123 courses with the subject SES, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Development of skills in nonverbal communication. Topics of spatial awareness, visual processing skills, and the use of facial expression, gestures, pantomime, and body language as it pertains to interpreting.
American Sign Language (ASL) with emphasis on the development of basic receptive and expressive skills. ASL grammar will be covered to develop rudimentary conversational skills in ASL. Introduction to Deaf culture and community.
Development of conversational skills in American Sign Language (ASL). Review of origin and application of contemporary manual communication systems.
Explore the foundations of specialized education in this course, covering key topics in special and Deaf education, including history, methods, legal aspects, and cultural insights. Designed for future educators and professionals, it offers a comprehensive, interdisciplinary approach to inclusivity and advocacy in education.
Exploration of the treatment of people with disabilities in American society from a personal, historical, political, and social perspective, including related legislation, portrayal in popular media, and contemporary issues.
Continuation of Sign Language II with an increased emphasis on expressive skills, receptive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings.
Continuation of American Sign Language III with an increased emphasis on expressive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. Community lab hours required.
Psychosociolinguistic and developmental processes in the acquisition of communication in typically developing children. Emphasis on interpersonal communication patterns in diverse cultures that contribute to and influence social interaction.
Provides an overview to early childhood special education. Issues related to legislation, identification, characteristics, family roles, and programmatic concerns will be addressed.
Development of cognitive processing skills within ASL and English. Abilities to manipulate with accuracy two languages involved in the interpreting process in order to interpret a message accurately.
Introduction to the diverse members of the Deaf Community with emphasis on Deaf people as a linguistic and cultural minority. Focus is on historical, educational, political, social, and vocational issues.
Study of fundamental concepts on teaching and learning, applicable to educational services to students with disabilities. Particular emphasis is given to teachers' perspectives with required field experience in schools.
An introduction to professional standards, ethics and expectations in Deaf Education, while also exploring historical/cultural perspectives and service delivery options for students who are deaf/hard of hearing.
Overview of learning and behavior differences as related to special education. Addresses etiology prevalence, characteristics, diagnosis, and treatment. Historical and legal aspects of educational programs also are addressed.
Provides concentrated instruction and practice in fingerspelling and numbers as used in ASL. Assists students in acquiring fluent fingerspelling ability through the use of receptive and expressive skills.
Second of three courses taken in conjunction with a UNCG Study Abroad Exchange. Online individual study focusing on the field experience and appropriate engagement in international, intercultural, and/or multicultural contexts.
Third of three courses taken in conjunction with a UNCG Study Abroad Exchange. Focus on the re-entry and re-acculturation processes and the integration of intercultural development into future contexts.
A continuation of the grammatical aspects of ASL with emphasis on conceptualization. Beginning translation activities including famous quotes, speeches, pledges, and songs.
Narrative skills will be enhanced by using fairy tales and folktales to free students up to imagine, develop characters, identify basic storytelling techniques and formal presentations in ASL.
Theoretical, practical, ethical issues in observing, assessing, and planning for young children with and without disabilities in inclusive settings. Individualized approaches for program planning and monitoring development are integrated.
The field component of the Birth–12 Deaf and Hard-of-Hearing Teacher Preparation program; allows students to work in various settings with students who are Deaf and process these experiences in a weekly seminar.
Guided individual study in an area of special interest to the student.
Provides teacher candidates with essential knowledge and skills for understanding and addressing academic and behavioral needs of students with disabilities in their classrooms.
Examination of the roles that teachers, families, and the environments have on the social and emotional development of young children in inclusive early care and education settings.
Field component of special education teacher preparation program. Provides opportunities for teachers to apply their knowledge and skills in a variety of settings with students with disabilities.
This is the second in a series of field-based components of the special education teacher preparation program. This practicum/ internship provides opportunities for teacher candidates to apply their knowledge and skills in a variety of settings with students with disabilities. Skills and experiences will be reflected upon in seminar.
This is the third of three field-based experiences in the special education teacher preparation program. This clinical experience/ internship provides opportunities for teacher candidates to apply their knowledge and skills in a variety of settings with students with disabilities. Skills and experiences will be reflected upon in seminar.
Foundational knowledge and strategies for creating effective, appropriate and inclusive research-based lesson plans for K-12 learners who are deaf or hard of hearing.
An overview of the profession of interpreting including its history, organizations, guidelines for ethical decision-making, conduct, basic business practices, roles and responsibilities, legislative issues, health concerns, and certification requirements.
