Online Inquiry Form
All UI&U degrees and certificates
For new and returning students
Degree: Bachelor of Science
Transfer up to 90 credits
Min Time: 8 months (2 terms)
Start: Jan, Mar, May, Jun, Aug, Oct
Click here for a complete list of curriculum requirements.
Professional Preparation Courses in Education
Psychological and Sociological Foundations of Education
This course combines the two fields of psychology and education. It is the scientific study of human beings and the principles by which learning can be increased by education. This course will present principles for prospective teachers to consider as they analyze situations and make decisions. This course also serves as a foundational course outlining the sociological influences on educational policy in American society.
This course is designed to introduce the student to various educational practices used by teachers to maintain an orderly classroom environment. It will analyze classroom management as discipline, as a system, and as instruction. The course will present various classroom management programs. The student will analyze statutory requirements for professionals and create a classroom management plan for her/his future career.
Foundations and Practices in Teaching Reading (also serves as the reading requirement for ESE majors)
In this course students examine the scientifically based reading research and the components of the state of Florida’s formula for reading success. Emphasis will be placed on knowledge of emergent literacy as well as instructional methods, characteristics of difficulties associated with emergent literacy, and prevention and intervention of reading difficulties.
Effective Instructional Practices
The focus of this course will include: the theory and practice of strategies used by effective teachers; instructional techniques needed to enhance learning; attitudes; skills and competencies to plan and implement lessons; and theories of learning. Pre-service teachers will develop a repertoire of skills on how to deliver effective instruction. They will observe and practice a range of instructional techniques as part of a field experience requirement.
Foundations of Exceptional Student Education (Completion of this course is a prerequisite for all other courses having the ESE prefix.)
This course provides an overview of the history, laws, prevention, and medical aspects of disabilities. The programming needs of children from ages three to 21 will also be explored. Characteristics of classification of children with disabilities, intervention and educational services, and current trends and issues will be explored.
Assessment of Exceptional Students
This course focuses on the assessment and evaluation of ESE students. The screening process, eligibility determination criteria, and methods of diagnosis will be reviewed. Various types of assessment instruments common to Exceptional Student Education will be identified.
Language Development and Learning
This course focuses on typical language development in children, as well as the investigation of atypical speech and language disorders. The assessment of individual problems and programming for their remediation within the context of a regular classroom will be emphasized. A review of a variety of assistive technology and augmentative communication systems for facilitating communication will be examined.
Educational Management of Exceptional Students
This course is designed to teach students how to assess, plan, and implement positive behavioral supports for ESE students across educational settings. Various models of positive behavior management will be considered, and students will explore the use of Functional Behavioral Assessments.
Teaching Personal and Social Skills to ESE
This course is designed to teach students how to select appropriate instructional materials and procedures for teaching adaptive life skills. Included is an introduction to observation, ecological assessments, and family interviews as well as other student information sources. Exploration of the skills necessary to assist students with disabilities to engage in self-determination and self-advocacy will be presented.
Individualized Education Plans: Planning and Implementing
This course is designed to provide students with techniques for guiding the writing of individualized education plans (IEP), and/or individualized family service plans (ISFP) for children with disabilities. The main focus will be to understand the legal and ethical requirements, the selection of instructional practices, strategies, and materials that reflect individual learning needs, as well as the creation of appropriate learning environments. An overview of the Response to Intervention (RTI) Plans as a pre-referral strategy for children referred for Special Education Intervention will be reviewed.
This course will focus on stages of career development and identify the essential domains of transition planning. Essentials of working with students and families to identify family preferences for post-school outcomes will be emphasized. Identification of resources to assist students with disabilities to function effectively in a variety of environments will also be a primary focus of this course.
Family, School, and Community Collaboration
This course will identify the purposes and functions of professional and advocacy organizations; will identify models of support for providing assistance to families; and will provide the opportunity to review research and knowledge-base of collaborative strategies for working with a variety of educational professionals to assist students with disabilities.
Instructional Practices in Special Education
This course examines research-based strategies for accommodating and modifying curricula. A focus will be on designing effective instructional procedures for students with special needs who are being served in diverse educational settings. Strategies for working with disabled children in inclusive classrooms, as well as in other “Least Restrictive Environments” (LRE) will be included.
Special Topics.Additional elective learning may be accepted when appropriate to the major. Acceptable elective learning may include: prior learning that meets program criteria for acceptance; general education courses (beyond those required by the program) and courses offered through other majors, following published syllabi; and/or individually designed courses developed by the student in consultation with a faculty advisor and submitted using the learning agreement form. All additional electives must be endorsed by the faculty advisor and the dean and documented in the approved degree plan prior to registration.
As part of course work in the major, every student will complete a culminating graduation requirement (CGR). Students meet the capstone requirement for the Bachelor of Science major in Exceptional Student Education by satisfactorily completing one of the following:
Capstone Workshop: Student Teaching Seminar
This course is designed to assist those students who choose to complete their student teaching as their senior project. It will explore techniques needed to enhance their work with students in the classroom. This is a seminar style course that will explore current research and how it applies to the actual classroom experience. The outcomes will be reflected in the outcomes of the individual major.
Capstone (CGR) Learning Experience: Student-Teaching
The Student Teaching Capstone Experience matches each student with a clinical educator who has the training and expertise to work with student teachers. The clinical educator in conjunction with the university’s coordinator of student teachers work collaboratively to provide “hands-on” day-to-day experiences that will prepare the student to practice skills in the classroom. Educator evaluation techniques are used to observe and monitor student progress. Students are required to keep a reflective journal of their experiences which is submitted as part of the final portfolio in the EDU 496 class.
Capstone Courses (EDU 497 required, both preferred)
Contemporary Perspectives on Classroom Organization
This course is designed to assist those students who choose to complete their program with this course as their Senior Project. It will explore techniques needed to enhance working with students in the classroom. This course will explore current research and how it applies to the actual classroom experience. The culminating graduation experience will be the creation of a portfolio that will demonstrate the students’ preparedness for classroom teaching.
Historical, Philosophical and Contemporary Issues in Special Education
This course will explore the historical, philosophical and contemporary influences on special education. Students will examine the historical background from the court case perspective that has influenced current trends. The philosophical issues of “all children can learn” that has resulted in contemporary mainstreaming and inclusion will be examined from a historical perspective. The manner in which these issues affect classrooms and influence public education today will be the basis of an authentic case study. NOTE: This course may serve as a Capstone Course for education majors.
Research Paper (Taken in a major core class – separate credit not awarded)