126 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.
Development: Birth through Adolescence ** Art History (ARTH) Minor: 9 additional credits of Art History with 9 6 at the 300 level and 3 at the 400 level Total Credit Hours 122-128 * Grade of C or better required. ** Grade of C- or better required.
12-15 Education: Legal Aspects and
Assessment (3 Credit Hours) The intent of this course is to provide pre-service and in-service teachers with: (a) knowledge of the characteristics of K-12 students with learning differences who are accessing either the general curriculum or the adapted curriculum, and (b) the ability to develop knowledge and skill in the selection, administration, scoring and interpretation of standardized/norm- referenced and criterion-referenced assessments for exceptional learners. Administering formal and informal assessment tools for the development of an IEP are emphasized. The use of assessment data to improve evidence- y based instruction and student performance is discussed.
Special Education (C- or better required)
Conditions (3 Credit Hours) This course reviews medical conditions present among individuals with disabilities and implications for classroom instruction.
Education Classroom (3 Credit Hours) This course introduces general education teachers to the legal aspects and educational needs of at-risk students and those with disabilities. Emphasis is on characteristics of children with special needs and procedures for effective academic, behavioral, and social integration of these children in the general education classroom.
Techniques for Students with Diverse Needs
Procedures and Individualized Education
Old Dominion University Undergraduate Catalog 2025-2026 548
Learning Needs in Math
Accessing the Adapted Curriculum ***
This course provides instruction in the development, use, and application of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, while acquiring instructional methodologies for teaching children who are blind to read and write. Sources of Braille materials for educational purposes are identified. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Impairments (3 Credit Hours) Provides an introduction to anatomy and physiology of the visual system and the educational implications of visual pathology. Topics include anatomy of the human eye, normal visual development, pathology of the eye, examination procedures for the identification of visual pathology, and the effects of pathology on visual learning and development. Practicum requires a minimum of 25 hours.
Provides the foundation for understanding the components and essence of orientation and mobility. Establishes how the need for independent travel in the blind population created the field of O&M. Explores the philosophy and history of orientation and mobility including cane instruction, dog guides and methods of travel. Addresses techniques in developing orientation skills and basic mobility instruction. Motor and concept skill development are emphasized. Practicum of 45 hours required. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Impairments (3 Credit Hours) Provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students will practice assessing and planning educational programs for students with visual impairments. Addresses assessment of technology for students with visual impairments. Examines determination of learning needs and appropriate learning media, relationship of assessment, IEP development, and placement. Practicum requires a minimum of 25 hours. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Impairments (3 Credit Hours) This course is designed for professionals and/or students interested in serving the visually impaired/blind population or hearing impaired/deaf population. It is designed to heighten the awareness of participants to specific technology and resources available to enhance and improve the ability of individuals with visual and hearing impairments to succeed in school, daily living activities and employment. Knowledge and awareness components of this course will be delivered via distance education. Pre- or corequisite: SPED 400 or SPED 500 and SPED 432 or SPED 532
***
Sensorimotor Disabilities (3 Credit Hours) This course reviews techniques for working with students who have severe physical and sensorimotor disabilities. Course emphasis is on proper positioning and handling for students with atypical motor/muscle development who function at developmental levels between birth and five years. Practicum of 45 hours required.
Diverse Abilities (C- or better required)
Young Children with Diverse Abilities (C- or better required)
Intervention (3 Credit Hours) This course prepares professionals to partner with families of infants and toddlers (ages birth-three) with developmental delays and disabilities in early intervention programs. Emphasis is placed on the use of family-centered practices that support caregiver and child learning during visits in homes and other community settings. Strategies for collaborating with team members (including the family), writing Individualized Family Service Plans (IFSPs), and providing effective services that facilitate child development during natural family routines and activities will be discussed.
Intervention for Students with Significant
for Special Endorsement Total Credit Hours 120
This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.
Independent study of special topics in special education for undergraduate students.
Characteristics (3 Credit Hours) The course provides an introduction and overview of the field of special education from the perspective that it is a subsection of general education and that the field is in transition by virtue of philosophical, legislative, and programmatic changes. Legal aspects, regulatory requirements, and critical analyses of research are addressed. The course includes a broad overview of the characteristics, identification, instructional needs, and accommodation necessary for creating appropriate educational and vocational environments for students with disabilities.
