Technology and Cognition

Applied Technology, Training and Development, ATTD = 0572

Computer Education and Cognitive Systems, CECS = 0513

Educational Research, EDER = 0560

Special Education, EDSP = 0597

Special Education Courses Offered at Texas Woman's University

Applied Technology, Training and Development, ATTD = 0572

4000. Developing Effective Presentation Skills. 3 hours. Emphasis on basic instructional techniques and media commonly utilized in applied technology, training and development; emphasis on effective introductions, questioning and summary strategies.

4070. Principles of Leadership, Empowerment and Team Building. 3 hours. The nature and scope of leadership and empowerment as it relates to applied technology and industrial training environments; the techniques for leadership, empowerment and team building are emphasized. Prerequisite(s): junior standing or consent of department.

4230. Directed Occupational Internship in Industry or Training. 1-3 hours. (2000 clock hours equals one year of experience or 8 semester credit hours.) Supervised individual work experience in a recognized occupation or field of specialization. Prerequisite(s): consent of department. For those who meet the necessary state-mandated requirements for years of work experience these credits can be granted for successful completion of an occupational competency examination. May be repeated up to 24 hours of credit.

4300. Computer Applications in Education and Training. 3 hours. Two broad areas of applications (occupational and educational) are discussed and demonstrated. Course focuses on an integration of software packages in a project-oriented, real-world environment. Course is primarily hands-on with students working extensively on the computer and related hardware. Prerequisite(s): CECS 1100 or equivalency.

4340. Office Information Processes. 3 hours. Course combines skills of hardware and software use with an introduction to teaching methods needed to teach those skills to students in the K-12 office education classroom. Prerequisite(s): ATTD 4300.

4350. Advanced Computer Applications in Education and Training. 3 hours. Course is designed as an advanced preparation for students preparing to enter organizations in education or training that utilize modern computer-based technologies that include: graphic applications, telecommunications, networking, programming and computer-based training. Prerequisite(s): ATTD 4300.

4360. Desktop Publishing in Education and Training. 3 hours. Course emphasizes the application of desktop publishing theory and practices in education and training. Course utilizes desktop publishing software to create technical brochures, advertisements, newsletters and other publications in the industrial training organization or educational environment. Prerequisite(s): ATTD 4300.

4435. History and Principles of Applied Technology. 3 hours. A study of the historical development, founding principles and objectives of applied technology programs in the United States; focus on the types of programs, general organization and methods of delivery.

4440. Advanced Instructional Strategies. 3 hours. Emphasis on advanced instructional techniques; including questioning, discussion, problem-solving, motivation, and instructional development used in applied technology and industrial training setting.

4450. Development, Organization and Use of Instructional Materials. 3 hours. Study and practical application of methods to prepare, select, develop and utilize instructional materials, media and aids for industrial education and industrial training programs.

4460. Organization and Management of the Instructional Environment. 3 hours. The arrangement of equipment for an efficient, safe machine/operations. Includes budgets, maintenance and service contracts. Instructor's role in student selection, placement and follow-up surveys, and public relations.

4470. Human Relations in Business, Education and Industry. 3 hours. A study of the components of human relations and interpersonal communication factors in business, education, and trade and industrial education and training programs.

4490. Serving Learners from Special Populations in Applied Technology Programs. 3 hours. Introduction to identification, assessment, instructional and curriculum modifications, support services and evaluation of learners from special populations (e.g. disadvantaged, disabled and limited English-speaking) in applied technology programs.

4510. Communications in Business, Education and Industry. 3 hours. Important factors in succeeding on the job. Emphasis is placed on communication, strategies for conducting meetings and seminars, conflict management, developing and arranging agendas, itineraries, minutes and business reports, designing and using business graphics, and job-getting communication.

4520. Management of Cooperative Programs. 3 hours. Concepts related to the establishment of cooperative education programs, selection of training stations, writing training plans, general and specific related curriculum, and labor laws. Prerequisite(s): consent of department.

4610. Problems in Industrial Cooperative Education. 3 hours. A review of basic standards, recent changes and the underlying reasons for such standards. Emphasis is placed on identifying, analyzing and reaching logical solutions to real problems encountered in the operation of the cooperative education program. Public relations and promotion of the cooperative program, the development of a course of study for general related material and the operation of adult education classes are included.

4630. Organization and Administration of Applied Technology Programs. 3 hours. A study of the organization and administration of applied technology programs, including techniques for the structure, delivery and evaluation of the educational function, budgeting, operations and staffing.

4730. Occupational Analysis and Course Development. 3 hours. Procedures for analysis of occupations, jobs and tasks for
instructional planning and course development in vocational education and training programs.

4740. Instructional Internship in Applied Technology and Training. 3-6 hours. Supervised observation and instructional practice in an approved applied technology program or industrial training environment; discussion and evaluation seminars are scheduled. Prerequisite(s): consent of department.

4800. Studies in Education. 1-3 hours. Organized classes for program and student interests and needs. Prerequisite(s): consent of department. Limited-offering basis. May be repeated for credit.

