Department of Language,
Reading, and Exceptionalities
Richard A. Culatta, Chairperson and Professor
Ph.D., University of Pittsburgh
Speech-Language Pathology, Fluency Disorders, Clinical Supervision
William D. Barber, Assistant Professor
Ph.D., Pennsylvania State University
Anatomy, Physiology, Genetics, Statistics, General Biology
Donna Brown, Clinical Supervisor
M.S., University of Southwestern Louisiana
Speech Pathology
Janet W. Bloodgood, Associate Professor
Ph.D., University of Virginia
Reading, Children's Literature, Literacy Acquisition
Heather M. Clark, Associate Professor
Ph.D., University of Iowa
Normal and Disordered Motor Control for Speech and Swallowing, Acquired
Neurogenic Language Disorders, and Delivery of Speech Language Pathology
Services in Medical Settings
Thalia J. Coleman, Professor
Ph.D., University of Florida
Child Language Development and Disorders, Early Intervention and Cultural
Diversity in Education/Special Service Provision
Jeanne Dodd-Murphy, Associate Professor
Ph.D., Vanderbilt University
Educational Audiology, Auditory Development
Charles R. Duke, Dean of the College of Education and Professor
Ph.D., Duke University
Reading/Writing in the Content Areas
Lisa Forster, Clinical Supervisor
M.A. Appalachian State University
Neurogenics and Dysphagia.
Connie R. Green, Professor
Ph.D., University of Florida
Emergent Literacy, Early Childhood
Timothy B. Harris, Professor
Ph.D., University of Kansas
Voice and Neurogenic Communication Disorders, Language Development,
Articulation Disorders, and Child Language Disorders
Pamela Henson, Clinical Supervisor
M.S., University of North Carolina at Chapel Hill
Neurogenics, Dysphagia
William Irwin, Assistant Professor
M.S., University of North Carolina
Adult Neurogenic Communication Disorders, Dysphagia, Medical Speech Pathology
Robert J. Jones, Adjunct Professor
Ph.D., Southern Illinois University
Applied Behavior Analysis, Emotional Behavioral Disorders, Applied Research and
Evaluation
Larry J. Kortering, Professor
Ed.D., University of Washington
Secondary Special Education, School Dropout, Post-School Outcomes
Linda Kucan, Assistant Professor
Ph.D., University of Pittsburgh
Comprehension, Children's Literature, Discourse and Teacher Development
Monica Lambert, Assistant Professor
Ed.D., Florida Atlantic University
Learning Disabilities, Attention Deficit Disorder, Cognitive and Metacognitive
Strategies, Teaching Practices, and Mathematics
Angela S. Losardo, Professor
Ph.D., University of Oregon
Child Language and Early Intervention/Early Childhood Special Education
Nancy L. Mamlin, Associate Professor
Ph.D., University of Maryland
Teacher Education, Teacher Practices, Learning Disabilities, Attention Deficit/
Hyperactivity Disorders, School Reform
Michael J. Marlowe, Professor
Ph.D., University of Florida
Bibliotherapy, Literature, and Teacher Education, Toxic Metals and Children's
Psychologic Performance
Gary B. Moorman, Professor
Ph.D., Arizona State University
Learning Theory, Literacy, Reading Comprehension
R. Darrell Morris, Professor
Ed.D., University of Virginia
Clinical Teaching, Beginning Reading
Alice P. Naylor, Director of the Ed.D. Program and Professor
Ph.D., University of Toledo
Children's Literature, Language Arts, and Storytelling
E. Jane Nowacek, Associate Professor
Ph.D., University of Virginia
Learning Disabilities and Collaboration,
Teacher Education, Attention Deficit/Hyperactivity Disorders
Susan M. Pogoloff, Associate Professor
Ph.D., University of Wisconsin-Madison
Mental Retardation, Transition from School to Adult Life and Family Inclusion
Robert C. Schlagal, Professor
Ph.D., University of Virginia
Spelling Instruction and Development, Beginning Reading
Mary R. Sizer, Director, Communication Disorders Clinic
M.A., Vanderbilt University
Hearing and Central Auditory Processing Assessment, Licensed Hearing Aid
Dispenser
Michael D. Smith, Professor
Ph.D., University of Kansas
Developmental Psycholinguistics, Language, Culture and Cognition
