Study of policies, procedures, and professional practice relevant to students receiving special education services, their families, and their teachers. Provision of an appropriate education in the least restrictive environment will be emphasized. Offered winter and spring/summer semesters. Prerequisites: Declaration of special education major.
Winter 2024 - Online Spring/Summer 2024 - Online Winter 2025 - Online
Prepares candidates to support children birth through kindergarten with disabilities and delays and their families in inclusive settings through effective assessment, responsive and evidence-based teaching strategies, and tiered systems of support. Includes foundational concepts, laws, policies, and procedures in early intervention and early childhood special education. Offered fall and winter semesters. Prerequisite: PSY 301 or PSY 305.
Winter 2024 - Hybrid Winter 2025 - Hybrid
Focuses on working with children, including those with disabilities and delays, using family-focused service models as early interventionists, administrators, teachers, and family advocates. Diverse communication and engagement strategies, family education, cultural influences on child rearing and guidance, causes of behavioral challenges, and factors related to risk and resilience are emphasized. Offered fall semesters. Prerequisites: PSY 301 or PSY 305.
Fall 2024 - Hybrid
A primary emphasis of the course will be on examining the ethical and moral issues raised by viewing disability from different perspectives. Students will increase their awareness of the complexity of the disability experience through in-depth examination of stigma, discrimination, individual and social representation of disability, and other psychosocial considerations. Part of the Identity Issue. Offered fall and winter semesters. Prerequisite: Junior standing.
Winter 2024 - Hybrid Fall 2024 - Hybrid
Focus on access to the PK-6, general curriculum and supporting the academic, social/emotional, and behavioral needs of students with disabilities. Course content and fieldwork will include early intervention frameworks, special education procedures, and evidence-based practices for systematically and explicitly teaching skills/content, providing peer/group supports, and preventing/managing challenging behaviors. Offered fall and winter semesters.
Winter 2024 - Online Spring/Summer 2024 - Online Fall 2024 - Online Winter 2025 - Online
To meet the needs of PK-6 students, candidates will learn to select, enact, and evaluate evidence-based, inclusive, and intensive literacy practices for the purpose of creating supportive and equitable learning environments. Course content and school-based fieldwork will attend particularly to students experiencing, or at-risk of experiencing, language-learning difficulties and disabilities. Cross-listed with EDR 323. Offered fall and winter semesters. Prerequisites: EDR 320 and EDS 318 (both can be taken concurrently).
Winter 2024 - Hybrid Spring/Summer 2024 - Online Fall 2024 - Hybrid Winter 2025 - Hybrid
Universal design for learning is a means of improving students with special needs access to the general education curriculum. Candidates will learn universal design principles regarding multiple means of representation, engagement, and expression and instructional practices specifically designed for secondary classrooms. Offered every semester. Prerequisite: Sophomore standing.
Winter 2024 - Hybrid Spring/Summer 2024 - Hybrid Fall 2024 - Hybrid Winter 2025 - Hybrid
Independent supervised study on selected topics that are not dealt with in-depth in other courses. Offered upon sufficient demand.
Spring/Summer 2024 - Online Winter 2025 - Online
Study of appropriate educational interventions, curriculum framework, and strategies for students with a cognitive impairment (called intellectual disability in the Individuals with Disabilities Education Act) as well as academic, social, and community issues. Includes professional skills related to collaboration with other stakeholders in programming for students with a cognitive impairment. Prerequisites: Declaration of special education major. Corequisites: EDS 471 and EDS 417.
Winter 2025 - Hybrid
An in-depth exploration of students who have emotional/behavioral disorders and the strategies used to teach and support them. Course content includes assessment, creation of learning environments fostering mental health and academic success and development of behavior management programs that span school and community settings. Prerequisite: Declaration of special education major. Corequisites: EDS 472 and EDS 421.
The directed teaching experience provides students the opportunity to implement the knowledge, skills, and best practices learned in their coursework related to teaching young children with special needs in an early childhood setting that serves infants/toddlers, preschoolers, or K-3 students. It meets requirements set by the state and accrediting agencies. Offered every semester. Prerequisites: EDI 314, EDI 441. Corequisite: EDF 495.
Winter 2024 - Hybrid Spring/Summer 2024 - Online Fall 2024 - Hybrid
Study of selected topics in ED.
Winter 2024 - Online Spring/Summer 2024 - Online
Independent supervised research and study in special areas of education, prearranged with a faculty sponsor and approved by the director. Offered upon demand.
Spring/Summer 2024 - Online Fall 2024 - Online Winter 2025 - Online
This course provides a basis for understanding and addressing behavior challenges of diverse learners through implementation of positive behavioral interventions and supports (PBIS) at the schoolwide, classroom, and individual levels. Students will learn to utilize multi-tiered systems of support for behavior decision-making to improve outcomes for all students.