5000. Demonstrating Effective Presentation Skills. 3 hours. Such instructional strategies as lecture and demonstration are emphasized; includes introduction, questioning and summary techniques, as well as the use of basic media commonly utilized in technical presentations.

5010. Designing Technical Training Programs. 3 hours. A focus on the development, implementation and evaluation of technical skills training programs for supervisors and trainers.

5100. Introduction to Applied Technology, Training and Development. 3 hours. This overview course investigates the design, delivery and evaluation of training programs. The relationship of modern technology and training theories with organizational practices will also be addressed.

5400. Planning and Organizing Programs of Vocational Guidance. 3 hours. Purposes and functions of a guidance program, group guidance procedures, components of a vocational guidance program and techniques for providing vocational guidance services for elementary, secondary and adult populations.

5430. Historical Foundations of Applied Technology. 3 hours. An examination of the historical and philosophical foundations of applied technology. Interrelationships of economic, sociological and psychological foundations are considered. Includes the role and responsibility of the professional educator in applied technology programs.

5440. Facilitation Strategies in Applied Technology and Training. 3 hours. Advanced instructional strategies, such as group facilitation, cooperative learning, questioning, discussion, problem-solving, simulation, reflective teaching and other instructional techniques. Participants are expected to employ various presentation techniques through small group exercises. Prerequisite(s): ATTD 5000.

5450. Organization and Development of Instructional Materials. 3 hours. The development, organization and use of materials in applied technology and industrial training programs with an emphasis on developing a unit of instruction; performance objectives, suggested activities, content outline, supplemental activities, and unit tests.

5470. Interpersonal Skills Development. 3 hours. Development of human relations and communication skills; human relations as a factor in developing programs in business, education and industry.

5480. Research Techniques in Applied Technology and Training. 3 hours. A general orientation to basic methods of research in applied technology, training and development; including the scientific method as a basis for analysis, interpretation of results. This course should be taken in the last 15 semester hours of the program.

5490. Diversity Issues in Applied Technology, Training and Development. 3 hours. This course will address general diversity issues which affect applied technology, training and development. Effective strategies and model programs will be discussed to enhance individual development in applied technology classrooms and training and development courses.

5500. Research Seminar in Applied Technology, Training and Development. 3 hours. The course focuses on research issues in applied technology, training and development. Problems related to the fields of applied technology, organizational culture, training and human resource development, research designs and statistical methods for conducting research in training and development will be studied.

5530. Curriculum Development in Applied Technology, Training and Development. 3 hours. Designed for applied technology and training professionals, this course focuses on curriculum theories, approaches to curriculum development, and curriculum evaluation strategies. Includes development of goals, competencies, objectives, knowledge-based testing, and performance-based testing.

5630. Organization of Applied Technology Programs. 3 hours. Prepares applied technology teachers to organize and administer programs. The emphasis of the course is on setting up programs, establishing student records, advising students, conducting public relations, and student/program evaluation.

5720. Evaluation Seminar. 3 hours. A seminar designed to assist master's candidates in conducting research in the field of applied technology, training, and development; including the dissemination and discussion of findings. Scheduled during last resident registration. Prerequisite(s): ATTD 5480.

5800. Studies in Education. 1-3 hours. Organized classes specifically designed to accommodate the needs of students and the demands of program development not met by the regular offerings. Short courses and workshops concerned with specific topics are organized on a limited-offering basis, to be repeated only upon demand. May be repeated for credit.

5900-5910. Special Problems. 1-3 hours each. Open to graduate students who are capable of developing a problem independently. Open only to resident students.

5950. Master's Thesis. 3 or 6 hours. To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.

6030. Practicum, Field Problem or Internship. 3 hours. Supervised professional activities in vocational education. Registration is on an individual basis. May be repeated for credit.

6200. Leadership Development in Applied Technology and Training. 3 hours. The function of the applied technology administrator and training facilitator as a professional leader in developing, planning, organizing, controlling, coordinating and evaluating programs, services and activities.

6210. Trends and Issues in Applied Technology, Training and Development. 3 hours. A study of current national trends and issues in the fields of applied technology, training and development. Emphasis on topics related to leadership, organizational culture and total quality improvement.

6450. Needs Analysis and Curriculum Development. 3 hours. A study of learning outcomes, including goals, general objectives and performance objectives. Emphasis on curriculum derivation utilizing a competency-bases curriculum system.

6470. Evaluation and Accountability in Applied Technology and Training. 3 hours. Methods and procedures used in evaluating applied technology and industrial training programs; services, activities and current practices used in determining and improving accountability.

6900-6910. Special Problems. 1-3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.

6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.

Computer Education and Cognitive Systems, CECS = 0513

4100. Computers in the Classroom. 3 hours. Computers in education; computer topics covered in introductory and secondary school courses. Motivation and objectives in computer education; some programming in the BASIC computer language. Instructional uses of the computer. Prerequisite(s): CECS 1100.

4800-4810. Studies in Education. 1-3 hours each. Organized classes for program needs. Prerequisite(s): consent of department. Limited-offering basis. May be repeated for credit.

