Clark Atlanta University Learn Lead Change

Course Descriptions

    School of Education
    Rufus E. Clement Hall, 105
    Telephone: (404) 880-6334





Course Descriptions


The Curriculum Department is responsible for the following courses:


Undergraduate Course Descriptions

Physical Education Course Descriptions

Graduate Course Descriptions



UNDERGRADUATE COURSE DESCRIPTIONS

CECE 200: Introduction to Early Childhood Education.      3 credits
Course experiences are designed to provide a survey overview of early childhood education (preschool thru grade 5) as professional field of study and practice. Emphasis is on the role and function of early childhood education (ECE) programs in providing a learning foundation for urban, minority children. Course contents include an introduction to historical and contemporary issues, pioneers, and approaches in ECE.
 
Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 206: Foundations of Mathematics for Teachers I.     3 credits
Extends candidates’ content proficiency, conceptual understanding of numbers, numeration systems and fundamental concepts of algebra, geometry, probability, statistics, and measurement. The presentation of these principles and aspects of mathematics will be interpreted through the National Council of Teachers of Mathematics (NCTM) standards in particular standards on problem solving, reasoning, technology and making connections to the real world.
 
Prerequisite: Admission to Teacher Education or Educational Studies.


CECE 212: Preprofessional Lab (Observing).     1 credit
This entry-level practicum introduces potential teacher education candidates seeking admission to Early Childhood programs to the varied educational institutions that support the schooling process (e.g., museums, science centers, and other community resources). Potential candidates can earn service learning hours as they complete course content.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 213: Practicum I (Observing and Exploring).     2 credits
This entry-level practicum is designed for potential teacher education candidates. The practicum provides experiences that introduce potential candidates to teachers, learners, and the school community through processes of observing and exploring. Course assignments engage potential candidates in activities that strengthen skills in writing and critical observations.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 214: Literature for Children and Youth.     3 credits
The criteria for selection and evaluation of books for children and youth, in terms of appropriateness for their stages of growth and development. The course includes the use of literature for enhancing cultural pluralism and strategies for presenting literature in creative ways.

CECE 300: Literacy in Early Childhood I.     6 credits
Insights into the nature of the reading process and emergence of reading readiness skills will be emphasized. Candidates learn to provide a developmentally appropriate environment for reading to begin. The course focuses on the strategies needed to teach reading to the preschool, kindergarten, first-grade, and second grade student. A field component provides practical experience.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 301: Literacy in Early Childhood II.     2 credits
This course will examine, in depth, the content and methods used in teaching reading and writing effectively. Candidates will create a classroom climate where literacy flourishes. It will examine various theories and methodologies; issues germane to the urban school environment will be addressed. The use of multicultural literature and ways to serve the linguistically different child will be included.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 302: Child Development: The Urban Learner.      3 credits
Engages candidates in an exploration of how children learn and develop, of myriad influences on children’s development, and theories of child development. Facilitates candidates’ development of strategies which promote optimal learner growth. Focuses special attention on cultural elements which influence the development of children in urban schools and communities. Guides candidates to an appreciation of the interdependence of cognitive, physical, and affective domains in the overall development of children.

Prerequisites: See Educational Studies Admissions requirements

CECE 312: Language Arts I: Content.     3 credits
Instruction in the elements of the language arts program, with emphasis on candidates’ own achievement of proficiency in language arts skills. Candidates review teacher competencies needed to teach language arts effectively.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 313: Practicum II (Planning and Implementing).     2 credits
This practicum promotes the development of teacher education candidates’ knowledge and understanding of the schooling process and its influences and facilitates candidates’ awareness of the foundational underpinnings that shape contemporary educational practices.

Prerequisite: Admission to Teacher Education.

CECE 314: Creative Development.     4 credits
This course offers guided observations of and experiences in application of instructional methodologies. Emphasis on interdisciplinary methodology, culturally appropriate pedagogy, integration of creative activities and on assessment. Designed to offer candidates the opportunity to gain competency in the use of variety of media and explore potentials in creative arts.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 316: Practicum III (Instructing, Connecting & Assessing).     2 credits
This practicum focuses on the instructional process and skills, resources, knowledge and interactions that ensure student learning. Experiences are provided which promote candidates’ awareness of the importance of developing and nurturing family relationships to support the teaching/learning process. Candidates are guided to use their specific content knowledge to establish teaching/learning objectives.

