380 Jerry and Vickie Moyes College of Education MED 6450 - Creativity and Applied Imagination Credits: (2) Typically taught: Fall [Full Sem] Exploration and development of readily available personal and community resources to encourage creative thinking/ reasoning, classroom involvement, and transfer of learning. MED 6470 - Teaching for Thinking Credits: (2) Typically taught: Fall [Full Sem] Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms. MED 6480 - Differentiated Curriculum for the Gifted Credits: (3) Curriculum theories and educational strategies for educating gifted and talented students. A practical course with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom. MED 6490 - Assessment and Evaluation in Education of the Gifted Credits: (3) Principles of assessment applied to identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness. MED 6495 - Action Research in Education of the Gifted Credits: (3) Typically taught: Fall [Full Sem] Spring [Full Sem] This is a capstone course in the program leading to a Utah teaching endorsement in education of the gifted and talented and meets the USOE endorsement requirement for a field experience or practicum in education of the gifted by requiring a community-based project in which learning from previous endorsement courses is synthesized in a practical way. Students are expected to take initiative in planning, implementing, documenting, and evaluating meaningful action research projects relevant to education or the gifted and talented. Prerequisite: Bachelor's degree, teaching license, and MED 6420, MED 6480, MED 6490. MED 6510D - Advanced Foundations in Special Education Practice & Law (Special Education License) Credits: (3) Typically taught: Fall [Full Sem] This course focuses on the learning and social characteristics of young people with exceptionalities — that is, disabilities (physical, mental, learning) or giftedness — and about public policy and services available to them. As future teachers, students will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an includive classroom. Prerequisite: Admission to Masters of Education. MED 6520 - Collaboration, Consultation, and IEP Development Credits: (3) Typically taught: Fall [Full Sem] Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities, and techniques of collaboration and consultation. MED 6521 - Practicum in Special Education Credits: (2) Typically taught: Spring [Full Sem] This Practicum experience will focus on examining in depth the lives of students with mild to moderate disabilities in school, home, and community settings. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings. This Practicum must be taken either concurrently with, or after completion of, MED 6510 and MED 6520. MED 6530 - Principles and Applications of Special Education Assessment Credits: (3) Typically taught: Spring [Full Sem] Administer, score, and interpret norm-referenced assessment instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs. MED 6540 - Advanced Managing Student Behavior Credits: (3) Typically taught: Spring [Full Sem] This course will address current issues, practices, and application of a variety of approaches for behavior change. It is designed to teach students validated classroom management strategies, behavioral intervention strategies and techniques for use with students who have behavioral and social skill deficits. The primary goal of this couse is for each student to conduct a functional assessment and implement and evaluate a behavior intervention plan. Prerequisite: MED 6510 or MED 6520. MED 6550 - Advanced Instructional Planning and Learning Environments for Special Education Students Credits: (3) Typically taught: Spring [Full Sem] Effective teaching methods, instructional programming and Weber State University 2015-2016 Catalog