Students study the effects of discrimination, advocacy, litigation and sociological perspectives on disabilities. History, current legislation, and family issues for children and adults are emphasized.
Discussion of theories and models developed for behavior management, and the translation of those theories into practical intervention techniques, both for the individual student and classroom groups. Emphasis on the use of interpersonal relationships as a means of changing child and youth behavior. Emphasizes culturally responsive practice in relationship to behavioral intervention. Prerequisite: EDSP 1050.
Critically examines youth bullying, violence, discrimination, and harassment as they primarily occur in educational contexts.
Undergraduate student service as a teaching assistant, usually in an introductory level course in the discipline, for which credit is awarded. Offered at department discretion.
The design and implementation of research-based practices supporting student achievement in inclusive settings. Explores research-based practices related to inclusion of students with disabilities in general education classrooms. Primary focus is on students with moderate to severe disabilities. Prerequisites: EDSP 1050; Special Education minor; or Instructor permission.
Emphasizes professional, legal, and ethical practices related to assessment. Simulations, case study activities, and test administration activities are used to allow participants to gain an entry level proficiency in selecting, administering, scoring & interpreting results for the purposes of determining special education eligibility, informing decisions related to instruction and intervention within an MTSS. Prerequisites: EDSP 1050; Special Education minor licensure track; or Instructor permission.
Curricular and assessment areas essential to math development for students with disabilities. Development, adaptation of curricula and assessment in elementary and secondary education for students with mild, moderate, and severe disabilities. A focus on research-based mathematical intervention. Prerequisite: EDSP 1050 or Instructor permission.
Further develops appropriate procedures, strategies, and lesson planning for teaching literacy skills to students with disabilities. Explicit and systematic instruction of advanced phonics, comprehension, and writing skills will be emphasized, along with a focus on evidence-based practice (e.g. science of reading) and explicit instruction for literacy, reading comprehension, and writing interventions within the context of multi-tiered systems of support. A methods course. Prerequisites: EDSP 1050, EDSP 2160.
Supervised field work designed to give students experience in specialized areas for their professional development. Prerequisite: EDSP 1050. Pre/Co-requisite: EDSP 1050.
On-site supervised work experience combined with a structured academic learning plan directed by a faculty member or a faculty-staff team in which a faculty member is the instructor of record, for which academic credit is awarded. Offered at department discretion.
Undergraduate student work on individual or small team research projects under the supervision of a faculty member, for which credit is awarded. Offered at department discretion.
Examination of historical and current trends in the treatment of individuals with disabilities including effects of discrimination, advocacy, litigation, legislation and economic considerations on educational services and community inclusion. Prerequisite: Twelve hours in education and related areas or Instructor permission.
Course covers assessment knowledge and skills essential for special educators, including test selection, administration and scoring, and legal issues related to special education assessment. Prerequisite: Admission to graduate program in Special Education or Instructor permission.
Focus on theoretical questions of how societies understand disability and its consequences for social justice, by examining the multiple determinants of the societal construction of disability. Credit not awarded for both EDSP 5250 and EDSP 3250. Pre/Co-requisites: EDSP 2170, CSD 2010, ASL 2990; Graduate student; or Instructor permission. Cross-listed with: CSD 5740.
Provides the theoretical foundation and conceptual frameworks that relate to building resilience for children, youth and families who have experienced trauma and adversity. Aims to help in-service and pre- service professionals in education, child welfare, health, and mental health gain a common language and knowledge base that will support equitable service delivery through the use of collaborative, family engaged, & trauma responsive practices. Cross-listed with: CNSL 5300.
Adult development and group dynamics theory provide the knowledge base for collaborating with parents and teachers to meet the diverse needs of students with disabilities. Cross-listed with: EDLP 6200.
Curricular and assessment areas essential to math development for students with disabilities. Development, adaptation of curricula and assessment in elementary and secondary education for students with mild, moderate, and severe disabilities. Prerequisite: Special Education Graduate student or Instructor permission.
Instruction for learners with disabilities emphasizing learning principles, applied behavior analysis, and research-based interventions. Interventions focus on teaching new skills as well as analyzing and addressing maladaptive behaviors. Emphasizes applying these approaches in inclusive educational environments. Prerequisite: Special Education Graduate student or Instructor permission.
Accompanies the student teaching experience. Intended to help develop a community of practice with peers, reinforce and review what has been learned in other special education courses, and promote reflection and problem solving regarding the internship experiences. Co-requisite: EDSP 6991.
An introduction to evidence-informed, restorative and trauma-informed approaches that support the social-emotional health for school-aged children and youth who have experienced trauma and adversity. Students will gain a toolbox of knowledge, practice and skills they can apply to their direct practice with children and families.
Supervised graduate internship in school setting addressing special educator licensure standards. Prerequisites: At least 18 credits of EDSP graduate coursework; Special Education Graduate student; or Instructor permission.
Research for the Doctoral Dissertation.
A course which is tailored to fit the interests of a specific student, which occurs outside the traditional classroom/laboratory setting under the supervision of a faculty member, for which credit is awarded. Offered at department discretion.
Student service as a teaching assistant, usually in an introductory level course in the discipline, for which credit is awarded. Offered at department discretion.