EEX 3070     Methods in Inclusion and Collaboration . . . . . 3(F,S,SS)
Required for all education majors. Structure and content are based on the University of West Florida’s model for professional education, the Empowered Person and Professional taking action. Views future teachers as being: 1)critical thinkers, 2)problem solvers, 3)decision makers, 4) counselors/therapists, 5)ethical and moral beings, 6)lifelong learners, and 7)active professionals. Therefore it 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 students with disabilities or diverse cultural backgrounds. Additionally, information about special needs students, agencies and resources. Students will also become aware of the use of technology in meeting the needs of students with physical, sensory and communicative disabilities. Includes required field experience

EEX 4050     Foundations of Teaching Students with Exceptionalities . . . . . 3(F)
Prerequisite: EEX 2010
Provides a foundation of the history, characteristics, theoretical models, issues, assessment and instructional techniques, and service delivery options related to students with mild disabilities. Emphasis is also placed on developing awareness of the needs and rights of culturally diverse students

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

EEX 4221C      Evaluation and Prescriptive Instruction for the Exceptional Child . . . . . 3(F,S,SS)
Development of skill in administration, interpretation and construction of formal and informal tests for evaluating children and individualizing instruction for exceptional children. Field experience is required

EEX 4232     Instructional Methods for Children with Autism . . . . . 3(CALL DEPT)
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. Credit may not be earned in both EEX 4235 and EEX 4232

EEX 4241     Curriculum for Teaching Students with Severe Disabilities . . . . . 3(S)
Prerequisite: EEX 4050
Objectives, activities, materials and methodology for managing students with severe disabilities at home and school. Field experience required

EEX 4243     ESOL/Reading Professional Practicum II Pending Faculty Senate Approval . . . . . 3(F,S)
This clinical field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed course assignments. Under the guidance of highly qualified supervising teachers, students will work with individuals, small groups, large groups and/or the entire class. Students will also continue work begun earlier in their program on their Teacher Development Portfolio (TDP) which document Educator Accomplished Practices Competencies and ESOL Performance Standards. Minimum of 100 hours in a setting with exceptional children includes: observation, planning, adapting, delivering and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient - LEP), and students at risk for school failure. Graded on satisfactory/unsatisfactory basis only

EEX 4254     Instructional Strategies for Teaching Students with Exceptionalities . . . . . 3(F,S)
Prerequisite: EEX 4255.
Corequisite: EEX 4XX7 (Instructional Strategies/Technology/ Reading Practicum for Students with Exceptionalities)
Focuses on development, implementation, and evaluation of educational plans; special approaches to teaching basic academic and functional skills; developmental programming and data-based management of instruction. Emphasis is also placed on developing awareness of the specific instructional needs of culturally diverse students

EEX 4255     Curriculum for Teaching Students with Exceptionalities . . . . . 3(F,S,SS)
Prerequisite: EEX 2010
Includes specialized curriculum and instructional materials for teaching students with learning disabilities (with emotional; mental handicaps); curriculum standards and resources and translation of assessment data into individualized, instructional programs

EEX 4257     ESOL/Reading Professional Practicum III Pending Faculty Senate Approval . . . . . 3(F,S)
This clinical field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed course assignments. Under the guidance of highly qualified supervising teachers, students will work with individuals, small groups, large groups and/or the entire class. Students will also continue work begun earlier in their program on their Teacher Development Portfolio (TDP) which document Educator Accomplished Practices Competencies and ESOL Performance Standards. Minimum of 100 hours in an educational setting with exceptional children that includes: observation, planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient - LEP), and students at risk for school failure. Graded on satisfactory/unsatisfactory basis only

EEX 4261     Educational Management of Exceptional Children . . . . . 3(F,S,SS)
Materials, methods and management techniques appropriate for use with exceptional children. Includes classroom organization and consultation skills. Includes required field experience

EEX 4275     Move Basic Provider Course . . . . . 1(F,S,SS)
Provides training in the MOVE Curriculum resulting in certification as a MOVE Basic Provider through MOVE International. Training will be provided in the six steps of the MOVE Curriculum: Testing, Goal Setting, Task Analysis, Measuring Prompts, Reducing Prompts, and Teaching Skills. Additionally lecture, demonstration, and practice will be provided in the areas of transdisciplinary team approaches, family-centered program planning, top-down program development, activity-based instruction, and adaptive mobility equipment. Graded on a satisfactory/unsatisfactory basis only

EEX 4614     Conflict Resolution   . . . . . 3(F,S,SS)
Techniques and procedures designed to assist youth and adults to successfully address conflict. Participants will learn how to deescalate conflict situations and assist individuals to become self directed problem solvers

EEX 4660     Advanced Behavior Management for Students with Exceptionalities . . . . . 3(S)
Prerequisite: EEX 4050
Provides a comprehensive knowledge base concerning advanced behavior management. Areas of emphasis include techniques of stimulus control, shaping new behavior, increasing, decreasing, and maintaining behaviors, cognitive behavior modification strategies, teaching social skills, group contingency contracting and precision teaching

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

EEX 4843     Professional Development Practicum IV:   Teaching Students with Exceptionalities . . . . . 3(F,S)
Corequisite: EDG 4940
Integrate skills and concepts acquired throughout the program. Focus is on developing and implementing instruction with appropriate educational practice and evaluation. Passing scores on ICFE or Practica for professional education and subject area (s); successful completion of Professional Portfolio and completion of degree coursework are required. Graded on satisfactory/
unsatisfactory basis only