Prerequisite: Admission to Teacher Education or Educational Studies. Corequisites: CECE 426, CECE 452, CECE 498.

CECE 317: Practicum IV (Evaluating, Analyzing & Reflecting).     1 credit
This practicum stresses principles, practices and tools of evaluation, analyses, and reflection on the schooling processes. Attention is also given to ethical and practical considerations of testing and to the implications of cultural diversity in the process of evaluating, analyzing, reflecting and making decisions.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 402: Professional Development.     1 credit
This course provides the opportunity for candidates to enhance their skills in interpersonal relationships. It examines situations encountered by teachers, school administrators, supervisors, and group leaders. Professional presence, which includes poise, self-confidence, control and style which empower the candidate and command respect will be emphasized.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 404: Early Childhood Curriculum and Methods.     3 credits
Study of origins, philosophy, organization, and implementation of curriculum models for early childhood education. Candidates also examine teaching methods and materials used during the early years, and principles and practices employed in early learning programs.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 405: Preschool Program Development.     3 credits
Examination of organizational structure, aims, purposes, and variety of preschool educational programs, including teacher characteristics, classroom organization, and program scheduling. The laboratory component allows students to observe and participate in a preschool setting.

Prerequisite: Admission to Teacher Education or Educational Studies.

CECE 415: Methods of Teaching Reading and Writing.     3 credits
Knowledge, skills, and attitudes necessary for effective organization and implementation of the reading program. Candidates learn to promote reading as an informative, rewarding, and essential component of education. The course includes a review of widely used methods in teaching reading and a laboratory experience in which candidates practice instructional strategies.

Prerequisites: Admission to the Teacher Education or Postbaccalaureate Program.

CECE 426: Integrated Teaching of Elementary Math and Science.     3 credits
This course uses readings, case studies, instructional technology, and a school-based practicum to help preservice teachers develop the scientific and mathematical knowledge, skills, and dispositions needed to teach science and mathematics in grades P-5. It examines research and theory in the field of math and science instruction and assessment and emphasizes culturally appropriate methodology in the integration of math and science.

Prerequisites:Admission to the Teacher Education or Postbaccalaureate Program, Corequisite: CECE 316

CECE 444: Preservice Teaching – Early Childhood Education.     13 credits
Practical experiences with children, preschool to grade five, in approved educational settings and under the supervision of state-certified teachers. Through daily work and other interactions, the candidate integrates and utilizes the knowledge and skills gained in major courses. CEDC 444 is a full-day practicum daily lasting sixteen weeks. The preservice teacher is required to attend the campus-based reflective seminars once per week and other teaching-related workshops and activities.

Prerequisites: Completion of all core and major courses with required grades; passing scores on the GACE/Praxis I examination and the GACE/Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CECE 452: Integrated Teaching of Social Studies and Language Arts.  3 credits
This course will examine, in depth, the methods used in teaching the integration of Social Studies into the Language Arts in the elementary school from an interdisciplinary, multicultural approach. Instruction in the elements of social studies and language arts, with emphasis on knowledge required for the teaching of content skills and methods in the language arts and social studies programs addressing national and state standards.

Prerequisites: Admission to the Teacher Education or Postbaccalaureate Program, CECE 300 Corequisite: CECE 316.

CECE 498: Developing Family and Community Relationships.      3 credits
The study of current and historical theory and practices in parent education and the impact of connecting with the community. The course reviews parents’ and other adults’ involvement with schools and covers the role of parent education in the school’s curriculum and the theoretical and practical aspects of parental involvement in the educational setting. The course takes an in-depth view of the role that the community plays in shaping the development of children and youth.

Prerequisites: Admission to the Teacher Education, Educational Studies, or Postbaccalaureate Programs.