Sherry L. Street, Clinical Supervisor
M.A. The University of Memphis
Early Intervention
Gary D. Timbers, Director of BIABH and Adjunct Professor
Ph.D., University of Kansas
Applied Behavior Analysis, School-Based Training, Residential Treatment,
and Home-Based Services
James R. Tompkins, Professor
Ph.D., Catholic University
Emotional/Behavioral Disorders
Woodrow R. Trathen, Associate Professor
Ph.D., University of Utah
Developmental Reading Processes, Beginning Reading and Comprehension
Instruction
Constance J. Ulmer, Associate Professor
Ed.D., East Texas State University
Comprehension, Children's Literature
Jennifer P. Van Gilder, Clinical Supervisor
M.A., Appalachian State University
School-age/Adolescent Oral and Written Language Disorders
Bliss H. Warren, Clinical Supervisor
M.A., Appalachian State University
Early Intervention/Preschool Speech and Language
Margaret G. Werts, Assistant Professor
Ph.D., University of Pittsburgh
Instructional Strategies, Instructive Feedback, Response Prompting Techniques,
Stimulus Equivalence, Effective Use of Staff Inclusive Classrooms, Assessment
in Special Education, and Paraprofessionalism
The Department of Language, Reading, and Exceptionalities includes
professionals in Communication Disorders, Reading/Language Arts, and Special
Education. This enables the department to provide innovative programs focusing,
in a transdisciplinary fashion, on all facets of language, reading, and
specific areas of exceptionality. All students pursuing programs in the
Department of Language, Reading, and Exceptionalities must satisfy the College
of Education's and the Graduate School's requirements pertaining to admission,
advisement, proficiencies, and licensure.
The following degree programs are offered by this department:
(1) Master of Arts in Communication Disorders (Major Code: 489A or 493A)
(2) Master of Arts in Reading Education, General (Major Code: 477*),
with two concentrations:
(a) Classroom/Clinical, leading to advanced teaching licensure (Code: 477E)
(b) Adult Literacy (Code: 477B)
(3) Master of Arts in Special Education: Cross Categorical (Major Code: 495A)
(4) Master of Arts in Special Education: Teaching Parent Specialty
(Major Code: 484A)
The Departments of Family and Consumer Sciences; Curriculum and Instruction;
and Language, Reading and Exceptionalities cooperate to offer the M.A. degree
in Child Development: Birth-Kindergarten with three concentrations: 1)
Teaching; 2) Administration; and 3) Allied Personnel. The degree is conferred
by the Department of Family and Consumer Sciences. See the Department of Family
and Consumer Sciences for a detailed program of study.
MASTER OF ARTS IN COMMUNICATION DISORDERS
The Department of Language, Reading, and Exceptionalities offers a program
in Communication Disorders for persons who are interested in working
with children and adults who have communication disorders. The program is
designed to provide students with the academic and clinical practicum
experiences necessary for certification by the American Speech-Language-Hearing
Association (ASHA), and advanced licensure by the State of North Carolina. Students
planning to obtain the Master of Arts in Communication Disorders must
complete State Department of Public Instruction requirements for the "S and G"
Advanced (Graduate) level license in Speech-Language Impaired. All students must
complete an individualized program of study, and have it approved by their
advisors, by the close of their first semester of registration.
The Master's program typically requires five semesters to complete for students with undergraduate
degrees in Speech-Language Pathology and Audiology. Applicants who have
undergraduate degrees in other fields, and who have at least 21 semester hours
of applicable courses in speech-language pathology and audiology, are
considered to be in-field (as though they had undergraduate degrees in the
field). They may also be able to complete the degree in the typical five-semester
time frame.
