meet the unique needs of the studentswhen necessary is also stressed. Education for independent functioningin self-care skills, social skills, and daily living skills is emphasized.Prerequisite: EEC560 or permission of the instructor.EEC562 Programming and Instruction for Individuals with Severe andProfound Mental Retardation (3 crs.)Studies educational processes of students with severe and profoundmental retardation. Provides understanding of curriculum development,methods, materials, and special teaching techniques and strategiesas applied in both public school and institutional settings. Majoremphasis on programming for self-help and social skill development.Prerequisite: EEC560.EEC 570 Foundations, Proactive Approaches, and Management ofStudents with Emotional and/or Behavioral Disorders (3 crs.)A foundation course that explores the historical and current philosophicalmodels and approaches in the field of behavior disordersincluding definitions, characteristics, assessment approaches, educational,mental health, and the inter-disciplinary process for workingwith children and youth. Predominant theoretical models, significanteducators/theorists, major disorders, and interventions are identified,discussed, applied, and synthesized relative to their influence onthe educational system in meeting the diverse needs of children withemotional or behavioral problems and their families. Contemporaryissues and trends examined to understand the social, behavioral, andemotional problems of children and youth. Prerequisite: EEC273 orEEC411 or permission of instructor.EEC571 Effective Practices for Programming and Instruction forStudents with Emotional and/or Behavior Disorders (3 crs.)Methods course focuses on development of appropriate curriculumand strategies based on individual needs, practical application andmethods, and assessment. Students have a field experience workingwith students with behavior disorders, their teachers and/or theirfamilies at the elementary, middle, secondary level and/or in alternativesettings. Specific emphasis placed on what educators can doto promote learning for students with behavior disorders includinginitial planning and organization, assessment, selection and modificationof curriculum, communication with others, and positive behaviormanagement programs with an emphasis on teaching social skills andappropriate curriculum as an integrated strategy using current andbest practices. Prerequisite: EEC570.EEC572 Counseling and Group Process for Children with BehaviorDisorders (3 crs.)Explores strategies and procedures for individual and group counseling,role playing, and discussion groups. These techniques are builton understanding of group processes and basic theories of counselingas they relate to educational programming for children with behaviordisorders. Prerequisite: EEC411 or EEC570.EEC590 Practicum I in Special Education (3 crs.)Designed to extend student’s professional preparation beyondresources of the college to include resources of the community andregion. Practicum is intended to permit graduate student to engage insupervised professional activities in selected cooperating communityagencies, local education agencies, or intermediate units. Prerequisite:permission of instructor.EEC591 Practicum II in Special Education (3 crs.)Supervised intensive field experience designed to provide the candidatefor certification in special education with field experiences inassessment techniques, special class operation, participating in childstudy teams, and curriculum development. Prerequisite: permission ofinstructor.EEC592 Clinical Assessment of Individuals with Exceptionalities(3 crs.)Provides an intensively supervised experience in individual assessmentof individuals with exceptionalities. Students work in small teamswith a faculty member and are responsible for a complete educationalassessment of selected children. Each individual team member gainsexperience in both parent and teacher interviewing, test administrationand interpretation, team staffings, report writing and summaryinterpretation conferences with both student and his/her parents.Offered only during summer session. Prerequisite: permission of advisor.EEC594 Selected Topics (1-3 crs.)EEC599 Independent Study (3 crs.)EEC609 Internship (3 crs.)Educational Leadership and Policy (ELP)ELP490 Selected Topics (1-3 crs.)ELP500 General School Administration (3 crs.)Introductory study of the organization and administration of Americanpublic education for persons interested in pursuing a professionalcareer in educational administration. A basic understanding ofeducational leadership is developed through an integration of theory,knowledge, and actual practice. Designed for teachers, school boardmembers, and other interested lay citizens who wish to know moreabout educational administration.ELP503 Educational Foundations: Contemporary Issues (3 crs.)Comprehensive and contemporary offering designed to explore theconnections among the present-day complexities of schools and thehistorical, philosophical, and sociological backgrounds from whichthey emerged. Examines the reform and restructuring agendas of thepast two decades, critically exploring proposed solutions to the mostpressing educational problems facing society in the 21st century.ELP506-507 Instructional Supervision: A School-UniversityPartnership (2 crs. each)Enables in-service teachers to consistently and effectively developtheir supervisory skills for working closely as cooperating teacherswith student teachers from Shippensburg University, as mentors assistingnovices entering the profession, and as peer coaches collaboratingwith one another for professional development. Prerequisites:teacher certification and a minimum of two years of teaching.86