This course will explore assessment strategies and implementation tools for supporting students with autism spectrum disorder (ASD) in educational settings. Focus is placed on individualized services, supports, and interventions that promote inclusion in general education settings and improve engagement and participation in the general education curriculum. A team-based approach is emphasized. Cross-listed with PSY 615. Offered spring/summer semester. Prerequisites: PSY 540 (may be taken concurrently); and admission to College of Education and Community Innovation or the school psychology program.
Study of language and communication traits/characteristics in students with autism spectrum disorder and other developmental disabilities. Specific focus is placed on implementing language and communication interventions based on assessment data to improve educational outcomes. Offered winter semester. Prerequisites: Admission to a College of Education and Community Innovation graduate program.
Spring/Summer 2024 - Online Fall 2024 - Online
This course provides information about individuals with cognitive impairments including definitions, classifications, characteristics, causes, medical aspects, and prevention. Historical perspectives, impact of cultural diversity, placement options, current trends and issues and their implications for teaching students with cognitive impairments will be explored.
Fall 2024 - Online
This course examines instructional principles and evidence-based practices for teaching students with mild cognitive impairment. Emphasis is placed on curriculum development, instructional design, explicit instruction, access to and progress in the general curriculum, and development and monitoring of Individualized education programs for students with mild cognitive impairment.
Winter 2024 - Online Winter 2025 - Online
This course examines instructional principles and evidence-based practices for teaching students with moderate and severe cognitive impairment. Emphasis is placed on curriculum development, instructional design, access to and progress in the general curriculum, and development and monitoring of individualized education programs for students with moderate and severe cognitive impairment. Prerequisite: Must be enrolled in the College of Education and Community Innovation or the school psychology program.
Spring/Summer 2024 - Online
This course provides exposure to assessment techniques and diagnostic procedures specifically used with individuals with cognitive impairments and the development of the Individualized Education Program (IEP).
This course will provide theory, principles, and procedures for fostering collaborative partnerships among families and professionals that lead to mutual empowerment and positive outcomes for individuals with cognitive impairments. Prerequisite: Admission to the College of Education and Community Innovation or the school psychology program.
Research validated planning and instructional routines designed for and tested in inclusive classrooms will be presented. Further, validated teaching approaches and curriculum designed for students with high incidence disabilities will be taught. Offered at least once a year. Prerequisite: Admission to the College of Education and Community Innovation or the school psychology program.
In this course, students will learn about the use of technology as an instructional tool as well as a resource. Additionally, students will explore various roles of professional special educators and use technology to address aspects of professional practice such as ethics, research, and advocacy. Prerequisite: Admission to the College of Education and Community Innovation or the school psychology program.
A study of the development of attitudes, skills, and supports that contribute to successful transitions of children and adolescents with disabilities.
Winter 2024 - Online Fall 2024 - Online Winter 2025 - Online
Review of evaluative instruments used for identification and programming for exceptional persons.
Grounded in theories of human learning and language development and focusing on linguistic elements including phonology, orthography, morphology, syntax, semantics, discourse, and pragmatics, candidates will learn and apply evidence-based practices for systematically and explicitly teaching listening, speaking, reading, and writing skills to English language learners and students with high-incidence disabilities. Prerequisite: Admission to the College of Education and Community Innovation or the school psychology program.
Spring/Summer 2024 - Online Winter 2025 - Hybrid
In this course, students will learn instructional practices for teaching reading, writing, mathematics, and social skills to children and adolescents with high incidence disabilities. Prerequisite: Admission to the College of Education and Community Innovation or the school psychology program.
Remedial and preventive counseling strategies for parents of young children from birth through age eight. Preparation for assisting parents in settings that include parent education, atypical children, developmentally diverse children, and conditions requiring assistance from other professionals. Offered at least once a year.
Winter 2024 - Online
Research implications, teaching strategies, and curricula for the instruction of special needs infants and preschool children. Offered at least once a year.
Study of the characteristics of exceptional students. Research-based effective instructional processes needed to provide the most appropriate education for meeting the needs of exceptional students in the least restrictive environment will be emphasized.
Field-based experience designed to provide clinical experience for teaching or administration majors. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies and must be with approval by the appropriate program personnel. All practica will require seminars. Not to be used for initial certification. Offered at least once a year. EDS 685A - Emotional Impairment EDS 685B - Cognitive Impairment EDS 685C - Learning Disabilities EDS 685D - Early Childhood Developmental Delay EDS 685E – Autism Spectrum Disorder
The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: Completion of 27 credit hours, EDF 660, application required (application deadline: fall May 15, winter September 15, spring/summer February 15), and completion of the Responsible Conduct of Research Training within last three years.
Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: Completion of 27 credit hours, EDF 660, application required (application deadline: fall May 15, winter September 15, spring/summer February 15), and completion of the Responsible Conduct of Research Training within last three years.
Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years.
Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed.