Applicants who have undergraduate degrees in other fields, and who have fewer
than eight semester hours of applicable courses in speech-language pathology
and audiology, are considered to be out-of-field. They will require an
additional two semesters in order to complete the necessary undergraduate
prerequisites before enrolling for graduate work. Out-of-field students must
begin completion of undergraduate prerequisites during the summer session prior
to their Fall admission term.
Applicants with undergraduate degrees in other fields, and who have 8-20
semester hours of applicable course work in speech-language pathology and
audiology, are considered to be potentially in-field, but not out-of-field.
They may be offered admission as an in-field student, with the condition that
they complete sufficient applicable undergraduate courses in speech-language
pathology and audiology prior to their first semester of graduate study. For
example, during the Summer Session prior to their Fall admission term.
Admission to the Communication Disorders Program will be on a competitive
basis. Students who wish to be admitted to this program must submit evidence
of satisfactory performance in all undergraduate course work and on either the
GRE or the MAT. The Program does not permit deferred admissions. Students who
are offered admission for a given term, and who cannot accept admission for
that term, must reapply and be considered at a later time. Admission for
Spring and Fall entry is limited to in-field students. Out-of-field students
must enter during Summer Session. To be given consideration, applications for
Summer and Fall admission must be submitted and complete by February 1; and
applications for Spring admission must be submitted and complete by October 1.
MASTER OF ARTS IN COMMUNICATION DISORDERS (non-teaching program)
Major Code: 493A
CRITERIA FOR CONSIDERATION TO THE COMMUNICATION DISORDERS PROGRAM
UAdmission to the Cratis Williams Graduate School (first step):
Baccalaureate degree from an accredited college or university.
Applicant must complete the necessary application process as required by the
Graduate School and the Communication Disorders program.
UIn addition to the above, the criteria include:
For students to be considered for admission to the regular program, if the GPA
from the last 60 hours of undergraduate study is above 3.0, applicants can be
considered for regular admission. They must present scores from the GRE or MAT,
but no minimum score is required. If the GPA (last 60 hours) is avove 2.7 but
below 3.0, applicants can be considered for regular admission if the total of
GRE Verbal and GRE Quantitative is 800 or more. The minimum MAT score is 33.
[Note: admission is on a competitive basis.]
Deadline
1 February for Fall admission/ 1 October for Spring admission
Hours: 57 semester hours with thesis; 60 semester hours without thesis
60 hours are required for advanced licensure in North Carolina schools.
Required Courses:
C D 5564 Clinical Practicum I......................................3
C D 5565 Clinical Practicum II.....................................3
C D 5566 Clinical Practicum III....................................3
C D 5567 Clinical Practicum IV.....................................3
C D 5661 Diagnostic Process........................................3
C D 5663 Disorders of Fluency......................................3
C D 5666 Voice Disorders...........................................3
C D 5669 Phonologic Disorders......................................3
C D 5675 Language Disorders in Preschool Children..................3
C D 5676 Language Disorders in School-Aged Children
and Adolescents...........................................3
C D 5731 Neurogenic Disorders I: Overview of Aphasia, Apraxia,
Dysarthria, and Dysphagia.................................3
C D 5732 Neurogenic Disorders II: Assessment and Treatment of
Aphasia, Apraxia, Dysarthria, and Dysphagia...............3
C D 5900 Internship...............................................12
FDN 5000 Research Methods..........................................3
SUBTOTAL HOURS.................................................51
Guided Electives:
(Selected with approval of major advisor in communication disorders or
related areas such as counseling, early childhood education, psychology,
reading and special education)
Non-Thesis Option:................................................9
OR
Thesis Option:
C D 5999 Thesis................................................3
Guided Elective................................................3
TOTAL HOURS..............................................57 or 60
Thesis: Optional
Language Proficiency: None required
Comprehensive: PRAXIS II (NTE) in Speech Language Pathology and Audiology
serves as the comprehensive examination.