CEDC 199: Preprofessional Seminar.     0-3 credits
Provides intensive instruction in the concepts, strategies, and content covered on the GACE/Praxis I exam. The strategies will include both generic and subject matter test-taking strategies.

CEDC 201: Teaching Geography Themes in Education.     3 credits
This course is designed to cover basic concepts in human geography, including population, political, cultural, urban, and economic geographical concepts needed to teach. Taught as a survey course in human geographical inquiry rooted in the four academic traditions of geography: the earth science tradition, culture environment tradition, locational tradition, and area analysis tradition.

Prerequisite: Admission to Teacher Education or Educational Studies.

CEDC 262: Educational Technology.     3 credits
Candidates gain experience with a variety of computer applications and technological tools used in education. Candidates have hands-on training with applications including word processing, Internet, spreadsheet, database, presentation, and digital technology tools. Significant focus is placed on the development of websites and electronic portfolios. This course is designed to satisfy the Georgia Teacher Certification Computer Skills Competency Requirement.

CEDC 303: Human Relations.     3 credits
Opportunity for students to enhance their skills in interpersonal relationships. The course uses role-playing and other drama techniques to examine the quality of human relations between various groups.

Prerequisite: Admission to Teacher Education or Educational Studies.

CEDC 305: Presentation Skills.     3 credits
Simulated situations in which students practice the skills needed for effective oral presentations in their major areas. Through closed circuit video presentations, students examine situations encountered by teachers, school administrators, sales representative managers, supervisors, and group leaders.

Prerequisite: Admission to Teacher Education or Educational Studies.

CEDC 360: Educational Measurement.     3 credits
Study of statistical concepts and terminology for education. Students gain knowledge of widely used standardized education tests, such as CAT and ITBS. The course explores test construction, selection, administration, and interpretation of test results to pupils and parents. This course is designed to provide experiences in test taking, analysis, construction, and interpretation of results.

Prerequisite: Admission to the Teacher Education or Postbaccalaureate Certification Program.

CEDC 401: Classroom Management.     2 credits
This course includes a review of organization and scheduling practices which maximize a positive learning environment. Candidates explore the use of guidance and discipline techniques for managing classroom behavior. Through simulations of typical management problems in the classroom, candidates gain understanding of how to structure and organize the environment for effective learning.

Prerequisite: Admission to the Teacher Education, Educational Studies, or Postbaccalaureate Programs.

CEDC 408: Multicultural and Global Education.     3 credits
Introduces teacher education candidates to concepts, principles, practices, and implications of multicultural and global education. Major attention is given to the social justice dimension of multicultural education and to candidates’ skill in developing lessons which achieve social justice objectives in urban schools and communities.

Prerequisite: Admission to Teacher Education or Educational Studies.


CEDC 492: Cooperative Education Experience.      9-12 credits
Educational Studies candidates spend a full semester (at least 12 weeks) working in an education related agency appropriate to their concentration or career goal. Experiences are supervised and monitored by a University professor and an onsite supervisor. Experiences are accompanied by a weekly seminar and require that candidates submit evaluations and reports that may include action research.

Prerequisite: Admission to Educational Studies and acceptable recommendations and interviews (course is completed during the last semester).

CEDC 499: Independent Study.     1-3 credits
Identification and investigation of a particular topic, issue, or problem in the field of education. Under the supervision of a major area professor, students conduct in-depth studies of specific problems and produce written accounts of their studies. Varying credit hours require specific activities as follows: one credit hour requires students to attend colloquia; two credit hours require attendance at symposia; three credit hours may include attendance at four seminars.

Prerequisites: approval of the supervising professor and at least a 2.5 GPA.

CEDF 211: Foundations of Education: The Urban Reality     3 credits
An introduction to the profession of teaching from an urban context. Examines the philosophical, historical, and sociological roots of basic questions and possible solutions in the field of American education and, specifically, in urban communities.



PHYSICAL EDUCATION COURSE DESCRIPTIONS

CPED ___: Physical Education.     1 credit
General education requirements for all students. These courses develop recreational skills and abilities for current and future participation in leisure time activities such as badminton, volleyball, basketball, beginning swimming, tennis, modern dance, jazz exercise, softball, and individual fitness programs.

