Note:  This listing is in alphabetical order by prefix and does not represent the order in which they should be taken by COVE students!  Please remember to follow the schedule of courses for your specific cohort group.

EMOD 500 Characteristics of Students with Emotional Disturbance (3 credits) - (Emotional Disturbance Specialty)
Focuses on the nature of children and youth with behavior disorders and emotional disturbances with emphasis on psychological, biophysical, sociological and ecological factors that relate to their educational needs. Related topics include definitions and classification of disorders, school identification and assessment procedures and intervention approaches.

EMOD 501 Teaching Students with Emotional Disturbance (3 credits) - (Emotional Disturbance Specialty)
Prerequisite: EMOD 500. Provides an in-depth study of instructional strategies and organization of activities for children and youth with behavior disorders and emotional disturbances children including curriculum, media, materials and physical environment. Develops skills to plan and deliver instruction in a variety of educational settings including regular classes, resource rooms, self-contained classes and residential programs. 

MNRT 556 Introduction to Mental Retardation (3 credits) - (Mental Retardation Specialty)
Initial graduate offering for special education majors concentrating in mental retardation. Includes review and discussion of all ages and levels of individuals with mental retardation. Analysis of major issues in mental retardation such as deinstitutionalization, inclusion in school and community services, client advocacy, family involvement and new techniques in intervention and prevention.

MNRT 560 Curriculum Design for Students with Mental Retardation (3 credits) - (Mental Retardation Specialty)
Prerequisites: TEDU 330 or equivalent, and MNRT 556. Examines issues and strategies required in selecting and developing curriculum for students with mental retardation. Emphasizes three components: the content and skills from resources used in teaching particular topics, instructional design procedures and ways of coordinating and delivering instruction to students with mental retardation.

SELD 501 Methods of Clinical Teaching (3 credits) - (Learning Disabilities Specialty)
Prerequisites: TEDU 533 and SELD 444, or SELD 600. Specific methodologies for teaching individuals with identified precognitive and cognitive learning disabilities. Includes the use of developmental, remedial and compensatory approaches for instruction in basic skills and accommodation to individual learning styles.

SELD 600 Characteristics of Persons with Learning Disabilities (3 credits) - (Learning Disabilities Specialty)
The nature and needs of individuals with learning disabilities, with emphasis upon psychological and behavioral characteristics as related to educational needs.

TEDU 500 Language and Reading Disabilities (3 credits)
This introductory language and reading course will teach students about oral language, reading and written language. These main topics will be discussed from a developmental and remedial perspective to better inform you about different approaches to teaching skills and strategies in these areas. In oral language, we will discuss normal language development and how language develops in students with mild disabilities. In reading and written language, we will discuss how students learn to read/write and skills and strategies to improve student learning in these areas. Since teachers are to be reflective practitioners, all aspects of the information in this course will facilitate that perspective and form basis of diagnostic criteria and instructional approaches.

TEDU 500 COVE Seminar I (1 credit)
This course emphasizes effective techniques to use when working with students with disabilities, teachers, and parents. Participants will examine the different roles of the special educator. Class members are encouraged to introduce topics for discussion based on their teaching experiences. Problem-solving strategies will be developed to address the issues raised during class.

TEDU 500 COVE Seminar II (1 credit)
This course emphasizes effective techniques to use when working with students with disabilities, teachers, and parents. Participants will examine the different roles of the special educator. Class members are encouraged to introduce topics for discussion based on their teaching experiences. Problem-solving strategies will be developed to address the issues raised during class.

TEDU 531 Collaborative/Consultation Skills for Working With Families and Professionals (3 credits)
Focuses on the context, processes and content for collaboration and consultation. Students will learn how to be an effective collaborator/special educator working with other professionals and parents.

TEDU 533 Educational Assessment of Individuals with Exceptionalities (3 credits)
An examination of standardized tests and informational techniques, and their application in educational settings. Skills needed for administration, interpretation and application of such techniques in the development and understanding of individualized educational programs (IEPs) are developed.

TEDU 631 Behavior Management of Students with Disabilities (3 credits)
An in-depth analysis of theoretical models, research, strategies for managing behavior of students with various disabilities. Emphasis on developing, implementing and evaluating behavior management programs in special education programs.

TEDU 632 Secondary Programming for Students with Disabilities (3 credits)
Designed to provide knowledge of the special educator's role in preparing students with disabilities for post-secondary educational and vocational environments. Emphasis is placed on designing and modifying high school curricula involving students and their families in transition planning and helping students acquire the services needed to be successful in adult life.

Carole Boyle
School of Education - Virginia Commonwealth University
caboyle@vcu.edu
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