Core Curriculum
15 - 16 credits
EDU 531 Ethics for Educators
Educators are expected to uphold community norms while at the same time demonstrate exemplary tolerance for differing ethical viewpoints. Students learn how to identify and analyze systems of values, including their own, and how to structure meaningful ethical standards in the educational setting. 2 credits

EDU 551 Critique and Design of Research
Effective educators are able to synthesize current research and develop new knowledge through investigation. To develop their research skills, students study the components of the research process and the methods employed in conducting experimental and descriptive research with application to the field of education. 2 credits

EDU 565 Statistics
Effective educators and administrators must have a basic understanding of the application of statistical concepts and procedures. Students develop an understanding of the descriptive and inferential statistics utilized in educational research for the purpose of statistically analyzing and interpreting research findings. 3 credits

EDU 567 Multicultural Education: Theory and Practice
Educators must be respectful of the needs of all learners. This course examines ethnic, cultural, economic, and other types of diversity in the classroom. It fosters attitudes and teaching strategies that meet the needs of diverse students, families, and communities. 2 credits

EDU 608 Foundations, Issues, and Trends in Education
Effective educators must have knowledge about the philosophical foundations of American education and the current issues and trends influencing education. Students examine the foundations of education and the issues and trends currently affecting teaching and student learning. Emphasis is placed on the development of a research project that critically examines the effect of current educational issues and trends on teaching in America's schools. 2 credits

Thesis Options
EDU 700 - Research Seminar I
Research seminars guide students through thesis research and writing. 1 credit

EDU 701 - Research Seminar II
Research seminars guide students through thesis research and writing. 1 credit

EDU 704 - Thesis Presentation
Students present research to faculty and guests upon completion of their research and writing. 4 credits

Portfolio Options
EDU 705 Portfolio Preparation
Students are introduced to development of their electronic professional portfolios. 2 credits

EDU 706 Portfolio Presentation
Students present their electronic professional portfolios for approval and program completion. 2 credits

Emphasis Area Requirements
23 credits
EDU 523 Introduction to Specific Learning Disabilities
Teachers who provide services to children identified with specific learning disabilities know the unique learning needs of their clients. Students research the etiology, characteristics, and methods of intervention for children and adolescents with learning disabilities. In addition, they learn various theoretical perspectives in this area of exceptionality and how to develop an IEP. 2 credits

EDU 542 Language Development and Disorders
Being able to effectively communicate with others is essential to all school success. Students study normal language development in children, both expressive and receptive. Students study the literature, observe and record language use, assess language using formal and informal assessment tools, and evaluate a child's language scores with suggested norms to determine the discrepancy from acceptable performance. 3 credits

EDU 576 Advanced Methods and Materials of Learning Disabilities
Teachers of children and youth with learning disabilities design programs for direct instruction and for collaboration and consultation services. To attain this skill, students develop a working knowledge of methods and materials for teaching students who have been identified with unique needs. Emphasis is placed upon developing effective teaching strategies. 2 credits

EDU 595 Behavior Management
Skilled school personnel function on the premise that academic progress is achieved through effective behavior management of children. Students demonstrate their knowledge of the theories underlying the appropriate practices of managing significant behavior in therapeutic settings. This course is designed with a practicum component to provide students with observation and application experiences. 3 credits

EDU 611 Reading Diagnosis and Correction
Children with difficulties in reading and language arts make significant gains when their problems are properly diagnosed and the correct remediation procedures are prescribed. These gains are made when children are taught by clinicians who have developed skill in the selection and administration of formal and informal diagnostic procedures and in prescribing remediation strategies that address the children's needs. This course is designed to provide knowledge of theories and procedures of the remedial reading process and application of those theories and procedures in the reading clinic. (EDU 617 required concurrently.) 2 credits

EDU 615 Consultation and Leadership Roles in Special Education
The special educator is one who provides a broad base of services to school-age children who have been identified with special needs. The students explore the changing role of the special educator from the primary role of provider of direct instruction to the role of collaborator and consultant to other persons working with individuals with disabilities. Models of collaboration, consultation and leadership skills are practiced and analyzed. 3 credits

EDU 617 Reading Clinic
The remedial reading teacher is a specialist who has background knowledge of the reading process and has technical training in administration of diagnostic/prescriptive procedures. Student and reading teachers experience teaching and remediation strategies in a supervised practicum setting. The course is designed to provide training in formal test administration, scoring and interpretation within the framework of the case study report. Prerequisite: EDU 611 concurrent. 2 credits

EDU 656 Assessment of Exceptional Students
Teachers specializing in the areas of exceptionality assess students in order to provide the most appropriate programs for students with special needs. Based upon a theoretical framework, students practice formal and informal assessment in identifying and diagnosing significantly handicapped children and adolescents. Emphasis is placed on developing skill in informal assessment and analyzing formal instruments. 2 credits

EDU 657 Advanced Assessment of Exceptional Students II
Special education teachers demonstrate competence in using assessments for identification of disabilities and monitoring of students' progress. Teacher candidates practice choosing appropriate assessment instruments, administering of standardized and non-standardized instruments, interpreting results, and identifying eligibility / planning instruction based upon interpretations. 2 credits

EDU 691 Internship Learning Disabilities
School personnel have developed skills in their areas of study that are augmented by field-based experiences under the supervision of master teachers and administrators. Students practice their knowledge and skills at practicum sites or other school environments. Through the internship/ practicum, students have practical experiences in their areas of emphasis as well as experiences such as site-based decision-making, personal relations, curricular planning, organization and time management, and student relations. Prerequisite: Admission to the Graduate program and completion of area of emphasis. 2 credits

Electives
0 - 3 credits
EDU 505 Exceptional Child
Needed only if not taken at the undergraduate level
Teachers in public schools have the responsibility to provide an education in the least restrictive environment for children who have been identified as having physical, emotional and/or academic disabilities. Using terminology specific to each area of exceptionality as defined in the Individuals with Disabilities Education Act, students examine prevalence, causes, medical and psychosocial interventions, and outlooks. Emphasis is on practical application of inclusionary strategies. 3 credits

Total: 38 - 39 credits

Note: The University of Mary is not responsible for invalidation of course work due to future changes in North Dakota credential guidelines.