CHPE 358: First Aid, Safety and CPR.      2 credits
This course provides students with the knowledge and skills necessary in an emergency. It presents opportunities for students to recognize emergencies and make appropriate decisions for first aid care. Students will take American Red Cross basic Community First Aid and Safety course as well as the Instructor course for First Aid, Adult CPR, and Infant and Child CPR. American Red Cross certificates will be issued to those meeting the requirements of the course.

CHPE 383: Lifeguard Training.     2 credits
This course provides students with the knowledge and skills necessary to operate a safe swimming facility and prepare them to recognize and make appropriate decisions to take action in a water emergency. American Red Cross certification will be issued to those meeting the requirements for the course. Students are also required to complete CPR for the professional rescuer.

CHPE 404: Methods of Teaching Early Childhood Health and Physical Education.     3 credits
This course is designed for candidates who will be teaching physical education at the elementary school level, whether as teachers in the self-contained classroom or as teachers trained as physical education specialists. The course provides a source of information about the most recent trends and developments in physical education, addressing the inclusion of students with special needs, temporary and permanent adaptive strategies, program evaluation, safety procedures, equipment selection, program planning motor exploration, physical fitness, and as a resource for new games, stunts, dances, and fitness development.



GRADUATE COURSE DESCRIPTIONS

CEDC 501: Psychology of Early Childhood.     3 credits
Examines theories of behavior and development in young children.

CEDC 502: Curriculum Planning for Early Childhood Education.     3 credits
Curriculum development for preschool and primary grades. Attention given to the role of child development theories as a basis for curriculum planning.

CEDC 503: Methods of Teaching in Early Childhood.      3 credits
Exploration and demonstration of methods of teaching young children.

CEDC 506: Teaching Science: P-5.     3 credits
Explores the science curriculum and content, National Science Education Standards and instructional strategies appropriate for early childhood grades. Focuses on science process skills for the young child and on the major scientific concepts appropriate for this level. Laboratory and technology activities are included.

CEDC 510: Earth Systems Science.     3 credits
The study of earth systems and changes in relation to astronomy, physical geology, meteorology and oceanography. Laboratory and technology experiences are included.

CEDC 512: Teaching Mathematics: P-5.     3 credits
Study of the mathematics curriculum, techniques and resources for teaching mathematics in the early grades; focuses on readiness skills in number sense and structure, operations, estimation, computation, and equivalent representations.

CEDC 521: Teaching Social Studies: P-5.     3 credits
Studies various techniques and strategies for teaching social studies concepts; curricula for the early grades are explored.

CEDC 523: Social Studies: Cultural Diversity.      3 credits
Explores content and concepts for teaching cultural diversity in social studies.

CEDC 525: Health and Physical Education in Early Childhood.     3 credits
Emphasizes methods and materials appropriate for teaching health habits and physical education activities.

CEDC 526: Curricular Integration of Creative Experiences for Young Children.   3 credits
Emphasizes integrating music, movement, creative writing, dramatics, and art into the curriculum.

CEDC 530: Foundations of Culturally Responsive and Relevant Pedagogical Practices.      3 credits
Explores concepts of culturally responsive and culturally relevant pedagogy and analyzes research and theoretical frameworks upon which the concepts are based. Practices which support these concepts are observed and examined, and activities engaging students in the application of these practices are undertaken in the field.

Corequisite: CEDC 530P.

CEDC 530P: Clinical Observation and Evaluation.      0 credits
Twenty-five (25) hours clinical observations of instructional strategies as practiced in the field.

Corequisite: CEDC 530.

CEDC 532: Trends, Issues and Approaches in Early Childhood Education. 
3 credits

Takes reading/language arts content for early childhood and places it in a curriculum framework of developmentally appropriate teaching/learning activities for the young child. Assessment strategies recommended for determining young children’s
performance are explored.

Corequisite: CEDC 532P.

CEDC 532P: Practicum in Pedagogy and Content.     0 credits
One hundred (100) hours observing and assessing pedagogy and content in the Early Childhood classroom.

