This course examines factors that contribute to the reliable and valid measurement and diagnosis of students with mild disabilities. Emphasis is placed on evaluating standardized, norm-referenced instruments according to their technical characteristics and merits, developing curriculum-based measures for classroom use, and critiquing emerging systems of determining eligibility for special education. Prerequisites (s): EDS 528 or consent of instructor.

Intensive clinical experience with exceptional children in day and residential schools, hospitals and private agencies. Students engage in prescriptive teaching with persons with disabilities in individualized, small group and special class settings. Laboratory, 6-12 hours per week.

Intensive review of instructional programs designed for use with students with moderate and severe disabilities, including autism spectrum disorders. Emphasis is on leadership in assessment and developing individual education programs for students.

Intensive educational experience with students with moderate and severe disabilities in educational, residential and hospital settings. Site and practicum responsibilities will be based on students' competencies and area of interest. May be repeated to a maximum of 21 credits. While enrolled in this course, students will be required to apply for the Teacher Education Program.

Students will select from a variety of options that demonstrate leadership in the field of education. Between the course instructor and each students' masters' committee, students will complete a variety of activities and experiences that will assist them in completing the capstone requirement.

Students will study procedures for planning and implementing assistive technology programs in schools. Topics will include use of planning models, philosophy and mission development, generating program goals and objectives, procedures for preparing strategic plans, establishing policies and procedures, identifying resource requirements, managing program implementation, evaluation of program effectiveness, and preparation of proposals for funding.

Students will engage in supervised practicum activities associated with the delivery of technology services to individuals with disabilities. Practicum settings may include schools, rehabilitation agencies, clinics, hospitals, technology resource centers, administrative offices, and other facilities involved in the development or delivery of technology services.

This course has been designed for those faculty or future faculty who plan to manage or direct programs delivered through distance education technology. The course will focus on current issues and challenges in distance education administration, including such topics as provision of quality support services; policy issues at the local, state, national, and international level; model administrative structures; instruction and technology funding; and virtual institutions.

Study of issues and topics affecting the preparation of Rehabilitation Counseling, Special Education, and Early Childhood personnel and of research issues involving persons with disabilities and educational and rehabilitation programs. May be repeated to a maximum of six credits. Lecture, two hours per week.

Advanced study of issues related to severe developmental disabilities, including problems of identification and assessment, program alternatives, curricula, theories, and contemporary research findings.