EEX 4943     Move Practicum I . . . . . 2(F,S,SS)
Provides advanced training in the MOVE Curriculum to individuals who have successfully completed the MOVE Basic Provider training. Training will focus on the first three steps of the MOVE Curriculum: Testing, Goal Setting, and Task Analysis. Special Emphasis will be given to the following topics: family-centered planning, top-down program planning, functional outcomes, activity-based instruction, and instruction in natural contexts. Instruction will be provided through a web-based format that will include required readings, examples of critical concepts, video examples of assessment procedures, group discussion, comprehension quizzes, individual projects, and group projects. Graded on satisfactory/unsatisfactory basis only

EEX 5052     Foundations of Varying Exceptionalities      3(F)
Comprehensive knowledge base concerning varying exceptionalities especially students with learning disabilities, mild behavior disorders, and mild mental retardation. Characteristics of varying exceptionalities, theoretical models, basic instructional methods, service delivery options, unit and lesson planning will be stressed

EEX 5085     Integrating Curriculum and Instruction . . . . . 3(F)
Comprehensive knowledge base concerning curriculum and instruction for individuals preparing to teach students with diverse needs. Topics emphasized include a) curricular standards, influences and design, b) instructional materials, curricula and resources, and c) teaching methodology and best practices

EEX 5283     Employment, Social, and Personal Skill Building for Exceptional Students . . . . . 3(F,S)
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. 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

EEX 5525     The Law and the Handicapped . . . . . 3(F)
Presentation, interpretation and requirements of laws affecting the handicapped. Legislative history, using case study approach, leading to current status of legislation

EEX 6XXX       Foundations of Exceptional Student Education Pending Faculty Senate Approval . . . . . 3(F,SS)
A comprehensive overview of the exceptional student to include the knowledge, skills, and dispositions needed to be an effective teacher in the ESE classroom or inclusive education environment. Coursework will cover a broad range of topics and prepare the student to pass the Florida Teacher Certification Examination for K-12 Exceptional Student Education

EEX 6051     Exceptionalities . . . . . 3(F,S,SS)
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 taking action. 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 Age Five . . . . . 3(F)
Covers normal child growth and development from conception to age 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 6222     Practical Applications and Issues in Assessment and Classroom Management:  Special Education  . . . . . 3(F,S,SS)
Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management

EEX 6227     Assessment of Exceptional Children . . . . . 3(CALL DEPT)
Development, administration, and scoring of group and individual tests and assessment devices for determining scope and depth of educational achievement as well as standardized and alternative assessment methods of specific abilities and behaviors which relate to or constitute prerequisites to educational programs. Students develop proficiency in the development of tests, rating scales, and alternative assessment devices for use with students with learning disabilities, emotional handicaps, and mental handicaps

EEX 6246     Academic Methods for Exceptional Students  . . . . . 3(F,SS)
Development of well-researched methods of teaching reading, language arts, and math at the K-12 levels for exceptional students. 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. Requires field- based applications of methods of teaching reading, language arts and math in the elementary, middle and secondary school settings

EEX 6340     Action Research . . . . . 3(S,SS)
Prerequisite: EEX 6945
Implementation of proposal in Research Practicum including identification of a problem in the area of Special Education, review of pertinent literature and preparation of a proposal with all the necessary information, conducting research in a professional manner, evaluation and written report of the results. Graded on satisfactory/unsatisfactory basis only

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

EEX 6612     Classroom Management . . . . . 3(CALL DEPT)
Provides a comprehensive knowledge base concerning classroom management including structuring the classroom for success, assessing and managing individuals and group behavior, and motivating and managing exceptional and at-risk students

EEX 6707     Early Intervention for Handicapped and At-Risk Pre-School Children . . . . . 3(CALL DEPT)
Prepares students to work with handicapped and at-risk infants, toddlers, and pre-school 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 Pre-School Handicapped and At-Risk Children . . . . . 3(CALL DEPT)
Parent-teacher team interaction for handicapped and at-risk infants, toddlers and pre-schoolers to age five. Agencies with services for birth to five years of age will be included

EEX 6756         Home/School/Community Collaboration . . . . . 3(CALL DEPT)
The purpose is to investigate techniques and strategies for developing and implementing effective home, school, and community communication and collaboration. Emphasis will be placed on methods to communicate effectively with families from a variety of cultural backgrounds

EEX 6940     Practicum in Special Education . . . . . 1-3(F,S,SS)
Designed to provide the critical opportunity for students to demonstrate their ability to write lesson plans, deliver individualized instruction and manage the classroom in a relevant field setting. Minimum of 100 hours in a special education, K-12, setting

EEX 6945     Research Practicum in Special Education . . . . . pecial education. Includes instruction in applied research models, analysis and synthesis of professional literature, formulation of research questions, development of a plan of action, and problem solving within investigative inquiry

EEX 7060     Seminar: Best Practices in Alternative and Special Education . . . . . 3(CALL DEPT)
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 7215     Ecological Assessment and Intervention in Alternative and Special Education  . . . . . 3(CALL DEPT)
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. Credit may not be earned in both EEX 7212 and EEX 7215

EEX 7343     Contemporary Trends in Special Education . . . . . 3(CALL DEPT)
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(CALL DEPT)
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 7457     Changing Paradigms in Education . . . . . 3(CALL DEPT)
Develop a knowledge base of major issues confronting the education. Understand current practices and relate these to the future needs of students. Additionally, students 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(CALL DEPT)
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(CALL DEPT)
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. Addresses administrative issues and problems related to inclusion