Corequisite: CEDC 532.

CEDC 534: Critical Advanced Reading/Language Arts for Early Childhood. 
3 credits

Focuses on content and concepts for reading and language arts P-5 emergent literacy; the comprehensive process in beginning reading; thinking and reading; vocabulary acquisition and word analysis strategies; and writing conventions, concepts and processes.

CEDC 535: Critical Advanced Integrated Science and Mathematics for Early Childhood.     3 credits
Effective instructional approaches and implementation strategies for the integration of elementary content standards that are culturally responsive and developmentally appropriate for the active involvement of elementary students in problem solving, mathematical reasoning, computation and communication. The course will present the integrated application of instructional strategies and technology that create and sustain successful learners.

CEDC 536: Capstone Content for Early Childhood Education.     3 credits
Students will participate in the advanced study of reading, math, science, social science, the arts, and physical education. A literature review and analysis of a selected philosophical or practical aspect of curriculum, assessment, or instructional technique relating to grades P-5 will be required. The relevant research in the capstone will be merged with the action research course.

CEDC 538: Trends and Issues in Middle and Secondary School Curriculum.
3 credits

This course is designed to explore the past decade of reform and major curricular dilemmas in middle and secondary education; the effects of ethnic and culturally diverse curriculum content on student achievement; and creating new curricular paradigms for high achievement for all developmental levels. Technology resources are used for research and documenting results.

Corequisite: CEDC 538P.

CEDC 538P: Clinical Observation and Evaluation.     0 credits
Fifty (50) hours observing and assessing instructional practices in Middle Grades and Secondary classrooms.

Corequisite: CEDC 538.

CEDC 551: Research, Design and Evaluation in Education.     3 credits
The introduction of concepts, ideas, methodology, and issues related to the research process. It will include both qualitative and quantitative research design and the evaluation processes in education (Web-enhanced; 25 field hours).

CEDC 552: Action Research Seminar.     0 credits
In-field observations of teaching and learning and the identification of a research problem. Periodic on-site meetings for reflection and feedback (Web-enhanced).

Corequisite: CEDC 551.

CEDC 553: Educational Research Practitioner’s Paper.     3 credits
This course is the continuation of CEDC 552 Action Research Seminar. The Action Research Plan developed in EDC552 is implemented at the field school site, analyzed, and a publishable manuscript written. Analysis of the data collected through qualitative/quantitative measures is performed. An Action Research thesis is a requirement for fulfillment of this course.

CEDC 562: Methods of Teaching in the High School and College.     3 credits
Addresses major instructional approaches, techniques and strategies used in senior high school and college. Students apply these approaches in the respective content area.

CEDC 567: Calculus for Grades 6-12.     3 credits
A comprehensive study of instructional strategies, materials, and modes for teaching/learning limits, differentiation, and integration. The focus is on instructional media and technologies for teaching concepts through real-world applications based on computer and calculator problem-solving platforms.

CEDC 568: Geometry for. Grades 6-12      3 credits
Involves methods, materials, and technology for teaching Euclidean and Non-Euclidean geometry.

Prerequisite: College algebra content knowledge or departmental approval.

CEDC 569: Mathematics for Grades 6-12.      3 credits
Involves overall curriculum objectives, structure, and materials for mathematics in secondary schools and colleges; examines standards-based techniques for instruction, assessment and technology for teaching algebra, geometry, calculus, statistics and probability in diverse student environments (100 field hours).

Prerequisite: Completion of all mathematics courses in the program or departmental approval.

CEDC 570: Science for Grades 6-12     3 credits
Examines standards-based science secondary and college level curriculum. Investigates philosophy, issues and trends in science education. Learning theories and methods are explored, as they relate to science teaching in biology, physics, chemistry and earth systems science. Technology activities and 100 field hours are included.

CEDC 571: Physics for Grades 6-12.      3 credits
Focuses on the physics of real solids, liquids, surfaces, and classical mechanics. Laboratory experiences are included.

