Slippery Rock University of Pennsylvania · Courses
SPED
125 courses with the subject SPED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SPED 121Overview of Special Education3
The purpose of this course is to provide a broad overview of the terminology, strategies, and issues commonly encountered when addressing the needs of exceptional individuals. This course takes a multidisciplinary approach that begins with an introduction to the history of special education and important legislation, followed by discussion of individual areas of exceptionalities. Emphasis will be placed on etiology, identification, assessment treatment and social issues and concerns.Credits: 3Term(s) Typically Offered: Offered Fall & Spring Terms
This course will examine best practice and policies relating to the educational consequences of low-incidence disabilities. An emphasis on deafness, blindness, deaf-blindness, severe disability and multiple disability will occur. Placement and accommodation issues in integrated educational settings will also be a focus.Prerequisite: SPED 121DD Requires minimum grade of D. Credits: 3Term(s) Typically Offered: Offered Fall & Spring Terms
Foundations of Academic Discovery serves as the entry point to the Rock Integrated Studies Program. With its strong faculty-student interaction, the course promotes intellectual inquiry, critical and creative thinking, and computer skills needed for academic success. Through varied content, the course introduces students to academic discourse and information literacy while exploring topics such as diversity and inclusion and global awareness. This course will set students along the path to becoming engaged with issues and scholarship important to a 21st century education while they learn about themselves and their place in the world.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment limited to students with a semester level of Freshman 1 or Freshman 2. Enrollment limited to students with the ROCK STUDIES 2 STUDENT or ROCK STUDIES STUDENT attributes.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as Needed
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as Needed
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as Needed
SPED 220The Nature and Needs of Autism Spectrum Disorders3
This course will focus on an understanding of the characteristics of Autism Spectrum Disorders (ASD) and the implications for individual's lifespan. The course will explore the latest research on potential causes, best practices for assessment and intervention, as well as current legal and ethical issues related to autism services.Credits: 3Term(s) Typically Offered: Offered Fall & Spring Terms
In this course, students will discuss genesis of special education by way of litigation and resulting legislation as rooted in the Civil Rights Movement of the 1960's, PL 94-142, and the inception of IDEA Part A-D. An overview of PA Chapter 14 and its relation to IDEA, Chapter 15 and ADA, along with Chapter 16. Students will also explore LRE, compliance, and professional ethics and standards.Credits: 3Term(s) Typically Offered: Offered Fall & Spring Terms
SPED 230Early Intervention Practices for Students with Disabilities3
In this course, students will identify the critical components of an educational program for early learners with disabilities and medical diagnosis including: curricular areas, early interventions and effective teaching techniques, use of appropriated materials, transition to school age regarding Part C of IDEA, related services and personnel, parental involvement, assistive technology and inclusionary practices.Prerequisite: SPED 121DD Requires minimum grade of D. Credits: 3
Candidates will develop the use of technologies to assist in the teaching, remediation, assessment and enrichment of students with special needs in inclusive traditional and/or cyber classrooms. The goal is to help pre-service teachers iimplement instructional and assistive technology effectively. This course will also provide a framework for utilizing educational technology to meet the individualized needs of students.Prerequisite: SPED 121CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1 or Freshman 2 may not enroll.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as Needed
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as Needed
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as Needed
The learner will identify the critical components of an educational program for persons who have mental retardation classified as moderate, severe, or profound including: curricular areas, effective teaching techniques, appropriate materials, team approaches, ancillary services, parental involvement and inclusionary practices. Includes a lab of three contact hours per week with students who have severe and/or multiple disabilities.Prerequisites: (SPED 202D or SPED 122D) and (SPED 203D or SPED 121D or SPED 100D) and (SPED 204D or SPED 230D)D Requires minimum grade of D. Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
SPED 315Special Education Issues in Diverse Secondary Classrooms3
This course is designed to familiarize secondary education majors with the various behavioral problems they may encounter in the inclusive classroom. Suggestions are given for ameliorating these problems, as well as successfully organizing the classroom and classroom routine. Three units of study will be explored. The three units are: 1) Classroom management with a focus on dealing with students with special needs, 2) Legal issues for secondary teachers, 3) Impact of exceptionalities in inclusive settings.Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
This course is designed to provide students with a life management perspective for educating persons with disabilities in an inclusive etting. this course prepares students to apply the foundational principles of special education for meeting the major developmental needs of persons with disabilities from early infancy to adulthood. This course is designed to provide the undergraduate student with a foundation for the understanding of the major developmental needs and community requirements for individuals with disabilities.Credits: 3Term(s) Typically Offered: Offered Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
This course focuses on the multi-dimensaional role of service provider to individuals with disabilities. In addition to hands-on experiences with service agencies, students enrolled in this course will interact with service providers, supervisors, related service personnel parents and caretakers. Students will learn how to take on all roles of a service provider and implement effective programming to address all the needs of a client(s). Students will become skilled in matching student needs with appropriate transtion programming as well as identifying personnel key in providing necessary services.Credits: 3Term(s) Typically Offered: Offered Fall TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment is limited to students with a program in Comm Prgrms Amer with Disabil, Comm Prg Am Dis-Adap Phys Actv, Comm Prg Am Dis-Non-Prft Mgmt or SPED Transition Programming.
