Unit: Curry School of Education
Department: Curry School of Education
Office location and address
417 Emmet St SCharlottesville, Virginia 22903
Developing Infrastructure and Procedures for the Special Education Research Accelerator (SERA)
Source: U.S. Department Of Education
September 01, 2019 – August 31, 2022
This course prepares individuals to administer, score, and interpret standard instruments; to use information procedures in the administration of assessments; and to interpret the combined results of psychological, sociological, medical, and educational assessments. Implications for use for assessment data will be discussed.
Introduction to the study of exceptional children and adults. Extends principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities. Includes gifted, autism, TBI, dyslexia, ADHD and other medical conditions; historical, ethical, and legal aspects; application of federal/state regulatory requirements; identification, education, and evaluation of students with disabilities.
Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans.
In this capstone course, pre-service teachers complete a professional project grounded in educational research and practice. This project serves as the culminating assignment for the graduate-level state-approved teacher education program.
Analyzes contemporary research on exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision. No more than three credits may be taken in each subsection.
This course gives an overview of methods for iinstructioning children with special needs in the public schools. Designed specifically for those doctoral students seeking licensure in school psychology, the course uses cases and video to address methods from a problem-solving format.
Advanced graduate students examine professional literature bearing on the nature, causes, asessment, and treatment of individuals with disabilities, particularly the literature related to special education and the issues that arise from differing perspectives on these topics. Topics (a: characteristics and issues; b: assessment and intervention) alternate annually; students may repeat the course one time.
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.