Special Education

This first 8-week placement provides an opportunity to student teach alongside a cooperating teacher in a special education setting instructing students with diverse needs. Course taken for pass/fail only.

Characteristics and special needs of K-12 students with exceptionalities; historical and legislative foundations for special education; assessment, planning and delivery of individualized special education instructions; collaborative role of special educators in working with other professionals and families.

This course introduces students to principles of learning and development by reviewing relevant theoretical and historical approaches within education and psychology.

The development of appropriate academic, social, behavior, and communication curriculum and the implementation of evidence based practices for exceptional individuals.

Assessment methods, lesson planning and evidence based instructional strategies for teaching components of reading and writing instruction to students with special needs are discussed, demonstrated, and applied in relation to developmental and instructional theory.

This course introduces basic assessment and remediation concepts, principles, and practices. Approaches to assessing, teaching, and modifying mathematics and science content for students with special needs will be discussed, demonstrated, and applied. Fieldwork is required in this course.

Disorders and Other Developmental Disabilities Provides curriculum, methods and strategies to address challenges associated with autism spectrum disorders and other developmental disabilities. Students review a child's disabilities and obtain current knowledge about existing, evidencebased strategies. Typically offered spring semesters.

Dealing with other professionals, participating in and leading interdisciplinary teams, and developing community resources. Typically offered spring and fall semesters.

Clinical practices in agencies, institutions, and independent living facilities. Graduate educators only. Scheduled irregularly.

An overview of hardware and software for students with learning, cognitive, sensory and physical disabilities. Focuses on accessing and adapting computers, technology integration, and methods for collaborating with related services professionals. Typically offered spring semesters.

Supervised experience in planning and implementing instruction for students with developmental disabilities.Typically offered summer semesters.

Other Developmental Disabilities Overview of autism spectrum and other developmental disabilities, including definitions, origins and characteristics. IDEA requirements and legal issues as well as the roles and responsibilities of families in the educational process will be addressed. Typically offered fall and spring semesters.

Approaches and processes to diagnostic assessment of individuals with disabilities or individuals at risk of disabilities.

Overview of evidence-based assessment and intervention strategies for students with emotional and behavioral disorder using a developmental framework that considers individual and contextual characteristics, including risk and protective factors.

Research-based programing with focus on curriculum and instructional strategies to improve academic and social-emotional competencies of students with emotional and behavioral disorders at school, home and community environments.

Examination of contemporary issues in the education of students with emotional and behavioral disorders, including theory, policy, research and practice.

This course is designed to introduce students to evidence-based practice in the application of positive behavior interventions and supports in schools. The tools and strategies introduced will inform students on multiple levels of interventions, including school wide, class-wide, small group, and individual behavioral supports. As students gain knowledge on how to use these practices effectively, they will also acquire experience in using behavior data to guide intervention decisions, matching the intervention to the function of behavior and in the prevention of challenging behavior at multiple levels.

Supervised experience in assessment and instruction of students with emotional and behavioral disorders.

Cause, identification, diagnosis, and remediation. Research evidence on effectiveness of different diagnostic and remediation approaches. Typically offered fall and spring semesters.

This course introduces students to research methodologies used in special education. Additionally, students will be introduced lo data-based decision making models that can greatly impact their learners success through improved progress monitoring.

Techniques for advanced academic skills, vocational and career education considerations, and delivery of services.Typically offered fall semesters.

Understanding and application of basic measurement concepts used to plan a total educational program for a child.Typically offered fall and spring semesters.

Synthesis and integration of theoretical and practical aspects of the field, historical perspectives and examination of issues and research. Typically offered fall and spring semesters.

Supervised experience in teaching learning disabled children in both clinical and public school settings. Scheduled summer semesters. Typically offered summer semesters.

Child development theory related to developmentally and individually appropriate practice and model program development; evidence-based practices relevant to promoting young children’s growth in key developmental areas. Typically offered fall and spring semesters.

Legal, ethical and practical aspects of working with families to support the development of children with special needs. Family systems theory, cultural awareness, and communication skills as they relate to working effectively with families. Typically offered fall and spring semesters.

Developmental and educational assessment and program planning for infants and toddlers. Methods for facilitating development through play, instructional and environmental adaptations, and individualized planning. Assignments involving observations of infants and toddlers required. Typically offered fall semesters.

Methods for facilitating development through play, instructional and environmental adaptations, and individualized planning. Assignments will require observations of preschool children in a group setting. Typically offered spring semesters.

Assessment Selection and use of instructional procedures and materials for cognitive and social growth in young disabled and/or “at risk” children (ages 5-8). Typically offered fall semesters.

