Degree Required Courses

This course provides an introduction to the following exceptionalities: learning disabled, mentally retarded, behavior disordered and other disability categories. Specific information presented for each exceptionality includes the following: 1) etiology; 2) assessment/identification; 3) characteristics, 4) basic remediation/intervention techniques. Legislation pertaining to individuals with disabilities will also be emphasized.

This course will provide the candidate with descriptions and applications of methods and strategies for teaching students with mild and moderate disabilities in need of an adapted curriculum. Candidates will participate in a variety of activities to demonstrate knowledge and skills to meet the academic and behavioral needs of learners in primary through secondary levels. Candidates will learn educational programming techniques, implementation, and evaluation of appropriate interventions in a variety of roles including consultation and co-teaching.

Students will refine and practice effective communication skills. Current models of consultation/collaboration will be presented and critical.

This course provides a practical guide to experienced teachers, teachers-in-training, parents, and paraprofessionals for applying behavior management techniques both in general and special education settings and in the home. The course focuses on the principles of behavior management and their application in the educational programs, as well as in the home. This course will help the student become a critical thinker, creative planner, and effective practitioner.

This course is designed to provide the special educator with a background in reading theories, assessment and diagnostic teaching procedures for primary through secondary students. The course will address the student, the context and the text.

This course is a survey of the broad spectrum of psychological tests used in the assessment of human potential and functioning. The focus is on the nature, use, and interpretations of various methods of evaluation with specific reference to measurement in the areas of aptitude, achievement, interest, personality, and intelligence. Analyzing data and the interpretation of test results is a major emphasis.

(Prerequisites, SD700 and SD702; permission of instructor.) This course provides initial organized observation and instruction of the student with special needs in various learning situations. Candidates will participate in activities associated with the role of a professional educator.

(Prerequisites, SD700 and SD702; permission of instructor.) This course provides initial organized observation and instruction of the student with special needs in various learning situations. Candidates will participate in activities associated with the role of a professional educator.

(Prerequisite, permission of instructor.) This course provides organized observation and instruction of the student with special needs in various learning situations. Candidates will participate in activities associated with the role of a professional educator.

(Prerequisite, permission of instructor.) This course provides organized observation and instruction of the student with special needs in various learning situations. Candidates will participate in activities associated with the role of a professional educator.

An introductory graduate level course in research methodology designed to allow the student to function as a knowledgeable consumer of research in his/her field of endeavor.

The high incidence special education capstone is the culminating course completed by students seeking a master’s degree in the high incidence special education program. The capstone will integrate the knowledge gained from previous program courses by having students produce a final project. The course will provide a series of assignments to support students as they develop their final projects. The final project will be an applied one demonstrating the students’ mastery of educational theory and pedagogical skills. Additionally, the final project must align knowledge from previous coursework with the students’ current or anticipated professional responsibilities as special education teachers or as educational professionals in other roles (e.g., general education teachers) who will be working with students with high incidence disabilities. The final project could take the form of an action research project, a professional in-service, or development of an educational product or process. Students will deliver a public demonstration of the final project at the end of the capstone semester.

SPED Paraeducator Supervision (offered every summer)

ASD: Medical Issues & Trends (offered every summer)

(offered every fall) This course will provide the candidate with descriptions and applications of methods and strategies for teaching students with autistic spectrum disorders. Candidates will participate in a variety of activities to demonstrate knowledge and skills to meet the academic, social, andbehavioral needs of learners in primary through secondary levels. Candidates will learn educational programming techniques, implementation, and evaluation of appropriate interventions in a variety of roles including consultation and co-teaching.

(offered every summer) This course provides a format for discussing current issues, trends, and research affecting individuals with special educational needs. A pair of candidates select a topic from an array of issues, research, analyze, and summarize the topic and direct a seminar presentation, assisted by the informed discussion and questions from all others enrolled in the class.

(offered every spring) (Prerequisites; SD 802 or PY 851.) This course provides a practical guide to experienced teachers, teachers-in-training, parents, and paraprofessionals for applying behavior management techniques both in general and special educational settings and in the home. The course focuses on the principles of behavior management and their application in the educational programs, as well as in the home.

(offered every spring) This course focuses on a family systems perspective and emphasizes the importance of parent/family and professional collaboration and a multicultural approach. The course will cover theory, research, and best practices related to the family-professional partnership from both general and special education.

This course provides an overview of research validated methods and materials that teachers should use while instructing adolescents with high-incidence disabilities and ways to address learning and behavioral problems that are typical of such adolescents. The content of the course is cross-categorical with emphasis on methods found to be effective with all types of youth with high-incidence disabilities.