EEX 2010 Introduction to Exceptional Children . . . . . 3(3,0)
Incidence, nature, etiology and services available in connection with gifted and handicapped children. Visual, auditory, speech, motor coordination, intellectual, social, emotion and behavioral deviations are emphasized.

EEX 2948 Service Learning Field Study I . . . . . 1-3(VARIABLE)
Placement in community agency or other social organizational setting related to field of study. Supervision by faculty and agency. Students and faculty "customize" courses to fit a full range of services that are available in the setting. Student must be able to draw correlation between the discipline and field study. Journal and reflective experience paper are required. With the agreement of the student's faculty sponsor, a minimum of 4-6 hours per week must be done at the field site per semester hour of credit.

EEX 3070 Methods in Inclusion and Collaboration . . . . . 2(2,0)
Required for all education majors. Structure and content of the course are based on the University of West Florida's model for professional education, the Empowered Person and Professional. The course provides students a knowledge base of varying exceptionalities, as well as, multiple instructional and management strategies. Students also will be actively involved in experimenting with instructional and behavioral strategies, examining the professional literature, and problem-solving in relation to specific cases of mainstreamed students with handicaps.

EEX 3948 Service Learning Field Study II . . . . . 1-3(VARIABLE)
Placement in community agency or other social organizational setting related to field of study. Supervision by faculty and agency. Students and faculty "customize" courses to fit a full range of services that are available in the setting. Student must be able to draw correlation between the discipline and field study. Journal and reflective experience paper are required. With the agreement of the student's faculty sponsor, a minimum of 4-6 hours per week must be done at the field site per semester hour of credit.

EEX 3949 Cooperative Education . . . . . 1-2(VARIABLE)
Terms of alternating full-time or consecutive parallel terms of practical experience in the intended field. Reinforcing academic preparation; confirming educational and career goals; personal and professional development; early start in career; earnings toward self-support; improved employability. (See program description under Cooperative Education.) Prerequisite: Permission of director of Cooperative Education.

EEX 4XX1 Foundations of Teaching ESOL in the Schools . . . . . 3(3,0)
Designed to provide students with information and skills concerning the education of students who have limited English proficiency and their families. Focuses on methods of teaching English to speakers of other languages (ESOL), ESOL curriculum and materials, cross cultural understanding, applied linguistics in second language teaching, and testing and evaluation of ESOL.

EEX 4016 Introduction to Autism and Pervasive Developmental Disabilities . . . . . 3(3,0)
Provides students with a useful conceptual guide and practical framework for teaching children with autism. The concepts introduced and the teaching methods employed are designed to be useful for enabling teachers to provide appropriate services for children with autism and other related pervasive developmental disorders. Includes teaching methodology for promoting progress in compliance, receptive and expressive language, imitation skills, social skills, and approaches to individualization and generalization. Required for certification in the Profound Mentally Handicapped K-12 degree program.

EEX 4017 Atypical Development . . . . . 3(3,0)
Focuses on various aspects of human development. Models and theories of human development will be explored as well as the influences of heredity and environment. Individual differences in development, critical periods in development, and indicators of atypical development as related to children with profound handicaps will be discussed. Required for certification in the Profoundly Handicapped K-12 degree program.

EEX 4141 Survey of Normal and Abnormal Language and Speech Development . . . . . 3(3,0)
Comparison of normal and deviate patterns of language and speech development. Etiology and remedial programs emphasized.

EEX 4221C Evaluation and Prescriptive Instruction for the Exceptional Child . . . . . 3(3,1)
Development of skill in administration, interpretation and construction of formal and informal tests for evaluating children and individualizing instruction for exceptional children.

EEX 4235 Instructional Methods for Children with Autism . . . . . 3(3,0)
Enables students to learn and apply empirically based instructional methods to teach students with autism and other related pervasive developmental disorders. Examines current research findings and their application to assessment, intervention techniques, instructional modifications, and instructional resources. Requires field-based applications of methods of teaching students with autism and other related pervasive developmental disorders in the school setting. Required for certification in the Profoundly Handicapped K-12 degree program.

EEX 4240 Academics for Exceptional Children . . . . . 3(3,0)
Teaching and remedial methodology for promoting progress in basic academic subject matter for exceptional children. Rates of presentation, techniques of motivation, integration of materials and competencies and approaches to individualization are stressed.

EEX 4253 Academic Methods for Exceptional Children . . . . . 3(3,0)
Development of well-researched methods of teaching reading, language arts, and math at the K-12 levels for exceptional students. It includes teaching and remedial methodology for promotion progress in basic academic subject matter, rates of presentation, techniques of motivation, integration of materials and competencies, and approaches to individualization. Requires field-based applications of methods of teaching reading, language arts and math in the elementary, middle and secondary school settings. The course also requires students to pass a math content competency test prior to the completion of the course. Required for teaching and certification in Emotionally Handicapped, Learning Disabilities, Mentally Handicapped K-12 degree programs.

