364 Jerry and Vickie Moyes College of Education needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum and educational program options; special populations of gifted students. MED 6430 - Creative Processes in the Elementary School Credits: (3) Typically taught: Fall [Full Sem] Spring [Full Sem] Summer [lst Blk] This course focuses on the development of attitudes, methods, and skills in creative teaching, including an exploration of using music, art, dance, and drama in the elementary classroom. Graduate students will also explore philosophy, research, and theories which support arts integration, and development of teaching strategies and materials for use in the elementary classroom. MED 6440 - Social and Emotional Needs of the Gifted Credits: (2) This course examines social and emotional developmental needs of gifted and talented children and proposes strategies for recognizing and meeting those needs in classrooms and with families. 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: Bachelors degree, teaching license, and MED 6420 , MED 6480 , MED 6490 . MED 6510 - Advanced Foundations in Special Education Practice and Law (Elementary and Secondary Teachers) Credits: (3) Typically taught: Spring [Full Sem] Summer [2nd Blk] 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 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. Weber State University 2013-2014 Catalog