This course will provide background for understanding how disabling conditions may handicap a person in terms of jobs, marriage, and family life, housing and transportation and citizenship. The course stresses how everyone is involved in determining the success or failure of the disabled in society. An historical overview of society's treatment of the disabled will be contrasted with recent legislation and the emerging roles of the disabled in American society. The impact of special education on the disabled person, the parents, siblings, employers, neighbors, and peers will be presented.Credits: 3Term(s) Typically Offered: Offered Fall, Winter, & SpringStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
This course introduces the student to the assessments utilized for evaluation of students at all levels of transition planning, spanning from school readiness assessments to transition planning for the secondeary level. Students will learn to identify appropriate assessment based on student needs as well as how to administer and score evaluation data. In addition, the course will guide students in reviewing and interpreting assessment data to determine appropriate transition planning to address student needs. The course will also indentify the major litigation and legislation that have sigificantly influenced the nature of service to exceptional populations in the area of transition planning and assessment of their needs.Prerequisites: SPED 121C and SPED 122C and SPED 230C and SPED 341C and SPED 342C and SPED 343CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered Spring TermsStudents with a semester level of Freshman 1, Freshman 2, Sophomore 1 or Sophomore 2 may not enroll. Enrollment is limited to students with a program in SPED Transition Programming.
This is an advanced level course that expands students' knowledge in skills necessary to take on leadership and management roles in the secondary transition planning level. Students will be required to engage in professional organizations at the state and local level. Students will learn to identify how to develop an effective system for service delivery to clients. Additional, an emphasis will be placed on current funding sources in the nation and state as well as how to manage necessary paperwork for obtaining funding necessary to run appropriate transition programs for children and adults of transition age.Prerequisites: SPED 121C and SPED 122C and SPED 230C and SPED 341C and SPED 342C and SPED 343CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2, Sophomore 1 or Sophomore 2 may not enroll. Enrollment is limited to students with a program in SPED Transition Programming.
In this course, student will identify the critical components of Tier 1 in the Multi-Tiered System of Support (MTSS) for learners with and without disabilities including: universal interventions, best practices, screening, progressing monitoring, classroom management, PBIS, collaboration, co-teaching, SDI and accommodations and inclusionary practices.Prerequisite: SPED 121DD Requires minimum grade of D. Corequisite(s): ELEC 311Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
In this course, we will discuss the problem of over representation of individuals from diverse backgrounds in special education and the racial, cultural, and economic concerns of school systems and communities (both domestically and abroad) trying to narrow the opportunity/achievement gap for students.During the semester, students will be analyzing some of the historical, socioeconomic, and political factors school systems in areas of high need confront.Specifically, students will investigate effective instructional and organizational practices, examine home-school connections, and identify possible disparities in available resources for urban and rural schools.Credits: 3Enrollment limited to students with a semester level of Junior 1, Junior 2, Post Baccalaureate, Sophomore 1 or Sophomore 2.
SPED 360Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners3
In this course, students will identify the critical components of Tier II in the Multi-Tiered System of Support (MTSS) for learners with and without disabilities including: data-based decision making, evidenced based practices, supplemental and intensive programming, differentiated instruction and assessment. These concepts will be explored within the scopes of academic and behavioral supports for exceptional learners.Corequisite(s): ELEC 420Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment is limited to students with a program in Early Childhood Ed (PK-4), Early Child/Spec Ed(PK-4)PK-8), Early Child/Spec Ed(PK-4)PK-12, Special Education (PK-12) or Exceptionalities. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
The practicum course focuses on developing skills in collaboration, consultation and teaming to prepare pre-service Transition Specialist students for entry into a multi-disciplinary and multi-dimensional role of services provider to individuals with disabilities. In addition to hands-on experience with service agencies, Transition Specialist students enrolled in this course will interact with clients, service providers, agency supervisors, related service personnel and care takers.Prerequisites: SPED 121D and SPED 122D and SPED 230D and SPED 341D and SPED 342D and SPED 343DD Requires minimum grade of D. Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
SPED 431Intense Behavioral and Emotional Interventions for Neuro-Diverse Learners3
In this course, students will identify the critical components of Tier III Emotional and Behavioral Interventions within the Multi-Tiered System of Support (MTSS) for learners with and without disabilities including: overview of severe behavior. Functional Behavioral Assessment (FBA), use of evidenced based interventions to support challenging behavior, develop more age appropriate social and emotional skills, application of effective preventative and environmental planning to limit problem behaviors as well as understanding the acting out cycle, trauma informed care and legal implications surrounding challenging behaviors in today's schools.Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
SPED 432Intensive ELA Interventions for Neuro-Diverse Learners3
This course in Special Education is designed for the teacher candidate seeking certification in K-12 Special Education. This course will focus on reading and writing interventions. Students will gain experience with a variety of strategies and interventions to use with various levels of special education needs in the regular education classroom & in pull-out placements. This course will examine effective instructional practices and delivery methods for intensive levels of special education support (K-12) in both the inclusionary and resource settings.Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
SPED 433Assessment Strategies in Special Education3
This course is designed to provide undergraduate students with the skills and knowledge necessary to conduct educational assessment of diverse students and interpret assessment results in order to plan an educational program (i.e., determine elegibility and develop an individualized education program).Prerequisites: SPED 230D and (SPED 325D or SPED 350D)D Requires minimum grade of D. Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
SPED 434Professional Collaboration and Ethical Practices3
This course focuses on skills in consultation, collaboration and learning to prepare the pre-service teacher for the multidimensional role of today's special educator. In addition to hands-on experience in classrooms, students enrolled in this course will interact with special educators, parents, general educators, and resource personnel among others. Application of teaching techniques with children with disabilities under faculty and host teacher supervision will provide the pre-service teacher with an opportunity for experience in the special education classroom as well as inclusive settings prior to the student teaching experience. Prerequisites: SPED 230D and (SPED 325D or SPED 350D)D Requires minimum grade of D. Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
SPED 435Processes and Procedures in Special Education3
In this course, we will discuss special education legal documentation, including referral forms relating to Tier 1-3 interventions, the evaluation process, ER, IEP, procedural safegaurds, NOREPs, and Transition. Emphasis will be placed on legally defensible IEP writing, mediation, due process, objective tone, and data collection.Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
SPED 436Intensive Mathematics Interventions for Neuro-Diverse Learners3
In this course, we will discuss instructional interventions and strategies that can be utilized in an intensive, Tier 3 type, setting to assist neuro-diverse learners in understanding mathematics concepts/topics. Particular emphasis will be placed on topics and remediation strategies frequently encountered within the Grade 4 to Algebra/Grade 9 levels.Credits: 3Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
The purpose of this seminar is to help pre-service special education teachers understand some of the challenges encountered during the first year of teaching, and provide strategies to help prepare them to overcome these challenges as they begin their first year of teaching.Corequisite(s): SPED 455Credits: 1Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
This 12 credit internship course focuses on advancing skills in collaboration, consultation and teaming to prepare pre-service students for entry into a multi-disciplinary and multi-dimenstional role of services provider to individuals with disabilities. Students set up their own internship sites with guidance and approval from their advisor. This hadns-on experience with service agencies makes up 480 hours of time in the field. Transition Specialist students enrolled in this course will interact with clients, service providers, agency supervisors, related service personnel and care takers.Prerequisites: SPED 121D and SPED 202D and SPED 203D and SPED 204D and SPED 212D and (SPED 311D or SPED 313D) and SPED 400DD Requires minimum grade of D. Credits: 3-12Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
Under the guidance of a cooperating teacher and university supervisor, students engage in two eight- week assignments on a full-time basis in specified school districts and attend scheduled seminars. Supervisors assign additional requirements.Prerequisites: SPED 202D and SPED 203D and SPED 204D and SPED 212D and SPED 314D and SPED 302D and SPED 306D and SPED 311D and SPED 312D and SPED 400DD Requires minimum grade of D. Credits: 3-12Term(s) Typically Offered: Offered Fall & Spring TermsStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll. Enrollment limited to students with the ACCEPTANCE - TEACHER CANDIDACY attribute.