CEDC 572: Chemistry for Grades 6-12.     3 credits
Study of chemistry concepts, theories and principles at an advanced level. Lab and technology activities are included.

CEDC 573: Biology for Grades 6-12.     3 credits
Study of biological theories, principles and concepts at the advanced level; molecules and cells, heredity and evolution, organisms and populations. Laboratory, multimedia and other technology activities are included.

CEDC 574: Integrated Mathematics and Science Instruction Using Technology.  3 credits
The study of standards-based instructional approaches and materials for mathematics using concepts and principles in general science, biology, chemistry, and physics as the platform for teaching; incorporates the use of graphing calculators, personal computers, and access to the World Wide Web.

Prerequisite: Completion of all mathematics and science courses.

CEDC 580: Language Acquisition and Development: Birth to Age Twelve.  
3 credits

Surveys receptive and expressive language processing; attention to techniques of developing and evaluating communication skills of children from birth to age 12 (grades P-8).

CEDC 581: Reading Instruction: P-5.     3 credits
Concentrates on the techniques and approaches for developing reading skills in an elementary school developmental reading program; emphasis is on reading readiness, beginning reading skills and the content of the curriculum in the early grades.

CEDC 586: Reading Instruction for Content Area Teachers.     3 credits
Focuses upon selection and application of appropriate reading skills to reading material used in content areas and considers techniques of evaluating comprehensibility and comprehension of materials used in school subjects.

CEDC 595: Internship - Early Childhood Education.      9 credits
Provides cooperative guidance and supervision by University and local educational agency personnel for students as they assume the responsibilities of instructor in an educational setting (16-week field experience - 8 weeks in two of the following grades levels: P-K, 1-3, 4-5).

CEDC 597: Internship - Grades 6-12.     6-9 credits
Provides cooperative guidance and supervision by University and local educational agency personnel for students as they assume the responsibilities of instructor in an educational setting (16-week field experience - 8 weeks in grades 6-8 and 8 weeks in grades 9-12).

CEDC 598: Independent Study.     1-3 credits
Directs student inquiry into theoretical and practical interests of students; contractual arrangement with professor.

Prerequisite: Permission of professor.

CEDC 599: Thesis Writing.     3 credits
Directs student preparation and presentation of a thesis proposal and completion of a thesis.

CEDS 425: Introduction to Exceptional Education.     3 credits
This course is designed to introduce students to the characteristics and education of individuals with disabilities.

CEDS 571: Nature and Characteristics of Preschool Children with Disabilities. 
3 credits

The content of this course includes the following: Nature and characteristics of preschool children with disabilities, working with families in culturally diverse environments providing parent training, consolation, collaboration, and communication, etc., with other professionals and agencies.

Prerequisites: departmental approval.

CEDS 572: Curriculum and Methods of Teaching Children with Preschool Disabilities.     3 credits
Innovated curricula, technologies and appropriate instructional planning of preschool children with disabilities, behavior management, assessment, intervention strategies for children 0-5 years and program evaluation.

Prerequisite: departmental approval.

CEDS 573: Internship in Preschool Disabilities. (150 Contact Hours)
3 credits

Directed observation and participation with young children in PK-primary programs. Course may be repeated (3-6 semester hours; Students must register for their area of concentration plus weekly seminar CEDS 606.).

Prerequisites: CEDS 571 and CEDS 572

CEDS 575: Student Teaching in Exceptional Education. (9 weeks field experience, 360 clock hours)     9 credits
Provides competence and performance-based experience in working with children and youth with disabilities in an approved exceptional education site. This course, or its equivalent, is required of all students seeking degrees and/or endorsements. This is the initial field experience in exceptional education.

Prerequisites: satisfactory completion of all prerequisite course work (Students must register for their area of concentration plus weekly seminar CEDS 606.)

CEDS 576: Cultural Diversity.     3 credits
Focuses on issues pertinent to cultural diversity such as race, ethnicity, gender, and religion and the ramifications of diversity for education.

CEDS 578: Behavior Management.      3 credits
Studies treatment of behavior problems related to adjustment and instructional management of children and youth in home, school, and community settings.

