Department of Literacy, Early Childhood and Special Education
(College of Education)
The Department of Literacy, Early Childhood and Special Education offers the following programs:
- Early Childhood Education-Teaching
- Early Childhood Special Education-Teaching
- Early STEM Education
- Instructional Strategist-Teaching
- Literacy Education-Teaching
- Advanced Studies Certificate in Director of Special Education
- Advanced Studies Certificate in Inclusive Education
- Advanced Studies Certificate in Special Education Instructional Coaching
- Childhood Diversity and Learning (graduate certificate)
- Literacy Leadership Reading K-8 (graduate certificate)
- Special and Inclusive Education for Young Learners (graduate certificate)
- Strategist l Mild/Moderate K-8 (graduate certificate)
- Strategist l Mild/Moderate 5-12 (graduate certificate)
- Strategist ll Behavioral Disorder/Learning Disability K-12 (graduate certificate)
- Strategist ll Intellectual Disability K-12 (graduate certificate)
Bachelor of Arts Degree Program
Early Childhood Education Major-Teaching
The Early Childhood major requires a minimum of 120 hours to graduate. This total includes UNIFI/General Education requirements, the Professional Experiences requirements, Educator Essentials requirements, and the following specified major requirements, to complete the minimum of 120 hours.
This major leads to ED 1001 (Birth through grade three, Inclusive Settings) licensure for teaching young children, emphasizing working in inclusive settings. Early Childhood Education majors engage in a curriculum that prepares them for general and special education positions in early childhood settings.
Students majoring in Elementary Education, Early Childhood Education, or Middle-Level Education may not repeat or withdraw from any courses within the ELEMECML, LRNTECH, or LITED course categories more than twice (taking any course a total of 3 times). Students in these programs are also limited to a maximum of five course retakes across these same courses. Under extraordinary circumstances, an elementary, early childhood, or middle-level education major may request in writing that an exception be made to this policy. All written requests will be reviewed by the department head, who will determine whether or not an exception will be granted. Where an exception is not granted, a student may appeal the decision through the regular appeal process for other teacher education-related appeals. This policy applies to all majors declared after April 2016.
| Required: | ||
| Educational Psychology: | ||
| EDPSYCH 2068 | Development and Learning in Sociocultural Contexts | 3 |
| EDPSYCH 3109/5109 | Development and Assessment of Young Children | 3 |
| Elementary, Early Childhood, and Middle Level Education: | ||
| ELEMECML 3149 | Child, Family, School and Community Relationships * | 3 |
| ELEMECML 4130/5130 | Guidance and Instruction in Early Childhood Education * | 3 |
| ELEMECML 4151 | Early Childhood Curriculum Development and Organization * | 3 |
| ELEMECML 4162/5162 | Administration and Advocacy of Early Childhood Programs | 3 |
| ELEMECML 4192/5192 | Field Experience and Seminar in Early Childhood | 2 |
| Literacy Education: | ||
| LITED 1044 | Children's Literature | 3 |
| LITED 3115 | Methods of Teaching Early Literacy * | 3 |
| LITED 3119/5119 | Language Development and Emergent Literacy | 3 |
| Mathematics: | ||
| MATH 1204 | Mathematical Reasoning ** | 3 |
| MATH 2204 | Mathematical Reasoning for Elementary Teachers II ** | 3 |
| MATH 3203 | Teaching Mathematics in the Elementary School * | 3 |
| MATH 3204 | Mathematical Reasoning for Elementary Teachers III ** | 3 |
| Life Science course: | 3-4 | |
| Inquiry into Life Science (recommended) | ||
OR | ||
Any life/biological (BIOL xxxx) science course *** | ||
| Physical Science course: | 3-4 | |
| Inquiry into Physical Science (recommended) | ||
OR | ||
Any chemistry (CHEM xxxx) or physics (PHYSICS xxxx) *** | ||
| Earth/Space Science: | 3-4 | |
One course from the following: | ||
| Inquiry into Earth and Space Science (recommended) | ||
| Astronomy | ||
| Elements of Weather | ||
| Introduction to Geology | ||
| Special Education: | ||
| SPIE 3150 | Meeting the Needs of Diverse Learners in Classrooms | 3 |
| SPIE 4148/5148 | Assessment of Young Children and Families with Exceptionalities | 3 |
| SPIE 4191/5191 | Experience in Special & Inclusive Education: Birth - 3 Years | 1 |
| Total Hours | 57-60 | |
- *
A grade of C (2.00) or higher is required for all Methods courses.
- **
Students must earn a C- or higher in MATH 1204, MATH 2204, and MATH 3204 in order for the course to satisfy in the Early Childhood Education major.
- ***
Excluding 1000Z transfer courses.
A 2.50 grade index in all course work at the University of Northern Iowa, and also a 2.50 GPA in all course work at this university and elsewhere, or the approval of the head of the Department of Literacy, Early Childhood and Special Education is required for registration in major courses in the department.
Professional Experiences
| Required: | ||
| EDUC 2301 | Teaching Methods l: Infant/Toddler Curriculum and Early Intervention * | 3 |
| EDUC 2401 | Teaching Internship l: Infants/Toddlers | 3 |
| EDUC 3523/5523 | Teaching Methods ll: Teaching Elementary Science * | 3 |
| EDUC 3524/5524 | Teaching Methods ll: Teaching Elementary Social Studies * | 3 |
| EDUC 3602/5602 | Teaching Internship ll: Elementary Methods | 3 |
| EDUC 4132 | Early Childhood Teaching | 12 |
| Total Hours | 27 | |
- *
A grade of C (2.00) or higher is required for all Methods courses.
Students should plan their coursework so that all Early Childhood courses are taken before student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 to student teach.
Students should apply for their student teaching one year in advance.
Educator Essentials
| Required: * | ||
| Select one of the following in each category: | ||
| Category 1: The Learner | 3 | |
| Reflections on Learning | ||
| Development and Learning in Sociocultural Contexts | ||
| Creativity and Higher Order Thinking in the Classroom | ||
| Rethinking the Learning Society: Education and Its Future(s) | ||
| Category 2: Social Contexts of Learning | 3 | |
| Social & Cultural Foundations of Education | ||
| A Modern History of Education in the United States | ||
| Education Policy and Politics of Education | ||
| Language Today | ||
| Category 3: Education for All | 3 | |
| Adapted Physical Education | ||
| Education, Power, and Change | ||
| Social Movements and Education | ||
| Interdisciplinary and Intersectional Study of Education for All | ||
| Meeting the Needs of Diverse Learners in Classrooms | ||
| Content Area Strategies for English Language Learners | ||
| Category 4: The Classroom Environment | 3 | |
| Deeper Motivation and the Highly Engaged Classroom | ||
| Level Up: Gamified Learning Environments | ||
| Early Childhood Curriculum Development and Organization | ||
| Playful Learning and Project-Based Experiences: Techniques for Ed and Recreational Environments | ||
| Critical Perspectives on Technology and Education | ||
| Category 5: Effective Pedagogy | 3 | |
| Expressive Learning Assessment | ||
| Technology, Pedagogy, and Learning in the Digital Age | ||
| Assessment for Learning | ||
| Effective Teaching through Differentiation, Technology and Assessment | ||
| Category 6: The Professional Educator | 3 | |
| Child, Family, School and Community Relationships | ||
| Teacher Leadership & Educational Change | ||
| Collaborative Partnerships for Educators | ||
| Total Hours | 18 | |
- *
A grade of C (2.00) or higher is required in each Educator Essentials course.
Early Childhood majors are encouraged to take EDPSYCH 2068 to satisfy category 1 of Educator Essentials, SPIE 3150 to satisfy category 3 of Educator Essentials, ELEMECML 4151 to satisfy category 4 of Educator Essentials, and ELEMECML 3149 to satisfy category 6 of Educator Essentials.
Minors
Early Childhood Education Minor-Teaching
Elementary Education majors may choose to minor in Early Childhood Education. This minor provides undergraduate students wishing to teach in prekindergarten and kindergarten classrooms with advanced knowledge and experiences in child development and learning, integrated curriculum, family and community relations, positive guidance and assessment in early childhood. Completion of a minor will lead to the State of Iowa Teacher- PK-Kindergarten (ED 103) endorsement which can only be earned in conjunction with the K-6 General Classroom teacher endorsement.
Enrollment Management Policies: The Early Childhood Education teaching minor is only available to students pursuing K-6 General Classroom teacher licensure. Early Childhood Education minors may begin their program in either fall or spring semester.
Admission requirements: In order to declare this minor, a student must have a GPA of 2.5 or higher and be admitted to the Teacher Education program.
A 2.00 (C) or higher is needed for all courses to count in the minor.