Assessment (3 Credit Hours) The intent of this course is to provide pre-service and in-service teachers with: (a) knowledge of the characteristics of K-12 students with learning differences who are accessing either the general curriculum or the adapted curriculum, and (b) the ability to develop knowledge and skill in the selection, administration, scoring and interpretation of standardized/norm- referenced and criterion-referenced assessments for exceptional learners. Administering formal and informal assessment tools for the development of an IEP are emphasized. The use of assessment data to improve evidence- based instruction and student performance is discussed. higher in SPED 500 Old Dominion University Graduate Catalog 2025-2026 628
Conditions (3 Credit Hours) This course reviews medical conditions present among individuals with disabilities and implications for classroom instruction.
Education Classroom (3 Credit Hours) This course introduces general education teachers to the legal aspects and educational needs of at-risk students and those with disabilities. Emphasis is on characteristics of children with special needs and procedures for effective academic, behavioral, and social integration of these children in the general education classroom.
Students with Diverse Needs (3 Credit Hours) This course addresses classroom management techniques and individual interventions based upon behavioral, cognitive, affective, social, and ecological theory and practice. The course focuses on the field of applied behavior analysis, including best practices in the areas of data collection, program selection, program implementation, and data analysis. Positive behavior management, supports, and functional behavioral assessment for students with diverse learning needs will be emphasized. Pre- or corequisite: a grade of C- of higher in SPED 400 or a grade of B- or higher in SPED 500
Individualized Education Planning (3 Credit Hours) The intent of this course is to provide preservice and in-service teachers with: (a) knowledge of research-based instruction for PreK-12 students with disabilities and those who are gifted; (b) knowledge and skill in using data collection to make decisions about student progress, instruction, program, accommodations and teaching methodology for exceptional learners, and (c) knowledge and skill in planning, developing and implementing individual educational plans and group instruction for diverse exceptional learners who are accessing the general education curriculum and the standards of learning or the adapted education curriculum and the aligned or essentialized standards of learning. grade of B- or higher in SPED 500 and SPED 502, and passing scores on Praxis Core Academic Skills for Educator Tests or equivalent as prescribed by the Virginia Board of Education
This course addresses the complex issues surrounding families and children with disabilities and transitions across the lifespan, as well as effective collaboration with families and professionals to support inclusion and/or effective early intervention services, educational services, and transition services for students at-risk and students with disabilities. Emphasis is on successful professional collaboration and effective relationships in educational, transition, and family settings. Pre- or corequisite: SPED 400/SPED 500
Learning Needs in Math
Accessing the Adapted Curriculum *
This course provides instruction in the development, use, and application of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, while acquiring instructional methodologies for teaching children who are blind to read and write. Sources of Braille materials for educational purposes are identified. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Impairments (3 Credit Hours) Provides an introduction to anatomy and physiology of the visual system and the educational implications of visual pathology. Topics include anatomy of the human eye, normal visual development, pathology of the eye, examination procedures for the identification of visual pathology, and the effects of pathology on visual learning and development. Practicum of 25 hours required. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Provides the foundation for understanding the components and essence of orientation and mobility. Establishes how the need for independent travel in the blind population created the field of O&M. Explores the philosophy and history of orientation and mobility including cane instruction, dog guides and methods of travel. Addresses techniques in developing orientation skills and basic mobility instruction. Motor and concept skill development are emphasized. Practicum of 45 hours required. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Impairments (3 Credit Hours) Provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students will practice assessing and planning educational programs for students with visual impairments. Addresses assessment of technology for students with visual impairments. Examines determination of learning needs and appropriate learning media, relationship of assessment, IEP development, and placement. Practicum requires a minimum of 25 hours. Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Impairments (3 Credit Hours) This course is designed for professionals and/or students interested in serving the visually impaired/blind population or hearing impaired/deaf population. It is designed to heighten the awareness of participants to specific technology and resources available to enhance and improve the ability of individuals with visual and hearing impairments to succeed in school, daily living activities and employment. Knowledge and awareness components of this course will be delivered via distance education. Pre- or corequisite: SPED 400 or SPED 500 and SPED 432 or SPED 532
This course provides lectures for pre-service and in-service teachers, and related service providers of special populations in use of assistive technology (AT) devices and services, and augmentative and alternative communication (AAC) systems for instructional programs and computer applications. Study will involve compliance with federal and state laws, and national and state educational standards related to providing assistive technology to students with diverse learning needs.
