EDUCATION-INTERVENTION SPECIALIST (EDIS)
EDIS 230IS - WORKSHOP IN TEACHING INTERVENTION SPECIALIST
Prerequisite: EDFN 130 or equivalent (EDEC 215 for ECIS); Field hours: 60
This is an elementary field placement for K-12 (moderate/intensive) Intervention students. This placement requires student contact with children having sensory challenges. The cooperating teacher, must be a licensed intervention specialist teacher. For students seeking the ECIS endorsement, this placement must be a pre-K classroom where there are students with sensory integration issues. It must be an integrated pre-K classroom.
Credit: 2
EDIS 245 - INTERNATIONAL PERSPECTIVES ON DISABILITY
Prerequisite: None
This course will explore the various theories of disability (ableism/disablism, social, and medical models) and how disability is interpreted by the larger society. People with disabilities are often viewed at being deviant, stigmatized and incompetent and therefore, are marginalized from the normal population. This course will explore the construct of disability through the lens of race, gender, socio-economic class, geographic region and popular culture's presentation of disability in media.
Credit: 3
EDIS 250 - INTRODUCTION TO EDUCATIONAL INTERVENTION
Prerequisite: None
Designed to review the history, legislation, legal definitions, characteristics, and educational concerns of students with need for mild/moderate/intensive educational intervention. Issues of assessment, identification, individualized educational programming, educational trends, service alternatives, and professional resources will be emphasized.
Credit: 3
EDIS 251 - ORIENTATION TO DEAF CULTURE AND INTRO TO AMERICAN SIGN LANGUAGE
Prerequisite: None
This course is intended for students who have little or no previous knowledge of American Sign Language (ASL). It introduces students to the Deaf Culture and Deaf Community. It develops elementary conversational skills in American Sign Language. May not be used to fulfill the CCI or foreign language requirement.
Credit: 3
EDIS 253 - ASSISTIVE AND INSTRUCTIONAL TECHNOLOGY FOR INTERVENTION SPECIALIST
Prerequisite: Concurrent with EDIS*230IS, 257, 451
This course is designed to help students in the Intervention Specialist Program to use technology and materials specifically to teach and assist exceptional learners. Adaptations to typically available technology and materials typically available and those specifically designed to assist the learner with challenges will be studied.
Credit: 3
EDIS 257 - SENSORY MOTOR-INTERVENTION SPECIALIST MODERATE/INTENSIVE
Prerequisite: For Intervention K-12; EDIS250, concurrent with EDIS230IS, 253, 451; for Early Intervention PreK-5; EDEC215, concurrent with EDIS230IS, 253
Provides curriculum models, specialized methods, materials and equipment to teach students with moderate and intense special needs in the areas of vision, hearing, sensory motor, physical and health needs.
Credit: 3
EDIS 330IS - WORKSHOP IN TEACHING STUDENTS WITH MILD/MODERATE/INTENSIVE EDUCATIONAL INTERVENTION IN MULTICULTURAL SETTINGS
Prerequisite: EDIS 230IS; concurrent with EDIS 343, 441; Field hours: 110
This is a high school field placement for K-12 (mild/moderate/intensive). This is a multicultural placement. Pre-service teachers will work with high school students on curriculum related to career and daily living and behavior support plans. The cooperating teacher, must be a licensed intervention specialist teacher.
Credit: 3
EDIS 340 - WORKSHOP IN TEACHING STUDENTS WITH MILD/MODERATE/INTENSIVE EDUCATIONAL NEEDS
Prerequisite: EDIS 230IS; Concurrent with EDIS 342, 355, 442; Field hours: 90
This is a middle school field placement for K-12 (mild/moderate in an inclusive setting). Pre-service teachers will assess and instruct content area subjects. Pre-service teachers will collaborate with families and other school personnel. The cooperating teacher, must be a licensed intervention specialist teacher.