Product of Learning: None required
MASTER OF ARTS IN COMMUNICATION DISORDERS (leads to NCDPI Advanced Licensure)
Major Code: 489A
CRITERIA FOR CONSIDERATION TO THE COMMUNICATION DISORDERS PROGRAM
UAdmission to the Cratis Williams Graduate School (first step):
Baccalaureate degree from an accredited college or university.
Applicant must complete the necessary application process as required by the
Graduate School and the Communication Disorders program.
UIn addition to the above, the criteria include:
For students to be considered for admission to the regular program, if the GPA
from the last 60 hours of undergraduate study is above 3.0, applicants can be
considered for regular admission. They must present scores from the GRE or MAT,
but no minimum score is required. If the GPA (last 60 hours) is avove 2.7 but
below 3.0, applicants can be considered for regular admission if the total of
GRE Verbal and GRE Quantitative is 800 or more. The minimum MAT score is 33.
[Note: admission is on a competitive basis.]
Deadline
1 February for Fall admission/ 1 October for Spring admission
Hours: 57 semester hours with thesis; 60 semester hours without thesis
60 hours are required for advanced licensure in North Carolina schools.
Required Courses:
C D 5564 Clinical Practicum I......................................3
C D 5565 Clinical Practicum II.....................................3
C D 5566 Clinical Practicum III....................................3
AND/ OR
C D 5567 Clinical Practicum IV.....................................3
C D 5569 Clinical Practicum in the Schools.........................6
C D 5661 Diagnostic Process........................................3
C D 5663 Disorders of Fluency......................................3
C D 5666 Voice Disorders...........................................3
C D 5669 Phonologic Disorders......................................3
C D 5675 Language Disorders in Preschool Children..................3
C D 5676 Language Disorders in School-Aged Children
and Adolescents...........................................3
C D 5731 Neurogenic Disorders I: Overview of Aphasia, Apraxia,
Dysarthria, and Dysphagia.................................3
C D 5732 Neurogenic Disorders II: Assessment and Treatment of
Aphasia, Apraxia, Dysarthria, and Dysphagia...............3
C I 5900 Internship..............................................6-9
Note: If both CD 5566 and CD 5567 are taken, internship
requirement is 6 sh; if student takes only one of the two
(CD 5566 or CD 5567), internship requirement is 9 sh.
FDN 5000 Research Methods..........................................3
SUBTOTAL HOURS.................................................51
Guided Electives:
(Selected with approval of major advisor in communication disorders or
related areas such as counseling, early childhood education, psychology,
reading and special education).
Non-Thesis Option:..............................................9
OR
Thesis Option:
C D 5999 Thesis................................................3
Guided Elective................................................3
TOTAL HOURS..............................................57 or 60
Thesis: Optional
Language Proficiency: None required
Comprehensive: PRAXIS II (NTE) in Speech Language Pathology and Audiology
serves as the comprehensive examination.
Product of Learning: None required
MASTER OF ARTS IN READING EDUCATION, GENERAL+
Major Code: 477*
Concentrations: Classroom/Clinical (Code: 477E)
Adult Literacy (Code: 477B)
The Reading and Language Arts program, housed in the Department of Language,
Reading, and Exceptionalities, offers the Master of Arts degree in Reading
Education, General with two concentrations: Classroom/Clinical and Adult
Literacy. Each concentration provides a well-balanced program of academic and
practicum experiences designed to produce graduates capable of providing
quality services to the region, state, and nation. The Classroom/Clinical
concentration is intended for classroom teachers and reading specialists.
Students with this concentration are prepared to teach all aspects of reading
and language arts to K-12 students. Upon completion graduates are eligible for
advanced teaching licensure. The Adult Literacy concentration prepares
instructors and administrators to deliver and coordinate literacy services for
adults seeking to improve their reading and writing skills.