Students should plan their course work so that all Early Childhood Education courses are taken prior to student teaching. Students must have a cumulative, UNI, minor and major GPA of 2.50 in order to student teach. Student teaching placements in a PreK classroom and an elementary classroom are required (EDUC 4132 and EDUC 4134).
| Required: | ||
| EDPSYCH 2068 | Development and Learning in Sociocultural Contexts | 3 |
| Select one of the following: | 3 | |
| Technology, Pedagogy, and Learning in the Digital Age | ||
| Assessment for Learning | ||
| Effective Teaching through Differentiation, Technology and Assessment | ||
| EDPSYCH 3109/5109 | Development and Assessment of Young Children | 3 |
| ELEMECML 3149 | Child, Family, School and Community Relationships | 3 |
| ELEMECML 4130/5130 | Guidance and Instruction in Early Childhood Education | 3 |
| ELEMECML 4151 | Early Childhood Curriculum Development and Organization | 3 |
| ELEMECML 4192/5192 | Field Experience and Seminar in Early Childhood | 2 |
| LITED 3119/5119 | Language Development and Emergent Literacy | 3 |
| Total Hours | 23 | |
Early Childhood Special Education Minor-Teaching
This minor leads to Endorsement 262: PreK-K Early Childhood Special Education. Students must complete all requirements for an Early Childhood Education major and complete student teaching EDUC 4135 in both the major and the Early Childhood Special Education minor endorsement area.
| Required | ||
| SPIE 3150 | Meeting the Needs of Diverse Learners in Classrooms | 3 |
| EDPSYCH 3109/5109 | Development and Assessment of Young Children | 3 |
| ELEMECML 3149 | Child, Family, School and Community Relationships | 3 |
| SPIE 4148/5148 | Assessment of Young Children and Families with Exceptionalities | 3 |
| SPIE 4193/5193 | Experience in Special & Inclusive Educ: ECSE Age 3-6 years | 3 |
| SPIE 4141/5141 | Including Young Children with Special Needs Into General Education Classrooms * | 3 |
| Professional Experiences: | ||
| EDUC 2301 | Teaching Methods l: Infant/Toddler Curriculum and Early Intervention * | 3 |
| EDUC 2401 | Teaching Internship l: Infants/Toddlers | 3 |
| Total Hours | 24 | |
- *
Students enrolled in EDUC 2301 and SPIE 4141/5141 are required to have not lower than a C in each of these methods courses that are prerequisites for Student Teaching in Special Education.
Early STEM Education Minor
The Early STEM Education Minor (PK-2) Program, applicable to Early Childhood Education and Elementary Education programs, provides an opportunity to build on the existing coursework essential to the Early Childhood Teacher Preparation Program. This specialized minor empowers elementary and early childhood educators to be influential figures within their school and community, particularly in Science, Technology, Engineering, and Mathematics Integration (STEM). Students who complete this minor will better understand how educators engage in daily STEM experiences with children as they develop as innovators and scientists. This minor does not lead to an endorsement.
| Required Science: | ||
| SCI ED 1100 | Inquiry into Earth and Space Science | 3 |
| SCI ED 1200 | Inquiry into Life Science | 3 |
| SCI ED 1300 | Inquiry into Physical Science | 3 |
| Professional Experiences: | ||
| EDUC 3523/5523 | Teaching Methods ll: Teaching Elementary Science | 3 |
| Required Technology: | ||
| LRNTECH 1031 | Educational Technology and Design | 3 |
| Required Engineering: | ||
| ELEMECML 4151 | Early Childhood Curriculum Development and Organization | 3 |
| Required Math: | ||
| MATH 1204 | Mathematical Reasoning | 3 |
| MATH 2204 | Mathematical Reasoning for Elementary Teachers II | 3 |
| MATH 3204 | Mathematical Reasoning for Elementary Teachers III | 3 |
| MATH 3203 | Teaching Mathematics in the Elementary School | 3 |
| Required STEM: | ||
| ELEMECML 3187 | Facilitating Early STEM Education | 3 |
| Total Hours | 33 | |
Instructional Strategist Minor-Teaching
This minor leads to an endorsement in teaching students with disabilities with three different options: 1) Instructional Strategist I K-8 (Endorsement 260); 2) Instructional Strategist I 5-12 (Endorsement 261); or 3) Instructional Strategist II Intellectual Disabilities K-12 (Endorsement 264). Students must complete all requirements for an Early Childhood, Elementary, or Secondary Education major and complete student teaching (EDUC 4135) in both the major and the Instructional Strategist special education minor endorsement area.
| Required Special Education Core for All Endorsement Options: | ||
| SPIE 3150 | Meeting the Needs of Diverse Learners in Classrooms | 3 |
| SPIE 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPIE 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPIE 4161/5161 | Constructions of Behavior and Humanistic Supports ** | 3 |
| SPIE 4162/5162 | Specialized Assessment and Instruction for Students with Disabilities ** | 3 |
| SPIE 4163/5163 | Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) | 3 |
| SPIE 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) ** | 3 |
| Choose from the following endorsement options: | 6 | |
| Instructional Strategist l K-8 (Special Education Core plus the following courses): | ||
| Differentiated & Intensive Methods in Literacy & Mathematics: Elementary Mild/Mod Disabilities (K-8) ** | ||
| Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I K-8 | ||
| Instructional Strategist l 5-12 (Special Education Core plus the following courses): | ||
| Instructional Methods for Inclusive Learning (5-12) ** | ||
| Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I 5-12 | ||
| Instructional Strategist ll K-12 (Special Education Core plus the following courses): | ||
| Instructional Methods for Inclusive Learning (5-12) ** | ||
| Experience in Special & Inclusive Ed: Prac 2, Instr Strategist II Intellectual Disability K-12 | ||
| Total Hours | 27 | |
- *
And Student Teaching EDUC 4135 (4-12 hours) in specific endorsement area.
- **
Students enrolled in SPIE 4161/5161, SPIE 4162/5162, SPIE 4171/5171, SPIE 4172/5172, and SPIE 4173/5173 are required to have not lower than a C in each of these methods courses that are prerequisites for Student Teaching in Special Education.
Literacy Education Minor-Teaching
| Required: | ||
| Literacy Education: | 4 | |
| Assessment and Evaluation of Literacy | ||
| Experience in Literacy: Field | ||
| Course work chosen for appropriate endorsement | 21 | |
| Total Hours | 25 | |
Reading K-8 Endorsement
| Literacy Education: | ||
| LITED 1044 | Children's Literature | 3 |
| LITED 3115 | Methods of Teaching Early Literacy | 3 |
| LITED 3116 | Methods of Teaching Content Literacy in the Intermediate Grades | 3 |
| or LITED 4117/5117 | Methods of Teaching Content Literacy at the Middle and Secondary Levels | |
| LITED 3119/5119 | Language Development and Emergent Literacy | 3 |
| LITED 3121/5121 | Children's Literature for Diversity and Social Justice | 3 |
| LITED 4147/5147 | Advanced Literacy Practices | 3 |
| LITED 4192/5192 | Experience in Literacy: Tutoring | 3 |
| Total Hours | 21 | |
Reading 5-12 Endorsement
| Literacy Education: | ||
| LITED 3119/5119 | Language Development and Emergent Literacy | 3 |
| or TESOL 4510/5510 | Language Development | |
| LITED 4117/5117 | Methods of Teaching Content Literacy at the Middle and Secondary Levels | 3 |
| LITED 4147/5147 | Advanced Literacy Practices | 3 |
| LITED 4192/5192 | Experience in Literacy: Tutoring | 3 |
| Languages and Literatures/Linguistics: | ||
| ENGLISH 2520 | Multicultural Literature | 3 |
| or ENGLISH 2420 | Survey of American Literature | |
| ENGLISH 3940/5940 | Literature for Young Adults | 3 |
| ENGLISH 3920/5920 | The Teaching of Writing | 3 |
| or TESOL 4120/5120 | Introduction to Linguistics | |
| or TESOL 3110 | The Structure of English | |
| Total Hours | 21 | |
English/Language Arts K-8 Endorsement
| Literacy Education: | ||
| LITED 1044 | Children's Literature | 3 |
| LITED 3115 | Methods of Teaching Early Literacy | 3 |
| LITED 3116 | Methods of Teaching Content Literacy in the Intermediate Grades | 3 |
| or LITED 4117/5117 | Methods of Teaching Content Literacy at the Middle and Secondary Levels | |
| LITED 3119/5119 | Language Development and Emergent Literacy | 3 |
| LITED 3121/5121 | Children's Literature for Diversity and Social Justice | 3 |
| Languages and Literatures/Linguistics: | ||
| ENGLISH 2520 | Multicultural Literature | 3 |
| or ENGLISH 2420 | Survey of American Literature | |
| or ENGLISH 3940/5940 | Literature for Young Adults | |
| Theatre: | ||
| THEATRE 1050 | Creative Drama | 3 |
| or ELEMECML 4123/5123 | Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom | |
| Total Hours | 21 | |
In order to declare the Literacy Education Minor, a student must have a cumulative and UNI GPA of 2.50 or higher. To continue in the minor, students must earn a C or above in minor courses numbered LITED 3119/5119 Language Development and Emergent Literacy or above and maintain a cumulative and UNI GPA of 2.50 or higher.