Formal and informal assessment approaches for identification and eligibility for special education for students who access the general curriculum. Strategies for planning and evaluating programs for students receiving special education.
This course will provide a foundation in language and emergent literacy skills necessary to teach reading. Students will learn a breadth of knowledge about language development, the links between language structures and literacy components, characteristics of children at risk for reading difficulty, and children from culturally and linguistically diverse backgrounds.
Analyzing discourse in English and American Sign Language (ASL) toward an awareness of language features. Theoretical notions underlying language are presented, discussed, and applied through feature transcription and analysis.
Provides an introduction to sociolinguistics and the linguistic structures of American Sign Language including phonology, morphology, syntax, and pragmatics through lecture and analysis of native ASL users.
Study of literature by deaf authors and poets. Videotapes and reading selections pertaining to everyday lives of deaf people including ABC and number stories, residential stories, and ASL poetry.
Focuses on the needs of parents and families as they interact with personnel in schools, including procedural safeguards for parents/families, formal and informal meetings, culturally competent interactions, and home-school communication systems.
Principles and strategies for developing English language proficiency in deaf and hard of hearing students. Emphasis on integration of English instruction with academic content.
To prepare the student to teach deaf/hard-of-hearing children/youth via a bilingual approach (American Sign Language [ASL]/English). Focus is on increasing ASL literacy, English literacy and oracy, and integrated content instruction. Designed for students possessing a theoretical foundation in first and second language acquisition, bilingual education, ESL, linguistics, and cognitive development.
To review and analyze linguistic structures (commonly known as “parts of speech”) in both American Sign Language (ASL) and English. Focus is on understanding and teaching language to deaf/hard-of-hearing children and youth via a bilingual (ASL/English) approach. Designed for students who have proficiency in ASL and English.
This course will provide a background in transition planning for students with disabilities. Emphasis is placed on career development and transition services and entrepreneurial efforts in schools and communities.
Global perspectives of deaf people in other countries including perspectives on identity, language, human rights issues, education, advocacy, and social and economic self-sufficiency.
Legal and pedagogical understandings related to teaching students with disabilities and related special needs in general education settings. Enrollment is limited to students pursuing initial teaching licensure.
Assessment, best practices, and collaboration in facilitating language learning in students who are Deaf/deaf or hard of hearing. This course will also deal with the educational interpreter's role as a member of the educational team.
Preparation for state and national interpreting assessments; emphasis on ethical decision-making with regard to laws, best practices, policies, and Code of Professional Conduct.
Theories, principles, methods, and issues related to infant and toddler development and inclusive programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs will be taken.
In-depth examination of typical and atypical development of diverse preschool-age children. Integrated teaching strategies and effective inclusive learning environments will be emphasized.
In-depth examination of current policies and practices in public school kindergartens. Development of children with and without disabilities and appropriate teaching strategies in kindergarten will be emphasized.
Foundational knowledge and evidenced-based strategies for facilitating literacy education for K-12 learners who are deaf or hard of hearing.
Introductory course designed to survey the field of students with disabilities. Major attention focused on characteristics of students with disabilities, free appropriate public education, and the least restrictive environment.
Overview of services, laws, demographics, and ethical issues necessary to work with deaf people in nontraditional settings.
Course is designed to equip professionals to work with Deaf and hard of hearing individuals with significant learning and communication challenges including deaf-blind, autism, and developmental disabilities.
Design and delivery of school service delivery models for students with mild/moderate disabilities (e.g., general education, resource programs; co-teaching; consultation); management of exceptional children's teachers' many roles and responsibilities.
Assessment procedures and strategies for developing spoken language in naturalistic and school settings with children with hearing impairments.
This course includes content and experiences to develop knowledge and skills pertaining to the development and implementation of the Individualized Education Plan (IEP). Students will use assessment data to create IEPs, and monitor progress towards IEP goals, as required by the Individuals with Disabilities Act (IDEA).
Full-time supervised student teaching in one or more educational settings with deaf and hard of hearing students under direction of university supervisor. Conferences and seminars required.
This course provides opportunities for students to develop a knowledge base in educational interpreting. Topics include, tutoring, data collection, and strategies for working in kindergarten through post-secondary settings.
Learn and apply various systems for visually representing English including sign-supplemented speech, oral transliterating, Cued Speech, and Visual Phonics.
Student teaching emphasizing teaching students with mild/moderate learning disabilities in K-12 settings with university supervision. Full-time special education teaching assignment in cooperating schools for a full semester. Conferences and seminars required.