Independent Study courses give students the opportunity to pursue research and/or studies that are not part of the university's traditional course offerings. Students work one on one or in small groups with faculty guidance and are typically required to submit a final paper or project as determined by the supervising professor. Credits: 1-3Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as NeededStudents with a semester level of Freshman 1, Freshman 2 or Sophomore 1 may not enroll.
This course examines the roles of the school nurse as they pertain to the student with disabilities. Various exceptionalities are explored and activities provided to the school nurse candidate to learn about the student with disabilities and how to meet his/her needs in and out of the classroom.Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment limited to students with a semester level of Graduate or Post Baccalaureate.
Candidates will develop the use of technologies to assist in the teaching, remediation, assessment and enrichment of students with special needs in inclusive traditional and/or cyber classrooms. The goal is to help pre-service teachers implement instructional and assistive technology effectively. This course will also provide a framework for utilizing educational technology to meet the individualized needs of students. Students who register for the 500 level course will be assigned projects and assessments that involve a higher level of critical thinking and implementation.Credits: 3Term(s) Typically Offered: Offered Spring TermsEnrollment limited to students with a semester level of Graduate or Post Baccalaureate.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
SPED 601Advanced Studies in Learning Disabilities3
This course is designed to offer the student an introduction to the field of learning disabilities and behavioral disorders. This introduction will familiarize the student with the types of learning disabilities, as well as with educational strategies for coping with them.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
This course provides students with an overview of the history of special education and an analysis of the major laws that have revolutionized the field. Each category of disability is analyzed and recent educational practice for each area is reviewed.Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment is limited to Graduate level students.
SPED 603Assessment of Learning and Behavioral Problems3
The educational/psychological assessment of learning and behavioral problems with emphasis on the selection, administration, and interpretation of tests and other sources of information relevant to learning disorders. The team approach to diagnosis will be stressed.Credits: 3Enrollment is limited to Graduate level students.
This course addresses symptoms and behavior patterns that signal disturbances in the psychological functioning of the individual. It will also deal with the meaning of this behavior in a school setting, at home, and with peers.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
SPED 608Advanced Study of Social Emotional Disorders3
This course is intended to acquaint educators with selected processes involved in teaching children who have emotional disorders. It has been designed to help participants gain a greater awareness and understanding of the interrelationships among theory of child development, learning, and behavior as these relate to emotional and social disorders.Credits: 3Enrollment is limited to Graduate level students.
This class is designed to familiarize special education teachers with relevant federal and state laws required to provide a free appropriate public education to disabled students.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
Advanced study of intellectual disability, including etiological factors, home and community adjustment, intellectual and personality development, and management. Emphasis is on the major current issues and trends in the field.Credits: 3Enrollment is limited to Graduate level students.
SPED 613Curriculum Development for Exceptionalities3
Advanced study of the problems of curricular development including models, content, implementation, and evaluation aspects. Students develop curricular solutions to professional and situational needs.Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment is limited to Graduate level students.
SPED 614Instructional Programming for the Mentally Retarded3
An investigation evaluation and integration of the various models, content, implementation, and evaluation aspects. Students develop curricular solutions to professional and situational needs.Credits: 3Enrollment is limited to Graduate level students.
An introduction to basic research concepts useful for enhancing the role of the teacher as a user and creator of research for improving classroom practices. Students are required to develop a research plan and to demonstrate mastery of research competencies.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
SPED 618Developing Integrated Language and Literacy Programs for Students with Disabilities3
This course is designed to provide graduate students an in-depth examination of an integrated (culturally relevant) language system. In particular graduate students will understand the essential components of reading including phonological awareness, fluency, vocabulary, comprehension, language, and word study. Students will determine how these areas of reading pose challenges for students with identified disabilities. Graduate students will also develop competency in assessing students suspected of having reading and language deficits as well as plan appropriate individualized instruction for students using scientifically research based instructional practices. Because reading is only one part of an integrated language system, students will also develop a conceptual understanding of the components of writing and plan effective instruction for students with disabilities in the area of writing and expressive communication.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
Emotional disorders will be discussed from the point of view of development, dynamics, and family in relation to the child's current educational program with suggestions for modification and/or change substantiated by current research and program development procedures. Critical analysis of case studies will be a major aspect.Credits: 3Enrollment is limited to Graduate level students.