5010. Computer Education Tools. 3 hours. Application of PC computer software tools in education. Study of computer application packages and their utilization in the classroom. Students may not receive credit for both CECS 5010 and 5011.

5011. Computer Education Tools. 3 hours. Application of Macintosh computer software tools in education. Study of computer application packages and their utilization in the classroom. Students may not receive credit for both CECS 5010 and 5011.

5020. Computers in Education. 3 hours. Analysis of computer uses in education and applications programming in education. Topics include software and hardware evaluation, planning computer education curricula and facilities, CAI programming and instructional programming using entry level software. Prerequisite(s): CECS 5010 or 5011 (may be taken concurrently) or consent of department.

5030. Computing Systems in Education. 3 hours. Study of multiple desktop operating environments used in education and training. Students will learn operational procedures for multiple computer operating systems and the techniques and procedures for using those operating systems to connect to file servers, library resources, host systems, electronic mail, and internet resources. Network access will include both direct connection and dial-up connection models. Prerequisite(s): CECS 5010.

5100. Educational Computer Languages. 3 hours. In-depth study of a structured programming language such as Pascal or "C". Requires "hands-on" programming independent of classroom instruction. Topics include variables, simple and complex data structures, modular programming, debugging, and educational languages uses. Prerequisite(s): CECS 5020 or consent of department.

5110. Computer-Assisted Instruction. 3 hours. Study and analysis of the use of the computer to deliver instruction. Topics include design, development, and review techniques for CAI, current trends in CAI technology and lesson development with an authoring language. Prerequisite(s): CECS 5020.

5120. Authoring Systems. 3 hours. Creation of comprehensive computer-based instructional systems that integrate presentation of materials with the monitoring of student performance and modification of the instructional system based on both internal and external factors. The class will focus on the use of current authoring system tools to develop representative systems. Prerequisite(s): CECS 5020.

5130. Educational Software Development. 3 hours. Application of software engineering principles to the development of educational software using high-quality human/computer interaction as the primary design criterion. Each student completes a major educational software development project during the course. Prerequisite(s): CECS 5100, 5110 or 5120, and 5210.

5200. Technological Media in Education. 3 hours. Selection, utilization and evaluation of instructional media, and techniques used in the instructional programs of education and industry.

5210. Instructional Systems Design. 3 hours. The design of instructional systems is examined through research reports on the theoretical assumptions of learning and analysis of learning systems as they apply to the development of educational and instructional training programs. (Same as RTVF 5510.)

5220. Implementing Instructional Systems Technology. 3 hours. Design and implementation of instructional systems technology in education training. Digital multimedia techniques for the production of video and audio products. Implementation strategies for successful production and utilization. Prerequisite(s): CECS 5030.

5230. Advanced Production of Instructional Materials. 3 hours. Systems approach to the production and delivery of linear multimedia modules for education and training. Utilization of digital and analog processes to complete advanced video or basic computer-based/multimedia unit. Prerequisite(s): CECS 5220. (Same as RTVF 5520.)

5260. Computer Graphics for Media Presentations. 3 hours. Application of computer graphics to the preparation of media materials. Includes principles of graphics communication, concepts in computer graphics, graphics input systems, graphics manipulation software and graphics output systems. Prerequisite(s): CECS 5030.

5300. Cognitive Processing. 3 hours. The study and analysis of models of cognitive systems including acquiring, manipulating, storing, interpreting and using information; special emphasis on the unique interactions between human information processing and computer-based processing as they apply to the instructional environment.

5310. Human-Computer Interaction. 3 hours. Study of the human as an information processor. Computer interface design that takes into consideration human capabilities and limitations. Educational implications of system input/output facilities. Impact upon instructional system design. Prerequisite(s): CECS 5010 or consent of department.

5320. Artificial Intelligence in Education. 3 hours. Study of artificial intelligence applications in education. Introduction to logic programming, intelligent computer-assisted instruction and intelligent tutoring systems. Prerequisite(s): CECS 5100 and either 5300 or 5310.

5330. Intelligent Tutoring Systems. 3 hours. Study of issues and options related to the development and application of intelligent tutoring systems; design and implementation of instructional segments utilizing techniques conveyed during the course. Prerequisite(s): CECS 5110 and 5320.

5400. Educational Telecommunications. 3 hours. Development of educational telecommunications in the United States; theories and practices. Prerequisite(s): CECS 5010.

5420. Navigating the Internet. 3 hours. Course to aid educators and training professionals in developing robust techniques for locating and utilizing Internet resources in their day-to-day activities. Selected exercises from representative categories of tools such as Telnet, FTP, GOPHER, WWW, Archie, Veronica, WAIS. Prerequisite or corequisite(s): CECS 5020.

5440. Wireless Communications. 3 hours. Survey of wireless telecommunications systems and techniques including low-cost radio and satellite technologies potentially useful to educators. Prerequisite(s): CECS 5400.

5450. Building Internet Information Services. 3 hours. Design and implementation of Internet information services including FTP, GOPHER, and the World Wide Web. Course content includes the organization and presentation of content, design of user interfaces, and study of the interaction between user interface design and the performance limitation of low-bandwidth network connections. Special attention will be paid to the delivery of instructional materials across the Internet and the policy implications of providing minors with Internet access. Students design and build various information services using software tools and hardware platforms representative of those used in education and training. Prerequisite(s): CECS 5030.