This course teaches content and strategies for creating a nurturing learning environment by incorporating positive behavior supports at the school, class, and individual levels. Students will learn and practice skills for completing functional behavioral assessments and behavior intervention plans for exceptional learners.
Internship component of Advocacy and Services for the Deaf concentration. Provides students with opportunities to apply knowledge and skills in working with individuals with disabilities in nontraditional educational settings in community.
In-depth analysis of recommended practices related to effectively serving diverse populations of young children and their families in inclusive early care and education settings.
SES 469 is designed to prepare teachers to teach reading effectively. Specifically, pre-service teachers learn how to assess learners with reading difficulties or disabilities in all reading components, plan instruction or intervention based on results, and teach using explicit, systematic, and evidence-based instructional strategies in reading.
SES469L is a lab that provides these experiences tutoring students weekly at an off-campus elementary school (within 30 minutes from campus): administering assessments, analyzing results, planning and implementing lessons to support students’ reading profiles and needs. A passing grade in SES469 must be achieved for successful completion of this course.
Part of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing educational programs for this population.
Second of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing general curriculum programs for this population with a math focus.
Student Teaching Seminar for Students with Mild/Moderate Disabilities, is a corequisite course for SES 465, the student teaching course designed to prepare special education teacher candidates to teach exceptional students with mild/moderate disabilities in inclusive K-12 settings. The seminar will address specific topics related to the profession and the student teaching experience.
Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis on discourse analysis, translation, and consecutive interpreting exercises.
Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis is placed on simultaneous interpreting of narrative discourse and interactive interpreting.
Focuses on techniques, ethics, and specific terminology associated with interpreting for diverse populations within the Deaf Community. Included are mental health, medical, performing arts, religious, social services, and vocational settings.
To improve students' American Sign Language vocabulary and conceptual accuracy for a variety of content areas in the K–12 setting, and provide techniques for teaching through a bilingual instructional approach.
Strategies for facilitating deaf and hard of hearing students' acquisition of curricular content in inclusive educational settings. Emphasis on developing and implementing individualized learning plans.
Designed to prepare students for entrance into their professional careers. Includes portfolios, resumes, invoices, interview skills, and assessment instruments. Professional Development Plans, which incorporate practicum experiences, are constructed.
Full-time supervised field experiences in a variety of settings related to the student's professional goals. Regularly scheduled conferences, seminars, and other projects are required.
Develops skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on rehearsed and spontaneous consecutive interpreting.
Apply principles of ASL in primary and emergency care medical settings and gain knowledge of specialized vocabulary, appropriate roles, standards of practice and ethical codes involved in medical interpreting.
Development of skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on simultaneous interpreting.
Techniques specific to interpreting in mental health and substance abuse settings. Application of the demand-control schema framework and a teleological approach to ethical decision making.
Apply principles of American Sign Language in various social service settings and gain an understanding of the specialized vocabulary, appropriate roles, standards of practice, sensitive issues, and ethical codes involved.
Notes: Recommended for students with advanced skills in American Sign Language.
Introductory course designed to survey the field of students with disabilities. Major attention focused on characteristics of students with disabilities, free appropriate public education, and the least restrictive environment.
Introduction to issues and policies in inclusive birth through kindergarten programs. Legislation, service delivery models, policy issues, family roles, and research outcomes discussed.
Analysis of theoretical perspectives, intervention strategies, and research outcomes for young children with disabilities in inclusive settings and their families. Family-centered practices emphasized.
Conceptual knowledge and practical application of screening and assessment techniques and procedures for infants, toddlers, preschoolers, and kindergartners. Report writing, IFSPs, IEPs, family assessments, and program evaluation included.
An in-depth exploration of the principles of early childhood care and education and learning strategies for young children with and without disabilities. Field placements in BK setting are required.
In-depth analysis of issues, recommended practices, and experiences to prepare students for meeting the needs of young children from diverse populations in inclusive early care and education settings.
In-depth exploration of the principles of early childhood care and education and learning strategies for preschool/kindergarten children with and without disabilities. Field placements in BK setting are required.
An examination of development in infancy and toddlerhood and strategies for facilitating very young children's growth and learning in early childhood care and educational settings. Field placement required.
This course will enable the participant to identify psychological, physical, educational, medical, behavioral, and learning characteristics and needs of students with disabilities.
