A course designed to provide field experiences with children and youth with disabilities in settings where educational services are provided. Prerequisite: Satisfactory completion of EPSY948 and prior or concurrent enrollment in EPSY951. Concurrent enrollment or previous enrollment in C&T840 is required. Undergraduate programs also include teacher education preparation in physical education. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agency, and the advisor. To be eligible for SOEHS undergraduate degrees, In cases in which compelling circumstances exist, students can petition for a. For students who choose the thesis or project option, a minimum of 30 hours of graduate credit is required for this degree, of which no fewer than 10 and no more than 15 hours must be earned in the teaching area. Course topics will include collaboration in schools, community systems and families, historical perspectives of family life and school involvement, effective relationships between home, school, community, communication among professionals and with families, school-based programs, home-based programs, and multicultural considerations. Students analyze and evaluate curriculum that focuses on facilitating progress in the domains of a) social emotional development; b) cognitive development; c) language and communication development; d) adaptive behavior development and e) gross and fine motor development. This course is designed to assist first-year special education doctoral students organize and synthesize a conceptual and substantive map of the field of special education and introduce them to corresponding faculty research interests and resources. This course is designed to include the study of the history and development of student personnel services in higher education, the role and function of the student affairs administrator, contemporary issues and problems, and an understanding of the organization and role of student affairs administration within higher education settings. Topics include the history and demographics of the professoriate, the academic work environment and labor market, the role of faculty in institutional governance and policy making, and the social and political context of academia. Prerequisite: SPED326. Practices pertaining to the third wave of the disability movement and the third generation of inclusive education emphasize strengths-based models that conceptualization disability not as a deficit within the person, but in the context of the gap between personal capacity and the demands of the environment. This experience does not count towards the 36 credit hour requirement. The aspirant may not repeat the oral examination until at least 90 days have elapsed since the last unsuccessful attempt or by petition. The course is designed to assist students in the development of a basic understanding of the anatomical structures and physiological processes that are central to the development of various diseases/disorders. The purpose of this course is to acquaint advanced quantitative students with the fundamentals of Bayesian data analysis. Classes will meet twice a week in small sections. Prerequisite: Undergraduate course in exercise physiology or consent of instructor. Topics covered include cognition, emotion, identity, and key social relationships (e.g., family, peers). At least 9 of the 12 credit hours must be 800 level or above. The course content includes a review of the literature highlighting the psychological benefits of exercise, the theoretical advances in understanding the psychological aspects of individuals' participation in physical activity, and strategies and techniques for professionals attempting to foster motivation and adherence to exercise among their clients/members. This course emphasizes skills for effective and efficient business and financial management of school districts in a Kansas or Missouri context. The primary objective of the American Sign Language IV "Signing Naturally" Level 3 curriculum is for students to continue using the two basic language skills -- visual listening and signing. Program Overview The Ph.D. in educational leadership and policy at the University of Kansas is a research degree that prepares individuals for roles as researchers, policy analysts, educational leaders, and faculty members for policy, K-12, and higher education settings. Prerequisite: Admittance into the Adaptive endorsement teacher education program in the Department of Special Education or permission of the instructor. Prerequisite: PE Plus advisor approval required. Compliance with academic policies at the university, school, and departmental level; and. The 12 credit hours cannot includeEPSY715 The University of Kansas is a public institution governed by the Kansas Board of Regents. Approaches focus on understanding and addressing the precipitating factors related to inappropriate behavior, short-term approaches for immediate crises, and problem-solving strategies for longer-term change. This course is the second in a sequence of six practicum/clinical experience courses for the athletic training student. Check with the Curriculum and Teaching department for specific requirements for this program. This interdisciplinary course provides an opportunity to read, reflect upon, and discuss ideas drawn from the emerging field of Science and Technology Studies (STS) in connection with education. Learners will develop understanding surrounding the contemporary issues and topics facing UDL in research, development, and implementation. This course focuses on the development of foundational skills for planning, implementing, and assessing math, science, and social studies knowledge and skills for students with IEPs. Therapeutic intervention is broadly conceived, including individual and group counseling, and parent and teacher consultation. Homepage | School of Music The goal of this course is to provide students with a survey of the research literature and definitions of terminology central to the field. This course is designed to develop skills in naturalistic or constructivist research, while situating it theoretically within the broader framework of modern and postmodern social inquiry, and exploring its social, political and ethical implications. Prerequisite: SPED326, SPED327, SPED328, SPED440. Focus is on the acquisition and demonstration of advanced counseling skills. This course provides an introduction and overview of basic principles in assessing English language learners (ELLs) in the context of U.S. preK-12 classrooms and schools. A survey of the concepts and processes that provide the focus of modern science and mathematics curricula will be central to the course. The thesis option (minimum 30 graduate credit hours of study), The project or portfolio option (minimum 30 graduate credit hours of study), and, The examination option (minimum 36 graduate credit hours of study), Coursework only option - culminating in a capstone course (students will work with the department as to how many credit hours are required). Topical application of the fundamental concepts of microbiology in school/community health practice will be critically discussed. The purpose of this course is to explore leadership in educational settings from a variety of perspectives. The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to middle school and high school teaching environments. To be eligible for SOEHS undergraduate degrees, a student must complete at least 30 hours at KU and at least 30 hours after being admitted to the School of Education & Human Sciences. An individual who is not currently a degree-seeking graduate student at KU must be admitted directly to a graduate certificate program. program. The primary purpose of the professional learning seminars is to collaboratively engage KU teacher education students, KU faculty, and school professionals in a continuous seminar that focuses on important issues that pre-service teacher education