This course is designed to introduce students to research, including action research, as well as users of research information. The user of research information needs this knowledge base in order to evaluate critically the research of others and to be able to translate available research into plans of action that can be carried out in schools and other professional settings. The course will aid professionals in their abilities to locate research studies, interpret and understand them, and to decipher their symbols and terminology.
This course presents models for collaborating with families, paraprofessionals, related service providers, and other professionals to support individuals with disabilities across the life span. Emphasis on family systems, teaming, and consultation. Includes focus on the collaborative creation of safe, inclusive, culturally responsive learning environments and making team- and assessment-based decisions for engaging individuals with exceptionalities in meaningful learning activities and social interactions.
This course provides a review of the most significant federal and state laws governing the education of students with disabilities; and applicable standards of professional ethics. Emphasis is also placed on understanding administrative regulations and policies as well as case law related to the provision of special education supports and services. Student will examine rights and responsibilities of students with disabilities as well as principles for effective advocacy.
This course equips educators to explore child development in various domains (i.e., motor/physical, social and emotional, language/communication, and cognitive) for young children (prenatal – primary grades) with a range of ability levels. Particular emphases will be placed on examining theories of development, and how those theories apply to young children with differing ability levels in the assessment and intervention process.
This course provides information for professionals to understand the legal basis for and requirements related to providing early childhood supports and services to young children with disabilities and their families. Topics include federal and state rules, guidelines and regulations, service delivery components and practices, current trends and issues, and professional and ethical guidelines and considerations.
This course presents program models, instructional methods, and curricula in early childhood special education. Emphases are on developmentally appropriate practice, supporting transitions, methods for collaboration, and development of meaningful learning progressions for young children with disabilities. Coaching strategies to support families in implementing routine-based interventions are also explored.
This course is designed to prepare early childhood educators to use multiple methods of assessment and data-sources to guide educational decisions for young children with disabilities. Emphasis is on observing, recording, assessing, and interpreting behavior and interactions among children and families, as well as using assessments to work toward quality learning and performance.
This course on classroom and behavior management is based on the principles and procedures of applied behavior analysis. Emphasis is on the impact of language delays and disabilities on behavior, as well as implementing and evaluating proactive strategies that promote learning and pro-social behavior and reduce challenging behavior.
This course is designed to prepare teachers to administer, score, and interpret standardized educational instruments; use standardized assessments to make eligibility, placement, and program decisions for students with disabilities; and develop and use formative educational and adaptive behavioral assessments to make data-based instructional decisions. Students will be expected to generate an assessment report based on assessment results.
This course focuses on effective teaching for students with or at risk for disabilities in general education settings, spanning grades K-12. Emphasis is placed on research-based instructional methods for effective instruction of math, reading, and other academic content areas; as well as methods for effective behavioral supports and interventions. Integration of national, state, and local curricula standards will also be addressed.
In this course, the student will plan and complete a substantial research synthesis project under the direction of a graduate faculty mentor. The project allows students to conduct an in depth study of a topic of professional interest related to the selected area of concentration in the Master of Education in Special Education program. The project allows students to integrate the theory and perspectives gained in previous courses. As the culminating project for the program, the final product should demonstrate the student’s competence in conducting an extensive research review, writing professionally, and applying theory to future practice.