Persons selecting this program are eligible for the State of Iowa Reading K-8, Reading 5-12, or English/Language Arts K-8 endorsement, depending on their choice of courses.
Master of Arts Degree Program
Major in School Library Studies
Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Literacy, Early Childhood and Special Education for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
The Graduate Record Examination (General Test) is not required for admission to the program.
Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.
This major is available on the non-thesis option only. A minimum of 30 semester hours is required for the non-thesis option. A minimum of 12 hours of 6000-level course work is required for the non-thesis option.
The non-thesis option requires completion of the departmental graduate research requirement.
The program is open to students who hold or have completed coursework for teaching licensure. Students completing this major are eligible for endorsement #174 K-12 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license.
| Required: | ||
| School Library Studies: | ||
| SLS 4114/5114 | Introduction to the School Library Program | 3 |
| SLS 4115/5115 | Organization of Information | 3 |
| SLS 4132/5132 | Library Resources for Children | 3 |
| SLS 4134/5134 | Library Resources for Young Adults | 3 |
| SLS 6223 | Elementary School Library Curriculum | 3 |
| SLS 6225 | Leadership in the School Library Program | 3 |
| SLS 6230 | Technologies for Libraries | 3 |
| SLS 6250 | Secondary School Library Curriculum | 3 |
| SLS 6290 | Practicum in School Libraries | 3 |
| SLS 6295 | Research in Library and Information Science | 3 |
| Total Hours | 30 | |
Licensure Preparation for Endorsement 108 K-8 School Teacher Librarian
Completion of the following courses leads to endorsement 108 K-8 School Teacher Librarian. The program is open to students who hold or have completed coursework for teaching licensure. Students completing the following set of courses are eligible for the K-8 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license. In order to be recommended through UNI, all courses must be on your UNI transcript.
| Required: | ||
| School Library Studies: | ||
| SLS 4114/5114 | Introduction to the School Library Program | 3 |
| SLS 4115/5115 | Organization of Information | 3 |
| SLS 4132/5132 | Library Resources for Children | 3 |
| SLS 6223 | Elementary School Library Curriculum | 3 |
| SLS 6225 | Leadership in the School Library Program | 3 |
| SLS 6230 | Technologies for Libraries | 3 |
| SLS 6290 | Practicum in School Libraries | 3 |
| SLS 6295 | Research in Library and Information Science | 3 |
| Total Hours | 24 | |
Licensure Preparation for Endorsement 109 5-12 School Teacher Librarian
Completion of the following courses leads to endorsement 109 5-12 School Teacher Librarian. The program is open to students who hold or have completed coursework for teaching licensure. Students completing the following set of courses are eligible for the 5-12 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license. In order to be recommended through UNI, all courses must be on your UNI transcript.
| Required: | ||
| School Library Studies: | ||
| SLS 4114/5114 | Introduction to the School Library Program | 3 |
| SLS 4115/5115 | Organization of Information | 3 |
| SLS 4134/5134 | Library Resources for Young Adults | 3 |
| SLS 6225 | Leadership in the School Library Program | 3 |
| SLS 6230 | Technologies for Libraries | 3 |
| SLS 6250 | Secondary School Library Curriculum | 3 |
| SLS 6290 | Practicum in School Libraries | 3 |
| SLS 6295 | Research in Library and Information Science | 3 |
| Total Hours | 24 | |
Master of Arts in Education Degree Programs
The Department of Literacy, Early Childhood and Special Education offers three Master of Arts in Education degree programs. The student must complete the professional core, required courses in the program, and electives, if any, for a specified number of semester hours in the program of study.
Major in Early Childhood Education
This program is designed to improve the students' competence in teaching young children and in providing leadership for program development and implementation.
Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Curriculum and Instruction for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
The Graduate Record Examination (General Test) is not required for admission to the program.
Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.
The degree program in this major is offered on the non-thesis option, and requires a minimum of 31 semester hours with a minimum of 12 hours at the 6000-level.
Students completing the non-thesis option are required to complete a culminating project of a classroom-based action research project.
| Required professional core: | ||
| MEASRES 6205 | Educational Research | 3 |
| EDPSYCH 6214 | Foundations of Instructional Psychology | 3 |
| Curriculum and Instruction: | ||
| ELEMECML 4124/5124 | Infant Toddler Curriculum and Early Intervention | 3 |
| SPIE 4191/5191 | Experience in Special & Inclusive Education: Birth - 3 Years | 1 |
| ELEMECML 4130/5130 | Guidance and Instruction in Early Childhood Education | 3 |
| ELEMECML 4162/5162 | Administration and Advocacy of Early Childhood Programs | 3 |
| ELEMECML 6210 | Diversity in Early Childhood Education: Theory and Practice | 3 |
| LITED 6212 | Methods and Materials in Literacy Education | 3 |
| ELEMECML 6221 | Analysis and Design of Curriculum for Young Children | 3 |
| ELEMECML 6236 | Assessment in Early Childhood | 3 |
| Research: | ||
| ELEMECML 6299 | Research | 3 |
| Total Hours | 31 | |
Major in Literacy Education
This program is designed to develop and extend the expertise of educators in both leadership and classroom positions who wish to specialize in the area of literacy education. Students examine theories, programs and practices in the teaching of literacy, the evaluation of literacy development and the integration of literacy across curricular areas.
Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Literacy, Early Childhood and Special Education for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
The Graduate Record Examination (General Test) is not required for admission to the program.
Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.
The degree program in this major requires a minimum of 30 (non-thesis option) or 33 (thesis option) semester hours.
Students on the thesis option must include 6 hours of LITED 6299 Research on the program of study. Students completing the non-thesis option must meet the department graduate research requirement. Students on the non-thesis option must include 3 hours of LITED 6299 Research on the program of study.
Students that begin the Master’s program with an Iowa reading endorsement (K-8 or 5-12), will need to complete the entire Master’s program at UNI in order for UNI to make a recommendation for license with the Iowa Board of Educational Examiners for Reading Specialist K-12 endorsement.
Students who did not begin the Master’s program with an Iowa reading endorsement (K-8 or 5-12), will need to include an additional six (6) hours of coursework at 5000-level (LITED 4147/5147Advanced Literacy Practices and LITED 4192/5192 Experience in Literacy: Tutoring), in order to complete the Reading Specialist K-12 endorsement and have UNI make a recommendation for license with the Iowa Board of Educational Examiners. Students may include the additional six hours in their program of study for the M.A.E. Literacy Education, or students may complete the six hours of UNI coursework post M.A.E.
| Required Professional Core: | ||
| EDPSYCH 6216 | Advances in Educational Psychology: The Psychology of Literacy | 3 |
| MEASRES 6205 | Educational Research | 3 |
| Literacy Education: | 21 | |
| Methods and Materials in Literacy Education | ||
| Advanced Assessment and Evaluation of Literacy Development | ||
| Advanced Literacy Curriculum Studies | ||
| Language Development and Variability | ||
| Ideological, Cultural, and Sociopolitical Issues in Children's Literature | ||
| Roles of the Reading Specialist | ||
| Practicum in Literacy | ||
| Literacy Education Research Requirement: | 3 or 6 | |
| Research | ||
Thesis Option (6 hours) | ||
Non-thesis Option (3 hours) | ||
| Total hours (non-thesis option) | 30 | |
| Total hours (thesis option) | 33 | |
Major in Special Education
This major is designed to prepare special education professionals for leadership positions and for advanced professional studies. For students pursuing the Special Education Consultant emphasis, to be eligible for Endorsement 250 Special Education Consultant, the student must have four years of successful teaching experience, two of which must be congruent with the desired Special Education Consultant endorsement.
Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Literacy, Early Childhood and Special Education for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
The Graduate Record Examination (General Test) is not required for admission to the program.
Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.
This major is available on the thesis and non-thesis option. A minimum of 30 semester hours is required for the non-thesis option and a minimum of 33 hours is required for the thesis option. A minimum of 18 hours of 6000-level course work is required for both thesis and non-thesis options.
Students on the thesis option must complete 6 hours of SPIE 6299 Research and present a defense of the thesis. Students on the non-thesis option must complete 3 hours of SPIE 6299 ending with a culminating research paper, and successfully complete a final written comprehensive examination.
| Required professional core | ||
| Educational Psychology: | ||
| EDPSYCH 6214 | Foundations of Instructional Psychology | 3 |
| Measurement and Research: | ||
| MEASRES 6205 | Educational Research | 3 |
| Required special education | ||
| SPIE 6260 | Special Education Law and Policy | 3 |
| Special Education: | ||
| SPIE 6289 | Seminar | 3 |
| or SPIE 4180/5180 | Interdisciplinary Study of Disability | |
| Research: | 3 or 6 | |
| Research | ||
Thesis Option (6 hours) | ||
Non-thesis Option (3 hours) | ||
| Emphasis in special education (choose one from below) | 15 | |
| Total hours (non-thesis option) | 30 | |
| Total hours (thesis option) | 33 | |
Instructional Emphasis
| Required | ||
| Special Education: | ||
| SPIE 6293 | Qualitative Research in Special and Inclusive Education | 3 |
| SPIE 6295 | Single-Subject Research Applications | 3 |
| Approved electives | 9 | |
| Total Hours | 15 | |
Special Education Consultant Emphasis
| Required | ||
| Special Education: | ||
| SPIE 6293 | Qualitative Research in Special and Inclusive Education | 3 |
| SPIE 6240 | Collaborative Consultation I: The Relationship | 3 |
| SPIE 6245 | Collaborative Consultation II: The Process | 3 |
| SPIE 6290 | Practicum | 3 |
| Approved electives | 3 | |
| Total Hours | 15 | |
Program Certificates
The University of Northern Iowa makes available, in addition to traditional programs, the opportunity for students to earn program certificates. Program certificates provide an alternative to programs leading to a degree, a major, or a minor; they certify that an individual has completed a program approved by the university. For information on the following program certificates, contact the Department of Literacy, Early Childhood and Special Education or the Office of the Registrar, which serves as the centralized registry.