Credit: 2
EDIS 342 - ASSESSING AND TEACHING CHILDREN WITH MILD/MODERATE EDUCATIONAL NEEDS
Prerequisite: EDIS 230IS, 250; Field Clinical Hours: 30-in after school lab program; Concurrent with EDIS 340, 355, 442
Explores and applies a variety of curriculum options, methods, materials, and technology available for students with mild/ moderate educational needs.
Credit: 3
EDIS 343 - CURRICULUM/METHODS FOR CAREER AND DAILY LIVING SKILLS FOR STUDENTS WITH NEEDS FOR MILD/MODERATE/INTENSIVE EDUCATIONAL INTERVENTION
Prerequisite: EDIS 230IS, 250; Concurrent with EDIS 330IS, 441
Emphasis is on curriculum, methods, materials, and technology to be used in teaching career, self-care, community living, personal-social, and occupational skills to students with needs for mild/moderate/intensive educational intervention.
Credit: 3
EDIS 355 - INTERVENTION & REMEDIATION IN MATH: ASSESSMENT AND INSTRUCTIONAL METHODS
Prerequisite: EDIS 230IS, 250; concurrent with EDIS 340, 342, 442
This course is designed to teach students assessment and instructional techniques for working with individuals grades K-12 in need of intervention and remediation in mathematics based on the Common Core Mathematics Standards. Emphasis will be placed on working with students with mild to intensive need for educational intervention.
Credit: 3
EDIS 405 - LEGAL, SOCIAL AND PROFESSIONAL ISSUES FOR INTERVENTION SPECIALISTS
Prerequisite: Teacher education student; senior status
A course designed to study current issues in education, with a view toward understanding the issues surrounding special education and its role within education as a social institution. Students review the American legal system and laws governing special education at federal and state levels and address issues from a teaching perspective. Special education law, social, historical, and philosophical effects will be explored. The course includes procedures specific to programs for learners with need for educational intervention.
Credit: 3
EDIS 441 - CREATING EFFECTIVE LEARNING ENVIRONMENTS
Prerequisite: EDIS 250, EDIS 230IS; concurrent with EDIS 330IS, EDIS 343
This course is designed to introduce the social and emotional growth and needs of students with emotional and/or learning differences. This course teaches pre-service teachers how students with behavior of concern in school settings may be identified as eligible for special education, how to systematically approach functional behavior assessments, and how to work with a team to construct effective behavior intervention plans using multiple methods of teaching students whose behavior interferes with education. Emphasis is on an educative rather than punitive approach to changing behavior.
Credit: 3
EDIS 442 - COMMUNICATION, CONSULTATION, AND TEAMING SKILLS
Prerequisite: EDIS 250; Concurrent with EDIS 340, 342, 355
Provides an understanding of effective verbal and nonverbal communication skills, listening skills, and personality traits perceived as supportive. Emphasizes the development of sensitivity to the needs of individuals, families and professionals; collaboration, consultation and teaming; and skills of problem solving, effective handling of confrontational situations, and seeking and using support from other professionals.
Credit: 3
EDIS 451 - COMMUNICATION: INTERVENTION SPECIALIST MODERATE/INTENSIVE
Prerequisite: EDIS 250 or EDEC 215; concurrent with EDIS*230IS, 253, 257
Reliable communication is a vital skill to self-expression. Individuals who experience sensory, motor, perceptual, or executive function differences may develop communication systems that are not reliable means of self- expression. Prospective intervention specialists will learn how typical language and communication develop, how differences in this development may result in communication which is less than complete self-expression, and how to support and teach more complete and reliable self-expression in students K-12. Increasing techniques of communicative support will be instructed and fading or increasing these supports will be discussed.
Credit: 3
EDIS 464 - STUDENT INTERNSHIP: INTERVENTION SPECIALIST MODERATE/INTENSIVE
Prerequisite: Completion of all internship requirements; Field hours: 300
Supervised 12-week internship with an Intervention Specialist in a school setting.