5460. Computer Networks for Educational Environments. 3 hours. Study of computer networks used in support of education and training. Includes topics in network topologies, wiring, administration, user training, risk management and disaster recovery. Special emphasis is placed on the application of network technologies to K-12 educational environments, higher education and the training environments of business, industry and the military. Prerequisite(s): CECS 5030.

5500. Computer Applications for Curriculum and Instruction. 3 hours. Designed for both elementary and secondary teachers; skills and methods necessary to implement computer applications within the curriculum. Methods for managing the computer in the classroom; courseware implementation; utilization of word processing, databases, spreadsheets and telecommunications within the curriculum. Methods of teaching computer programming. Prerequisite(s): CECS 5020.

5510. Technology-Based Industrial Training Systems. 3 hours. An overview of the management and utilization of technology based training practices in corporate settings. The selection, development, organization and delivery of training to adult learners is tied to instructional development systems. Special attention is given to the role of instructional technologists and the skills, responsibilities, and job requirements of the position. Prerequisite(s): CECS 5110 and/or 5210.

5550. Computer Applications for Educational Administration. 3 hours. Study and analysis of the use of technology in the administration of education with emphasis on using microcomputer applications to facilitate administrative activities; planning for the incorporation of technology into district/campuswide instructional programs; and promoting education via the use of technology. Prerequisite(s): CECS 5010 or 5011.

5570. Ethical, Legal and Professional Issues in Computing. 3 hours. Focus on research literature and current issues dealing with ethical and legal issues within the computing profession. Includes units on intellectual property, moral philosophy, gender and minority issues affecting computer education.

5580. Readings in Computer Education and Cognitive Systems. 3 hours. Broad reading in a defined area of technology in education related to the student's research interest. Requires the critical evaluation of sources with particular emphasis on methodological issues. Reading proposal requires prior approval by instructor and adviser.

5610. Analysis of Research in Educational Technology. 3 hours. Interpretation, analysis and synthesis of current research in educational technology for the purpose of integrating research methodology and application to educational environments. Prerequisite(s): consent of department.

5800-5810. Studies in Education. 3 hours each. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Prerequisite(s): consent of department. Limited-offering basis; may be repeated for credit.

5900-5910. Special Problems. 1-3 hours each. Independent study and research. Prerequisite(s): consent of department and instructor. May be repeated for credit.

5960. Education Institute. 1-6 hours. For students accepted as participants in special institute courses. Prerequisite(s): consent of department.

6100. Theory and Practice of Distance Education. 3 hours. Study of the theory and practice of distance education and its application to the planning, development, utilization and evaluation of distance education systems in educational environments. Various distance education systems will be investigated. Prerequisite or corequisite(s): CECS 5400.

6200. Message and Learning Environment Design. 3 hours. Study of research principles which link instructional conditions and learning outcomes. Discussion of connections between learning theory and educational practice, with a concentration on technology utilization. Methods to help media specialists make appropriate choices among numerous instructional methods and materials. Topics will include motivation, perception, cognition and attitude change, plus human factors in learning with technology. Prerequisite(s): CECS 5210.

6210. Interactive Video. 3 hours. Utilization of research and application of interactive, multimedia computer technologies in the design and production of interactive learning systems. Prerequisite(s): CECS 5220 and 5450.

6300. Artificial Intelligence Applications. 3 hours. Theoretical and practical educational applications of AI are discussed. Topics studied include neural computing, social issues in AI, natural language processing, and robotics. Prerequisite(s): CECS 5100 or equivalent programming course and consent of instructor.

6310. Constructing Knowledge-Based Systems. 3 hours. Study of the concept of expertise and the benefits associated with preserving and making expertise available for institutional use. Topics covered include components of knowledge-based systems, uses of these systems, advantages, disadvantages, methods for capturing expertise, the differences between knowledge and information, the process of making inferences, validating stored knowledge, and "brittleness." Prerequisite(s) CECS 6300.

6400. Administration of Technology-Based Facilities. 3 hours. Study and analysis of facility design, organizational patterns, administrative strategies, and alternative structures for achieving and evaluating media-based instructional and production components. Includes selection, procurement and control of hardware and software inventories. Management tools including protection of intellectual property, security issues, and budgeting strategies are discussed.

6800. Special Topics in Educational Computing. 3 hours. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Prerequisite(s): consent of department. Limited-offering basis; may be repeated for credit.

6900-6910. Special Problems. 3 hours each. Independent study and research in fields of special interest. Conferences with professors in the fields are also included. Problems must be approved in advance by the instructor and the department chair. May be repeated for credit.

Educational Research, EDER = 0560

5050. Educational Research and Evaluation. 3 hours. An introduction to methods and limitations of educational research. The student will learn the procedures, strengths and limitations of the research process.