EEX 4261 Educational Management of Exceptional Children . . . . . 3(3,0)
Materials, methods and management techniques appropriate for use with exceptional children. Includes classroom organization and consultation skills. Prerequisite: EEX 2010.

EEX 4284 Occupational and Vocational Planning for Handicapped Citizens . . . . . 3(3,0)
Intensive examination of the employment potential of handicapped citizens and the techniques for maximizing satisfying interfaces between occupation and clients. Offered concurrently with EEX 5284; graduate students will be assigned additional work. Prerequisite: EEX 2010.

EEX 4520 The Law and the Handicapped . . . . . 3(3,0)
Presentation, interpretation and requirements of laws affecting the handicapped. Legislative history, using case-study approach, leading to current status of legislation. Offered concurrently with EEX 5525; graduate students will be assigned additional work.

EEX 4701 The Handicapped Child from Birth to Five Years . . . . . 3(3,0)
Deviations from normal growth and development, infant and childhood disease and trauma, and examination of the resulting impact upon the young handicapped. Types of intervention, ameliorative programs and services for prevention and/or reduction of handicapping conditions are studied. Offered concurrently with EEX 5705; graduate students will be assigned additional work. Prerequisite: EEX 2010.

EEX 4772 Personal, Social and Employment Skills for Exceptional Students . . . . . 3(3,0)
Includes personal, social, communication employment goals and skills, career awareness, and transition planning for adult living. Prerequisite: EEX 2010

EEX 4931 English for Speakers of Other Languages (ESOL) Special Needs . . . . . 2(2,0)
Provides information and background on identifying and working with limited English proficient children and their families. The focus is on providing teaching methods that consider second language acquisition related to teaching the academic content through an integrated approach. The course considers an experiential focus that models the kinds of instruction advocated by the content of the course. This design considers that second language learners must have opportunities for interaction and meaningful language production.

EEX 4939 Professional Development Seminar - Special Education . . . . . 1(1,0)
Primary purpose is to promote reflective thinking for student empowerment through ongoing professional seminars and engagement in a variety of professional workshops on education topics. Develops the ability to self-evaluate and reflect on experience for personal and professional development. Explores a variety of topics critical to development as empowered teachers.

EEX 4942 Practicum in Special Education . . . . . 1-3(VARIABLE)
Three contact hours per sh of credit. Students will actually work in classes with exceptional children. Lesson plans, curriculum development, prescription writing and teaching are required. Offered only on a grade (A-F) basis, each semester.

EEX 4949 Cooperative Education . . . . . 0(VARIABLE)
Terms of alternating full-time or consecutive parallel terms of practical experience in the intended field. Reinforcing academic preparation; confirming educational and career goals; personal and professional development; early start in career; earnings toward self-support; improved employability. (See program description under Cooperative Education.) Prerequisite: Master level student; permission of director of Cooperative Education.

EEX 5283 Employment, Social, and Personal Skill Building for Exceptional Students . . . . . 3(3,0)
Includes an intensive examination of programs and services and development of well researched strategies for teaching personal, social, employment, and transition skills for students into advanced vocational prep., the workplace and independent living. The course provides graduate level field-based classroom experiences in applying career development strategies, job coaching, transition planning, and research related to employment, social, and personal skill development of student with disabilities. Prerequisite: Admission to MCTP or permission of departmental chairperson.

EEX 5287 Occupational and Vocational Planning for Handicapped Citizens . . . . . 3(3,0)
An intensive examination of the employment potential of handicapped citizens and the techniques for maximizing satisfying interfaces between occupation and clients. Offered concurrently with EEX 4284; graduate students will be assigned additional work. Prerequisite: EEX 2010.

EEX 5525 The Law and the Handicapped . . . . . 3(3,0)
Presentation, interpretation and requirements of laws affecting the handicapped. Legislative history, using case study approach, leading to current status of legislation. Offered concurrently with EEX 4520 graduate students will be assigned additional work.

EEX 5705 The Handicapped Child from Birth to Five Years . . . . . 3(3,0)
Deviations from normal growth and development, infant and childhood disease and trauma, and examination of the resulting impact upon the young handicapped. Types of intervention, ameliorative programs and services for prevention and/or reduction of handicapping conditions are studied. Offered concurrently with EEX 4701; graduate students will be assigned additional work. Prerequisite: EEX 2010.

EEX 5775 Independent Living for Handicapped Adults . . . . . 3(3,0)
Special problems affecting handicapped adults, sources of assistance and techniques for coping with problems of acceptance, daily living, leisure, work and retirement. Offered concurrently with EEX 4772; graduate students will be assigned additional work.