Credit: 10
EDIS 465 - STUDENT INTERNSHIP: INTERVENTION SPECIALIST MILD/MODERATE
Prerequisite: Completion of all internship requirements; Field hours: 300
Supervised 12-week internship with an Intervention Specialist in a school setting.
Credit: 10
EDIS 466 - STUDENT INTERNSHIP: INTERVENTION SPECIALIST MILD/MODERATE/INTENSIVE
Prerequisite: Completion of all internship requirements;
Supervised field experience with an Intervention Specialist in a school setting. Individuals seeking Intervention Specialist licensure must complete this field in an inclusive setting.
Credit: 10
EDIS 505 - LEGAL, SOCIAL, AND PROFESSIONAL ISSUES FOR INTERVENTION SPECIALISTS
Prerequisite: Must be a Teacher Education student. Must have completed all method courses.
A course designed to study current issues in education, with a view toward understanding the issues surrounding special education and its role within education as a social institution. Students review the American legal system and laws governing special education at federal and state levels and address issues from a teaching perspective. Special education law, social, historical, and philosophical effects will be explored. The course includes procedures specific to programs for learners with need for educational intervention. This course cannot be used as part of a M.Ed. degree.
Credit: 3
EDIS 507 - LANGUAGE/COMMUNICATION DISORDERS IN CHILDREN & INTERVENTION
Prerequisite: Take EDIS 546, EDIS 505
An overview of language, both normal and disordered, with emphasis on terminology, acquisition, development, physiological and psychological systems, impact upon learning, assessment, and intervention strategies available to teachers.
Credit: 3
EDIS 520 - ORIENTATION TO DEAF CULTURE AND INTRO TO AMERICAN SIGN LANGAUGE
Prerequisite: The course is an introduction to deaf culture, etiology, advocacy groups related to persons who are deaf and/or nonverbal, and nonverbal communication methods
Historical, sociological and literary aspects will also be studied. Students will develop elementary conversational skills in the use of sign language and with communication with individuals who are deaf and/or nonverbal.
Credit: 3
EDIS 534 - TRANSITION AND CURRICULUM METHODS FOR CHILDREN W/ MILD/MODERATE NEEDS
Prerequisite: EDIS 546; this section is only for the Bachelors Plus initial licensure students for ISMM. This course is taken concurrently with the field experience EDIS 589
Emphasis is on curriculum, methods, materials, and technology to be used in teaching career/self-care/community living/personal- social/occupation skills to students with needs for mild/moderate/intensive educational intervention.
Credit: 3
EDIS 535 - CURRICULUM/METHODS FOR CAREER AND DAILY LIVING SKILLS FOR STUDENTS WITH NEEDS FOR MILD/MODERATE/INTENSIVE EDUCATION INTERVENTION
Prerequisite: EDIS 546;
Emphasis is on curriculum, methods, materials, and technology to be used in teaching career/self-care/community living/personal- social/occupational skills to students with needs for mild/moderate/intensive educational intervention.
Credit: 3
EDIS 540 - DEVELOPING CLASSROOM LEARNING ENVIRONMENTS
Prerequisite: EDIS 546; This course is only for Bachelors Plus initial licensure students in the ISMM program. This course is taken concurrently with EDIS 589
This course is designed to introduce the social and emotional growth and needs of students with emotional and/or learning differences. A positive approach which focuses on the dignity of the student will be emphasized.
Credit: 3
EDIS 541 - CREATING EFFECTIVE LEARNING ENVIRONMENTS
Prerequisite: EDIS 546;
This course is designed to introduce the social and emotional growth and needs of students with emotional and/or learning differences. A positive approach which emphasizes the dignity of the student will be emphasized.