5210. Educational Statistics. 3 hours. Descriptive and inferential statistical concepts and techniques commonly used in educational research. Organization of data, graphical representation, measures of central tendency and variability, normal distribution curve, sampling theory and tests of significant differences between related and independent samples.

5220. The Evaluation of Education Programs. 3 hours. Models for program evaluation with emphasis on design, instrumentation, information processing and data interpretation. The content and methodology of the course are appropriate for educators working in elementary and secondary schools, as well as in colleges and universities.

5230. Cognitive and Performance Evaluations. 3 hours. Introduction to cognitive and performance measurement and evaluation. Course covers development of knowledge-based tests, development of performance-based tests and the evaluation of training. Measurement strategies for cognitive and performance testing are combined with evaluation strategies.

5240. Survey Research Methods in Education. 3 hours. History of surveys, information needs, sampling design, instrumentation data collection, data processing and report generation will be discussed.

5250. Supervision of Educational Research. 3 hours. Finance, management and communication techniques used in the supervision of educational research in public and private settings.

5350. Introduction to Educational Measurement. 3 hours. Introduction to measuring and evaluating school learning. Course covers planning for instruction and tests; designing, developing and using classroom tests; and communicating student progress. Specifics include test specifications, item-writing strategies, item analysis, test construction and grade reporting. The course content is appropriate for educators working in elementary and secondary schools, as well as in colleges and universities.

5550. Data Processing for Education. 3 hours. Statistical packages and their impact on planning and implementing educational research projects. Emphasis on collection and codification of data, and SPSS statistics packages.

5900. Special Problems. 1-3 hours. Open to graduate students who are capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor. Open only to resident students.

6010. Statistics for Educational Research. 3 hours. The application of statistical techniques to research in education; the development of skills in interpreting statistical concepts. Analysis of variance, multiple comparisons, non-parametric statistics, test construction statistics and multiple correlation. Prerequisite(s): EDER 5210 or equivalent. Required of all doctoral candidates in education.

6020. Methods of Educational Research. 3 hours. Analysis of quantitative and qualitative methods for research design, product development and evaluation in education. Prerequisite(s): EDER 5210 or equivalent. Required of all doctoral candidates in education.

6030. Practicum, Field Problem or Internship. 3 or 6 hours. Assignments may be made in stations either on or off campus. Activities include consultation in research design, data analysis, preparation of data for computer analysis and writing of research reports.

6210. Advanced Quantitative Methods in Educational Research. 3 hours. Principles and techniques in the application of advanced inferential statistics to educational data. Emphasis on multiple linear regression. Prerequisite(s): EDER 6010 and 6020 or equivalents; EDER 5550 or 6240 or equivalent is also recommended.

6220. Classical and Modern Educational Measurement Theory. 3 hours. A comparison of norm-referenced and criterion-referenced reliability, validity, item analysis and test construction. Specifics include classical true score, generalizability, and latent trait (Rasch and IRT) theoretical development and applications. Prerequisite(s): EDER 5350 or equivalent measurement course.

6230. Advanced Research Design. 3 hours. Experimental design, analysis of data and interpretation of results in quantitative research. Prerequisite(s): EDER 6000 and 6010, or equivalents; EDER 5550 or 6240 or equivalent is also recommended.

6240. Educational Data Processing. 3 hours. Computing systems and their impact on the planning and implementation of educational research projects. Emphasis on statistical packages, SAS language, organization and collection of data, computing hardware and software, and various display techniques. Prerequisite(s): consent of department.

6250. Advanced Educational Measurement Applications. 3 hours. Advanced measurement theory, item analysis, test construction, reliability and validity are discussed. Generalizability, Rasch, and IRT application software is used to provide experience analyzing test data using both microcomputers and mainframe computers. Prerequisite(s): EDER 6220 or equivalent measurement course; and EDER 5550 or 6240 or equivalent computer competency.

6260. Seminar in Research Design and Analysis. 3 hours. Practical applications of design and analysis to problems in educational research. Prerequisite(s): EDER 6210, 6220 and 6230.

6270. Structural Equation Modeling. 3 hours. The approach and application of path, factor and LISREL analyses. A review of multiple regression procedures develops into a presentation of path, factor and LISREL models. The approaches, applications using microcomputer and mainframe computer software, interpretations, and presentations of each are explained. Several examples and analysis of data are provided. Prerequisite(s): EDER 6210 or equivalent multiple regression course; and EDER 5550 or 6240 or equivalent computer competency.

6280. Qualitative Research in Education. 3 hours. Focus on the knowledge and skill necessary for naturalistic research; observation, interviewing and other data collection procedures, as well as data retrieval, analysis techniques and reporting procedures. Prerequisite(s): EDER 6010 and 6020, or equivalents.

6290. Multivariate Statistics in Education. 3 hours. History of multivariate statistics, univariate vs. multivariate statistics, matrix algebra, multivariate analysis of variance, canonical correlation, discriminant analysis and multivariate analysis of contingency tables. Prerequisite(s): EDER 6010 and 6210.

6850. Selected Topics in Education. 1-6 hours. Organized classes specifically designed to meet the needs of doctoral students in the College of Education. Intensive study of a selected timely topic.