A study of basic conditions operating in the educational and psychological development of disabled children and the general problems these create in education. Methods, materials, personnel, and techniques are critically analyzed.Credits: 3Term(s) Typically Offered: Offered Fall & Summer TermsEnrollment is limited to Graduate level students.
SPED 622Education and Treatment for Developmental Disabilities3
This course is designed to develop and understanding of the learning or behavioral disabilities which are associated with deviance of the central nervous system, especially those which manifest themselves by various combinations of impairment in perception, conceptualization, language, memory, control or attention, impulse or motor function in the brain-injured child.Credits: 3Enrollment is limited to Graduate level students.
SPED 624Synchronous and Asynchronous Technology for K-12 Education3
Candidates will develop the use of synchronous and asynchronous technologies to assist in the teaching, emediation, assessment and enrichment of K-12 students in inclusive traditional and/or cyber classrooms. The goal is to help pre-service teachers implement various synchronous and asynchronous instructional technologies effectively.Credits: 3Enrollment is limited to Graduate level students.
SPED 625Instructional Strategies for Learning and Behavioral Problems3
This course is designed to enable the students to demonstrate proficiency in the selection and application of remedial procedures and materials with children evidencing learning problems in cognition, perceptual-motor, language, and retention.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
This course is designed to provide the graduate student with a foundation to understand the major community services required by individuals with various disabilities. This course, utilizes the life cycle approach and tracks persons with exceptionalities as they begin the transition from secondary education to the world of work, adulthood, and their elderly years. The focus is on recent social change issues that have dramatically altered the lives of this population.Credits: 3Enrollment is limited to Graduate level students.
This course is designed to provide practice in the development of programs based on the assessment of individuals with severe mental, behavioral, or motor disabilities. Discussions will also focus on the various methodologies and techniques for educating people with developmental disabilities. Emphasis will be on the important basics of parents, assessment, and interventionsCredits: 3Term(s) Typically Offered: Offered Fall, Winter, & SummerEnrollment is limited to Graduate level students.
This course is designed to provide the information necessary to begin the graduate portfolio.Credits: 1Enrollment is limited to Graduate level students.
This is the second course in a series of three related classes designed to provide the information necessary to continue the graduate portfolio.Prerequisite: SPED 637CC Requires minimum grade of C. Credits: 1Enrollment is limited to Graduate level students.
This is the third course in a series of three related classes. This course is designed to provide the final information needed to complete the graduate portfolio.Prerequisite: SPED 638CC Requires minimum grade of C. Credits: 1Enrollment is limited to Graduate level students.
SPED 640Advanced Study of Autism Spectrum Disorders3
This couse is designed to provide students with an overview of characteristics and learning traits, classification systems, assessment strategies/issues, approaches, and interventions related to individuals with autism spectrum disorder (ASD). Special emphasis will be given to selecting evidence-based practices and enhancing collaboration among individuals with ASD, their families, and supporting professionals.Credits: 3Term(s) Typically Offered: Offered Every TermEnrollment is limited to Graduate level students.
In this course students will be provided an in-depth review of applied behavior analytic techniques including conducting behavioral assessments, designing effective behavior change programs, and applying behavioral procedures consonant with ethical standards. Students will learn to apply behavior analytic principles toward the improvement of socially significant behaviors in a wide range of settings as well as to evalluate the effects of behaviroal procedures. In addition, students will learn how to use single-subject research designs to make data-based decisions about program effectiveness and student outcomes. Students will also learn how to integrate applied research into classroom instruction as part of the move toward evidence-based professional p ractice in educcating students with special educational needs.Credits: 3Term(s) Typically Offered: Offered Fall, Winter, & SummerEnrollment is limited to Graduate level students.
SPED 642Curriculum and Instruction for Autism Spectrum Disorders3
Children with autism are among the most difficult students to teach. They require carefully planned, meticulously delivered, and continually evaluated and analyzed instruction. This course provides an overview of researched-based instructional strategies used to teach students with autism spectrum disorders. The course discusses interventions strategies for both the general and special education classroom.Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment is limited to Graduate level students.
This course is designed to provide students with an in depth look at the many facets of social competence for students with ASD and how the lack of or impaired communications skills leads to social incompetence. Special emphasis will be given to selecting evidence-based practices related to social skill development as well as communication problems related directly to students with ASD. Twenty hours of observation and field experience are part of the course requirements.Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment is limited to Graduate level students.
SPED 644Advanced Study of Emotional and Behavioral Disorders3
This course is designed to provide graduate students the opportunity to deeply examine the various psychiatric and emotional disorders than can afflict children during the developmental period between birth and 18 years of age. Both internalizing and externalizing behavior disorders will be analyzed including such disorders as Conduct Disorder, Oppositional Defiant Disorder, Anxiety Disorder, Depression, Bipolar Disorder, etc. that are all found within the pages of the Diagnostic and Statistical Manual of Mental Disorders. A connection between these disorders and the need for special education services in school settings will be made as well as strategies provided for specially designed instruction for students with these disorders. A 48 hour field experience will be required as part of this course.Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment is limited to Graduate level students.
SPED 645Early Intervention for Young Learners with Special Needs3
Early Intervention for Young Children with Special Needs is designed to comprehensively address procedures that link theory and research to best practices in serving infants and toddlers who are disabled or at-risk. The course will be organized and presented with a multidisciplinary approach to early intervention. There will also be a stron g focus on evidence-based early intervention programs.Credits: 3Term(s) Typically Offered: Offered Winter, Spring&SummerEnrollment is limited to Graduate level students.
