|LEARNING & EXCEPTIONALITY OVERVIEW|
|PROGRAM OF STUDY|
For Graduate Students
|GRADUATE ADMISSION APPLICATION|
|INTENT TO GRADUATE|
|THESIS PREPARATION GUIDE - DEPARTMENT|
|THESIS GUIDELINES - GRADUATE SCHOOL|
|RESEARCH & GRANTS CENTER POLICIES|
|RESEARCH & GRANTS CENTER FORMS|
|SAMPLE INFORMED CONSENT FORM|
|INSTRUCTIONS FOR RESEARCH POINTS|
|POSTING RESEARCH STUDY|
Department of Psychology
Certificate in the Psychology of Learning and Exceptionality
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 various developmental, achievement, aptitude, and other individual assessment procedures that may be used in elementary and secondary schools. The information derived from these assessment procedures will make it possible for teachers, counselors, administrators and other service personnel to understand the source and nature of statements made by psychological examiners.
(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.