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.
Rehabilitation Counseling and Special Education college/university professor preparation, including syllabus development, organization of class presentations, instructional alternatives, scheduling, student assessment, professor-student interactions, student advising, resource identification and utilization and program evaluation.
Supervised practicum experiences related to the Professional preparation of Rehabilitation Counselors or Special Education Teachers, including practice in delivering lectures, conducting class discussions, leading seminars, directing independent studies, guiding student research projects, demonstrating instructional methods and materials, supervising rehabilitation counselors or special education student teachers, and advising. Laboratory, three-nine hours. May be repeated to a maximum of nine credits.
Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.
Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.
A research-based, thesis course in which students complete a comprehensive, individual project approved by a Master's thesis committee. Students are expected to complete the project as proposed and defend the project and results to their committee. This is the culminating course for the Master's degree in which students demonstrate skills and knowledge acquired throughout their course of study. For persons conducting an applied project: If an alternative capstone project is approved by the committee, an individualized syllabus will be developed.