students face in the schools. It is concerned with the effects of various health education models, new materials, and innovative teaching techniques. Prerequisite: EPSY740, EPSY742. Because of the high stakes now associated with intercollegiate college athletics, the complexity of issues within athletics have grown as well. The advisor will schedule regular observations of the field experience and conferences with the student. Homeland Security. All extensions must be approved by the Graduate Division in the School of Education and Human Sciences. Structure and Development - muscle fiber, motor neuron, neuromuscular junction, muscle receptors, muscle formation, development of muscle innervation. Prerequisite: Prior graduate course work in the area of study and consent of instructor. Future ESL/EFL/EB teachers will be prepared to develop the investigative, decision-making, and reflective teachings skills needed to work with English language learners of all ages, and to impart language instruction in the appropriate context. Successful completion of C&T920 or C&T922 or by instructor permission. Prerequisite: HSES582, concurrent enrollment in HSES 656. Students can transfer up to 9 credit hours toward their masters degrees. Approaching development from an applied lens, the course will cover foundational information on brain and biological changes that occur during adolescence, as well as on integrating this foundational knowledge with theories of learning, motivation, cognition, and emotional and social development. Prerequisite: Higher education students in last semester of master's coursework. Prerequisite: Admission to Athletic Training program, HSES250 and HSES251. Additionally, we discuss the ways in which teachers diagnose, in an informal, on-going basis, their students' abilities to comprehend the material they are teaching. This course addresses foreign language/EFL teaching methods and techniques that are related to second language acquisition theories and appropriate for the teaching of foreign languages/EFL to children, adolescents, and adult learners. The application of child growth and development principles to physical education. Graduate courses taken at KU may count toward both a graduate degree and graduate certificate(s) as long as the student is admitted and enrolled in the intended program prior to completion of the last required course. This course provides an overview of current practices in the identification, placement, and education of students with disabilities. Prerequisite: Must be an admitted HSES graduate student. Special emphasis will be placed on the etiology, origin, symptoms, treatment, body defenses, primary prevention, host, agent, (microbes) and environmental factors affecting disease occurrence, prevention and control measures. This course covers core concepts and current research on environmental, individual, and interpersonal factors influencing development during childhood (birth - age 12). Course assists first-year doctoral students in (a) developing a scholarly identity and technical skills in the areas of teaching, scholarship, and service, (b) developing a critical understanding of the scholarship informing special education practices and policies through course readings and seminar discussions, and (c) developing the skills to complete a comprehensive, critical review of a topic in the field of special education and disability. Prerequisite: Admission to a doctoral program. Emphasis will be given to assessment of the reading program, strategies for change, improving the reading program, in-service programs, working with other school personnel, providing services, and public relations. Commencement information can be found on the commencement website. The development of school and community relations will be a point of emphasis. While the courses comprising a graduate certificate may be used as evidence in support of a students application for admission to a graduate degree program, the certificate itself is not considered to be a prerequisite and does not guarantee admission into any graduate degree program. A candidate for the Master of Arts degree completes work both in education and in a teaching area (other than physical education). Emphasis will be placed on carbohydrates, protein, and lipid metabolism and the acute and chronic effects that exercise has on these processes. Course emphasizes consideration of educational practices in the context of research on child development. The PDF will include all information unique to this page. Prerequisite: C&T709. This course will provide in-depth review of the unique challenges these children and families face and how providers from various backgrounds can work together to best support children and families. Gabriela Bhaskar for The New York Times. Lack of good academic standing will result in the graduate program placing the student on probation or dismissal from the program (for more information, please see the policies onacademic probationanddismissed enrollment). This course will provide an introduction to the field of human performance technology (HPT) and how it is applied to productivity and efficiency problems in the workplace. School of Education and Human Sciences . This course will build on the previous two courses in the specialization to overview supplementary aids and services, special education services, and related services necessary to ensure that students with extensive and pervasive support needs are provided instruction and are successful in the general education curriculum. View the current Lawrence and Edwards Campus policy onmaster's final examinations. Specific topics include: history of the profession, theories of health behavior and behavior change, principles of learning applied to health communications, health promotion practices, professional preparation, and the integration of philosophical and ethical ideals into program planning and implementation. Students apply their understandings of instructional systems design and learning theories as they work in teams to develop learning technology solutions for specific clients in real-world settings. Topic will be selected in consultation with the project advisor. This experience is actual work in a sport management setting in which management practices are applied. Students will examine the social construction of race, ethnicity, gender, social class, sexuality, language, and abilities within the classroom. As a scientifically-based instructional framework, UDL is focused on supporting the variability that exists in all learners. For more information, please contact the director of graduate studies in your department or program. A historical approach to the major social and philosophical foundations of American education, with an emphasis on the relation of educational theory to classroom practice. Prerequisite: Admission to the Teacher Education Program. The primary purpose of the professional learning seminars is to collaboratively engage KU teacher education students, KU faculty, and school professionals in a continuous seminar that focuses on important issues that pre-service teacher education students face in the schools. Doctoral students in Counseling Psychology and School Psychology should refer to their department for timing of the comprehensive examination. A wide range of topics from the exercise physiology literature will be discussed. Evidence of progress towards degree will also be a determining factor in the decision to grant a leave of absence. Prerequisite: Successful completion of at least 24 graduate credit hours. Prerequisite: Admission to ECU licensure program. Are you a current KU student who has decided to apply to the School of Education and Human Sciences? It evaluates a student's dissertation as demonstrating satisfactory progress (SP), limited progress (LP), or no progress (NP) A grade of SP must be assigned for a student's final semester of enrollment in their dissertation.