EDEX - Special Education

This course is an introduction to thinking about how we can teach all students in general education classrooms. In addition to learning specific characteristics of students with disabilities, and practical strategies to support students’ meaningful engagement in classroom learning, we will also examine educational laws that support inclusive education. Finally, we will explore how representations of people with disabilities in schools and in communities impact what teachers do in the classroom.

Prerequisite: Admission to MAT program in special education. Integration of Issues regarding MAT program goals, performance and assessment.

The central purpose of this course is to teach special education teacher candidates to select, examine, develop, and practice the application of evidence-based interventions in reading and writing. This course focuses on strategies that can be used to help struggling readers and writers. This course provides educators with tools to empower students to read and comprehend literature including textbooks and passages and develop skills for written expression.

This course focuses on the identification of and basic techniques for working with the exceptional individual in the regular classroom. This course meets requirements of House Bill 671.

Prerequisite: Admission tothe MAT Special Education program. Discussion of the impact of an exceptional child on the total family relationships. Basic techniques and theories of counseling parents and various social agencies working with parents.

Prerequisite: EDEX 3211, 3200 or 6111. Overview of the theories of language and speech development in exceptional individuals. Review of the literature and research in speech and language development.

Theory and practices of behavior management techniques appropriate in instructional programs for exceptional individuals.

An introduction to the assessment of students in schools. Assessment approaches that promote data-based decision making will be addressed. Course content will address objective, reliable, and valid assessment of student abilities and skills that provide meaningful links between assessment results and intervention approaches and strategies.

This course is an introduction to planning lessons and developing Individual Educational Plans. In addition, teacher candidates will learn practical strategies and accommodations to support students’ classroom learning.

Individualization of instruction, perspective teaching strategies, and an overview of interpersonal relationships.

Prerequisite: EDEX 6121. This course focuses on the implementation of methodologies used in effective instruction for students with mild disabilities that reflect knowledge of theory, research, and evidence-based practice. This course is repeatable for credit.

The initial course focuses specifically on school climate and culture, the influence of each on student achievement and behavior. Emphasis will be placed on an introduction to the PBIS framework, philosophy, core beliefs, and components and its role within school culture and climate.

Prerequisite: EDEX 6123. This course encompasses an introduction to PBIS, a review of its influence on student behavior, and an examination of effective implementation of positive behavior interventions within P-12 classroom settings.

Prerequisite: EDEX 6124. This course focuses on positive behavior management at the Tier III level, the creation of Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs), and models of behavior support programs.

Exploration of research in the behaviors of student with high incidence disabilities. This course is repeatable for credit.

This course focuses on factors of diversity that impact decisions educators must make regarding design and implementation of curriculum, teaching strategies, and materials. It is the goal of this course to respect and appreciate diversity of all types and to provide equity and excellence for all learners.

Prerequisites: EDEX 3211, 3200 or 6111 and 6118. Methods, techniques, and instruments used in assessing the social, emotional, and learning characteristics of exceptional individuals. Application of various assessment techniques in appropriate educational settings.

Prerequisite: EDEX 6193 Advanced study of the practices and principles associated with behaviorism and the experimental analysis of behavior, with emphasis on applications for improving the socially significant behavior of individuals with exceptional learning needs.

The objective of this course is to introduce graduate students to legal issues in special education. Overall increases in litigation and the development of special education as a subsequent result of litigation will be presented.

The objective of this course is to introduce graduate students to advanced issues and topics related to behavior management in school settings. Programmatic and ethical issues related to behavior management and identification of behavior problems will be stressed.

Overview and critique of programs and instructional resources impacting student behavior and utilizing school-community partnerships. Resources for implementation and potential outcomes will be explored.

This course will serve as a culmination of the school improvement research project within the teachers’ major field of study with an emphasis on various quantitative and qualitative ways of analyzing data collected as a part ofa school improvement project.

This course will provide students with the skills they need to be architects of change in their classrooms and schools. The class will provide students with a forum to discuss issues and develop strategies related to change at policy, systems, and personal levels. Identifying needs, removing barriers, and mobilizing resources are primary themes throughout the course.

Supervised internship in special education classroom.

Supervised internship in special education classroom.

Supervised internship in special education classroom.

Supervised internship in special education classroom.

Advanced study and fileld experience in the special education and/or inclusion classroom. This course serves as one of the courses required for the Master of Arts in Teaching degree in Special Education in the Department of Special Education and Educational Leadership, John H. Lounsbury College of Education.

This is the final course for the program. Candidates are required to demonstrate accomplishment of knowledge, skills, and dispositions required for initial certification of special educators. Submission of an electronic standards-based portfolio and formal presentation to faculty is required.

Study of topics in which courses are not offered otherwise, but for which there is current need. Subject matter varies. Open to graduate students only. This course is repeatable for credit.

A study of the fundamentals of special education research, specifically single-subject, with an emphasis on skill development for interpretation and application through progress monitoring.

Prerequisites: EDEX 6970. Supervised implementation of school improvement research for students in the MEd Special Education program. This course is repeatable for credit.

Prerequisite: Admission into Ed.S. Special Education program. Critical discussion of contemporary trends and issues impacting the education of individuals with disabilities.

Prerequisite: Admission into Ed.S. Special Education program. Analysis of literature related to contemporary issues impacting the education of individuals with disabilities.

Prerequisite: Admission to Ed.S. Special Education program. This course provides a foundation in evidence based practice, literature synthesis, and professional writing.

Overview of major designs and research methodologies in the field of special education.

Exploration of classroom applications of literature in selected area of interest that addresses an issue in the education of individuals with disabilities.

Curricular and pedagogical decisions are influenced by many variables, which educators consider almost simultaneously as they make thousands of decisions every day. In this course students will explore common pedagogical principles which are relevant to the unique differences between all pupils, while recognizing the need for intense and focused teaching approaches for those receiving special education services. Through an exploration of research and its implementation, students will discover the pedagogical solutions needed to support varying needs.

Faculty and peer review of research proposal to problem solve design and approval issues. Development of final research proposal required.

Under the supervision of a specialist in the field, students will refine and complete an extensive review of the literature for their proposed area of research. Research project design options will also be explored.

This course supplies faculty supervision during implementation of specialist student's research project.

Overview of collaboration theory and techniques with emphasis on applications to creating school learning communities.

Capstone experience through which specialist research project is completed. Dissemination of research results for school improvement is required. This course is repeatable for up to 12 credits.