Advanced Studies Certificate in Director of Special Education
Designed for those with a master’s degree, seeking an endorsement to serve as an AEA Director. Program coursework would also be appropriate for individuals interested in serving in leadership positions for PK-12 special education at the district, AEA, or state levels. Advance your skills in educational policy, facility planning, human resources, theories, and philosophies as they relate to special education. This endorsement fulfills the requirements for Iowa Endorsement #239.
| SPIE 6278 | Administration of Special Education | 3 |
| SPIE 6260 | Special Education Law and Policy | 3 |
| EDLEAD 7310 | Human Resource Administration | 3 |
| EDLEAD 7311 | Educational Leadership and Systems Change | 3 |
| EDLEAD 7340 | Funding the Educational Program for Improved Student Achievement | 3 |
| EDLEAD 7346 | School Business Management | 3 |
| SPIE 6289 | Seminar | 3 |
| SPIE 6290 | Practicum | 3 |
| Total Hours | 24 | |
Advanced Studies Certificate in Inclusive Education Certificate
The Inclusive Education certificate is a thirteen (13) credit hour program designed to provide practicing educators the knowledge, skills, and dispositions needed to design and implement inclusive education in Pre K-12 schools.
| SPIE 6260 | Special Education Law and Policy | 3 |
| SPIE 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPIE 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPIE 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) (Note: Prerequisites will be waived for the Inclusive Education Certificate) | 3 |
| SPIE 4191/5191 | Experience in Special & Inclusive Education: Birth - 3 Years | 1 |
| Total Hours | 13 | |
Advanced Studies Certificate in Special Education Instructional Coaching
Applicants for the Special Education Instructional Coaching Certificate must hold a master’s degree in special education or complete 30 semester hours of college coursework in the special education content area. The applicant must have four years of successful teaching experience, two of which must be in special education.
The purpose of this certificate program is to improve outcomes for students with disabilities by recruiting and preparing highly-qualified special education graduates to serve as special education instructional coaches in Local Education Agencies (LEAs) and Area Education Agencies (LEAs) across Iowa. The coaches will be prepared to provide on-site, personalized professional development to PK-12 general and special educators to enhance the implementation of evidence-based practices with high-need students with disabilities. The certificate program utilizes a distance education format [Adobe Connect with E-Learning Blackboard and on-line learning] to allow greater access to scholars across the state who are working professionals, people with child care considerations, and people living in geographically isolated areas. The distance education approach will assist in expanding the reach of the certification program and promoting diversity of the special education workforce. This Special Education Instructional Coaching certificate program will be directed from within the Department of Literacy, Early Childhood and Special Education’s pre-existing Master of Arts in Education (MAE) – Consultation Emphasis Program.
The certificate program addresses state-wide critical needs for special education instructional coaches to assist teachers in the implementation of evidence-based practices for students with disabilities. Scholars will exit the program with a special education coaching certificate. Special education graduate students will be prepared with the necessary competencies to be highly effective special education instructional coaches and consultants using evidence-based pedagogical practices that result in improvements in learning and developmental outcomes (e.g., academic, social, emotional, behavioral) and successful transition to postsecondary education and the workforce. Concurrent field-based practica will provide authentic opportunities for the students to apply competencies, resulting in specified performance tasks and portfolio products. For the practicum course, each student will be assigned a mentor from the LEA or AEA who is currently serving as an instructional coach or special education teacher.
The required coursework and practica include:
| SPIE 6240 | Collaborative Consultation I: The Relationship | 3 |
| SPIE 6245 | Collaborative Consultation II: The Process | 3 |
| SPIE 6260 | Special Education Law and Policy | 3 |
| SPIE 6289 | Seminar | 3 |
| SPIE 6290 | Practicum | 3 |
| Total Hours | 15 | |
Childhood Diversity and Learning Certificate (graduate certificate)
This graduate certificate provides background on the development of children from birth through grade 3, the intersectionality of diverse characteristics of families, and the community's role in shaping young children’s development as they negotiate the natural world and early learning environments. This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| EDPSYCH 3109/5109 | Development and Assessment of Young Children | 3 |
| ELEMECML 6210 | Diversity in Early Childhood Education: Theory and Practice | 3 |
| ELEMECML 5120 | Child, Family, School, Human and Community Relationships | 3 |
| Total Hours | 9 | |
Literacy Leadership Reading K-8 Certificate (graduate certificate)
The Literacy Leadership Graduate Certificate prepares teachers to be literacy leaders in K-8 school settings. This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| LITED 6240 | Language Development and Variability | 3 |
| LITED 6245 | Ideological, Cultural, and Sociopolitical Issues in Children's Literature | 3 |
| LITED 6238 | Advanced Assessment and Evaluation of Literacy Development | 3 |
| LITED 4147/5147 | Advanced Literacy Practices | 3 |
| LITED 4192/5192 | Experience in Literacy: Tutoring | 3 |
| Total Hours | 15 | |
Special and Inclusive Education for Young Learners Certificate (graduate certificate)
This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| SPIE 4148/5148 | Assessment of Young Children and Families with Exceptionalities | 3 |
| ELEMECML 4130/5130 | Guidance and Instruction in Early Childhood Education | 3 |
| ELEMECML 4192/5192 | Field Experience and Seminar in Early Childhood | 2 |
| ELEMECML 4162/5162 | Administration and Advocacy of Early Childhood Programs | 3 |
| SPIE 4124/5124 | Infant Toddler Curriculum and Early Intervention | 3 |
| SPIE 4141/5141 | Including Young Children with Special Needs Into General Education Classrooms | 3 |
| SPIE 4191/5191 | Experience in Special & Inclusive Education: Birth - 3 Years | 1 |
| SPIE 4193/5193 | Experience in Special & Inclusive Educ: ECSE Age 3-6 years | 3 |
| Total Hours | 21 | |
Strategist l Mild/Moderate K-8 Certificate (graduate certificate)
The Strategist 1 Graduate Certificate invites licensed and practicing teachers to complete the endorsement program (ED 260) in Strategist 1: Mild/Moderate Disabilities at the graduate level. This Graduate Certificate and endorsement pathway serves students in Grades K-8. This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| SPIE 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPIE 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPIE 4161/5161 | Constructions of Behavior and Humanistic Supports | 3 |
| SPIE 4162/5162 | Specialized Assessment and Instruction for Students with Disabilities | 3 |
| SPIE 4163/5163 | Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) | 3 |
| SPIE 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) | 3 |
| or SPIE 6171 | Creating, Sustaining, and Evaluating Inclusive Learning Environments (K-12) | |
| SPIE 4172/5172 | Differentiated & Intensive Methods in Literacy & Mathematics: Elementary Mild/Mod Disabilities (K-8) | 3 |
| SPIE 4194/5194 | Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I K-8 | 3 |
| Total Hours | 24 | |
Strategist l Mild/Moderate 5-12 Certificate (graduate certificate)
The Strategist 1 Graduate Certificate invites licensed and practicing teachers to complete the endorsement program (ED 261) in Strategist 1: Mild/Moderate Disabilities at the graduate level. This Graduate Certificate and endorsement pathway serves students in Grades 5-12. This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| SPIE 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPIE 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPIE 4161/5161 | Constructions of Behavior and Humanistic Supports | 3 |
| SPIE 4162/5162 | Specialized Assessment and Instruction for Students with Disabilities | 3 |
| SPIE 4163/5163 | Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) | 3 |
| SPIE 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) | 3 |
| or SPIE 6171 | Creating, Sustaining, and Evaluating Inclusive Learning Environments (K-12) | |
| SPIE 4173/5173 | Instructional Methods for Inclusive Learning (5-12) | 3 |
| SPIE 4195/5195 | Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I 5-12 | 3 |
| Total Hours | 24 | |
Strategist ll Behavioral Disorder/Learning Disability K-12 Certificate (graduate certificate)
The Strategist 2 Graduate Certificate invites licensed and practicing teachers to complete the endorsement program (ED 263) in Strategist 2: Behavioral Disorders and Learning Disabilities at the graduate level. This Graduate Certificate and endorsement pathway serves students in Grades K-12. This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| SPIE 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPIE 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPIE 4161/5161 | Constructions of Behavior and Humanistic Supports | 3 |
| SPIE 4162/5162 | Specialized Assessment and Instruction for Students with Disabilities | 3 |
| SPIE 4163/5163 | Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) | 3 |
| SPIE 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) | 3 |
| or SPIE 6171 | Creating, Sustaining, and Evaluating Inclusive Learning Environments (K-12) | |
| SPIE 4174/5174 | Methods and Strategies for Students with Social-Emotional Behavioral and Learning Needs (K-12) | 3 |
| SPIE 4197/5197 | Exp in Special & Inclusive Ed: Prac 2, Instr Strat II Behavior Disorders/Learning Disabilities K-12 | 3 |
| Total Hours | 24 | |
Strategist ll Intellectual Disability K-12 Certificate (graduate certificate)
The Strategist 2 Graduate Certificate invites licensed and practicing teachers to complete the endorsement program (ED 264) in Strategist 2: Intellectual Disabilities at the graduate level. This Graduate Certificate and endorsement pathway serves students in Grades K-12. This certificate may be stacked into the MAE in Transformative Education.