Credit: 3
EDIS 542 - COMMUNICATION, CONSULTATION, AND TEAMING SKILLS
Prerequisite:
A course designed to provide professionals working within the field of exceptionalities an understanding of effective verbal and nonverbal communication skills, listening skills, and personality traits perceived as supportive. The development of sensitivity to the needs of individuals, families, and professionals is emphasized. Focus will be on collaboration, consultation, and teaming with emphasis on the skills of problem skills, effective handling of confrontational situations and seeking and utilizing interdisciplinary support from other professionals.
Credit: 3
EDIS 546 - INTRODUCTION TO EDUCATIONAL INTERVENTION
Prerequisite:
This course is designed to review the history, legislation, legal definitions, characteristics, and educational concerns of students with need for mild/moderate/intensive educational intervention. Issues of assessment, identification, individualized educational programming, educational trends, service alternatives, and professional resources will be emphasized.
Credit: 3
EDIS 548 - ASSESSING AND TEACHING CHILDREN WITH MILD/MODERATE EDUCATIONAL NEEDS
Prerequisite: EDIS 546
Emphasis is placed on developing the ability to use a variety of curriculum, methods, materials, and technology available for educating students with mild/moderate educational needs. Assessment and evaluation techniques for both academic and non-academic areas are emphasized with a focus on critical analysis of current research and design of action research. The graduate students use these skills to assess and instruct a child or a small group of children.
Credit: 3
EDIS 549 - ASSESSMENT & INTERVENTIONS FOR CHILDREN WITH MILD/MODERATE EDUCATIONAL NEEDS
Prerequisite: Take EDIS*546. This course is only for students in the Bachelor's Plus initial licensure ISMM program. This course is taken concurrently with EDIS 588
Emphasis is placed on developing the ability to use a variety of curriculum, methods, materials, and technology available for educating students with mild/moderate educational needs. Assessment and evaluation techniques for both academic and non-academic areas are emphasized with a focus on critical analysis of current research and design of action research. The graduate students use these skills to assess and instruct a child or small group of children.
Credit: 3
EDIS 550 - SOCIAL AND EDUCATIONAL PERSPECTIVE OF DISABILITY
Prerequisite:
The application of a deficit model to define and respond to individuals with disabilities in schools contributes to community marginalization and social stigmatization. This class focuses upon the interpretative framework of the perceptions and implications of disability within society and the educational community. It will utilize diverse perspectives to explore how the construct of disability impacts the community identity and participation rights of individuals with disabilities. The promotion of socially just practices will be explored.
Credit: 3
EDIS 553 - INTERVENTION AND REMEDIATION IN MATH: ASSESSMENT AND INSTRUCTIONAL METHODS
Prerequisite: EDFN 546, EDFN 586
This course is designed to teach candidates assessment and instructional techniques for working with individuals grades K-12 in need of intervention and remediation in mathematics based on the Common Core Mathematics Standards. Emphasis will be placed on working with students with mild to intensive need for educational intervention. This course cannot be used as part of a M.Ed. program.
Credit: 3
EDIS 579 - SPECIAL EDUCATION LAW, POLICIES, AND PROCEDURES
Prerequisite:
The class covers the interpretive framework encompassing recent judicial decisions that emphasize inclusion for students with disabilities. Students review the American legal system and laws governing special education at federal and state levels and address issues from a teaching perspective. The course includes procedures specific to programs for learners with need for educational intervention. It also addresses topics such as relationships between school personnel and parents, funding sources, consultative procedures, interpersonal communication skills, enhancing team performance, and cultural and linguistic diversity.
Credit: 3
EDIS 581 - ASSISTIVE & INSTRUCTIONAL TECHNOLOGY FOR INTERVENTION SPECIALISTS
Prerequisite: EDIS 546; concurrent with EDIS 587 for K-12 IS students only.
This course is designed to help students in the Intervention Specialist Program to use technology and materials specifically to teach and assist exceptional learners. Adaptations to typically available technology and materials and those specifically designed to assist the learner with challenges will be studied.