6900. Special Problems. 1-3 hours. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.

6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.

Special Education, EDSP = 0597

4330. Advanced Educational Strategies for Exceptional Learners. 3 hours. Synthesis of techniques for individualizing specialized learning environments to include instruction procedures, behavioral management and communication systems. Prerequisite(s): EDSP 3210, 3220, 3300, 3410 and 3420 or consent of department.

4340. Educational Strategies for Behavioral Change in Exceptional Learners. 3 hours. Focus is upon a variety of strategies designed to affect behavioral change in students with unique problems, which include management techniques, parent communication and utilization of ancillary professional personnel. Prerequisite(s): EDSP 3210, 3220, 3300, 3410 and 3420 or consent of department.

4680. Special Education in the Mainstream. 1 hour. Basic knowledge and understanding of the unique learning characteristics, learning styles and needs of disabled and gifted/talented students served within the regular classroom; role and responsibility of the regular classroom teacher in designing special learning environments to facilitate academic and social growth in special students. Prerequisite(s): EDSP 3300.

5010. Educational Aspects of Mental Retardation. 3 hours. An overview of the field of mental retardation that includes an analysis of definitions, etiological factors, classification schemes and intervention models. Prerequisite(s): EDSP 5710 or consent of department.

5020. Educational Aspects of Learning Disabilities. 3 hours. An overview of the field of learning disabilities that includes an analysis of definitions, etiological factors, classification schemes and intervention models. Prerequisite(s): EDSP 5710 or consent of department.

5050. Nature and Needs of At-Risk and Exceptional Preschool Children. 3 hours. An introduction to and overview of the education of at-risk and exceptional preschool children. Includes an examination of definitions, etiological factors, classification schemes and intervention practices.

5060. Educational Strategies for At-Risk and Exceptional Preschool Children. 3 hours. Educational strategies and interventions to meet the cognitive, social, emotional and motor needs of at-risk and exceptional preschool children.

5070. Family Systems in Early Childhood Special Education. 3 hours. Methods of working with families of at-risk and exceptional infants and preschool children. Special attention to service delivery models that include the family.

5080. Assessment of At-Risk and Exceptional Preschool Children. 3 hours. Specialized assessment procedures used in the identification and provision of services to at-risk and exceptional preschool children. Includes utilization of information in programming and planning.

5100. Educational Appraisal of Exceptional Learners. 3 hours. Examinations of basic testing procedures and terminology as related to the exceptional learner. Analysis of statistics used in test development and interpretation of test data. Utilization of test data in developing individual education plans. Examination of curriculum-based assessment issues. Field experiences include administration of academic and teacher-made assessments.

5150. Nature and Needs of the Gifted and Talented Student. 3 hours. Introduction to the intellectual, social, emotional and educational characteristics and needs of gifted, talented and creative individuals. Includes study of varied conceptions of gifted, talented and creative research findings.

5160. Methods and Curriculum for Teaching Gifted and Talented Students. 3 hours. Curriculum theory, methods and materials to meet the special educational needs of gifted, talented and creative children. Strategies for individual assessment, modification of standard curriculum, design of instructional materials and classroom organization for grades K-12. Includes theories and models of creativity and higher-level thinking.

5170. Social and Emotional Components of Giftedness. 3 hours. Review of current research on affective growth and potential adjustment problems of gifted youth. Addresses vocational concerns, self-concept and self-esteem, the teacher's role in preventing or remediating affective problems related to giftedness, and potential parenting or family problems.

5180. Program Planning for the Education of Gifted and Talented Students. 3 hours. Instruments and procedures for identification of gifted, talented and creative students. Major curriculum and program models; evaluation of programs.

5210. Consultation Practices in the Education of Exceptional Children and Youth. 3 hours. Consultation models, practices and principles as applied in the education of exceptional and at-risk children and youth. Models advocating collaboration, cooperative learning and full inclusion are stressed. The applicability of consultation models to learning strategies curriculum is a focal point. Prerequisite(s): consent of department.

5220. Educational Strategies for Cognitive Disorders. 3 hours. Strategies for educational interventions with behaviorally disordered, learning disabled and mentally retarded persons. Emphasis on principles of information processing. Prerequisite(s): EDSP 5010, 5020 and 5600, or consent of department.

5230. Advanced Seminar in Learning Disabilities: Educational Theories and Practices. 3 hours. Focused analysis of the theoretical basis of learning disabilities and the instructional implications and applications of those theories. Prerequisite(s): EDSP 5020 and 5220, or consent of department.

5240. Parent/Professional Communication Strategies. 3 hours. Practicum in the use of communication models in relating to parents and other professional personnel. Practical experience in working with parents in an educational setting. Seminar includes legal
aspects of parent-professional relationship and analysis of available resources for the special needs and problems of families with exceptional children.

5250. Theories of Learning as Applied to Exceptional Populations. 3 hours. Examination of theories of learning relevant to exceptional populations. In-depth comparison of principles across theories.

5330. Discipline and Management Strategies: Classroom Approaches for Exceptional Learners. 3 hours. Focus is upon a variety of classroom-relevant approaches to aid in the management of exceptional learners and to foster positive social and emotional growth.