| Required: | ||
| SPIE 4150/5150 | Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues | 3 |
| SPIE 4151/5151 | Educational and Post-School Transition Programming for Individuals with Disabilities | 3 |
| SPIE 4161/5161 | Constructions of Behavior and Humanistic Supports | 3 |
| SPIE 4162/5162 | Specialized Assessment and Instruction for Students with Disabilities | 3 |
| SPIE 4163/5163 | Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) | 3 |
| SPIE 4171/5171 | Creating and Sustaining Positive Inclusive Learning Environments (K-12) | 3 |
| or SPIE 6171 | Creating, Sustaining, and Evaluating Inclusive Learning Environments (K-12) | |
| SPIE 4173/5173 | Instructional Methods for Inclusive Learning (5-12) | 3 |
| SPIE 4196/5196 | Experience in Special & Inclusive Ed: Prac 2, Instr Strategist II Intellectual Disability K-12 | 3 |
| Total Hours | 24 | |
Early Childhood Education Teaching, B.A.
Teacher candidates:
- Promote child development, learning, and individual learning differences, using characteristics of learners and content knowledge.
- Demonstrate knowledge of the foundations of special education, drawing upon historical, philosophical, and social foundations of early childhood education. (UNI SLO - Content Knowledge)
- Build family and collaborative community relationships through communication, using developmentally and individually effective approaches to connect with children and families.
- Observe, document, and assess support needs of young children and families
- Assess, diagnose, and evaluate children according to legal provisions in an unbiased manner with early childhood assessments (e.g., child observation, documentation, and data collection) and instruments for individuals with disabilities to positively influence the development of each child. (UNI SLO - Critical Thinking)
- Use methods and strategies to implement appropriate curricular and instructional practices based on knowledge of individual children, the family, community, and curricular goals and content. (UNI SLO - Communication)
- Adhere to ethical, collaborative, and professional responsibilities.
- Engage in 40 hours of early childhood field experiences, including observation and practice in a PK special education program and various preschool settings, plus 20 hours of teaching experience in infant and toddler environments.
- Use individual positive behavioral support, change, and classroom management theories appropriate to young children.
School Library Studies, M.A.
- Teach multiple strategies for locating, evaluating, and ethically using information in the context of inquiry-based learning in elementary and secondary environments. (UNI SLO - Communication)
- Develop and curate thematically and conceptually focused reading collections and informational materials, both print and digital, to support the diverse developmental, cultural, social, and linguistic needs of all learners and communities. (UNI SLO - Content knowledge and skills)
- Implement and evaluate effective teaching and learning principles that contribute to active, inquiry-based digital learning in the elementary and/or secondary school library. (UNI SLO - Critical Thinking)
- Identify and advocate recommended solutions to professional problems embedded in practice, requiring guidance, leadership, and advocacy for strong school library programs, resources, and services among community stakeholders.
Early Childhood Education, M.A.E.
- Demonstrate critical thinking skills through summary, critique, and syntheses of early childhood theory and research (UNI SLO - Critical Thinking)
- Communicate critical reviews of literature and best practices in the early childhood environment and explain the impact in early childhood environments. (UNI SLO - Communication).
- Analyze evidence-based recommendations for professionals on current and emerging issues in early childhood education (UNI SLO - Content Knowledge and Skills)
Literacy Education, M.A.E.
- Review current knowledge and theory based on topics of inquiry.
- Synthesize content knowledge development for application in practice.
- Elaborate on identified issues and develop grounded rationales behind the theory and recommendations for resolution of the problem.
- Demonstrate knowledge, application, and analysis of literacy assessments used to develop instruction for students who struggle with literacy learning.
- Communicate professional knowledge and applications in literacy education through written and oral presentations.
Special Education, M.A.E.
The Department of Special Education values the continuous development of special, inclusive educator's dispositions, knowledge, and skills to support, educate, serve, and learn alongside all students, considering students' diverse historical, social, cultural, linguistic, and other multi-dimensional identities that intersect with their disability experiences in educational contexts. This occurs through endorsement program goals using collaborative frameworks that center a plurality of perspectives to orient educators to their leadership, teacher work, and voice through the:
● use of skills, knowledge base, and dispositions that support child and adolescent growth and development by adhering to philosophical, historical, cultural, and state/federal law for special, inclusive education from collaborative frameworks related to curriculum, instruction, intervention, and assessment of children with disabilities.
● demonstration of knowledge of the characteristics of learners identified with disabilities appropriate to the pursued endorsement area
● explanation and use of unbiased assessment, diagnosis, and evaluation procedures to make decisions about individualized support of learners eligible for special education services that draw from a plurality of universally designed methods and materials that are culturally responsive, age-appropriate, and provide curricular and instructional support for eligible individuals (UNI SLO - Content Knowledge and Skills)
● co-creation of positive, inclusive learning environments that support students’ emotional well-being and facilitate positive social interactions across universally designed and culturally responsive settings that build on the reflexivity of teacher learning that accounts for intersectionality and theories of academic, social, and emotional support for individuals with disabilities. (UNI SLO - Critical Thinking)
● communication and collaboration with existing and potential partners to support individuals with disabilities (e.g., families, classroom teachers, support services personnel, paraprofessionals, community partners, and others involved in the education program) and transitional collaboration, including individuals with disabilities, while honoring their multi-dimensional identities. (UNI SLO - Communication)
● development of updated skills, knowledge, and dispositions to support positive long-term personal and professional learning plans, quality collaborative relationships, and positive educator self-care.
Early Childhood Education Teaching, B.A.
This is a sample plan of study with a suggested sequencing of classes for the major. University electives may be applied to earn additional academic majors, minors, or certificates. Students should regularly meet with their academic advisor to plan their specific semester schedule to include UNIFI/General Education program and/or university elective hours required.
| Freshman | ||
|---|---|---|
| Fall | Hour | |
| MATH 1204 | Mathematical Reasoning | 3 |
| SCI ED 1200 | Inquiry into Life Science | 3 |
| TEACHING 2020 | Introduction to Teaching: Exploring Options | 1 |
| UNIFI/General Education or University Electives | 9 | |
| Hours | 16 | |
| Spring | ||
| EDPSYCH 2068 | Development and Learning in Sociocultural Contexts | 3 |
| SCI ED 1300 | Inquiry into Physical Science | 3 |
| UNIFI/General Education or University Electives | 9 | |
| Hours | 15 | |
| Sophomore | ||
| Fall | ||
| LITED 1044 | Children's Literature | 3 |
| MATH 2204 | Mathematical Reasoning for Elementary Teachers II | 3 |
| SCI ED 1100 | Inquiry into Earth and Space Science | 3 |
| SPIE 3150 | Meeting the Needs of Diverse Learners in Classrooms | 3 |
| Educator Essentials Course | 3 | |
| Hours | 15 | |
| Spring | ||
| EDPSYCH 3109/5109 | Development and Assessment of Young Children | 3 |
| LITED 3115 | Methods of Teaching Early Literacy | 3 |
| EDUC 2301 | Teaching Methods l: Infant/Toddler Curriculum and Early Intervention | 3 |
| EDUC 2401 | Teaching Internship l: Infants/Toddlers | 3 |
| UNIFI/General Education or University Electives | 3 | |
| Hours | 15 | |
| Junior | ||
| Fall | ||
| ELEMECML 3149 | Child, Family, School and Community Relationships | 3 |
| ELEMECML 4151 | Early Childhood Curriculum Development and Organization | 3 |
| ELEMECML 4162/5162 | Administration and Advocacy of Early Childhood Programs | 3 |
| MATH 3204 | Mathematical Reasoning for Elementary Teachers III | 3 |
| SPIE 4148/5148 | Assessment of Young Children and Families with Exceptionalities | 3 |
| Hours | 15 | |
| Spring | ||
| SPIE 4191/5191 | Experience in Special & Inclusive Education: Birth - 3 Years | 1 |
| EDUC 3523/5523 | Teaching Methods ll: Teaching Elementary Science | 3 |
| EDUC 3524/5524 | Teaching Methods ll: Teaching Elementary Social Studies | 3 |
| EDUC 3602/5602 | Teaching Internship ll: Elementary Methods | 3 |
| LITED 3119/5119 | Language Development and Emergent Literacy | 3 |
| UNIFI/General Education or University Electives | 3 | |
| Hours | 16 | |
| Senior | ||
| Fall | ||
| ELEMECML 4192/5192 | Field Experience and Seminar in Early Childhood | 2 |
| ELEMECML 4130/5130 | Guidance and Instruction in Early Childhood Education | 3 |
| MATH 3203 | Teaching Mathematics in the Elementary School | 3 |
| Educator Essentials Course | 3 | |
| UNIFI/General Education or University Electives | 5 | |
| Hours | 16 | |
| Spring | ||
| EDUC 4132 | Early Childhood Teaching | 12 |
| Hours | 12 | |
| Total Hours | 120 | |
Early Childhood Education Courses
ECE 6201. Technology and Trends in Early Childhood Curriculum — 3 hrs.