+Requirements for both concentrations of this degree were designed, and have
been approved by the appropriate bodies at the state level, to meet the
advanced competencies as mandated in the North Carolina Excellent Schools Act
for Master-level teacher education programs.
MASTER OF ARTS IN READING EDUCATION, GENERAL+
Major Code: 477*
Concentration: Classroom/Clinical (Code: 477E)
CRITERIA FOR CONSIDERATION TO THE READING PROGRAM
UAdmission to the Cratis D. Williams Graduate School (first step):
Baccalaureate degree from an accredited college or university
Applicant must complete the necessary application process as required by the
Graduate School and the Reading Program
UIn addition to the avove, the criteria include:
The Classroom/Clinical concentration requires applicants to hold, or be
eligible to hold, a North Carolina "A" teaching license or the equivalent from
another state.
GPA of 3.0 or higher cumulative or in the last 60 hours of undergraduate work
and official GRE scores from ETS or official MAT scores from The Psychological
Corporation.
OR:
GPA below 3.0 but above 2.69 in the last 60 hours of undergraduate work and
official MAT socre of 33 or higher, or at least 2 of the following minimum GRE
scores: GREV=400, GREQ=400, or GREW=3.5.
Deadline
1 July for Fall/ 1 November for Spring/ 1 April for Summer
Hours: 36 semester hours with thesis; 39 semester hours without thesis
Required Concentration Courses:
R E 5100 Teaching Beginning Readers and Writers....................3
R E 5130 Teaching the Language Arts................................3
R E 5140 Advanced Study of Children's Literature...................3
R E 5710 Seminar in Reading and Language Arts Research.............3
R E 5715 Reading Assessment and Correction.........................3
R E 5725 Practicum in the Clinical Teaching of Reading.............3
R E 5730 Reading and Writing Instruction for Intermediate
and Advanced Learners.....................................3
SUBTOTAL HOURS.................................................21
Required Research Course (at least one is required)
CI/FDN/RE/SPE 5040 Teacher as Researcher...........................3
OR
FDN 5000 Research Methods..........................................3
OR
FDN 5560 Classroom Assessment......................................3
SUBTOTAL HOURS..................................................3
Required Social/Anthropological/Philosophical Foundations Course
FDN 5840 Social and Philosophical Foundations of Education.........3
OR
Equivalent Course Approved by Advisor..............................3
SUBTOTAL HOURS..................................................3
Elective Courses:
Electives (6 sh with thesis, 9 sh non-thesis) are chosen with the graduate
advisor's approval. See the Reading Education: Classroom/Clinical checksheet
for a list of suggested elective courses.
Thesis Option:
R E 5999 Thesis....................................................3
Electives..........................................................6
SUBTOTAL HOURS..................................................9
OR
Non-Thesis Option:
R E 5525 Product of Learning.......................................3
Electives..........................................................9
SUBTOTAL HOURS.................................................12
TOTAL HOURS..............................................36 or 39
Thesis: Optional
Product of Learning: R E 5525 is required unless thesis option is selected
Language Proficiency: None required
Comprehensive: Required
Licensure: Praxis II, Specialty Area Reading is required for NC "M" license.
MASTER OF ARTS IN READING EDUCATION, GENERAL
Major Code: 477*
Concentration: Adult Literacy (Code: 477B)
CRITERIA FOR CONSIDERATION TO THE READING PROGRAM
UAdmission to the Cratis D. Williams Graduate School (first step):
Baccalaureate degree from an accredited college or university
Applicant must complete the necessary application process as required by the
Graduate School and the Reading Program
UIn addition to the avove, the criteria include:
GPA of 3.0 or higher cumulative or in the last 60 hours of undergraduate work
and official GRE scores from ETS or official MAT scores from The Psychological
Corporation.
OR:
GPA below 3.0 but above 2.69 in the last 60 hours of undergraduate work and
official MAT socre of 33 or higher, or at least 2 of the following minimum GRE
scores: GREV=400, GREQ=400, or GREW=3.5.
