Graduate School Application

*Official transcripts from all colleges/universities attended

*Government-issued ID

Submitting Application Materials

The following items must be provided/completed at the time of application submission through the Application Portal:

*Unofficial bachelor's degree transcript

*Government-issued ID

Official transcripts

Students must submit official bachelor’s degree transcripts containing at least 60 credit hours of coursework and final grades. Any additional transcripts from college credit accumulated after the bachelor’s degree MUST be submitted if you will be using these credits for transfer credit or for last 60 GPA. Transcripts are considered official when they arrive in the Graduate Office in a sealed envelope from the issuing institution or are received through a secure electronic transcript service to gradinfo@emporia.edu.

If the transcripts need to be mailed, send to:

Emporia State University
Graduate School
Campus Box 4003
Emporia State University
1 Kellogg Circle
Emporia, KS 66801-5415

The major theories of learning are analyzed, compared, and evaluated in light of current research.

The course is designed primarily for individuals interested in community college or adult education. Identification of the nature, needs, and objectives of late adolescents and adults is emphasized. Motivation, classroom management, and application of appropriate learning concepts are stressed. Practical activities and research related to adult education are developed.

Consideration is given to individual development, adjustment to social patterns, and the significance of development for learning. Special problem areas from conception through adolescence are covered.

The course provides familiarity with assessment principles in K-12 school settings, as undertaken to support students in general education as well as to determine needs and eligibility in special education and gifted. It covers various domains including intelligence/aptitude, achievement, language, social/behavioral, adaptive, motor, and general development. Understanding of test scores and their meaning, and selection of valid tools is reviewed. Multicultural and bias issues, and other factors which contribute to error in assessment are key components as well as ethics and legal obligations as relate to the assessment process. Tools such as norm-referenced tests, criterion- referenced tests, functional behavioral assessment, systematic observation, and informal/authentic assessment such as portfolios are included.

(Prerequisites, majors only and SD700.) The course prepares candidates for the changing role of school psychologists in the problem solving model of early intervention and disability identification, in accordance with contemporary best practices and federal and state requirements and regulations. Topics covered include system-wide program design through specific assessment and interventions for students through Tiers I, II, and III in the problem solving model. The course provides a balance of theory, research, and practice.

Principles, practices, and problems related to administering and supervising all areas of special education will be discussed. As virtually all special education principles and practices are integrated into and derived from law and statute, primary consideration is given to federal and state regulations, individual education plan processes, and continuous improvement monitoring (and/or focused monitoring as details of that process become available in Kansas). Will cover practical aspects of contemporary special education (Section 504, IDEA 2004) and related processes established in policy and procedure via KSDE.