This course is designed to provide graduate students with the skills and knowledge necessary to conduct educational assessment of diverse students and interpret assessment results in order to plan an educational program (i.e., determine eligibility and develop an individualized education program). The course will provide graduate students with an understanding of the assessment process; an understanding of the assessment procedures and terminology; the ability to interpret selected assessment instruments; and the skills needed to create, modify, and/or adapt assessments.Credits: 3Term(s) Typically Offered: Offered Fall, Winter, & SummerEnrollment is limited to Graduate level students.
This course is designed to offer graduatge students enrolled in the Masters in Special Education Certification Program an understanding of what services are required, needed, and available to adults with disabilities through local community agencies. major developmental needs and philosophical approaches provided by various commun ity agencies will be explored. The course is based on a life-cycle approach using a Self-Determination Model to track the exceptional person as they begin the transition from secondary education in the world of work, adulthood and their elderly years. The course will examine recent social issues such as choice, individual control, dignity/respect and vocational programs that have dramatically altered the lives of exceptional adults.Credits: 3Term(s) Typically Offered: Offered Fall, Spring, & SummerEnrollment is limited to Graduate level students.
The practicum is designed to extgend the student's professional preparation beyond the resources of the college to include the resources of the community and region. the practicum is intended to permit the graduate student to engage in supervised professional activities in selected cooperating community agencies and resources.Credits: 3Term(s) Typically Offered: Offered Fall, Spring, & SummerEnrollment is limited to Graduate level students.
Candidates will utilize emerging web tools to address the needs of their content modules. The course will provide an opportunity to design innovative ways of applying these emerging technologies to facilitate their own teaching and student learning in the K-12 cyber classroom. Candidates will develop and submit an IRB approval for employing their modules with students in the Capstone course.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
Candidates will identify and explore current issues and ethical decisions educators and administrators experience when exploring and implementing online teaching practices. The goal of this course is to provide pre-service teachers with a knowledge base of the benefits and hardships that educational entities face when providing online instruction.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
This course is an introduction to behavior analysis. Everyday behavior is examined as a part of the natural world and behavior change is explained by behavioral principles derived from scientific research. Students will have many opportunities to demonstrate their understanding of the procedures that derive from behavioral principles and will get some practice in implementing those procedures. Principles and procedures included in the course content are reinforcement, extinction, differential reinforcement, punishment, discrimination training, generalization, shaping, fading, and programming. Classical conditioning, conditioned reinforcement, schedules of reinforcement, behavioral definitions, reliability and direct observation are also addressed.Credits: 3Term(s) Typically Offered: Offered Fall TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students with department of Special Education.
This course provides an in-depth review of applied behavior analytic techniques. It covers BACB exam task areas including conducting behavioral assessments, designing effective behavior change programs, and applying behavioral analytic principles toward the improvement of socially significant behaviors in a wide range of settings as well as to evaluate the effects of behavioral procedures.Prerequisite: SPED 660CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered Spring TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students with department of Special Education.
SPED 663Ethical Issues in the Science and Practice of Behavior Analysis3
The purpose of this course is to provide students with an ethical framework in which to provide both applied behavior analytic services and positive behavior support services. Behavior Analysts work in a variety of settings, but the ethical standards remain constant. However, due to the various settings Behavior Analysts must recognize how to generalize those ethical guidelines within that context. Students in this course will examine the Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct in the context of: (a) responsible conduct; (b) responsibility towards clients, (c) assessing behavior, (d) providing treatment, (e) acting as a teacher and/or supervisor, (f) conduct in their workplace, (g) their ethical responsibility to the field of behavior analysis, (h) their responsibility to colleagues, (i) their ethical responsibility to society, and (j) research. In addition, students will analyze those guidelines relative to how they address the principles of improving problem behavior by making it irrelevant, ineffective, and inefficient. Students will also become familiar with potential disciplinary possibilities through the BACB (Professional Disciplinary and Ethical Standards). Finally, students will also examine evidence·based practices and how they apply to their application of behavior analytic treatment. Throughout the course students will be guided through a process of examining ethical dilemmas and deciding how those dilemmas might be addressed in relation to the ethical guidelines in their professional field, including risk assessment. Students will access information through the texts, position papers, research review, online information, review and development of case studies, and discussions with behavior analysts.Prerequisite: SPED 660BB Requires minimum grade of B. Credits: 3Term(s) Typically Offered: Offered Spring Terms, Offered Winter TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students with department of Special Education.
SPED 664Issues in the Behavioral Treatment of Autism3
This course has been designed to provide advanced students and professionals with perspectives and commentaries on issues related to the behavioral treatment of autism. The course is not designed to teach the students techniques in the behavioral treatment of autism but, rather, to provide a professional context for understanding some of the history, content, and complexities of behavioral interventions. A majority of the information presented and discussed falls under the umbrella of the scientific discipline of Applied Behavior Analysis (ABA). Students will benefit most from the course if they have had training and experience in behavior analysis. This course is divided into three sections 1) Understanding the treatment of autism and scientific evidence, 2) Designing autism interventions across the lifespan, and 3) Creating systems that support successful interventions in autism.Prerequisite: SPED 660BB Requires minimum grade of B. Credits: 3Term(s) Typically Offered: Offered Spring Terms, Offered Summer TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students with department of Special Education.
Single subject design methodology has developed primarily within the field of behavior analysis but has wider application beyond that theoretical orientation. It represents an intervention-oriented methodology that is idiographic in nature, requires frequent measurement of the dependent variable, and employs replications within and across participants. In addition, single subject design studies frequently use direct observational methodology as the dependent variable. In this course, we will begin with an overview of single subject design research methods and their application within special education. We will next examine methods of behavioral assessment and techniques for conducting observational research. A variety of single subject research designs will be examined, with the strengths and weakness of each identified. Issues related to treatment fidelity, social validity, and ethical use of single subject research methodology will be discussed.Prerequisite: SPED 660BB Requires minimum grade of B. Credits: 3Term(s) Typically Offered: Offered Fall Terms, Offered Summer Terms, Offered Winter TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students with department of Special Education.