Disabilities (3 Credit Hours) This course reviews techniques for working with students who have severe physical and sensorimotor disabilities. Course emphasis is on proper positioning and handling for students with atypical motor/muscle development who function at developmental levels between birth and five years. Practicum of 45 hours required.
Children with Diverse Abilities *
Intervention (3 Credit Hours) This course prepares professionals to partner with families of infants and toddlers (ages birth-three) with developmental delays and disabilities in early intervention programs. Emphasis is placed on the use of family-centered practices that support caregiver and child learning during visits in homes and other community settings. Strategies for collaborating with team members (including the family), writing Individualized Family Service Plans (IFSPs), and providing effective services that facilitate child development during natural family routines and activities will be discussed.
Intervention for Students with Significant
This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.
Learners with Disabilities (3 Credit Hours) This course will provide students with knowledge and skills related to first and second language acquisition, language assessment, response to intervention, program planning, data collection and analysis, and the effective use of interpreters. Special attention is focused upon factors that affect second language acquisition, typical and atypical language development, differentiation for English learners with disabilities, and the bilingual brain.
Disabilities in Inclusive Settings (3 Credit Hours) This course examines language as the key to learning and the integration of speaking, listening, reading and writing to English learners' (EL) literacy development with a focus on ELs with disabilities. Students will learn phonological and orthographic features of words, factors that influence reading comprehension, how to differentiate instruction, how to teach sentence and paragraph writing, and how to develop academic vocabulary in ELs with disabilities.
Disabilities (3 Credit Hours) This course details current evidence-based practices to teach English learners with disabilities. Students will learn principles of effective evidence-based instructional strategies and guidelines for selecting them, including the use of technology to teach English learners with disabilities.
Curriculum (3 Credit Hours) The intent of this course is to provide pre-service and currently licensed teachers with(a) knowledge of the characteristics of students with disabilities who are accessing the general curriculum, K-12, including, but not limited to learning disabilities, emotional disabilities, and intellectual disabilities; (b) the ability to recognize etiologies, underlying factors, and contributing conditions that impact student learning, and (c) the cultural impact of disabling conditions.
Accessing the General Education Curriculum *
This course is designed to give a thorough overview of human development from birth through adolescence and to develop an understanding of what impact physical, social, emotional, and intellectual development may have on the student, the learning environment, and instructional decisions. This course provides an advanced overview of current research and theory in human growth and development and their applications to the classroom. Throughout the course, issues of diversity as it applies to economic, social, racial, ethnic, and religious characteristics will be explored; developmental issues related to giftedness or disability and the impact of family disruptions, child abuse, and substance abuse will be addressed within the context of each topic. Old Dominion University Graduate Catalog 2025-2026 630
Management Techniques for Students with
and Assessment (3 Credit Hours) The intent of this course is to provide pre-service and in-service teachers with: (a) knowledge of the characteristics of K-12 students with learning differences who are accessing either the general curriculum or the adapted curriculum and (b) the ability to develop knowledge and skill in the selection, administration, scoring and interpretation of standardized/norm- referenced and criterion-referenced assessments for exceptional learners. Administering formal and informal assessment tools for the development of an IEP are emphasized. The use of assessment data to improve evidence- based instruction and student performance is discussed. Practicum of 45 hours required.
Legal Aspects and Characteristics
Youth with Challenging Behavior * Total Credit Hours 12 * Requires practicum of 45 hours
This course addresses the complex issues surrounding families and children with disabilities and transitions across the lifespan, as well as effective collaboration with families and professionals to support inclusion and/or effective early intervention services, educational services, and transition services for students at-risk and students with disabilities. Emphasis is on successful professional collaboration and effective relationships in educational, transition, and family settings.
Procedures and Individualized Education
Disorders (3 Credit Hours) This course includes a review of characteristics, etiology, prevalence, and perspectives of students with autism spectrum disorders.