Credit: 3
EDIS 582 - ADVANCED SENSORY MOTOR INTERVENTION
Prerequisite: EDIS 546; concurrent with EDIS 587 for K-12 IS students only
This course is designed to provide advanced knowledge of curriculum models, specialized methods, materials, and equipment used to teach young children with special needs in the areas of vision, hearing, sensory motor, physical, and health. A transdisciplinary approach is emphasized.
Credit: 3
EDIS 583 - ADVANCED SENSORY/MOTOR INTERVENTION SPECIALIST FIELD
Prerequisite: Take EDIS 546; Student must hold a valid U.S. teaching credential OR have registered for and successfully completed a student teaching experience at an accredited 4-year institution of higher education
30 Field hours. A field placement taken concurrently at the graduate level with EDIS 582, Advanced Sensory/Motor Intervention, to be completed in an inclusive educational setting. Individuals seeking Intervention Specialist licensure must complete this field in an inclusive setting.
Credit: 1
EDIS 584 - COMMUNICATION: INTERVENTION SPECIALIST MODERATE/INTENSIVE
Prerequisite: EDIS 546; concurrent with EDIS 587 for K-12 IS students only
This course is designed to provide curriculum models, specialized methods, materials, and equipment to teach students with moderate and intense special needs in the area of communication a transdisciplinary approach is emphasized.
Credit: 3
EDIS 585 - COMMUNICATION FIELD INTERVENTION SPECIALIST MODERATE/INTENSIVE
Prerequisite: EDIS 507 concurrent with EDCI 585; Student must hold a valid U.S. teaching credential OR have registered for and successfully completed a student teaching experience at an accredited 4-year institution of higher education
30 Field Hours. A field placement taken concurrently at the graduate level with EDCI 584. Communication: Intervention Specialist Moderate/Intensive, to be completed in an inclusive educational setting. Individuals seeking Intervention Specialist licensure must complete this field in an inclusive setting.
Credit: 1
EDIS 587 - ELEMENTARY INTERVENTION SPECIALIST FIELD EXPERIENCE
Prerequisite: Admission to fields; concurrent with EDIS 581, 582, 584
120 Field hours, taken currently with EDIS 549. A.U. graduate students are instructed in the use of both formal and informal assessment techniques to gain a well-rounded perspective of the student's present level of performances across a variety of skill areas. The graduate education students are instructed in the interpretation of the gathered data and how to translate such information into practical goals and objectives from which tutorial lessons can be designed, conducted and evaluated. All activities are conducted under supervision in a neighboring school thus allowing immediate and systematic feedback as the teaching students apply a variety of techniques. Fee required to cover cost of mileage expense for travel by supervisor, and copies/materials to student. Individuals seeking Intervention Specialist Licensure must complete this field in an inclusive setting.
Credit: 2
EDIS 588 - MIDDLE SCHOOL INTERVENTION SPECIALIST MULTICULTURAL FIELD EXPERIENCE
Prerequisite: Admission to fields; concurrent with EDIS 549, 543
120 Field hours, taken concurrently with EDIS 540. A field experience which emphasizes knowledge of multiculturalism, cultural differences, role of family in a dynamic changing society; interpersonal communication theories, interpersonal relations, human relation skills, motivational skills, as related to teaching in a culturally, racially, and socioeconomically diverse society; working effectively with students regardless of race, political affiliation, religion, age, sex, and socio- economic status; and knowledge of the influence of teacher expectations on student achievement and the impact of home efforts on student performance are also emphasized. The completion of this experience should help the student be more effective in the decision-making process, and in developing self-assessment knowledge and skills, and in classroom management and behavioral support knowledge and skills. Fee required to cover cost of mileage expense for travel by supervisor and copies/materials to student. Individuals seeking Intervention Specialist Licensure must complete this field in an inclusive setting.