5410. Advanced Practicum: Gifted and Talented. 3 hours. (1;5; Other-30 hours of supervised experience per week) Demonstration in a gifted and talented educational setting of professional competencies during a minimum 110 hours of supervised practicum experiences. Responsibility for development and implementation of educational plans for gifted and talented learners. Teacher role identification and relationships are examined in structured seminars. Prerequisite(s): EDSP 5150, 5160, 5170 and 5180, or consent of instructor.

5420. Field Experience with Children and Youth with Learning Disabilities. 3 hours. Supervised field experience with children and youth with learning disabilities. Typically, placement will be within a minimum of two educational settings. Prerequisite(s): EDSP 5020, 5210, 5220, 5230 and consent of department. Students must apply for consent to take this course at least six weeks prior to enrollment. Students may enroll for 1 to 6 hours credit in any given semester; field experience of 2.5 hours per week required for each hour of enrollment.

5430. Advanced Practicum: Special Education. 3 hours. Demonstration in a special education setting of professional competencies during a minimum 110 hours of supervised practicum experiences. Responsibility for development and implementation of individualized plans for the exceptional learner. Special education teacher role identification and relationships are examined in structured seminars.

5530. Individualized Diagnostic Assessment I: Practicum. 3 hours. Demonstration of competency in administration, scoring and interpreting test instruments appropriate for students with different types of handicapping conditions. Development of test batteries for students at varying age levels. Prerequisite(s): EDSP 5100.

5540. Individualized Diagnostic Assessment II: Practicum. 3 hours. Demonstration of competency in developing test batteries for students with different handicapping conditions, and in administering and interpreting the batteries. Development of an individual plan for each battery administered. Prerequisite(s): EDSP 5530.

5600. Educational Aspects of Severe Behavioral Problems in Children and Youth. 3 hours. An overview of the field of severe behavioral disorders that includes an analysis of definitions, etiological factors, classification schemes and intervention models. Prerequisite(s): EDSP 5710 or consent of department.

5610. Educational Theories and Practices Relative to Severe Behavioral Disorders in Children and Youth. 3 hours. Analysis of various theoretical approaches that includes the psychodynamic, ecological and behaviorist theories utilized in designing intervention programs for the severely behaviorally disordered. Emphasis upon the application and effectiveness of approaches in a variety of educational and therapeutic environments. Prerequisite(s): EDSP 5600.

5620. Educational Programming for Children and Youth with Severe Behavioral Disorders. 3 hours. Emphasis is upon designing effective and efficient intervention programs for severely behaviorally disordered individuals that are applicable to a variety of educational settings to include hospitals, mental health centers, and public and private schools. Prerequisite(s): EDSP 5100, 5240 and 5600; EDSP 5610, which may be taken concurrently.

5630. Field Experience with Children and Youth with Severe Behavioral Disorders I. 1-6 hours. (6;0) Supervised field experience with children and youth with severe behavioral disorders. Typically, placement will be within a minimum of two educational settings. Prerequisite(s): EDSP 5600 and consent of department. Students must apply for consent to take this course at least six weeks prior to enrollment. Students may enroll for 1 to 6 hours credit in any given semester; field experience of 2.5 hours per week required for each hour of enrollment.

5640. Field Experience with Children and Youth with Severe Behavioral Disorders II. 3 hours. (1;5) Supervised field experience with children and youth with severe behavioral disorders. Placement will be in educationally related environments. Prerequisite(s): EDSP 5600 and 5630, and consent of department. Students must apply for consent to take this course at least six weeks prior to enrollment. Students may enroll for 3 to 6 hours in any given semester; field experience of 2.5 hours per week required for each hour of enrollment.

5650. Special Education in Juvenile Correctional Facilities. 3 hours. An overview of the juvenile justice system and correctional education with emphasis on the role of the special educator in meeting the needs of the handicapped juvenile offender.

5660. Transition of Youth with Behavioral Disorders: Issues and Practices. 3 hours. An examination of all aspects of the transition of secondary school-aged youth from educational to community-based environments. Includes the rationale for transitional programming, practices and procedures, interagency cooperation, school-based vocational preparation and work-study activities. Emphasis is placed on the role of the special education teacher in the transitional process. Prerequisite(s): EDSP 5600, 5610, 5620 and 5710, or consent of instructor.

5670. Teaching Social Skills to Children and Youth with Disabilities. 3 hours. An examination of theories underlying the acquisition of social skills by children and youth with disabilities. Specific teaching strategies, materials development and program implementation will be emphasized.

5710. Special Education Programs and Practices. 3 hours. Presentation of special education roles, placement alternatives, legal implications, current status and trends in special education. Analysis of categories of exceptionality, characteristics and terminology.

5720. Analysis of Research and Research Design in Special Education. 3 hours. Interpretation, analysis, synthesis and application of research with exceptional populations. Demonstration of oral and written competence in specialization field and related areas. To be taken during the last 9 hours of the degree specialization.