Writing for Students with Diverse Learning
Autism Spectrum Disorders *
Curriculum (3 Credit Hours) This course addresses the characteristics and instructional strategies of students accessing the adapted curriculum. Emphasis is on assessment, program development, academic, and functional skills instruction. This course addresses the needs of individuals with severe and/or profound multiple disabilities. Practicum of 45 hours required. scores on Praxis Core Academic Skills for Educator Tests or equivalent as d prescribed by the Virginia Board of Education
This course is designed to prepare students in curricula, materials and methods of instruction for preschool-aged (2 to 6 years) children with special needs. Programming for self-help, social, language, motor, and cognitive development are addressed. Data collection, program organization, and classroom planning are also covered. Practicum of 45 hours required. Academic Skills for Educator Tests or equivalent as prescribed by the Virginia Board of Education
Abilities (3 Credit Hours) This course prepares students to use recommended practices for assessing the development of young children with diverse abilities, ages birth to 5 years, in home and inclusive/classroom-based settings. Course content and discussions address the knowledge and skills needed by early intervention, early childhood, and early childhood special educators when gathering developmental information to determine a child’s eligibility, plan intervention and educational activities, and monitor progress across time. Practicum of 45 hours required.
Disabilities (3 Credit Hours) This course reviews techniques for working with students who have severe physical and sensorimotor disabilities. Emphasis is on proper positioning and handling for students with atypical motor/muscle development who function at developmental levels between birth and five years. Practicum of 45 hours required. Academic Skills for Educator Tests or equivalent as prescribed by the Virginia Board of Education
This class will provide an overview of cortical visual impairment (CVI) including causes, visual characteristics, assessments, and interventions for students with CVI.
Provides instruction on transcription of advanced braille codes, including: mathematics (UEB and Nemeth) music, foreign language, and other specialized codes. Introduces techniques for teaching skills in each code. Explores technology tools used to create braille and tactile materials in addition to other assistive technologies used for instruction in STEM content. Practicum requires a minimum of 15 hours. Academic Skills for Educator Tests or equivalent as prescribed by the Virginia Board of Education Pre- or corequisite: SPED 400/SPED 500 and SPED 432/SPED 532
Interventions (3 Credit Hours) Identification and assessment of problem behavior and socially-appropriate behaviors, implementation of function-based intervention plans, and design of environments to prevent and address problem behavior.
Application of concepts and principles of behavior analysis to a wide range of populations, settings, and behaviors within the context of more sophisticated clinical and professional issues and environments. instructor Pre- or corequisite: SPED 643
Management (3 Credit Hours) Application of behavior analytic principles and procedures to personnel supervision and management as well as implementation of evidence-based practices to provide effective supervision to enhance personnel performance across a variety of organizational settings. Program; completion of SPED 640 and SPED 641
Endorsement (9 Credit Hours) This course provides supervised classroom experiences in settings serving students with disabilities. Enrolled students work collaboratively with classroom teachers to create and implement instructional plans targeting diverse learning needs. Total internship requirement is comprised of 7.5 weeks at the elementary level and 7.5 weeks at the weeks at the middle/ secondary level. of the approved teacher education program in the specific endorsement area; departmental approval; passing scores on Praxis Core Academic Skills for Educator Tests (or equivalent as prescribed by the Virginia Board of Education); passing scores on Virginia Communication and Literacy Assessment (VCLA) and the Reading for Virginia Educators (RVE- General Curriculum only); and the endorsement program exit exam
PreK-12 ** Total Credit Hours 45 * Requires a practicum of 45 hours ** Requires valid provisional, or renewable VDOE-issued teaching license
This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities, including autism, or with young children who have disabilities. It is required for endorsement in Adapted Curriculum and Early Childhood Special Education. The primary focus is upon the concepts and skills needed (a) to design, implement, and evaluate individualized behavior support programs which derive from functional behavioral assessment, (b) to use effective teaching strategies to build relevant replacement skills, (c) to facilitate generalization and maintenance of skills, (d) to incorporate prevention strategies, (e) to improve the aspects of the student's environment that relate to the problem behavior, and (d) to incorporate, as appropriate, individually designed crisis intervention procedures Academic Skills for Education Tests Old Dominion University Graduate Catalog 2025-2026 632
Curriculum (3 Credit Hours) This course is designed to develop knowledge and skills about best special education practice in assessment and evaluation for students with severe disabilities, and IEP and educational program planning for those preparing to teach K-12 students with disabilities in the adapted curriculum. Field experience required. Core Academic Skills for Education Tests
This course introduces professionals to augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. It addresses the knowledge and skills that are needed to assess the potential AAC user, to make team decisions, to develop and implement instruction, and to evaluate the effects of instruction. The course is also aimed at motivating, building, and expanding communication, choice- making, and social interaction.