The purpose of this course is to meet the intensive graduate supervision requirements by the BACB to develop, design, implement, and evaluate behavior analytic techniques that produce meaningful change. The hours collected through this experience can be counted toward the practicum/field experience requirements when seating for the BACB certification examination. The content of the courses in this program is derived from the Task List published by the national Behavior Analyst Certification Board {BACB) as well as the Board's Guidelines for Responsible Conduct. The BACB Standards are listed on the following website: For more information on the Board and the examination, please visit the Board's website at www.bacb.com. The content of the courses in this program is derived from the Task List published by the national Behavior Analyst Certification Board (BACB) as well as the Board's Guidelines for Responsible Conduct. The BACB Standards are listed on the following website: For more information on the Board and the examination, please visit the Board's website at www.bacb.com.Prerequisite: SPED 660BB Requires minimum grade of B. Credits: 3Term(s) Typically Offered: Offered as Needed, Offered Spring TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students with department of Special Education.
SPED 667Practicum in Applied Behavior Analysis II3
The purpose of this course is to meet the intensive graduate supervision requirements by the BACB to develop, design, implement, and evaluate behavior analytic techniques that produce meaningful change. The hours collected through this experience can be counted toward the practicum/field experience requirements when seating for the BACB certification examination. The content of the courses in this program is derived from the Task List published by the national Behavior Analyst Certification Board (BACB) as well as the Board's Guidelines for Responsible Conduct. The BACB Standards are listed on the following website: For more information on the Board and the examination, please visit the Board's website at www.bacb.com. The content of the courses in this program is derived from the Task List published by the national Behavior Analyst Certification Board (BACB) as well as the Board's Guidelines for Responsible Conduct. The BACB Standards are listed on the following website: For more information on the Board and the examination, please visit the Board's website at www.bacb.com.Prerequisite: SPED 660BB Requires minimum grade of B. Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students with department of Special Education.
This course has been designed to provide advanced students and professionals with perspectives and commentaries on issues related to the behavioral treatment of autism. The course is not designed to teach the students techniques in the behavioral treatment of autism but, rather, to provide a professional context for understanding some of the history, content, and complexities of behavioral interventions. A majority of the information presented and discussed falls under the umbrella of the scientific discipline of Applied Behavior Analysis (ABA). Students will benefit most from the course if they have had training and experience in behavior analysis. This course is divided into three sections 1) Understanding the treatment of autism and scientific evidence, 2) Designing autism interventions across the lifespan, and 3) Creating systems that support successful interventions in autism.Prerequisites: SPED 660B and SPED 661B and SPED 669B and SPED 663B and SPED 664B and SPED 665B and SPED 602C and SPED 611C and SPED 640C and SPED 643C and SPED 645C and SPED 647CB Requires minimum grade of B.C Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students with department of Special Education.
SPED 669Applications in Applied Behavior Analysis3
This course is part of a series of courses designed to meet the academic requirements of the Behavior Analysis Certification Board (BACB) and are based on the 6th edition task list as specified by the BACB.Prerequisite: SPED 660CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered Fall TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students with department of Special Education.
The purpose of this course is to provide graduate students with in-depth knowledge of effective supervision strategies in behavior-analytic practice. This course will also provide graduate students with opportunities to systematically apply these supervision strategies in their practicum placements. Topics covered include: identifying behavioral deficits and excesses in the workplace, operationally defining employee behavior, functional assessment of employee behavior, effective feedback strategies, individual and group supervision, troubleshooting supervision challenges, and ethics of supervision.Prerequisite: SPED 660CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered Summer & Winter TermsEnrollment is limited to students with a program in Special Education. Enrollment is limited to Graduate level students. Enrollment limited to students in the College of Education college.
SPED 687Integration of Web-based Technologies to Create Online Courses3
Candidates will develop an online module(s) including lessons, activities, assessments, synchronous and asynchronous instruction and other methods of instruction that were developed through courses in the progrm. The module is expected to be deliverred to students. The purpose is to demonstrate candidate's ability to develop courses for online teaching.Prerequisite: SPED 653CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
Independent Study courses give students the opportunity to pursue research and/or studies that are not part of the university's traditional course offerings. Students work one on one (face-to-face or online) or in small groups with faculty guidance and are typically required to submit a final paper or project as determined by the supervising professor.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
Theory and practice accomplished through the special education classroom teaching experiences under the cooperative supervision of university and public school personnel, culminated with the presentation of an individually selected and faculty approved action research project.Prerequisites: SPED 648C and (SPED 618C or SPED 625C)C Requires minimum grade of C. Credits: 1-9Term(s) Typically Offered: Offered Fall & Spring TermsEnrollment is limited to students with a program in SPED-PK to 12. Enrollment is limited to Graduate level students. Enrollment limited to students in a Master of Education degree. Enrollment limited to students in the College of Education college. Enrollment limited to students with department of Special Education.
SPED 750School Supervision: Political and Community Leadership3
This course addresses the knowledge, skills, and attributes to: act in accordance with legal provisions and statutory requirements; apply regulatory standards; develop and apply appropriate policies; be conscious of ethical implications of policy initiatives and political actions; relate public policy initiatives to student welfare; understand schools as political systems; involve citizens and service agencies; and develop effective staff communications and public relations programs.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
This course focuses on the knowledge, skills, and attributes to: design with others appropriate curricula and instructional programs; develop learner-centered school cultures; assess learning outcomes; and plan with faculty professional development activities aimed at improving instruction.Credits: 3Term(s) Typically Offered: Offered Fall TermsEnrollment is limited to Graduate level students.