Content includes strategies for developing curriculum and instructional techniques for teaching students with disabilities, including vocational/career assessment and individualized programs integrating family, agencies, and business.
Course content focuses on implementing transition programs from school to career and daily living for students with disabilities, including vocational/career assessment and individualized programs integrating family, agencies, and business.
Detailed study of federal and North Carolina policies and procedures that ensure that students with disabilities receive a free appropriate public education in the least restrictive environment.
Provides a knowledge base, guided practice, and practical application of assessment practices for making eligibility and instructional planning decisions for students with disabilities, with emphasis on authentic assessment practices.
Emphasizes systematic, explicit practices for teaching essential skills in phonemic awareness, emergent literacy, the alphabetic principle, fluency, vocabulary, and reading comprehension to students with disabilities.
Explores critical issues and strategies in developing, implementing, evaluating, and financing programs and services for students with disabilities.
Research and current issues in the psychology and education of students with disabilities.
Provides a knowledge base, guided practice, and practical application of consultation skills and consultation-based services needed for implementing effective instructional programs for students with disabilities.
Eight or ten weeks of supervised experience in inclusive early childhood education settings designed to offer opportunities for practice of skills and professional development within program goals.
Topic to be determined by faculty advisor and student.
Content includes opportunities for students enrolled in a graduate program to develop a knowledge and understanding of Individualized Education Programs (IEPs) and relevant Special Education legislation and litigation.
Emphasizes Universal Design for Learning, systematic and explicit practices for teaching written language skills to students with disabilities using evidence and research based practices.
Prepares teachers to deliver effective, evidence-based instruction in reading and writing for students with disabilities. Emphasizing systematic, explicit, and research-based practices, this course addresses essential literacy skills including phonemic awareness, emergent literacy, the alphabetic principle, fluency, vocabulary, reading comprehension, and writing development.
Addresses broad array of evidence-based instructional strategies for working with students with disabilities to teach math and science.
Addresses broad array of instructional strategies for working with students with disabilities using contemporary educational and therapeutic practices to address instructional as well as social/emotional needs.
Includes content specific to concepts, skills, and practices for understanding and using principles of behaviorism in the education of students with special needs.
Supervised experience in a variety of classroom or other public school settings and related seminar emphasizing the design and delivery of best-practices services and instruction to students with disabilities.
Overview of assistive technology in meeting the educational goals of individuals with disabilities. Includes experiences with devices and services associated with assistive technology and instructional technology.
Specific course title identified each semester by subscript (e.g., Contemporary Problems Seminar: Issues in Professional Negotiations). May be repeated for credit when topic varies.
This course provides Dale Carnegie's (DC) "Emerging Teacher Leaders" Training that consists of a curriculum that focuses on three intentional developmental foci: leading oneself, leading others, and communicating leadership.
Current trends and issues in the field of special education. May be repeated for a total of nine semester hours credit when topic varies.
A directed internship, in an advanced, situated leadership position that provides opportunities for graduate students to apply knowledge and skills related to the chosen area of specialization (e.g., instructional coaching).
Provides graduate students with opportunities to explore current issues and trends in special education within the broader context of education, society, and history.
Seminar designed to provide doctoral students with opportunities to systematically analyze professional literature and grant proposals and write literature reviews for publication, dissertation and research.
Seminar addresses the research and professional literature related to changing schools to improve academic and behavior outcomes for all students.
Overview of the history of special education with implications for facilitation of more effective practice in the field.
As future leaders in the field, doctoral students will be charged with securing funding for programs/research. The purpose of this course is to help students develop grant-writing skills.
Understanding the rationale, purpose, design, analysis and implementation of single subject research. Implementation within classroom settings will be discussed.
Provides opportunities for graduate students to develop a knowledge base in coaching and supervising. Topics include coaching models, cycles, supervisory approaches, and methods for giving and receiving feedback.
Prepares doctoral students for teaching at the collegiate level. Topics include: adult learning, course design, professional and ethical issues in teaching, and evidence-based approaches to teaching.
The purpose of this course is to provide training in qualitative research methodologies as they are deployed in special education and related professionals. This course will address the unique expectations within qualitative methods for special education and related field audiences (e.g. inter rater on qualitative coding).
Individual work on dissertation or research problems, including literature analysis, critical review, data analysis, and integration; or completion of a pilot study in preparation for the dissertation.
Advanced guided readings, research, and individual project work under the direction of a graduate faculty member.
Individual direction in the development and execution of the doctoral dissertation.
Dissertation Extension.
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