Learners (3 Credit Hours) This course provides an understanding of the development of emergent and early literacy in developmentally-typical learners and learners with complex language and learning needs, as well as the inter-relationship of language and literacy development. Emphasis will be placed on identifying effective research-based strategies for promoting and enhancing emergent literacy and early reading and writing skills for children and youth with language and intellectual disabilities and English language learners with disabilities. Field experience is required: course participants must identify an appropriate target student and engage in observation and assessment activities with that student and his/her family during the first half of the course. Final product includes the development of a literacy development plan for the student. Academic Skills for Education Tests
*
This course provides professionals in special education, regular education, and related fields with knowledge and communications skills necessary for collaborative consultation and technical assistance to other educators and service providers.
of Students with Significant Disabilities
This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.
Independent study of special topics in special education for graduate students.
This capstone seminar is one of the culminating assessments for the master's degree in education with a major in advanced special education. Students will design, develop, and deliver an evidence-based professional development program that is aligned with their concentrations. As a culminating activity, this project will reflect the synthesis of coursework, research, and practical experience as these program aspects relate to the needs of school divisions and the education of students from diverse backgrounds.
Education (3 Credit Hours) This course covers contemporary and historical topics related to problem issues in special education. This is a course of study that will enable participants to examine various topics in special education and research a position on an issue.
with Special Needs (3 Credit Hours) The intent of this course is to provide an overview of research and critical issues relative to the cognitive and affective development of individuals with disabilities. Research-based interventions that address deficits of cognitive processes will be discussed and specific learning strategies will be presented.
Single Subject Research.
Applications of single-case experimental research designs to the analysis of behavior, with emphasis on measurement, visual display of data, and interpretation, intervention and plan evaluation, and research ethics. and completion of SPED 740 or consent of the instructor
This course provides a basis in Virginia Behavior Analyst Licensure law, the Behavior Analyst Certification Board’s Ethical and Professional Issues including ethics codes and requirements, the BACB’s code-enforcement mechanisms, and professionalism relevant to the delivery of behavior- analytic services. Behavior Analysis Program and completion of SPED 740 or consent of the instructor
Support (3 Credit Hours) This course focuses on the identification and assessment of problem behavior and socially appropriate behaviors, the development, implementation, and evaluation of function-based intervention plans, and the design of environments to prevent and address problem behavior. Program; successful completion of SPED 740 and SPED 741 or consent of the instructor
Application of behavior-analytic principles and procedures to personnel supervision and management as well as implementation of evidence- based practices to provide effective supervision and to enhance personnel performance across a variety of organizational settings. Program and completion of SPED 740 and SPED 741 or consent of instructor
Analysis (Optional Internship Hours) Total Credit Hours 24
Independent study of special topics in special education for advanced graduate, or doctoral students.
Education (3 Credit Hours) This course covers contemporary and historical topics related to problem issues in special education. This is a course of study that will enable participants to examine various topics in special education and research a position on an issue.
for Students with Special Needs
This course targets the knowledge and skills required to successfully engage in scholarly writing. Specific course topics include, the use of the American Psychological Association Publication Manual (APA) to guide the basic elements of style (i.e., creating and writing from an outline, manuscript organization, sentence and paragraph construction, marks of punctuation, use of quotations, use of references, bias free language, editing and revising, proofreading, revising drafts, and resubmission), and the development of professional writing skills, such as drafting, writing, editing, revising, responding to reviews, interpreting and synthesizing professional journal articles.
and Intervention (3 Credit Hours) The intent of this course is to provide pre-service and in-service teachers with the knowledge and skill to collaborate with other professionals to identify and remediate students who are at-risk for school problems due to academic challenges and/or behavior, and to effectively support students with identified mild disabilities in general education classrooms. The course focuses on developing proactive pre-referral interventions and working with general educators to develop and implement effective interventions, accommodations, modifications and supports for students with mild difficulties in general education classes. scores on Praxis I or equivalent as prescribed by the Virginia Board of
Education and Professional Writing
Single Subject Research.
Electives * 6
and Service Research Core 15
Total Credit Hours 63
This course is a pass/fail course for master's students in their final semester It may be taken to fulfill the registration requirement necessary for graduation. All master's students are required to be registered for at least on graduate credit hour in the semester of their graduation.
This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credi hour every semester until their graduation. 635 STAT - Statistics
Source: Eastern Virginia Medical School's catalog, linked per course · table learning_unit · CourseShelf publish 59