This course is designed to provide students with information related to the skills required to lead and manage a Pupil Services Department in a public school. Students will examine pupil services programs such as English as a Second Language, Gifted Education, Alternative Education for Disruptive Youth, 504 Service Agreements for chronically ill students, and policies and procedures for school safety programs. Prerequisites for this class include acceptance into the Master's Degree in Special Education Supervision Program which includes an undergraduate G.P.A. of 3.0 and a special education teaching certification.Credits: 3Enrollment is limited to students with a program in School Supervision. Enrollment limited to students in the MED 9 88 program. Enrollment is limited to Graduate level students. Enrollment limited to students in the College of Education college.
The Supervision Practicum in Educational Leadership is designed for candidates enrolled in the program to apply theory and knowledge gained in the four previous courses, along with information gained through class discussions and readings in current literature, to practical experiences in educational settings. Candidates will complete projects in four areas of educational leadership in which they will apply skills in planning, organization, implementation, collaboration, and evaluation.Credits: 3Term(s) Typically Offered: Offered Spring TermsEnrollment is limited to Graduate level students.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
Students pursuing a thesis program should contact their academic advisor concerning research after completing about one-half of their degree coursework. The advisor will assist the student with the necessary steps (such as preliminary selection of a topic and arranging for the appointment of a committee) to proceed.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students.
SPED 801Advanced Studies in Learning Disabilities3
This course is designed to offer the student an introduction to the field of learning disabilities and behavioral disorders. This introduction will familiarize the student with the types of learning disabilities, as well as with educational strategies for coping with them.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course introduces the student to the physical, social, emotional and educational characteristics, incidence, prevalence and educational intervention for the major categories of exceptionality enrolled in public and private educational facilities in the PK-12 grade range. In addition, the course will identify ancillary services and agencies frequently impacting special populations including the major professional organizations and those concerned with residential programming and vocational training. The course will also identify the major litigation and legislation that have significantly influenced the nature of service to exceptional populations.Credits: 3Term(s) Typically Offered: Offered Summer TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course focuses on laws and policies that apply to the education of students with disabilities. The legal system, constitutional and statutory provisions of federal and state law, and the judicial decisions relating to the education of students with disabilities are reviewed. Students will examine the foundational concepts of equal protection, procedural and substantive due process in general and as they relate to special education specifically. Students will examine IDEA legislation and its six principles, The Rehabilitation Act of 1973 (Section 504) and the Family Education Rights and Privacy Act (FERPA). In addition, students will examine similar principles in Pennsylvania state legislation with particular emphasis on school practices in special education.Credits: 3Term(s) Typically Offered: Offered Summer TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course is designed to provide doctoral students with the skills and knowledge necessary to interpret educational assessments with an emphasis on planning educational programs. The course will provide students with practical knowledge of the assessment process to determine eligibility, placement and programming in special education. This course will provide an overview of common compliance issues relating to special education.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course addresses symptoms and behavior patterns that signal disturbances in the psychological functioning of the individual. It will also deal with the meaning of this behavior in a school setting, at home, and with peers.Credits: 3Term(s) Typically Offered: Offered Summer TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course provides an in-depth review of applied behavior analytic techniques. It covers areas including conducting behavioral assessments, designing effective behavior change programs, and applying behavioral procedures consonant with ethical standards. Students will learn to apply behavior analytic principles toward the improvement of socially significant behaviors in a wide range of settings as well as to evaluate the effects of behavioral procedures.Prerequisite: SPED 841CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered Fall TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students in the College of Education college. Enrollment limited to students with department of Special Education.
SPED 809Transition Planning for Students with Disabilities3
This purpose of this course is to provide graduate students with an overview of interagency and community services and systems for adolescents and young adults with disabilities including an examination of relevant legislation and recommended practices related to person-centered transition planning including postsecondary education, employment, community participation and independent living. Emphasis is placed on theory and practice related to collaboration, systems change efforts in transition services, and state-of-the-art practices regarding supporting individuals in their lives.Credits: 3Term(s) Typically Offered: Offered Fall TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
A study of basic conditions operating in the educational and psychological development of disabled children and the general problems these create in education. Methods, materials, personnel, and techniques are critically analyzed.Credits: 3Term(s) Typically Offered: Offered Spring TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
In this course students will be provided an in-depth review of applied behavior analytic techniques including conducting behavioral assessments, designing effective behavior change programs, and applying behavioral procedures consonant with ethical standards. Students will learn to apply behavior analytic principles toward the improvement of socially significant behaviors in a wide range of settings as well as to evaluate the effects of behavioral procedures. In addition, students will learn how to use single-subject research designs to make data-based decisions about program effectiveness and student outcomes. Students will also learn how to integrate applied research into classroom instruction as part of the move toward evidence-based professional practice in educating students with special educational needs.Credits: 3Term(s) Typically Offered: Offered Spring TermsEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education degree.
