Offered by Department of Teacher Education
College of Education
TESE Courses
- TESE 816C - Practicum in Gifted/Talented Education - 3 hours
- Prereq: TESE 822P, TESE 823P, TESE 824*,
TESE 825*, TESE 826* or
departmental permission
This course is designed specifically to provide students the opportunity to teach gifted learners in a differentiated educational
program. Students will plan, develop, implement, and evaluate educational experiences for gifted learners. In order to build an
understanding of student needs across developmental and grade levels, the student will work with both elementary and secondary
level gifted learners. A minimum of 90 clock hours is required.
- TESE 816D - Practicum in Special Education - 3-6 hours
- This course is designed to provide student teaching experience in the specific areas of Assistive Technology, Behaviorally Impaired,
Early Childhood Special Education, Mild/Moderate Disabilities, Learning Disabilities, and Secondary/transition. Student teachers are
directly supervised by their cooperating teachers and university faculty. The required minimum number of weeks of full-time teaching
is as follows: 3 weeks for 3 credit hours and 7 weeks for 6 credit hours. The supervised teaching may continue for up to one
semester.
- TESE 821P - Nature and Needs of Exceptionalities - 3 hours
- This introductory course surveys the various disability areas in the field of special education and associated educational
implications. Major influences from litigation and legislation are discussed along with contemporary issues and trends in special
education and gifted education.
- TESE 822P - The Psychology and Education of Gifted and Talented Learners - 3 hours
- Topics for this introductory course will include the cognitive, social, emotional, and physical characteristics of gifted/talented
learners, methods of identification, implications of cultural diversity, appropriately differentiated education, working with
families, historical perspective of the field, and major research studies contributing to the knowledge-base. Emphasis will be
placed on characteristics and differentiated instructional strategies.
- TESE 823P - Guiding the Social and Emotional Development of Gifted/Talented Learners - 3 hours
- This course focuses on understanding the social and emotional characteristics and development of typical and special populations
of gifted/talented learners, current theories and issues related to their guidance and counseling principles and strategies of
intervention.
- TESE 824 - Identification, Assessment, and Evaluation for Gifted/Talented Education - 3 hours
- Prereq: TESE 822P or TESE 823P or departmental permission
This in-depth course provides the student with the knowledge and concepts of basic statistics necessary to understand and
administer selected assessment instruments used in the identification of gifted and talented learners. The process and multiple
strategies of identification will be a major focus to prepare the student to develop and/or improve current identification
procedures. An additional focus will be on multiple strategies for the assessment of the gifted/talented learner's work in the
classroom. Developing a beginning understanding of the difference between student and program evaluation will be the final
focus.
- TESE 825 - Curriculum Design and Development for Gifted/Talented Education - 3 hours
- Prereq: TESE 822P, TESE 823P, TESE 824* or
departmental permission
This is an advanced course on exemplary program models, instructional processes and methods, program planning, and development of
appropriately differentiated curricula for gifted/talented learners across grade levels.
- TESE 826 - Program Design for Gifted/Talented Education - 3 hours
- Prereq: TESE 822P, TESE 823P, TESE 824*,
TESE 825* or departmental permission
This course is concerned with the development, implementation, and evaluation of programs for gifted/talented learners, including
procedures utilized when developing a distinct definition of giftedness, philosophy and goals for gifted education, staff hiring
and development, service delivery options, and public relations.
- TESE 827P - Introduction to Early Childhood Special Education - 3 hours
- Philosophical and legal bases for early intervention, and current trends, issues, policies and procedures are examined. Factors
related to developmental risk or delay and to atypical developmental processes are presented, along with intervention models and
curricular adaptations. Prior completion of PSY 853 is recommended.
- TESE 828A - Intervention Methods: Birth to Two Years - 3-6 hours
- Prereq: TESE 827P or department permission
This course provides knowledge and skills to intervene with infants and toddlers. Included are medical and physical aspects of
developmental delay and the influences of these conditions on developmental processes. Family focused intervention strategies
are planned and implemented by the student in field experiences.
