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Course Criteria
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3.00 Credits
This course is presented as an introductory course dealing with significant problems of developmental disabilities. The definition and characteristics of the learner with mental retardation are examined in depth. Other topics addressed are normalization, deinstitutionalization, rights of the retarded, assessment procedures, family issues, and transitioning into the community. Field experiences are a major component of this course with opportunities for students to observe and interact with individuals with mental retardation. The sites for filed experiences provide for a range of ages and abilities in various settings, not exclusively educational environments.
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3.00 Credits
This course will provide students with knowledge of issues related to diversity, and skills to engage in cross-cultural services. This course begins the process of acknowledgement of individual differences, and understanding of cultural, linguistic, racial, and other forms of diversity. As future school psychologists, students are expected to engage in practices that promote equality and social justice. Prerequisite: standing as a third-year graduate student or consent of instructor. (F)
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3.00 Credits
The introductory course is designed to acquaint the student in school psychology with a variety of contemporary issues pertinent to the practice of psychology in the schools. Included are discussions of the delivery of psychological services, current practices in school psychology, professional ethics and responsibilities, and controversial issues in the field. Special emphasis is given to the various roles and functions of practicing school psychologists, both in urban and rural settings. The provision of school psychological services to diverse populations is also reviewed.
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3.00 Credits
This course provides an opportunity for in-depth study of legal and ethical issues in the field of school psychology. Current educational laws as well as recent and historical ethical case studies will be covered. The course will be focused on how these legal and ethical issues can be applied to the practice of psychology in the schools. (SS)
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3.00 Credits
SPSY 745 is the first course in a year-long sequence designed to present the student with an introduction to various methods of assessment applicable to the field of school psychology. This course emphasizes norm-referenced evaluation techniques and associated skills such as psychoeducational report writing and oral feedback of evaluation results. Students will gain skills in the administration, scoring, and interpretation of several cognitive ability and academic achievement instruments. Students will also practice synthesizing test data with other important evaluation data (e.g., observations, interviews, other test data), all while considering culturally sensitive and responsive evaluation practices. Linking assessment results to appropriate goals and recommendations will be addressed. Additional course content will emphasize building rapport with students and families and the need for data-based decision making involving multiple modes and sources of data. Prerequisite: standing as a second-year graduate student or consent of instructor. (F)
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3.00 Credits
This course serves as an introduction to the theories and techniques associated with school-based consultation and home-school collaboration. Emphasis is placed on assisting the student in developing the awareness, knowledge, practical skills, and interpersonal characteristics necessary in collaborating with individual educational professionals, families, and organizations in best meeting the academic, social, emotional, and behavioral needs of students. Students will have the opportunity to apply newly-constructed knowledge and skills through supervised consultation casework. Prerequisites: good standing as a second-year student in the school psychology program and consent of the instructor. Prerequisite: standing as a third-year graduate student or consent of isntructor. (F)
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4.00 Credits
The practicum courses provide an opportunity for supervised field experience in the profession of school psychology. The practicum student works a minimum of 20 clock hours a week in the public schools and is supervised by both a university school psychology professor and a certified school psychologist on site. The major requirements of the practicum include engaging in a minimum of 600 clock hours of supervised experience in assessment, intervention, consultation, and group and individual counseling of students. Prerequisite: standing as a third year school psychology student and permission of instructor.
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5.00 - 6.00 Credits
This course provides faculty supervision, as well as supervision by qualified school district personnel, to candidates seeking their initial license in Wisconsin, or to those seeking a limited license in Minnesota. An internship is required in order to apply for listing in the National School Psychology Certification System and to complete the School Psychology Program approved by the National Association of School Psychologists. Prerequsite: standing as a fourth year school psychology student and permission of instructor. (F)
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2.00 Credits
SPSY 796 is the second course in the school psychology training program directed research sequence. The course provides students specific data analysis skills in research. Students will analyze their own research data, collected as part of SPSY 795, using SPSS for Windows software. Additional emphasis will be placed on guiding students to become lifelong consumers of psychological and educational research. Prerequisite: SPSY 795 or consent of instructor. (SS)
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1.00 Credits
Students will write a final research manuscript, following APA publication manual standards. Students will submit the manuscript for publication of presentation. (F)
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