In the evolving landscape of early childhood education, technology and play-based curriculum trends are shaping contemporary practices. Integrating STEM education with hands-on activities and digital tools fosters critical thinking and problem-solving skills. Play-based learning, emphasizing social-emotional development and creativity, is increasingly incorporated into curricula. Effective integration requires comprehensive teacher training and professional development, along with active parental involvement and support. Staying abreast of trends in educational technology, including AI, is vital, while addressing ethical considerations and ensuring equitable access remains paramount. Prerequisite(s): consent of department. (Odd Summers)
ECE 6289. Seminar in Early Childhood Education — 2 hrs.
Special topics listed in Schedule of Classes. May be repeated to a maximum of 4 hours. (Fall, Spring, Summer)
Literacy Education Courses
LITED 1044. Children's Literature — 3 hrs.
Evaluation, selection, and use of children's literature in a variety of environments and experiences. (Fall and Spring)
LITED 3115. Methods of Teaching Early Literacy — 3 hrs.
Reading and writing instruction in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas. This course includes 5 hours of field experience. Prerequisite(s): Registration requires admission to Teacher Education program. Prerequisite(s) or corequisite(s): LITED 1044; must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)
LITED 3116. Methods of Teaching Content Literacy in the Intermediate Grades — 3 hrs.
Reading and writing instruction in grades 3-6, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas. This course includes 5 hours of field experience. Prerequisite(s): ELEMECML 4150 or ELEMECML 4151; LITED 1044; junior standing. Requires admission to teacher education program. Prerequisite(s) or corequisite(s): LITED 3115; must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)
LITED 3119/5119. Language Development and Emergent Literacy — 3 hrs.
Theories underlying young children's acquisition of oral language and early reading and writing. Emphasis on implications for literacy curriculum in the primary grades and for addressing multilingual learners' rights and needs. Prerequisite(s): LITED 1044 and one of the following: LITED 3115, LITED 3116 or LITED 4117/5117 or consent of instructor; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Variable)
LITED 3121/5121. Children's Literature for Diversity and Social Justice — 3 hrs.
Issues and trends in children's literature, including use in elementary school programs. Focus on values, uses, and controversies related to children's literature by and about major American minority groups, including ethnic, religious, and socioeconomic minorities. Prerequisite(s): LITED 1044; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Variable)
LITED 4117/5117. Methods of Teaching Content Literacy at the Middle and Secondary Levels — 3 hrs.
Literacy instruction in the middle and secondary grades, including understanding the reading process, literacy across the curriculum, improving fluency, and assessment of literacy. Prerequisite(s): junior standing. Registration requires admission to Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)
LITED 4140/5140. Assessment and Evaluation of Literacy — 3 hrs.
Introductory course in evaluating reading, writing, and language of individual children through formative and summative assessments and instruction within a classroom setting. Includes group and individual evaluation, informal assessment procedures, selection of materials, and instructional strategies to meet the needs of individual learners. LITED 4140/5140 and LITED 4193/5193 are linked and co-taught. Prerequisite(s): LITED 1044 or ENGLISH 3940/5940; LITED 3115, LITED 3116, or LITED 4117/5117; LITED 3119/5119 or LITED 3121/5121 or TESOL 4510/5510; or consent of instructor; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Priority registration for Literacy Education minors and English teaching majors and minors. Corequisite(s): LITED 4193/5193. (Fall and Spring)
LITED 4147/5147. Advanced Literacy Practices — 3 hrs.
Selection, implementation, and interpretation of a variety of reading, writing, and language arts assessment procedures; small group literacy instruction, and, the development and implementation of effective individualized instructional programs. LITED 4147/5147 and LITED 4192/5192 are linked and co-taught. Prerequisite(s): LITED 1044 or ENGLISH 3940/5940; LITED 3115, LITED 3116, or LITED 4117/5117; LITED 3119/5119 or LITED 3121/5121; LITED 4140/5140; or consent of instructor; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Priority registration for Literacy Education minors and English teaching majors and minors. Corequisite(s): LITED 4192/5192. (Fall and Spring)
LITED 4192/5192. Experience in Literacy: Tutoring — 3 hrs.
Supervised tutoring in the University Reading Center or in a public school reading center. LITED 4147/5147 and LITED 4192/5192 are linked and co-taught. Prerequisite(s): LITED 4140/5140; junior standing. For the Literacy Education Minor, students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): LITED 4147/5147. (Fall and Spring)
LITED 4193/5193. Experience in Literacy: Field — 1-2 hrs.
Supervised experience teaching in elementary or secondary reading programs. May be repeated for maximum of 4 hours. LITED 4140/5140 and LITED 4193/5193 are linked and co-taught. Prerequisite(s): junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): LITED 4140/5140. (Fall and Spring)
LITED 6212. Methods and Materials in Literacy Education — 3 hrs.
Integrated approach to language learning within and across grades K-12, with a strong emphasis on reading and writing connections within content areas and across children's and young adult literature. Prerequisite(s): graduate standing; previous course work in literacy education or consent of instructor. (Variable)
LITED 6238. Advanced Assessment and Evaluation of Literacy Development — 3 hrs.
Experience in assessment and evaluation of literacy processes. An in depth examination of the interrelationship of assessment and evaluation to literacy development including current issues and practices. Prerequisite(s): graduate standing, previous course work in literacy education, or consent of instructor. (Variable)
LITED 6239. Advanced Literacy Curriculum Studies — 3 hrs.
Students locate, read, examine, analyze, and evaluate a variety of historical and contemporary research pieces on current issues and topics in literacy curriculum and instruction; make plans for research studies and write literature reviews, conference and grant proposals. Prerequisite(s): graduate standing or consent of instructor. (Variable)
LITED 6240. Language Development and Variability — 3 hrs.
Exploration of research on factors generally associated with variability in language and literacy development, on methods designed to promote language and literacy development, and on roles of teachers and parents in promoting this development in children with differences. Prerequisite(s): graduate standing, previous course work in literacy education, or consent of instructor. (Variable)
LITED 6245. Ideological, Cultural, and Sociopolitical Issues in Children's Literature — 3 hrs.
Advanced literacy course exploring ideological, cultural, social, and political issues in children's literature. Study in sociocultural contexts of literacy instruction, with critical analysis of literature as an instrument to inform and transform life as well as learning. Prerequisite(s): LITED 1044 or consent of instructor. (Variable)
LITED 6260. Roles of the Reading Specialist — 3 hrs.
Exploration of the five major leadership roles required of school personnel who serve as reading and language arts specialists. Prerequisite(s): graduate standing or consent of instructor. (Variable)
LITED 6289. Seminar — 2-4 hrs.
Seminar topics to be announced in Schedule of Classes. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)
LITED 6290. Practicum in Literacy — 2-4 hrs.
Supervised experience in teaching and/or supervision of literacy instruction with licensed teachers who are serving in leadership roles in the area of literacy. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)
LITED 6299. Research — 1-6 hrs.
Intended as the final course in the Curriculum and Instruction: Literacy Education program; focuses on completion of final research project and preparation for comprehensive examination in a collaborative seminar setting. Thesis requires a total of 6 hours. Non-thesis requires a total of 3 hours. Prerequisite(s): consent of department. (Fall, Spring, Summer)
LITED 7397. Practicum in Reading — 1-4 hrs.
Supervised professional experience teaching reading education courses at the university level or participating in reading program supervision and consulting within a school district. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)
School Library Studies Courses
SLS 4114/5114. Introduction to the School Library Program — 3 hrs.
Survey of the five roles of the Teacher Librarian pertaining to functions of the school library, ethical and legal issues, national and state professional guidelines and standards, strategies for working with other teachers and paraprofessionals, and selection tools and evaluation criteria to develop a quality collection. Prerequisite(s): junior standing; consent of instructor. (Variable)
SLS 4115/5115. Organization of Information — 3 hrs.