CEDS 579: Psycho-Educational Evaluation.     3 credits
Examines issues (nonbiased assessment, reliability, validity, etc.) related to the assessment of individuals with disabilities. Students will also conduct assessments of students with learning difficulties.

CEDS 580: Psychology of Exceptional Children.     3 credits
This is the graduate level introductory course for Special Education. Focuses upon the child with a disability as an individual in relation to how the environment, family, school, peers, culture and society adapt to meet that child’s needs. Special emphasis will be given to educational needs and modifications as they relate to characteristics, development, and education of individuals with disabilities.

CEDS 581: Nature and Characteristics for the Intellectually Disabled.   
3 credits

Considers types, nature and causes of intellectual disabilities; examines the educational and psychological implications of the intellectually disabled and the impact on the family.

Prerequisites: departmental approval.

CEDS 582: Methods and Materials for the Intellectually Disabled. 3 credits
Studies acquisition of skills in the identification, selection and preparation of materials for teaching intellectually disabled children review, demonstration and preparation of programs and examines appropriate curriculum content for Pre-K-12/Adulthood.

Prerequisites: departmental approval.

CEDS 583: Career and Vocational Assessment.     3 credits
Examines and utilizes specific career and vocational assessment techniques with individuals and groups. Examines tests for assessing job and career preferences of exceptional students as related to IDEA, ADA, transition to adulthood, and collaboration.

CEDS 584: Diagnosis and Assessment in Exceptional Education.  3 credits
Provides a review of a variety of assessment techniques and standardized evaluation tools for program planning purposes and current applied approaches. Examines and utilizes specific Diagnostic/Remedial and Writing education evaluations techniques with individuals and groups.

Prerequisites: departmental approval.

CEDS 585: Development Problems in Speech and Language.     3 credits
Studies the nature and causes of deviations from normal speech and language development. Provides instruction and demonstration in area of speech and language instruction for children/youth with disabilities.

CEDS 586: Practicum for Teachers of the Intellectually Disabled. (160 clock hours, 8-week field experience)     3 credits
Supervised teaching experience with intellectually disabled.

Prerequisite: CEDS 579, 580, 581 and 582 (Students must register for their area of concentration plus weekly seminar CEDS 606.).

CEDS 587: Methods, Materials and Curriculum for Learning Disabilities. 
3 credits

Provides experiences in developing, selecting, and evaluating curriculum, methods and materials for children with learning disabilities.

CEDS 588: Nature, Needs and Characteristics for Learning Disabilities. 
3 credits

Examines the possible etiologies, theories, and academic and social-emotional characteristics regarding individuals with learning disabilities

CEDS 589: Practicum for Learning Disabilities. (160 clock hours, 8-week field experience)     3 credits
Supervised practicum with learning-disabled children emphasizing identification, testing and writing prescriptive programs for LD children.

Prerequisites: CEDS 579, 580, 587 and 588 (Students must register for their area of concentration plus weekly seminar CEDS 606.).

CEDS 590: Internship for Learning Disabilities. (400 clock hours, 10-week field experience)     3 credits
Final demonstration of competencies and performances in supervised internship settings with learning disabled children.

Prerequisites: CEDS 579, 580, 587, 588 and 589 (Emphasis on performance/competence-based accountability). Students must register for their area of concentration plus weekly seminar CEDS 606.

CEDS 591: Nature, and Needs of Students with Mild Disabilities.  3 credits
Provides an in-depth examination of characteristics, similarities, and differences among children with mild disabilities.

Prerequisites: departmental approval

CEDS 592: Methods, Materials and Curriculum for Students with Mild Disabilities.     3 credits
Helps educators develop skills in developing and implementing a variety of teaching strategies for individuals and groups exhibiting academic problems.

Prerequisites: departmental approval.

CEDS 593: Practicum for Special Education General Curriculum. (160 clock hours, 8-week field experience)     3 credits
Supervised practicum in P-K; 1-3; 4-5; 6-8 and 9-12 settings with children with mild disabilities.

Prerequisites: departmental approval. (Students must register for their area of concentration plus weekly seminar CEDS 606; see Handbook.)

