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 2025 - Online Spring/Summer 2025 - Online
This course prepares candidates to support the learning and development of children with a range of needs through effective assessment, responsive teaching strategies, and individualized curriculum. Emphasis on working in partnership with other professionals and families, and utilizing a range of resources, including assistive technology. Includes field-based assignments. Offered winter semester. Prerequisite: PSY 301 or PSY 305.
Winter 2025 - 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.
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 2025 - Hybrid Spring/Summer 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.
Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand.
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 school-wide, classroom, and individual levels. Students will learn to utilize multi-tiered systems of support for behavior decision-making to improve outcomes for all students. Offered winter and spring/summer semesters. Prerequisites: Declaration of special education major and a B- or better required in the following: EDS 205, EDS 305, EDS 306, and EDS 332.
Spring/Summer 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.
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.
Independent supervised research and study in special areas of education, prearranged with a faculty sponsor and approved by the director. Offered upon demand.
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.
Study of assessment strategies and implementation tools for supporting students with autism spectrum disorder in educational settings with an emphasis on individualized services, supports, and interventions that promote inclusion in general education settings and improve engagement and participation in the general education curriculum. Offered spring/summer semester. Prerequisites: Must be enrolled in one of the following: Master of Education, 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. Prerequisites: Admission to a College of Education and Community Innovation graduate program.
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 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.
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.
Study of specific learning disability including dyslexia, dysgraphia, and dyscalculia with an emphasis on policies and procedures for identifying individuals with specific learning disability and evidence-based practices for supporting their transition to post-secondary education and employment.
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.
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.
Research implications, teaching strategies, and curricula for the instruction of special needs infants and preschool children. Offered at least once a year.
Study of special education policies, procedures, and professional practice. Emphasis will be placed on the provision of a free and appropriate public education in the least restrictive environment for students with disabilities such as autism spectrum disorder, cognitive impairment/intellectual disability, and specific learning disability.
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.