EEX 6051 Exceptionalities . . . . . 3(3,0)
Course is a requirement for students in the Middle Level and Secondary Education (M.Ed) Program. The underlying model which permeates this course is the teacher as empowered person and professional. This model focuses learning experiences on activities that permit the teacher to examine what he/she does and to take an active role in the instructional process. Through lecture, discussion, and projects, this course provides a comprehensive knowledge base pertinent to the nature and needs of persons with disabilities, at risk, and with special gifts and talents. It includes a discussion of assessment, service provision, and education of exceptional individuals.

EEX 6205 Normal and Deviant Child Development - Conception to Five . . . . . 3(3,0)
Covers normal child growth and development from conception to five and what can go wrong at the different developmental stages; from genetic contributions through conception and pregnancy to birth and to five years of age. Discuss crucial times for deficiencies.

EEX 6246 Academic Methods for Exceptional Students . . . . . 3(3,0)
Development of well-researched methods of teaching reading, language arts, and math at the K-12 levels for exceptional students. It includes teaching and remedial methodology for promoting progress in basic academic subject matter, rates of presentation, techniques of materials and competencies, and approaches to individualization. This course requires field-based applications of methods of teaching reading, language arts and math in the elementary, middle and secondary school settings. This course is required for teaching certification in the Military Career Transition: Clinical Teaching of Exceptional Children - Emotionally Handicapped, Learning Disabilities, Mentally Handicapped K-12 degree programs.

EEX 6455 Program Development for Preschool Handicapped Children . . . . . 3(3,0)
Program development for handicapped and at-risk infants, toddlers and preschoolers; includes administration, supervision, curriculum development, parent involvement, staff development, funding and evaluation.

EEX 6707 Early Intervention for Handicapped and At-Risk Preschool Children . . . . . 3(3,0)
Prepares students to work with handicapped and at-risk infants, toddlers, and preschool children. Includes developmental disabilities in the physical, speech and language, sensory, cognitive and behavioral areas, assessment, service delivery and program development.

EEX 6732 Parent-Teacher Team and Agencies for Preschool Handicapped and At-Risk Children. . . . . . 3(3,0)
Parent-teacher team interaction for handicapped and at-risk infants, toddlers and preschoolers to age five. Agencies with services for birth to five will be included.

EEX 6940 Practicum in Special Education . . . . . 1-3(VARIABLE)

EEX 6971 Thesis . . . . . 1-6(VARIABLE)

EEX 7060 Seminar: Best Practices in Alternative and Special Education . . . . . 3(0,0)
Students will develop a knowledge base of instructional issues including program alternatives, development of curriculum, developing instructional interventions, and microcomputers and instruction. Students will focus on best practices related to behavioral management, learning strategy instruction, and career education for those students who are not successfully adjusting to the normal school setting.

EEX 7212 Ecological Assessment & Intervention in Alternative and Special Education . . . . . 3(3,0)
Students will develop a knowledge base of the theoretical principles underlying ecological assessment in alternative and special education settings. Students will be given opportunities to apply ecological assessment procedures in alternative and special education setting to refine their assessment skills and to use the assessment data to plan and implement behavioral and instructional interventions.

EEX 7343 Contemporary Trends in Special Education . . . . . 3(3,0)
Examines current research related to current trends in special education. Of particular importance will be an analysis of historical antecedents related to these trends, an examination of associated data bases, and implications for future trends.

EEX 7344 Current Research Applications in Special Education . . . . . 3(3,0)
Examines current research findings concerning assessment, instructional planning, and evaluative procedures used with various age groups and disabilities. Past and current practices as well as those procedures that have been found to be most effective will be addressed.

EEX 7345 Programming for Handicapped Individuals . . . . . 3(3,0)
Examines current research related to the efficacy of a wide variety of program delivery models used in the education of handicapped learners. Past and current practices as well as those procedures that have been found to be most effective will be addressed.

EEX 7457 Changing Paradigms in Special Education . . . . . 3(3,0)
Students will develop a knowledge base of major issues confronting the fields of alternative and special education. Students will understand current practices and relate these to the future needs of exceptional and at-risk students. Additionally, the student will be encouraged to explore ways in which programs and services can be restructured to meet current and future needs.

EEX 7773 Transitional Planning for At-Risk Students . . . . . 3(3,0)
Students will develop a knowledge base of transitional issues including historical perspectives, legislative mandates for transitional planning, skills and needs of at-risk students, models of transition programs, barriers and supports to transition, professional responsibilities, work and independent living supports, and current and future transitional needs. Students will focus on best practices related to vocational rehabilitation, vocational education, career education, and community education for those students who would not successfully adjust to adult living without these services.

EEX 7930 Seminar: Inclusion in Alternative and Special Education . . . . . 3(0,0)
Students will develop a knowledge base of legislative mandates for inclusion, placement and service delivery models, current research findings related to inclusion, exceptional student characteristics and needs, and best practices related to teaching and managing exceptional students in the mainstream. The content of this course addresses the administrative issues and problems related to inclusion.

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