CEDS 594: Internship for Special Education General Curriculum. (400-clock hours, 10-week field experience)     3 credits
Supervised internship in a school setting with children with mild disabilities.

Prerequisites: CEDS 579, 580, 592 and 593. (Students must register for their area of concentration plus weekly seminar CEDS 606; see Handbook)

CEDS 595: Nature, Needs and Characteristics of Children with Behavioral Disorders.     3 credits
Studies etiology, diagnosis and treatment and characteristics of emotional and behavioral disorders of children and youth.

CEDS 596: Practicum for Teachers of Children with Behavioral Disorders. (160-clock hours, 8-week field experience)     3 credits
Supervised practicum with children with emotional behavioral disorders.

Prerequisites: CEDS 579, 580, 598 and 595. (Students must register for their area of concentration plus weekly seminar CEDS 606).

CEDS 597: Internship for Teachers of Children with Behavioral Disorders. (400-clock hours, 10-week field experience)     3 credits
Supervised internship in programs for children with behavioral disorders.

Prerequisites: CEDS 579, 580, 595 and 596; see Handbook.) Emphasis on accountability/competence and performance based education. (Students must register for their area of concentration plus weekly seminar CEDS 606).

CEDS 598: Methods, Material and Curriculum for Behavioral Disorders.  
3 credits

Provides experience in developing, analyzing, evaluating, and implementing methods and materials used with students diagnosed as Behavioral Disorders.

Prerequisites: departmental approval.

CEDS 599:Internship for Teachers of the Intellectually Disabled. (400-clock hours, 10-week field experience)     3 credits
Supervised internship in programs for students with intellectual disabilities (MID, MOID, SID, PID)

Prerequisites: 579, 580, 581, 582 and 598. (Students must register for their area of concentration plus weekly seminar CEDS 606; see Handbook.)

CEDS 600: Curriculum for Exceptional Children.     3 credits
Experiences in evaluating curriculum for individuals with mild disabilities, with an emphasis on examining effective teaching strategies and materials for use in the inclusive classroom.

CEDS 605: Diagnostic Reading for Teaching Reading.     3 credits
Principles, strategies, causes and methods of teaching and diagnosis of reading problems/difficulties for individuals with disabilities (P-12). Provides a balance between inclusive theories and practices in the school setting . This course satisfies the Georgia special requirements in reading.

Prerequisites: departmental approval.

CEDS: 606 Seminar for All Students Enrolled in Practicum and Internship. 
0 credits

Students discuss issues, trends and challenges related to teaching individuals with disabilities. Emphasis is placed on the application and comparison of theory with actual field experiences at various levels. Course examines selected topics in exceptional education to compare theory with actual field experiences.

CEDS 637: Current Issues and Trends in Exceptional Education.   3 credits
Reports and analyzes literature and research in exceptional education; application and comparison of theory with actual field experiences and selected topics in exceptional education.

CEDS 639: Organization, Administration and Supervision of Exceptional Classes.     3 credits
Explores establishing and maintaining exceptional education programs from a problem-solving and analysis viewpoint; advanced seminar for school personnel with emphasis on instructional and organization techniques for the 21st century.

CEDS 642: Career Development for Exceptional Children and Youth.
3 credits

Studies career programs and transitional issues for individuals with disabilities. Examines and utilizes specific career and vocational assessment techniques with individuals and groups. Examines tests for assessing job and career preferences of students with disabilities related to IDEA, ADA, transition to adulthood, and collaboration.

CEDS 643: Counseling Families of Exceptional Children and Youth. 
3 credits

Examines collaborative counseling role of special educators and the techniques for facilitating intellectual, emotional and social growth of individuals with disabilities.

CEDS 677: Independent Study.     1 or 3 credits
Independent research under the direction of an advisor; advanced registration only with Departmental approval in an identified course of study (may be repeated only twice).

CEDS 698: Legislative and Legal Aspects in Exceptional Education. 
3 credits

Examines legislation, federal regulations, constitutional law, and litigation which impact the lives of individuals with disabilities.