Introduction to the theory and practice of information organization and retrieval in the context of school libraries. Explores the principles, core concepts, best practices, and trends of cataloging and classification as well as the key elements of performing copy cataloging. Emphasis is placed on the tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular and personal needs of the learning community. The key focus of the course is supporting the user's ability to access information efficiently and effectively with an emphasis on equity of access. Prerequisite(s): junior standing. (Variable)
SLS 4132/5132. Library Resources for Children — 3 hrs.
A study of the literature and resources created for children served by elementary school libraries. Centers on the process of evaluation in order to meet children's developmental, educational, cultural, social, linguistic and recreational needs. Includes strategies for supporting students' reading motivation and reading comprehension with emphasis placed on methods to foster leisure reading and model personal enjoyment of reading, based on familiarity with selection tools and current trends in the literature for youth. Also explores best practices for supporting intellectual freedom and responding to challenges to library materials. Prerequisite(s): junior standing. (Variable)
SLS 4134/5134. Library Resources for Young Adults — 3 hrs.
A study of the literature and resources created for young adults in relation to their characteristics, needs, interests and abilities. Emphasis on selection to meet the developmental, educational, cultural, and recreational needs of secondary students. This includes strategies for reading promotion and for creating a welcoming and inclusive library environment. Prerequisite(s): junior standing. (Variable)
SLS 6223. Elementary School Library Curriculum — 3 hrs.
Study of PK-5 school library curriculum development, frameworks, national standards and strategies to plan, deliver, and assess instruction using children's literature, digital and information literacies, digital citizenship, and emerging technologies. Includes when and why information is needed, where to find it, and how to evaluate, use and communicate it ethically. (Variable)
SLS 6225. Leadership in the School Library Program — 3 hrs.
Prepares teacher librarians to plan, develop, implement, evaluate and advocate for school library programs, resources, and services in fulfillment of the mission of the library program within the school and district. Emphasis on making effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services as part of advocacy for students and the library. Includes the development of policies and procedures to support ethical use of information, intellectual freedom, selection and reconsideration of library materials, copyright, and the privacy of users. (Variable)
SLS 6230. Technologies for Libraries — 3 hrs.
Emphasis on technologies for school libraries, including the design of an engaging and user-centered school library website that promotes local and remote access to the school library program for various audiences. Includes curation of emerging technologies for library instruction, for students' use, and for improving access to information and ideas through the school library. Students will evaluate electronic resources for content, quality, and ease of use. (Variable)
SLS 6250. Secondary School Library Curriculum — 3 hrs.
Study of 6-12 school library curriculum development, standards, and collaborative strategies to teach with young adult literature, digital and information literacies in the context of inquiry-based learning, digital citizenship, and current instructional technologies. Includes question negotiation for the type of information needed, search strategies to locate relevant sources, critical evaluation of source credibility and point of view, and ethical information use including copyright, attribution, and verification of accuracy. Emphasizes flexible, open and equitable library access. (Variable)
SLS 6289. Seminar — 2-3 hrs.
Critical assessment of the elements of school library services such as Inquiry Learning at the building and system levels. May be repeated up to six hours with permission of the Division. Prerequisite(s): SLS 6223; SLS 6250. (Variable)
SLS 6290. Practicum in School Libraries — 3 hrs.
Experience in the function of elementary and secondary school libraries. Effective teaching, collaboration, inquiry based learning, and integration of National School Library Standards, considering learner development, diversity, and differences. Prerequisite(s): SLS 4114/5114 or written consent of instructor. (Variable)
SLS 6295. Research in Library and Information Science — 3 hrs.
Survey of data, basic research methodologies and critical evaluation of school library research studies to inform library decision making. Development of a substantial written report documenting research of school libraries. (Variable)
Special and Inclusive Education Courses
SPIE 3140. Interdisciplinary and Intersectional Study of Education for All — 3 hrs.
This course prepares teacher candidates to create and sustain positive and effective learning environments for diverse student populations, enhancing their confidence in working with students from different cultures and dis/Abilities. Through an exploration of intersectionality, participants understand how identity shapes educational experiences. Using interdisciplinary approaches, strategies are developed to foster global and intersectional competence and legal responsibilities to serve all students and their families along their intersections of identities. Scenario-based learning sharpens skills in creating inclusive classrooms that promote equity, justice, and a sense of responsibility. (Spring)
SPIE 3150. Meeting the Needs of Diverse Learners in Classrooms — 3 hrs.
Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. (Fall and Spring)
SPIE 3210. Instruction and Assessment for Deaf or Hard of Hearing Students — 3 hrs.
Exploration of instructional methods and strategies, assessment and evaluation practices when teaching deaf or hard of hearing students. The course will cover the use of appropriate assistive technology, the importance of deaf culture in planning, and differentiation of instructional settings from birth to age 21. Prerequisite(s): CSD 3100. Corequisite(s): SPIE 4200. Prerequisite(s) or corequisite(s): CSD 3200/5200. (Fall)
SPIE 4124/5124. Infant Toddler Curriculum and Early Intervention — 3 hrs.
Methods of implementing appropriate curriculum for and guidance of very young children, including children with diverse needs in natural settings. Interagency collaboration and services to support and coach families of infants and/or toddlers with developmental delays or disabilities. Prerequisite(s): SPIE 3150; EDPSYCH 3109/5109; EDPSYCH 3148; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. Corequisite(s): SPIE 4191/5191. [Same as ELEMECML 4124/5124] (Fall and Spring)
SPIE 4141/5141. Including Young Children with Special Needs Into General Education Classrooms — 3 hrs.
Advanced best practices for educating young children with diverse learning needs in the general education classroom. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): ELEMECML 4130/5130; ELEMECML 4192/5192; SPIE 4193/5193 for Early Childhood majors/Early Childhood Special Education minors. (Fall and Spring)
SPIE 4148/5148. Assessment of Young Children and Families with Exceptionalities — 3 hrs.
This course builds on the recommended practices to prepare education professionals to assess young exceptional children aged from birth to eight with diverse learning needs and their families. Students gain knowledge of various approaches to assessment and master skills in administering the assessment and interpreting gathered information to determine eligibility, planning and implementing the intervention, monitoring progress, as well as evaluating the program. The concerns, priorities, and resources of families will be addressed in support of the decision making throughout the assessment process. Prerequisite(s): SPIE 3150; EDPSYCH 2068; EDPSYCH 3109/5109; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. (Fall and Spring)
SPIE 4150/5150. Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues — 3 hrs.
Introductory exploration of foundational issues and practices in special and inclusive education. Includes emphasis on 1) law and legal issues; 2) professional advocacy and related educational issues focused on identification, assessment, intervention, and characteristics; and 3) universal design and assistive technology for individuals with exceptional learning needs. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. (Fall and Spring)
SPIE 4151/5151. Educational and Post-School Transition Programming for Individuals with Disabilities — 3 hrs.
This course will promote understandings of current initiatives and research related to planning and supporting educational (K-12) and post-school transitions for individuals with disabilities. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Prerequisite(s) or corequisite(s): SPIE 4150/5150. (Fall and Spring)
SPIE 4161/5161. Constructions of Behavior and Humanistic Supports — 3 hrs.
Individual behavior management, behavioral change strategies, and classroom management for students with special needs. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)
SPIE 4162/5162. Specialized Assessment and Instruction for Students with Disabilities — 3 hrs.
Collection and use of educational data to assess and teach students with diverse learning needs, educational planning and progress monitoring, instructional models, curricular access, mapping, and development. Prerequisite(s): SPIE 3150; MEASRES 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4161/5161; SPIE 4163/5163. (Fall and Spring)
SPIE 4163/5163. Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) — 3 hrs.
Supervised foundational field experience practicum addressing specialized assessment, instruction and management in special education. Credit/no credit only. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4161/5161; SPIE 4162/5162. (Fall and Spring)
SPIE 4171/5171. Creating and Sustaining Positive Inclusive Learning Environments (K-12) — 3 hrs.
Development of professional behaviors characterized by positive personal interactions with others and effective skills for interdisciplinary collaboration. Strategies for collaborating with parents, administrators, teachers, and paraprofessional colleagues, as well as community and support services personnel to create and sustain positive inclusive learning environments. Students will engage in problem-solving, learn small group, whole class, and school-wide management competencies required to teach and support students with disabilities (K-12). Prerequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4172/5172 or SPIE 4173/5173; SPIE 4194/5194 or SPIE 4195/5195 or SPIE 4196/5196 or SPIE 4197/5197 (as associated with the SPED 4172 or 4173 co-requisite course and teaching focus area). (Fall and Spring)
SPIE 4172/5172. Differentiated & Intensive Methods in Literacy & Mathematics: Elementary Mild/Mod Disabilities (K-8) — 3 hrs.
Differentiated and intensive instructional methods, materials, and assessment for students with mild/moderate disabilities in grades K-8; emphasis in literacy and mathematics instruction and accommodations to address individualized needs; includes collaborative approaches and co-teaching and accessible/assistive technology. Prerequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163; LITED 3115; MATH 3204 or approved elementary mathematics methods course; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4194/5194. (Fall and Spring)
SPIE 4173/5173. Instructional Methods for Inclusive Learning (5-12) — 3 hrs.