SPED 842Program Development for Students with ASD3
Children with autism are among the most difficult students to teach. They require carefully planned, meticulously delivered, and continually evaluated and analyzed instruction. This course provides an overview of researched-based instructional strategies used to teach students with autism spectrum disorders. The course discusses interventions strategies for both the general and special education classroom.Credits: 3Term(s) Typically Offered: Offered Summer TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
SPED 843Communication and Social Competency for Students with ASD3
This course is designed to provide students with an in depth look at the many facets of social competence for students with ASD and how the lack of or impaired communications skills leads to social incompetence. Special emphasis will be given to selecting evidence-based practices related to social skill development as well as communication problems related directly to students with ASD. Twenty hours of observation and field experience are part of the course requirements.Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course will present students an opportunity to examine neuropsychiatric disorders of childhood found in the DSM-V. Specifically students will examine psychopathology associated with disruptive behavior disorders such as ADHD, Oppositional Defiant Disorder, Pediatric Bipolar Disorder, Conduct Disorder, etc. as well as internalizing behavior disorder such as subtypes of Anxiety Disorder, Eating Disorders, Depression, Elimination Disorders, etc. Students will research a group of disorders known as PANDAS (Pediatric Autoimmune Neuropsychiatric Disorders Associated with Strep Virus) and look at current brain research to determine possible causation of these disorders. An emphasis on psychopharmacology as one form of treatment will be explored as well as the role of the professional educator as part of a multi-modal treatment approach for children with mental health disorders.Credits: 3Term(s) Typically Offered: Offered Spring TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
SPED 845Instructional Technologies for Exceptional Learners3
Candidates will develop the use of technologies to assist in the teaching, remediation, assessment and enrichment of students with special needs in inclusive traditional and/or cyber classrooms. The goal is to help future special education administrators become familiar with instructional and assistive technology. This course will also provide a framework for utilizing educational technology to meet the individualized needs of students.Credits: 3Term(s) Typically Offered: Offered Fall TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
SPED 850School Supervision: Community and Political Leadership3
This course addresses the knowledge, skills, and attributes to: act in accordance with legal provisions and statutory requirements; apply regulatory standards; develop and apply appropriate policies; be conscious of ethical implications of policy initiatives and political actions; relate public policy initiatives to student welfare; understand schools as political systems; involve citizens and service agencies; and develop effective staff communications and public relations programs.Credits: 3Term(s) Typically Offered: Offered Winter TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course focuses on the knowledge, skills, and attributes to: design with others appropriate curricula and instructional programs; develop learner-centered school cultures; assess learning outcomes; and plan with faculty professional development activities aimed at improving instruction.Credits: 3Term(s) Typically Offered: Offered Winter TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
This course provides an in-depth review of applied behavior analytic techniques. It covers BACB exam task areas including conducting behavioral assessments, designing effective behavior change programs, and applying behavioral analytic principles toward the improvement of socially significant behaviors in a wide range of settings as well as to evaluate the effects of behavioral procedures.Prerequisite: SPED 660CC Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students with department of Special Education.
Single subject design methodology has developed primarily within the field of behavior analysis but has wider application beyond that theoretical orientation. It represents an intervention-oriented methodology that is idiographic in nature, requires frequent measurement of the dependent variable, and employs replications within and across participants. In addition, single subject design studies frequently use direct observational methodology as the dependent variable. In this course, we will begin with an overview of single subject design research methods and their application within special education. We will next examine methods of behavioral assessment and techniques for conducting observational research. A variety of single subject research designs will be examined, with the strengths and weakness of each identified. Issues related to treatment fidelity, social validity, and ethical use of single subject research methodology will be discussed.Prerequisites: SPED 660B and SPED 661B and SPED 669B and SPED 663B and SPED 664BB Requires minimum grade of B. Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students with department of Special Education.
SPED 869Applications in Applied Behavior Analysis3
This course is part of a series of courses designed to meet the academic requirements of the Behavior Analysis Certification Board (BACB) and are based on the 4th edition task list as specified by the BACB.Prerequisites: SPED 660C and (SPED 661C or SPED 861C)C Requires minimum grade of C. Credits: 3Term(s) Typically Offered: Offered as NeededEnrollment is limited to Graduate level students. Enrollment limited to students in a Doctor of Education or Master of Education degrees. Enrollment limited to students with department of Special Education.
Dissertation Seminar is intended to assist doctoral students in the preparation of a dissertation proposal and to facilitate the transition from course work to dissertation. The purpose of this course is to take students from a point at which they have general ideas about their dissertation topic through the development of a solid structure, research strategy and drafting of framing chapters. Emphasis is placed on understanding and defining the logical relations between elements in a proposal including the problem statement, conceptual/theoretical framework, literature review, research design and methodology. The chief task is to draft complete framing chapters, giving a full description of the motivation for the project and the research strategy.Credits: 3Term(s) Typically Offered: Offered Summer TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
The doctoral extended dissertation signifies the culminating point in the doctoral program and demonstrates the candidates' knowledge of the program competencies in the areas of research, special education and educational leadership. Doctoral candidates, under the direction of the chairperson of their dissertation committee, will develop, implement, analyze, report and defend a structured research project, either qualitative or quantitative in nature in the area of special education. Additionally, the doctoral candidate will present an oral defense of the written dissertation upon approval of the five-chapter manuscript by the dissertation committee.Prerequisites: SPED 881C and SPED 899*C (may be taken concurrently).C Requires minimum grade of C. Credits: 1Term(s) Typically Offered: Offered Fall & Spring TermsEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
A unique and specifically focused course within the general purview of a department which intends to offer it on a "one time only" basis and not as a permanent part of the department's curriculum.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
A workshop is a program which is usually of short duration, narrow in scope, often non-traditional in content and format, and on a timely topic.Credits: 1-6Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
Independent Study courses give students the opportunity to pursue research and/or studies that are not part of the university's traditional course offerings. Students work one on one or in small groups with faculty guidance and are typically required to submit a final paper or project as determined by the supervising professor. Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
A Selected Topics course is a normal, departmental offering which is directly related to the discipline, but because of its specialized nature, may not be able to be offered on a yearly basis by the department.Credits: 1-3Term(s) Typically Offered: Offered as NeededEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
The doctoral dissertation signifies the culminating point in the doctoral program and demonstrates the candidates' knowledge of the program competencies in the areas of research, special education and educational leadership. Doctoral candidates, under the direction of the chairperson of their dissertation committee, will develop, implement, analyze, report and defend a structured research project, either qualitative or quantitative in nature in the area of special education. Additionally, the doctoral candidate will present an oral defense of the written dissertation upon approval of the five-chapter manuscript by the dissertation committee.Prerequisite: SPED 881CC Requires minimum grade of C. Credits: 1-12Term(s) Typically Offered: Offered Fall, Spring, & SummerEnrollment limited to students in the EDD 9DSE program. Enrollment is limited to Graduate level students.