Credit: 2
EDIS 589 - HIGH SCHOOL INTERVENTION SPECIALIST FIELD EXPERIENCE
Prerequisite: Admission to fields; concurrent with EDIS 534, 540
120 Field hours; taken concurrently with EDIS 534. A field experience which emphasizes decision making in assessment, instruction, evaluation, and intervention for students with mild to moderate educational needs and appropriate instructional strategies to address the needs of pupils. Emphasis will be placed on helping students with mild to moderate educational needs develop those skills necessary for transitioning to adulthood. Fee required to cover cost of mileage expense for travel by supervisor, and copies/materials to students. Individuals seeking Intervention Specialist Licensure must complete this field in an inclusive setting.
Credit: 2
EDIS 592 - INTERNSHIP FOR INTERVENTION SPECIALIST
Prerequisite: Admittance to internships
Supervised field experiences in teaching for intervention specialist. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students. Individuals seeking Intervention Specialist Licensure must complete this field in an inclusive setting.
Credit: 10
EDIS 593 - SUPERVISED CLINICAL EXPERIENCE FOR INTERVENTION SPECIALIST MILD/MODERATE
Prerequisite: All second licensure methods courses
Supervised field experience with an Intervention Specialist in a Mild/Moderate school setting.
Credit: 1
EDIS 606 - INTERNSHIP: INTERVENTION SPECIALIST MILD-MODERATE
Prerequisite: Candidates must have completed all methods courses and post-baccalaureate (Bachelor's Plus) program requirements in preparation for initial licensure; concurrent with EDIS 505
Supervised field experience with an Intervention Specialist in a school setting. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
Credit: 10
EDIS 607 - INTERNSHIP: INTERVENTION SPECIALIST MODERATE/INTENSIVE
Prerequisite: Candidates must have completed all methods courses and post-baccalaureate program requirements in preparation for initial licensure.
Supervised field experience with an Intervention Specialist-Moderate/Intensive in a school setting.
Credit: 10
EDIS 608 - INTERNSHIP: INTERVENTION SPECIALIST MILD/MODERATE/INTENSIVE
Prerequisite: Candidates must have completed all methods courses and post-baccalaureate program requirements in preparation for initial licensure.
Supervised field experience split between a school setting with an Intervention Specialist-Mild/Moderate and a school setting with an Intervention Specialist-Moderate/Intensive.
Credit: 10
EDIS 650 - NATURE AND NEEDS OF THE TALENTED
Prerequisite: Graduate status
A background course designed to acquaint the students with the definitions, characteristics, potentialities, abilities, and learning styles of academically talented, creative, and visual and performing arts and other talented students. Methods of identification and a survey of assessment instruments shall be explored through a review of related and historical research as well as a critical examination of current practices in educating the talented. This course fulfills state requirements for licensure for Intervention Specialist/Gifted Endorsement.
Credit: 3
EDIS 651 - CURRICULUM DEVELOPMENT FOR EDUCATION OF THE TALENTED
Prerequisite: EDIS 650 is suggested
This course examines curriculum processes necessary for providing a differentiated education for the talented, including but not limited to academically talented, visual and performing arts talented, and creative students. Utilizing strategies to enhance pace and depth of learning, students will study a variety of theoretical models useful in the development of programs for the academically talented, visual and performing arts talented, and creative. Students will analyze processes and methods for organizing learning for the talented, with emphasis on flexibility and continuous progress. Students will develop instructional materials based on useful models and will adapt existing teaching aids to meet the curricular needs of outstanding talented students individually and in special groups, using techniques of acceleration, enrichment, and special placement. This course fulfills requirements for the endorsement.
Credit: 3
EDIS 652 - DEVELOPMENT AND SUPERVISION OF PROGRAMS FOR THE TALENTED
Prerequisite: EDIS 650, EDIS 651
This course is designed for educators who will be directly involved in the administration of talent development education programs. Job descriptions, program prototypes, and evaluation techniques will be discussed, as well as guidelines for the development of grants, proposals, and budgets. Participants will explore the steps in developing talent development education programs, including needs assessment, identification, assessment instruments, selection of personnel, staff development, supervision, formative and summative evaluation, philosophy and curriculum. Students will become cognizant of current practices, trends, and pertinent research within the field of gifted education and talent development education.
