Graduate Special Education
Graduate Special Education
2023 Spring Term
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STUDENT TEACHING SEMINAR AND CAREER PREPARATION
SPECED 680
This culminating student teaching seminar supports teacher candidates as they reflect on how, when, and why specific evidence-based practices are implemented in public school and alternative school settings. Teacher candidates will explore respective roles and responsibilities of all school personnel. Attention is given to the recognition and application of skills and activities fundamental to the development of effective teachers. Teacher candidates will complete all special education department summative signature assessments including unit plans, an IEP, FBA, and BIP along with reflection journal submissions.
SPECIAL STUDIES
SPECED 696
Variable topics. Group activity. Not offered regularly in the curriculum but offered on topics selected on the basis of timeliness, need, and interest, and generally in the format of regularly scheduled Catalog offerings.
ADVANCED METHODOLOGY AND PRACTICES IN SPECIAL EDUCATION
SPECED 701
This course provides the post-baccalaureate student with the knowledge and skills to understand, interpret, and apply single-case design methods within the large context of research design in education. Students will learn how to evaluate single-case design research studies in order to understand current research related to the behavioral intervention. In addition, students will learn how to conduct single-case design researvh in order to evaluate their own intervention programs.
PROMOTING REFORM THROUGH COLLABORATIVE LEADERSHIP
SPECED 703
This course will examine school reform and collaborative leadership from a Special Education perspective. Specifically, the course will provide students with strategic skills to promote collaborative problem-solving approaches to the development of policy and practice that will promote the development of learning communities and the revitalization of the quality of learning for all children. Students will participate in practical activities that will enhance their ability to assume informal and formal leadership roles within and across professions impacting Special Education.
APPLIED FIELD ACTION RESEARCH IN SPECIAL EDUCATION
SPECED 704
Under the mentorship of the faculty advisor, the student will reflect and implement an Action Research proposal at the classroom, school and / or district level. The synthesis and summary of the findings will be disseminated via multiple formats, e.g. poster sessions, conference presentations, journal articles and the sharing of information at professional gatherings. The Action Research study will be a tool for producing artifacts that can be integrated into appropriate professional portfolios to enhance professional development, career mobility of qualification for NBPTS certification.
FOUNDATIONS OF AUTISM SPECTRUM DISORDER
SPECED 707
The purpose of this course is to provide an in-depth graduate level introduction to the foundations of autism spectrum disorder. This course includes an overview of autism spectrum disorder, including discussion of diagnostic issues, philosophical issues, research on the biological and psychosocial bases of the disorders, as well as an overview of intervention techniques and legal issues. The basic principles of behavioral analysis are covered.
ADVANCED PRINCIPLES OF APPLIED BEHAVIOR ANALYSIS
SPECED 709
The purpose of this course is to provide students with specialized training in applied behavior analysis. This course will provide in-depth training in advanced concepts related to changing behavior, maintaining behavior change, teaching skills and making data-based intervention decisions. In addition, this course will discuss the ethical issues related to behavior change.
PHILOSOPHY OF APPLIED BEHAVIOR ANALYSIS
SPECED 712
This course will explore the philosophical underpinnings of applied behavior analysis (ABA) as well as understand the dimensions of ABA as a science. Students will learn to distinguish between behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by applied behavior analysis.
BEHAVIOR ASSESSMENT
SPECED 741
In this course, students will learn how to assess behavior. Using a functional behavior approach, students will learn how to identify challenging behavior, define it, and assess it through indirect and direct methods. Assessment methods will include record reviews, interviews, direct observation, ABC assessment, preference assessment, and skill assessment.
BEHAVIOR CHANGE PROCEDURES
SPECED 742
Students will learn how to identify and implement appropriate behavior change procedures in order to reduce challenging behavior and teach new skills. Strategies will include shaping, chaining, reinforcement procedures, group contingencies, self-management, imitation training, and naturalistic teaching.
SCIENCE OF READING I: PHONICS, LINGUISTICS, & INTERVENTIONS
SPECED 752
The course addresses phonemic awareness, phonics, advanced word reading, and reading fluency for students who struggle to read, have a learning disability, or have dyslexia. Through use of research validated strategies in phonemic awareness, decoding, fluency, and spelling, the processes and skills children and adolescents use to read fluently are examined as well as similarities and differences in reading instruction for students with LD and dyslexia and typical readers. The difficulties encountered by students with dyslexia and language and learning differences are reviewed and best practices in teaching phonemic awareness, decoding/phonics, and spelling are emphasized through discussion, modelling, and demonstrating.
DISABILITIES: CHARACTERISTICS & ELIGIBILITY FOR SPECIAL EDUCATION
SPECED 760
This course addresses the characteristics of students who qualify for special education services. Students examine eligibility, service delivery models, and teaching methods. Students understand historical and current special education issues and trends that impact service delivery. Students who are not currently teaching must complete a special education related field experience. Students employed as a teacher or paraprofessional must complete field hours in a developmental level different from the developmental level of their current position.
INSTRUCTIONAL STRATEGIES FOR THE INCLUSIVE CLASSROOM
SPECED 761
This course focuses on instructional principles and strategies for teaching students with mild to moderate disabilities. Lesson planning, unit planning, and understanding of cooperative teaching arrangements are mastered. Students apply universal design for learning and differentiation for learning within instructional plans. Students who are not currently teaching fulfill independent field experiences.
GRADUATE PRE STUDENT TEACHING SEMINAR AND FIELD EXPERIENCE
SPECED 783
This course assists graduate teacher candidates to develop their gateway portfolio. This portfolio includes signature assessments from characteristics, methods, and a performance component. The signature assessments should demonstrate competencies on the Council for Exceptional Children (CEC) and INTASC Standards. The performance component will be comprised of completing 25 hours in an assigned field placement and a written project. Teacher candidates must earn a passing grade on this portfolio and passing scores on all clinical evaluations and field projects for entrance into the Student Teaching Block.
INDIVIDUAL STUDIES
SPECED 798
Study of a selected topic or topics under the direction of a faculty member.