- TESE 828B - Intervention Methods: Three to Five Years - 3-6 hours
- Prereq: TESE 827P or departmental permission
This course provides knowledge required to develop and manage programs, and to adapt teaching strategies, curricula, and materials
for preschool and kindergarten children with disabilities. Students acquire methodology, promote domain specific development,
functional skills, and child-child interactions in-group settings. Field experiences included.
- TESE 829P - Assessment of Young Children: Birth to Five - 3 hours
- Prereq: TESE 827P or departmental permission
This course prepares students to evaluate assessment tools for young children, determine their appropriateness for various
purposes, write and interpret evaluation reports, and translate assessment results into intervention goals and strategies. In
field experiences students administer tests and interpret and report results.
- TESE 830 - Consultation and Collaboration with Families and Agencies Serving Individuals with Disabilities - 3 hours
- This course involves the study and application of specific communication skills that teachers may use in conferences, in team
meetings, and while collaborating or consulting with others. Skills in listening, empathizing, and interpreting body language are
practiced within the educational context. This course also provides specific information about families, family systems, and meeting the needs of
families.
- TESE 831 - Formal and Informal Assessment in Special Education - 4 hours
- This course is designed to introduce students to the assessment process in special education by addressing procedural
safeguards; data collection via informal and standardized procedures; issues in assessment; psychometric properties of
standardized tests; and administration, scoring, and interpretation of selected instruments. Contains a field component.
- TESE 832 - Research-based Instructional Strategies for Students with Exceptionalities - 3 hours
- The course is designed to address the instructional needs of students with disabilities. Students will learn to synthesize
research on instructional techniques for classroom application. Academic instructional interventions will be emphasized. Students
will apply their knowledge of lesson development and classroom management strategies through an action research project. Contains a field component.
- TESE 833 - Applied Behavior Analysis - 3 hours
- This course is designed to identify and describe various intervention strategies for increasing and maintaining appropriate
student behaviors and for decreasing or eliminating inappropriate behaviors. Class members will accurately recognize, observe,
record and chart inappropriate behaviors, determine behavioral objectives, employ the least restrictive intervention, and foster
self-management skills for the student.
- TESE 834 - Characteristics and Identification of Behavior and Learning Disabilities - 3 hours
- This course provides in depth coverage of the identification process, etiologies and characteristics associated with disorders
that are categorized as learning disabilities or behavior disorders. Distinction from Pervasive Developmental Disorders and
Severe Emotional Disturbance will be discussed.
- TESE 835 - Applications of Assistive Technology Across Environments - 3 hours
- This course provides an in-depth, hands-on examination of the applications of assistive technology for individuals with
disabilities as it relates to various fields. New applications of existing and developing technology will be explored.
Students will apply their knowledge of assistive technology through action research.
- TESE 836P - Transitional Issues for Individuals with Disabilities - 5 hours
- Assessment planning and instruction to facilitate educational and employment post-school outcomes will be emphasized. Federal
and state laws governing minimum transition practices will be covered. Assessment, transition planning, services, interagency
collaboration, resources, and instruction will be discussed to facilitate a successful transition.
- TESE 837P - Medical Aspects of Individuals with Disabilities - 3 hours
- This course provides students with a general knowledge of the medical conditions seen in children with disabilities. It will
familiarize students with terminology, medications, procedures, equipment, and interventions used for children with medical
complications. Teacher responsibilities in regards to medical conditions will be covered.
- TESE 838P - Legal Issues in Special Education - 2 hours
- This course provides students with the competencies needed to develop individualized programming for children with
exceptionalities. Verification criteria, parent's rights, IEP development and implementation, goal and objective
development, placement procedures and IEP monitoring will be emphasized.
* This course is the immediate prerequisite. Other preparation is
required prior to this immediate prerequisite.