Instructional methods, materials, and assessment for students with mild/moderate and significant disabilities in grades 5-12; emphasis on creating access to curriculum and supporting students within the inclusive classroom. Prerequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163; LITED 3115 (or approved literacy methods course); MATH 3204 (or approved mathematics methods course); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4195/5195 or SPIE 4196/5196 or SPIE 4197/5197. (Spring)
SPIE 4174/5174. Methods and Strategies for Students with Social-Emotional Behavioral and Learning Needs (K-12) — 3 hrs.
This course covers instructional methods, materials, and assessments for students with social-emotional behavioral and learning needs in grades K-12. It addresses a continuum of services, emphasizing creating access to the curriculum and supporting students within the inclusive classroom. Prerequisite(s): junior standing. Corequisite(s): SPIE 4197/5197. (Spring)
SPIE 4180/5180. Interdisciplinary Study of Disability — 3 hrs.
Presents an overview of the meaning and significance of disability in society and culture by viewing this phenomenon through an interdisciplinary framework. Students will investigate multiple perspectives on disability to address intriguing and important questions regarding: civil/human rights, bioethics, law and criminal justice, economics, education, and the role of disability in American/world history, the arts, film, literature, anthropology, and philosophy. Prerequisite(s): junior standing. (Spring)
SPIE 4191/5191. Experience in Special & Inclusive Education: Birth - 3 Years — 1 hr.
Supervised assessment and observation experience in early childhood special and inclusive education. Offered credit/no credit option only. Prerequisite(s): registration requires full admission to the Teacher Education Program; junior standing. Corequisite(s): SPIE 4124/5124 or ELEMECML 4124/5124. (Fall and Spring)
SPIE 4193/5193. Experience in Special & Inclusive Educ: ECSE Age 3-6 years — 3 hrs.
Supervised observation, assessment and teaching experience in early childhood special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing. Corequisite(s): SPIE 4141/5141. (Fall and Spring)
SPIE 4194/5194. Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I K-8 — 3 hrs.
Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4172/5172. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)
SPIE 4195/5195. Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I 5-12 — 3 hrs.
Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4173/5173. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)
SPIE 4196/5196. Experience in Special & Inclusive Ed: Prac 2, Instr Strategist II Intellectual Disability K-12 — 3 hrs.
Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4173/5173. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)
SPIE 4197/5197. Exp in Special & Inclusive Ed: Prac 2, Instr Strat II Behavior Disorders/Learning Disabilities K-12 — 3 hrs.
Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4174/5174. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)
SPIE 4200. Experience in Special and Inclusive Education: Deaf and Hard of Hearing — 1 hr.
This practicum provides opportunities for students to plan, implement, and assess student development of knowledge and skills related to managing learning with students who are deaf and hard of hearing. (Fall and Spring)
SPIE 5156. Meeting the Diverse Needs of Learners — 2 hrs.
Using pedagogical, curricular, and social considerations in educating diverse learners in the general education classroom. (Fall, Spring, Summer)
SPIE 6162. Evidence-Based Instruction and Learners with Dis/Abilities — 3 hrs.
Administration, data collection, and analysis of assessment data to make program and instructional decisions in teaching learners with diverse learning needs, monitoring progress, developing instructional models, determining curricular access, and mapping that supports educational goals. (Fall and Spring)
SPIE 6171. Creating, Sustaining, and Evaluating Inclusive Learning Environments (K-12) — 3 hrs.
Graduate students create positive learning environments through personal interactions with others and effective interdisciplinary collaboration. Analysis of collaborative engagements with parents, administrators, teachers, paraprofessional colleagues, community, and support services personnel to create and sustain positive, inclusive learning environments for all learners. Engage in problem-solving and developing recommendations through collaboration in small groups, whole classes, and school-wide management competencies required to teach and support students with disabilities (K-12). (Fall and Spring)
SPIE 6172. Differentiated Methods in Literacy & Mathematics in Special and Inclusive Education — 3 hrs.
Identification and selection of differentiated and intensive instructional methods, materials, and assessment for learners with mild/moderate disabilities in grades K-8; emphasis on literacy and mathematics instruction and accommodations to address individualized needs; includes collaborative approaches and co-teaching and accessible/assistive technology. Prerequisite(s): SPIE 6162. (Fall and Spring)
SPIE 6173. Instructional Methods for Inclusive Learning (K-12) — 3 hrs.
This course focuses on instructional methods, materials, and assessment for students with mild/moderate and significant disabilities in grades K-12; emphasis is on creating, sustaining, and evaluating access to the curriculum and supporting students within the inclusive classroom. Course content addresses the certification needs of Strategist I (Mild/Moderate 5-12) and Strategist II (Intellectual Disabilities K-12) endorsement-seeking students, as well as students pursuing the Graduate Certificates in Instructional Strategist 1 and 2. The parallel field experience is differentiated based on the practitioner's goals and the endorsement requirements for Strategist I (Mild/Moderate 5-12) and Strategist II (Intellectual Disabilities K-12). Prerequisite(s): SPIE 4162/5162 or SPIE 6162. (Fall and Spring)
SPIE 6174. Supporting Students with Social-Emotional Behavioral and Learning Needs — 3 hrs.
This course engages practicing educators in identifying, sustaining, and evaluating instructional methods, materials, and assessments for students with social-emotional behavioral and learning needs in grades K-12. It addresses a continuum of services, emphasizing creating access to the curriculum and supporting students within the inclusive classroom while supporting IEP goals. (Fall and Spring)
SPIE 6240. Collaborative Consultation I: The Relationship — 3 hrs.
Emphasis on the psychological and behavioral considerations involved in successfully forming and maintaining a collaborative consulting relationship. In-depth topics include self-management, personality style and versatility, starting the relationship, and establishing one's role with the group and individual. (Fall)
SPIE 6245. Collaborative Consultation II: The Process — 3 hrs.
Provides in-depth understanding and beginning execution of a systematic model of collaborative consulting including four processes or sets of procedures for carrying out the model. Emphasis on planning, problem clarification and analysis, teaching and teacher strategy, presenting solutions, and dealing with teacher concerns and fears. (Spring)
SPIE 6254. Vocational and Transition Assessment of Individuals with Disabilities — 3 hrs.
Assessment and application of techniques for professionals working with adolescents or adults with disabilities. Designed for those interested in vocational and transition programming for individuals with disabilities. Prerequisite(s): SPIE 4151/5151 or consent of instructor. (Variable)
SPIE 6260. Special Education Law and Policy — 3 hrs.
Provides information and conceptual understanding of legislative, executive, and judicial action affecting special education programs for children and youth with disabilities. (Fall and Spring)
SPIE 6278. Administration of Special Education — 3 hrs.
Prepares administrators to plan programs for various areas of special education, select and evaluate personnel, provide instructional materials, interpret the program to the community, and be informed concerning legal provisions for special education. (Variable)
SPIE 6285. Readings in Special and Inclusive Education.
Advanced topical independent reading course organized around current topics in special and inclusive education. May be repeated. Prerequisite(s): written consent of instructor. (Variable)
SPIE 6286. Studies in Special and Inclusive Education.
Topical advanced and independent studies course in special and inclusive education. May be repeated. Prerequisite(s): written consent of instructor. (Variable)
SPIE 6289. Seminar — 3 hrs.
Advanced seminar in special and inclusive education topics. May be repeated on different topics for a maximum of 9 hours. (Fall)
SPIE 6290. Practicum — 1-6 hrs.
Requires written consent of department. May be repeated for maximum of 9 hours. (Fall and Spring)
SPIE 6293. Qualitative Research in Special and Inclusive Education — 3 hrs.
In-depth methodological understanding of qualitative research and the opportunity to conduct qualitative research projects in special educational settings. Prerequisite(s): MEASRES 6205. (Fall)
SPIE 6295. Single-Subject Research Applications — 3 hrs.
In-depth understanding of single-subject methodology for conducting applied research projects in educational settings. Participation in an applied research project with emphasis on the relationship between applied research and best practices in teaching persons with disabilities. Prerequisite(s) or corequisite(s): MEASRES 6205. (Spring)
SPIE 6299. Research — 2-3 hrs.
May be repeated for maximum of 6 hours. Prerequisite(s): consent of department. (Fall and Spring)
SPIE 7301. Internship in Special and Inclusive Education Administration — 3 hrs.
Advanced supervised field-based experience to future develop administrative skills. Prerequisite(s): consent of instructor. (Spring)
SPIE 7385. Readings in Special and Inclusive Education Leadership — 3 hrs.
Topical individualized advanced readings course in special education leadership topics as determined by instructor and student. May be repeated. Prerequisite(s): written consent of instructor. (Variable)
SPIE 7386. Studies in Special and Inclusive Education — 1-3 hrs.
Offered by department for specialized work. May be repeated. Prerequisite(s): consent of instructor. (Variable)