M.Ed. Course Descriptions
EDUF 7130 – Learning Theories and Applications (3)
Examines the principles and theories of learning that serve as the basis for educational models and practices. Special emphasis is given to recent empirical findings and to practical applications and theory to educational settings.
EDUR 7130 – Educational Research (3)
A comprehensive overview of topics related to research as it is applied to educational settings. Emphasis is placed upon methods of quantitative and qualitative research, especially in regard to applied and basic research in education.
READ 7132 – Linking Literacy Assessment with Instruction (3)
A study of the diagnosis and remediation of literacy difficulties in P-12 contexts. Provides experiences in the use of diagnostic techniques and remedial procedures involving students with literacy difficulties. This course includes a required field-based component. Prerequisite(s): READ 7131.
SPED 7133 – Collaboration Across the Life Span (3)
An in-depth examination of the issues confronted by individuals with disabilities and their families across the life span is provided. The consultative and collaborative skills necessary to work with students with disabilities, parents, student services personnel, and community agencies across the life span are taught. Emphasis is placed on planning and implementing transitions at all stages.
SPED 7136 – Language Development (3)
Provides a review of the types and causes of language problems found in exceptional child populations. Provides instruction and demonstration in diagnostic and developmental/remedial techniques in the area of speech/language.
SPED 7411 – Assistive Technology for Students with Disabilities (3)
This course provides an overview of a wide range of forms of assistive technology including switches, computer use and adaptations, and communications devices.
SPED 7448 – Augmentative and Alternative Communication for Students with Severe and Multiple Disabilities (3)
The study of devices and systems used to meet the communication needs of students with multiple and severe disabilities.
SPED 7630 – Seminar in Special Education (3)
Requires students to address a series of topics central to current research and practice in Special Education as they relate to a specific area of disability. Students will be required to prepare for and lead class discussion on a topic of their choice. Prerequisite(s): Completion of 30 hours in M.Ed. Program.
SPED 7631 – Perspectives on Mild Disabilities (3)
This course is designed to provide graduate students with a review of the characteristics of students with mild disabilities and the implications for their education and development. In addition, graduate students will reflect on the inter- and intra- individual differences which define the uniqueness of students with mild disabilities. Course content will integrate legal and social issues related to the instruction of students with mild disabilities. Prerequisite(s): Prior or concurrent enrollment in SPED 6230 and SPED 6330.
SPED 7632 – Methods for Mild Disabilities (3)
This course is designed to provide graduate students with skills in social and learning methods for students with mild disabilities. More specifically, this course provides an overview of basic methodology for academic and social instruction for students with disabilities. In addition, this course provides knowledge about the identification and implementation of a variety of teaching methodologies appropriate for learners with mild disabilities. Prerequisite(s): SPED 7631.
SPED 7634 – Characteristics and Assessment of Low Incidence Populations (3)
This course is designed to provide the graduate candidate with an introduction to the characteristics and assessment of students with moderate to severe disabilities in low incidence categories including mental retardation, sensory impairments, physical disabilities, multiple disabilities, chronic health impairments, autism, and traumatic brain injury. Historical and philosophical perspectives of programs related to students with moderate to severe disabilities using a life-span approach will be explored. Positive behavioral support strategies will be introduced. Developmentally appropriate formal and informal assessment will be addressed. In addition, this course will include reflection on multicultural, diversity, technology, employment and community living issues facing this population of individuals with disabilities.
SPED 7635 – Methods for Low Incidence Populations (3)
This course is designed to provide students with practical techniques of structuring group and individualized instruction in all curriculum areas for individuals with moderate to severe disabilities. It includes review, demonstration, and preparation of programs, methods, and materials for such instruction, with special emphasis on application of the diagnostic-prescriptive process. Prerequisite(s): SPED 7634.
SPED 7796 – Internship (3)
This field-based internship involves the implementation of prescriptive methods for teaching students with disabilities at either the Mild or Moderate/Severe levels. Interns must complete contact hours in a P-12 classroom serving students with the categorical focus identified in the student’s program of study. Prerequisite(s): A minimum grade of “B” in SPED 7632 and SPED 7635.
SPED 8410 – Career Development and Transition Planning (3)
This course will focus on understanding legal and procedural issues in interventions at the systems level of transition, including the following: identification of exemplary transition practices, issues in transition policies, dropout prevention issues, the vocational service system, and ecological transition models, inclusive transition models of transition, self-determination and family involvement models, and continuous evaluation and improvement of transition services.
SPED 8411 – Vocational Assessment of Special Education Students (3)
Provides students with the knowledge and skills to select, administer, and interpret instruments which sample vocational interests, aptitudes, and development. Emphasis is placed on the evaluation of students with disabilities and others at-risk of school failure. Field-based experience required.
SPED 8412 – Interagency Planning and Service for Transition to Adulthood (3)
This course will emphasize the theory and practice related to inter-agency collaboration: systems change efforts in transition services; and state-of-art practices regarding supporting individuals with disabilities in community employment, living, socialization, community participation, and other areas of adult life. This course covers the federal and state mandates regarding transition planning and collaboration within community agencies for the purpose of assisting students as they move through the P-12 educational experience and on to post-secondary education and/or training.
SPED 8413 – Community Based Instruction (3)
This course explores the use of appropriate community environments, methods for linking community based instruction and methodology for preparing students with multiple and severe disabilities for adulthood. Emphasis is placed upon theory and practice related to career development, job development, facilitating natural supports on the job, job partnerships, and school and community vocational training models.
SPED 8531 – Nature and Needs of Students with Autism (3)
This course is designed to provide graduate students with an examination of the psychological, communicative, social, and behavioral characteristics of individuals who have been diagnosed with autism. Focus on history, trends and practices, identification, and services will also be included.
SPED 8532 – Implementing Evidence Based Practices in in Teaching Students with Autism Spectrum Disorder (3)
This course is designed to provide graduate students with methods and strategies for planning and instructing utilizing evidence-based practices for students with autism spectrum disorders (ASD). More specifically, this course provides an overview of basic methodology for specialized instruction with an emphasis on using applied behavior analysis to teach academic, functional life skills, adaptive behavior, communication, and social skills for students with ASD. In addition, this course will include functional behavior assessment and positive behavior support as foundations for implementing appropriate behavioral interventions.
SPED 8533 – Assessment and Procedures for Students with Autism Spectrum Disorder (3)
This course is designed to provide graduate students with assessment and instructional procedures for working with individuals with autism spectrum disorder. Screening, diagnostic tools, educational assessments, ongoing progress monitoring, and program evaluation will be reviewed. The role of family in regards to the assessment process will also be discussed. In addition, transition planning will be highlighted. Field experience is embedded into the course through observation and assessment of individuals with ASD and interviews with family members.
Last updated: 11/11/2019