5800. Studies in Special Education. 3 hours. Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings. Short courses and workshops on specific topics organized on a limited-offering basis, to be repeated only upon demand. May be repeated for credit.

5900-5910. Special Problems. 1-3 hours each. Open to graduate students who are capable of developing a problem independently. Problems chosen by the student and approved in advance by the instructor. Open only to resident students.

5950. Master's Thesis. 3 or 6 hours. To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.

6030. Practicum, Field Problem or Internship. 3-6 hours. Supervised professional activities in special education. Registration is on an individual basis. Required of all doctoral candidates.

6270. Analysis of Trends, Issues and Research in Special Education. 3 hours. Investigation and analysis of recent trends, issues and research in special education. Emphasis on how these will affect special education programs. Special attention to competency-based programs, accountability and individualized programming.

6280. Program Analysis in Special Education. 3 hours. Focus is upon the role and responsibility of leadership personnel in special education and the issues and trends relative to the administration and supervision of special education programs.

6290. Special Education and Public Policy. 3 hours. Examination of the current social, political and economic factors influencing the public policy decisions affecting special education programs and practices. Major historical public policy decisions affecting special education are used to examine current and proposed public policy decisions. Prerequisite(s): EDSP 6270 or consent of department.

6300. Program Development for Students with Severe Behavioral Problems. 3 hours. Emphasis upon designing educational interventions for severely behaviorally disordered children and youth within a variety of educational and therapeutic environments.

6310. Current Research in Behavioral Disorders. 3 hours. Emphasis is upon current research relative to the field of severely behaviorally disordered children and youth.

6320. Computing Applications for Special Populations. 3 hours. Focus on instructive and adaptive applications of computer technology to the educational and life needs of individuals with exceptional learning, cognitive and/or behavioral characteristics. Issues related to equity and accessibility are discussed. Prerequisite(s): consent of department.

6410. Theoretical Issues in Learning Disabilities. 3 hours. Analysis of the theoretical issues surrounding a life-span approach to learning disabilities. Emphasis is on the cognitive, social and neuropsychological research applicable to learning disabilities. Educational implications of the research also are addressed.

6440. Research Issues in Special Education. 3 hours. Analysis of current research issues and problems unique to exceptional populations. Content includes design, methodology and statistical topics. Prerequisite(s): EDSP 6270, 6310 and 6410; EDER 5210, 6000, 6010, and 6210 or 6220.

6900-6910. Special Problems. 1-3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professors in the fields also are included.

6950. Doctoral Dissertation. 3, 6 or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with the graduate dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.

Special Education Courses Offered at Texas Woman's University

Students wishing to enroll in the following TWU courses will do so through a cross-registration mechanism administered by the School of Graduate Studies at UNT.

ECSE 6023. Practicum in Assessment and Evaluation of Individuals with Disabilities. Required of all doctoral students in special education; administration and interpretation of educational, communicative, audiological and psychological tests given to individuals with disabilities. 7 laboratory hours a week. Prerequisite(s): proficiency in tests and measurements and permission of instructor. May be repeated for credit.

ECSE 6103. Social, Medical, Psychological and Educational Aspects of Mental Retardation. Advanced study of etiology, remediation and education of mentally retarded individuals. 3 lecture hours a week. Prerequisite(s): ECSE 5103 or equivalent courses in the area and permission of instructor.

ECSE 6233. Implication of Medical Problems in Special Education. The focus of this course is on the study of physical and
medical problems of individuals identified as handicapped, disabled or at risk. Research on etiological factors such as developmental distress caused by prenatal exposure to drugs and alcohol as well as other ecological and genetic phenomena will be covered. Related service implications including home, school, educational and therapeutic interventions for medically fragile individuals will be emphasized. 3 lecture hours a week. Prerequisite(s): ECSE 5223, 5233, 6403 or equivalent courses in the area and permission of instructor.

ECSE 6333. Seminar: Advanced Study of Emotional Disturbance and Autism in Special Education. The focus of this course is the study of adjustment and emotional problems in persons assigned to various settings. Research related to etiology, conceptual models and interventions will be discussed along with the implications for education. 3 lecture hours a week. Prerequisite(s): ECSE 5303 or equivalent courses in the area and permission of instructor.

ECSE 6403. Learning and Neurological Disabilities. Advanced study of physical, psychological and environmental causes of learning disabilities, and interrelationships among the causes. 3 lecture hours a week. Prerequisite(s): ECSE 5413 or equivalent courses in the area and permission of instructor.

ECSE 6623. Organization and Administration in Special Education. This course focuses on the study of theory, research and practices related to special education administration. Factors such as analysis of administrative behavior, the process of decision making, special education leadership and organization changes, models of state and federal funding, budgeting, litigation procedures and program evaluation will be explored in depth. 3 lecture hours a week. Prerequisite(s): ECSE 5603 or equivalent courses in the area and permission of instructor.

ECSE 6723. Practicum. 3-12 hours. Field placement. Type of placement will vary with student's area of major concentration and past experiences. Prerequisite(s): 12 semester hours of doctoral credit or permission of instructor.

Top | Courses | UNT Graduate Catalog Shortcuts | Additional Graduate Literature