Deadline
1 July for Fall/ 1 November for Spring/ 1 April for Summer
Hours: 36 semester hours with thesis; 39 semester hours without thesis
Required Concentration Courses:
LHE 5630 The Adult Learner.........................................3
R E 5100 Teaching Beginning Readers and Writers....................3
R E 5710 Seminar in Reading and Language Arts Research.............3
R E 5715 Reading Assessment and Correction.........................3
R E 5730 Reading and Writing Instruction for Intermediate
and Advanced Learners.....................................3
R E 5760 Adult Literacy Instruction................................3
SUBTOTAL HOURS.................................................18
Required Research Course: (at least one is required)
FDN 5000 Research Methods..........................................3
OR
FDN 5560 Classroom Assessment......................................3
OR
CI/FDN/RE/SPE 5040 Teacher as Researcher...........................3
SUBTOTAL HOURS....................................................3
Required Practicum Course:
R E 5725 Practicum in the Clinical Teaching of Reading.............3
OR
R E 5735 Practicum in Teaching Severely Disabled Readers...........3
SUBTOTAL HOURS..................................................3
Elective Courses:
Electives (9 sh with thesis, 12 sh non-thesis) are chosen with the graduate
advisor's approval. See the Reading Education: Adulty Literacy checksheet
for a list of suggested elective courses.
Thesis Option:
R E 5999 Thesis....................................................3
Electives..........................................................9
SUBTOTAL HOURS.................................................12
OR
Non-Thesis Option:
R E 5525 Product of Learning.......................................3
Electives.........................................................12
SUBTOTAL HOURS.................................................15
TOTAL HOURS..............................................36 or 39
Thesis: Optional
Product of Learning: R E 5525 is required unless thesis option is selected
Language Proficiency: None required
Comprehensive: Required
SPECIAL EDUCATION PROGRAMS
The Department of Language, Reading and Exceptionalities offers two
graduate program options in Special Education to persons who are interested
in serving exceptional populations. All programs are designed to prepare
personnel to assume leadership roles in special education.
MASTER OF ARTS IN SPECIAL EDUCATION: CROSS CATEGORICAL+
Major Code: 495A
The Master of Arts in Special Education: Cross Categorical program is designed
to prepare teachers to work with school-aged students with learning and
behavior disabilities. Persons graduating from the program will have fulfilled
the competencies required for the advanced competencies licensure from the
North Carolina Department of Public Instruction and be eligible for employment
in a variety of special education settings in public and private schools.
Students will be expected to complete products of learning to demonstrate the
skills of a master teacher.
The Special Education: Cross-Categorical program anticipates a name change to
"Special Education: MR,BD, LD" as of Fall 2004.
+Requirements for this degree were designed, and have been approved by the
appropriate bodies at the state level, to meet the advanced competencies as
mandated in the North Carolina Excellent Schools Act for Master-level teacher
education programs.
MASTER OF ARTS IN SPECIAL EDUCATION: TEACHING PARENT SPECIALTY
Major Code: 484A
The Master of Arts in Special Education: Teaching Parent Specialty is unique
in the state. Individuals in the program are prepared to develop and carry out
community-based programs for youths who are emotionally disturbed and
delinquent. They are also prepared to act as surrogate parents and to provide
inservice education for parents, teachers, and public agency personnel.
MASTER OF ARTS IN SPECIAL EDUCATION: CROSS CATEGORICAL+
Major Code: 495A
The Special Education: Cross-Categorical program anticipates a name change to
"Special Education: MR,BD, LD" as of Fall 2004.
CRITERIA FOR CONSIDERATION TO THE SPECIAL EDUCATION PROGRAM
UAdmission to the Cratis D. Williams Graduate School (first step):
Baccalaureate degree from an accredited college or university
Applicant must complete the necessary application process as required by the
Graduate School and the Reading Program
UIn addition to the avove, the criteria include:
Admission to the Special Education: MR, BD, LD requires a North Carolina "A"
license or the equivalent from another state.