A study of the teacher’s role as member and/or facilitator of an ECSED transdisciplinary team. A didactic and experiential format will be used. Typically offered summer semesters.

Supervised experience in planning, conducting, and evaluating educational experiences for young children with special needs.Typically offered summer semesters.

A broad overview of special education as related to general education and other specialized areas such as psychological services, counseling, physical education, and reading. Graduate Educateurs only. (formerly SED 510). Typically offered in alternating fall semesters.

Exploration of the roles of humor, creativity and healing in education and related fields. In a combination of lectures and group activities, a variety of nationally acclaimed speakers will share their expertise. Typically offered summer semesters.

Examination of policies, programs and services for individuals with disabilities in selected countries, including program visits and interactions with local professionals with attention to topics such as prevalence, cultures, family, involvement, professional preparation and resource.

Explores how hardware and software can enable students with reading and writing disabilities to achieve educational goals. Techniques for using computers in the learning process examined, with hands-on experience in the Adaptive Technology Lab. Typically offered fall semesters.

Software options to address the learning needs of students with a variety of disabilities and curriculum levels will be examined, explored and evaluated in this hands-on class. Students learn to customize software for individual students. Typically offered fall semesters.

This is a case study approach to choosing the most appropriate technology options for students of all ages with a variety of disabilities. Integrating the technology into the classroom setting will be emphasized. Typically offered spring semesters.

Supervised practice in adaptive technology assessment and training for students with disabilities. Typically offered summer semesters.

Special Topics in Special Education. (Topics vary)

Solving particular problems in communities through a supervised independent study relevant to the education of all exceptional children. The master’s thesis may not be written in connection with this course. Typically offered fall and spring semesters.

Needs Techniques for school administrators and supervisors in Planning and Placement and Due Process procedures. Characteristics of and programming for exceptional students, legislation and funding; education of all students in inclusionary settings meets state requirement for special education course for administrators. Typically offered spring semesters.

Applied Behavioral Analysis (ABA) is an approach to teaching founded on the science of behavior. Focuses on appropriate use of effective ABA strategies to help students achieve success in school settings. Typically offered fall semesters only.

Collaboration skills for working with school staff and parents in providing services for special needs students. Focus on communication, teamwork, group processes, co-teaching, negotiation, and conflict resolution. Open to Master’s and sixth year program students. Typically offer fall and summer semesters.

Strategies and practices for presenting educational in-service programs, workshops, and institutes, with particular reference to changing professional roles and responsibilities in collaborative and inclusive schools. Open to Master’s and 6th year program students. Typically offered summer semesters.

Provides an opportunity to examine a variety of issues that are facilitators and barriers to successful AT implementation. Among the topics included are funding, technical support, professional development, equity issues, and legal issues. Students also examine research methods and trends in assistive technology.

Explores the nature of professional ethics and behavior in educational psychology and applied behavior analysis. As such, the course will focus on building knowledge regarding standards of conduct guiding the fields. In particular, the standards set forth by the American Psychological Association (APA), the National Association of School Psychologists (NASP), and the Behavior Analyst Certification Board (BACB) will be covered.

The purpose of this course is to provide students with training on the application of Applied Behavior Analysis (ABA) to Organizational Behavior Management, Educational Consultation and Supervision. The course will provide students with the skills needed to apply the fundamental principles of ABA to effectively train and supervise staff in organizational settings and introduce students to the supervision of Behavior Analytic trainees.

Study of the social, cognitive, neurological, and communicative aspects of Autism Spectrum Disorders. A range of assessment techniques and instruments for individuals at various levels of functioning will be stressed.

This course provides an introduction to ABA and the way in which the science and practice of ABA was founded and developed. The course focuses on what makes ABA a science and how that science is designed from philosophical, research-focused, and applied perspectives.

Overview of history, features and principles of learning central to the science of Applied Behavior Analysis (ABA) and how these principles relate to learning and behavior.

Designed to review basic research concepts and to introduce students to more advanced concepts in group and single subject research studies. Included content is designed to meet the standards of BCBA certification while developing students’ broader understanding of general research methods.

Examination of advanced topics in ABA and their relevance to a variety of applied situations focused on learning and behavior. Topics will include specialized behavioral assessments, interventions, staff and parent training, and learning theories.

Builds on information learned in SED 690 and SED 691. SED 693 will provide students with an introduction to assessment design and implementation, individual assessment strategies, data collection, data summary, data interpretation, and adapting assessment strategies to assess individual differences.

Information on intervention using the principles of Applied Behavior Analysis to design programs to help individuals experience more success in their lives (socially, academically, and behaviorally).

Supervised experience in applying ABA in real-world settings, including observation, assessment, measurement, and identification and design of interventions. This couse provides some of the supervision required to sit for the BCBA exam.