ࡱ> }|%`  bjbj 4<̟̟U   8D4x45S2.RRRRRRR$gThVR000RRvvv0XRv0RvvF(Q o dN4@RtS05S OgW2gWh(QgW(QE^vLARRX5S0000   Department of Exceptional Student Education College of Education ý Instructor: Office: Phone: E-mail: Office Hours: Class Day/Time: Course Number: EEX 7341 Course Title: Doctoral Seminar in Exceptional Student Education Catalog Description: This is a required core course for all doctoral students in Exceptional Student Education. It is the last of five core courses to be taken and is usually offered in the summer semester of every other year. In addition to meeting the objectives in this syllabus, the course will help the students prepare for their comprehensive examination. PREREQUISITE: EEX 7055, EEX 7525, OR Permission of the Instructor. Ordinarily this will be the last course taken before admission into candidacy for the doctoral degree in ESE. COURSE CONNECTION TO CONCEPTUAL FRAMEWORK In this culminating experience in the ESE doctoral program, students demonstrate that they are both informed and reflective decision-makers. They provide evidence of being capable leaders and professionals, and exhibit ethical behavior by preparing and delivering a quality presentations and a research proposal. Required Texts: There are no required texts. Students are responsible for providing journal articles on their topics. Course Objectives Upon completion of this course each student will be able to: Demonstrate knowledge of the theoretical and research issues related to their individual field of study. Synthesize a theoretical/research issue related to the general field of special education or cultural and linguistic diversity but not related to the students specialization area. Isolate a relevant research question and develop a proposal that appropriately addresses the question. 4. Critically evaluate research in the field of special education. 5. Develop an appropriate reading/resource list given a specific special education topic. Develop appropriate test items covering a specific topic. Demonstrate knowledge of the fundamentals of grant writing, publishing articles, and other scholarly activities. Content Outline Article Presentations Specialization Presentations Research Proposal Topics Generic Presentations COURSE REQUIREMENTS Article Presentation: Each student will make a brief presentation on articles appearing in the May/June, 1993 special issue of Remedial and Special Education. This issue focuses on topics relevant for doctoral students in special education. Specialization Presentation: Each student will make a presentation on their specific area of study. Resources should include primary research (not just internet resources). In addition, ten objective test questions will be developed by each student on his/her topic. Generic Presentation: Each student will be given a theoretical/research topic by the instructor. The areas include but are not limited to legal issues, curriculum issues, and current topics (e.g., CLD, inclusion, autism, TBI). These areas will be consistent with those addressed in the Doctoral comprehensive exam. The student will be responsible for a) the development of a reading list, b) a class presentation, and c) ten objective test questions. Research Proposal: Each student will isolate a relevant research question (can be based on either presentation) and develop a research proposal that includes an introduction and a method section. This short (approximately 5 pages) proposal will be similar to the introduction and method sections of a journal article. Topics will be discussed in class and individual meetings will be scheduled. Professional Ethics / Policies and Expectations Students, as reflective decision-makers, choose to practice ethical behavior during class, in the university community, and while participating in field experiences. ESE students are expected to demonstrate a professional demeanor in their ý courses including attendance, participation and responsible attention to requirements and deadlines necessary for the successful completion of the ESE program. ESE students are also expected to demonstrate a professional demeanor in field experience settings through their dress, actions, and sensitivity to the students, teachers and administrators at the host schools. TEACHING METHODOLOGIES Methods of instruction include discussions and media presentations. ASSESSMENT PROCEDURES Article Presentation 8 points Specialization Presentation 20 points Appropriateness of Test Questions 3 points Generic Presentation 25 points Appropriateness of Reading List 5 points Appropriateness of Test Questions 3 points Research Proposal 20 points Two Quizzes 16 points GRADING (ý GRADING SCALE): Activity scores are cumulative and the grade scale represents percentage of total points earned. A = 93-100 A- = 90-92 B+= 87-89 B = 83-86 B-= 80-82 C+= 77-79 C = 73-76 C-= 70-72 D+= 67-69 D = 63-66 D-= 60-62 F = Below 60 POLICIES AND PROCEDURES ATTENDANCE According to University policy, Students are expected to attend all of their scheduled University Classes and to satisfy all academic objectives as outlined by the instructor. Attendance includes meaningful, active involvement in all class sessions, class discussions, and class activities as well as professional, ethical, conduct in class. Reasonable accommodations are made for religious observances. STUDENTS WITH DISABILITIES In compliance with the Americans with Disabilities Act (ADA) and ý policy, students with disabilities who require special accommodations to properly execute course work must register with the Office for Students with Disabilities (OSD) and provide the instructor of this course with a letter from OSD which indicates the reasonable accommodations that would be appropriate for this course. OSD offices are located on Boca, Davie and Jupiter campuses. Information regarding OSD services and locations can be found on the ý website.     PAGE  PAGE 1 PAGE  EEX 7341 Master Syllabus July 2008 /0Eefgrux~ǿreUhB7hl;>*OJQJ^JhB7hB7OJQJ^JhB7hOJQJ^Jh[;OJQJ^JhB7h;OJQJ^JhB7h;>*OJQJ^J hbN9hl hH5 h^hHhHhHhH5hbN9hl5\ hl]5\ hk|5\ hH5\hbN9hH5\hk|jh-hk|U!0Efg ! 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