Uand
GPA of 3.0 or higher cumulative or in the last 60 hours of undergraduate work
and official GRE scores from ETS or official MAT scores from The Psychological
Corporation.
OR:
Cumulative GPA or last 60 hours GPA below 3.0 but above 2.69, and official MAT
score or minimum GREV + GREQ = 800.
Uand:
Essay* [*obtain prompt from graduate school]
Deadline
1 July for Fall/ 1 November for Spring/ 1 April for Summer
Hours: 39 semester hours
Required Courses:
CI/FDN/RE/SPE 5040 Teacher as Researcher...........................3
CI/SPE 5045 Advanced Topics in Diversity...........................3
SPE 5584 Leadership and Professional Development...................3
SPE 5610 Advanced Studies in Classroom Management..................3
SPE 5626 Advanced Studies in Mental Retardation....................3
SPE 5630 Collaboration and Curriculum..............................3
SPE 5636 Advanced Studies in Learning Disabilities.................3
SPE 5640 Longitudinal Planning: Transition to Adulthood
and Secondary Special Education...........................3
SPE 5646 Advanced Studies in Emotional and Behavioral Disorders....3
SPE 5900 Internship................................................6
SUBTOTAL HOURS.................................................33
Guided Electives...................................................6
(Chosen in consultation with advisor from special education and related areas
such as reading, curriculum and instruction, psychology, communication
disorders, and child development.)
SUBTOTAL HOURS..................................................6
TOTAL HOURS....................................................39
Thesis: None Required
Language Proficiency: None required
Comprehensive: None Required
Products of Learning: Professional Portfolio and Action Research Project
MASTER OF ARTS IN SPECIAL EDUCATION: TEACHING PARENT SPECIALTY
Major Code: 484A
CRITERIA FOR CONSIDERATION TO THE SPECIAL EDUCATION PROGRAM
UAdmission to the Cratis D. Williams Graduate School (first step):
Baccalaureate degree from an accredited college or university
Applicant must complete the necessary application process as required by the
Graduate School and the Reading Program
UIn addition to the avove, the criteria include:
Admission to the Special Education: MR, BD, LD requires a North Carolina "A"
license or the equivalent from another state.
Uand
GPA of 3.0 or higher cumulative or in the last 60 hours of undergraduate work
and official GRE scores from ETS or official MAT scores from The Psychological
Corporation.
OR:
Cumulative GPA or last 60 hours GPA below 3.0 but above 2.69, and official MAT
score or minimum GREV + GREQ = 800.
Uand:
Contact the director of this program, Dr. Gary Timbers, at: 828-433-7176
Deadline
1 July for Fall/ 1 November for Spring/ 1 April for Summer
Hours: 30 semester hours with thesis; 36 semester hours without thesis
Required Courses:
FDN 5000 Research Methods..........................................3
SPE 5601 Classroom Management and Intervention
Strategies: MR, LD, ED....................................2
SPE 5700 Introduction to the Teaching-Family Model.................3
SPE 5100 Field Training in the Teaching-Family Model...............3
SPE 5101 Advanced Field Training in the Teaching-Family Model......3
SPE 5200 Teaching Communication and Problem Solving Strategies
Within the Teaching-Family Model..........................3
SPE 5400 Advanced Readings in Organization and Administration of
Community-Based Treatment Programs........................3
SPE 5500 Independent Study.......................................1-4
SPE 5900 Internship................................................6
SUBTOTAL HOURS..............................................27-30
Thesis Option:
SPE 5999...........................................................3
Electives..........................................................0
SUBTOTAL HOURS..................................................3
OR
Non-Thesis Option:
Electives.......................................................6-9
(Electives are chosen with the graduate advisor's approval.)
SUBTOTAL HOURS................................................6-9
TOTAL HOURS..............................................30 or 36
Thesis: Optional
Language Proficiency: None required
Comprehensive: Required
Product of Learning: None required
(For a description of the course abbreviations used in the following list of
courses, see page 46.)