Credit: 3
EDIS 653 - GUIDANCE AND COUNSELING FOR THE TALENTED
Prerequisite: EDIS 650, EDIS 651
Guidance and counseling theories and practices for dealing with the affective, career, and educational planning needs of the outstandingly talented in the four areas identified-intellectual, specific academic, creative, and arts-by the Ohio Standards and SHB 282, will be the main thrust of this course. Needs of special and diverse populations of talented students will also be considered. Among these will be disadvantaged, rural, young, females, minorities, twice-exceptional, very high-IQ, and underachieving students. Techniques and strategies involving the cooperative effort and utilization of parents, community agencies, advocacy groups, and school personnel will be considered. This course fulfills requirements for the Ohio Intervention Specialist/Gifted Endorsement.
Credit: 3
EDIS 654 - CREATIVITY STUDIES FOR TEACHERS OF THE TALENTED
Prerequisite: EDIS 650, EDIS 651
This is a course in creativity studies with a focus on the field of the education of the talented and gifted. Creativity will be discussed with regard to (1) the creative person and what makes him/her creative; (2) the creative process; (3) the creative product. Creativity in outstandingly talented students in the four identified areas of the Ohio Standards will be considered. These are intellectual, specific academic, creative, and arts-identified students. Students will be exposed to readings, assignments, and exercises designed to enhance personal and student creativity, as well as to classic and current psychological and educational theories of creativity and creativity training. This course fulfills requirements for the Ohio Intervention Specialist/Gifted Endorsement.
Credit: 3
EDIS 710 - FIELD PRACTICUM FOR TALENT DEVELOPMENT
Prerequisite:
A field experience which emphasizes the application of knowledge gained in the Talent Development program. Candidates collaborate to select instructional strategies and technologies that create meaningful learning experiences for all talented students and explain how their choices reflect a thorough understanding of the school, family, and community contexts in which they work. They implement those instructional strategies, and then analyze student performance data to make data-driven decisions about strategies for teaching and learning.
Credit: 2
EDIS 781 - THESIS CAPSTONE IN TALENT DEVELOPMENT EDUCATION
Prerequisite: CORE requirements and 21 semester hours of course work, and signed intent form
A coordinated research experience in which the candidate will design and conduct an in-depth study of an issue or innovation in talent development education, either through field-based gathering of data or extensive reading and synthesis of the professional literature. Candidates will work with an advisor to develop and implement an inquiry project that will be assigned from 3 to 6 hours of credit depending on its scope and depth. Students will document the project in a 3-5 chapter written document that follows guidelines that are specified in the thesis handout. (Intent fee required)
Credit: 3-6
EDIS 788 - CAPSTONE INQUIRY SEMINAR TALENT DEVELOPMENT
Prerequisite: CORE requirements and 24 semester hours of course work, and signed intent form
Participants work collaboratively to explore a topic or issue related to Talent Development in the areas of curriculum, instruction, or such foundational concepts as the social, cultural, political, and psychological factors that influence schools and learning. Students will participate in extensive reading of professional literature and in-depth discussions. The seminar may also involve study of media resources are firsthand experiences such as travel, service learning, or actual research. Students will produce final products that show evidence of in-depth understanding of the topic and careful reflection about implications for future practice or research. (Intent fee required)
Credit: 3
EDIS 796 - INTERNSHIP IN TALENT DEVELOPMENT EDUCATION
Prerequisite: EDIS 650, 651, 652, 653, 654 or permission
This course will provide an internship experience with identified gifted and talented high school students so that the student can demonstrate the knowledge gained in the prerequisite classes. This is a 3-semester hour experience of 90 clock hours. Completion of this internship will satisfy the requirement for direct experience with identified gifted and talented students necessary for certificate validation for the Endorsement of Gifted Education in Ohio.
Credit: 3