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Special and Early Childhood Education

PROGRAM CONTACT INFORMATION

Ann Mickelson, Program Coordinator
Office: Nursing/Education 411
Telephone: (920) 424-7226
Web Site: https://uwosh.edu/coehs/departments/specialeducation/graduate/
E-mail: speced@uwosh.edu

FACULTY

Clark, Fischer, Hameister, Mickelson, Skoning, Wegner, Wineberg

PURPOSE

The graduate program in Special Education is designed to provide a master’s degree. The degree can include teaching licensure in the elective portion of the program.

DEGREES/CERTIFICATES

Completion of the program will lead to the degree: Master of Science in Education (M.S.E.)

Completion of specific courses will lead to the certificate: Director of Special Education and Pupil Services

ADDITIONAL ADMISSIONS REQUIREMENTS INFORMATION

In addition to the requirements of the Office of Graduate Studies specified in the first section of this Bulletin, the program has established the following policies and procedures for admission:

Admission in Full Standing
The minimum overall undergraduate grade point average for full standing admission in the graduate program is 3.00.

Admission with Deficiencies
Applicants who lack adequate undergraduate preparation may be admitted with deficiencies and will be expected to complete up to 18 credits in general professional licensure requirements.

Conditional Admission
Students who do not have passing scores on Praxis II but have met all other requirements for admission to the Special Education graduate program, will have three semesters from the initial interview date with the graduate program coordinator to submit passing scores for both tests to the special and early childhood education department or the student will no longer be allowed to register for classes.

Admission for Licensure
Admission to graduate studies is ordinarily required for post-baccalaureate students pursuing licensure, even if completion of the M.S.E. is not intended. Renewal of provisional/emergency licensure similarly requires admission to graduate studies.

Admission for Director of Special Education/Pupil Services
Master’s degree or concurrent completion of Master’s degree through UW Oshkosh. Hold or eligible to hold professional educator license to teach (EC-Adol) or to provide pupil services (school counselor, school psychologist, or school social worker). Minimum of three years successful full time teaching experience at any grade level (EC-Adol) or successful experience as a school counselor, school psychologist, or school social worker which include evidence of at least 540 hours of successful classroom teaching experience.

Determination of Emphases
On the Application for Admission to Graduate Studies form, applicants are requested to explicitly indicate intention to complete special education licensure or degree-only without licensure.

Interview
Qualified applicants should contact the program coordinator to arrange for an interview.

References
Applicants must provide two letters from professionals in education, special education, or related disciplines.

Academic Advisers
The Graduate Program Coordinator will serve as the academic adviser for all graduate students.

SUMMARY

A. Structure
The program is comprised of core courses, electives, and emphases. The program offers a choice of four (4) elective emphases in combination with the M.S.E. degree. These are: (1) non-licensure/degree only, (2) cross-categorical special education licensure: middle childhood through early adolescence (ages 6-13) and/or early adolescence through adolescence (ages 10-21) and (3) early childhood special education (ages birth through 8). The cross-categorical special education licensure program prepares individuals to teach in a classroom that serves students who are identified as having learning disabilities (LD), emotional/behavioral disorders (ED) or cognitive disabilities (CD), (4) Director of Special Education/Pupil Services.

B. Academic Plans of Study

Special Education – <Emphais> is the description for the Special Education plans of study.

The following are the descriptions for the Special Education plan(s) of study:

Cross-Categorical Special Education Licensure
Early Childhood Special Education
Non-Licensure/Degree Only
Director of Special Education/Pupil Services

C. Minimum Credit Requirements
30 credits applicable to the graduate degree constitute the minimal requirement for all students seeking MSE.

D. Admission to Candidacy
Students must satisfy fully the Office of Graduate Studies requirements for advancement to candidacy as stated in the POLICIES section of this Bulletin. Students must confer with their program coordinator/advisor to plan and receive program approval for their admission to candidacy. Students should apply for Admission to Candidacy after completing 9-21 credits. Ordinarily, the candidacy application is filed while taking Special Education 781, Introduction to Advanced Studies in Special Education. The Office of Graduate Studies gives final approval to Admission to Candidacy.

E. Graduation Requirements
Candidates must satisfy all program and Office of Graduate Studies academic, culminating, and degree requirements to be eligible for graduation and degree conferral.

F. Culminating Experience
Students may choose Special Education 794 – Field Report in Special Education or Special Education 795 – Thesis as the culminating experience.

G. Course Availability
Some Special Education licensure and M.S.E.-degree required courses are not offered every semester or summer session. Long- and short-term planning necessitates contacting the department office or academic adviser to keep abreast of course offering schedules, recommended course sequences and prerequisites.

H. Program of Studies
An initial program of studies is prepared for the applicant at the time of admission to Graduate Studies. Credentials, experience, and goals are used to determine waivers and requirements.

I. Course Sequencing
In general, 700-level graduate courses are to be taken after completion of non-licensure or licensure requirements. Licensure requirements have specific sequencing.

J. Special Education Concentration Areas
In the cross-categorical special education licensure program, students must complete a concentration in one of the disability categorical areas of (1) learning disabilities, (2) emotional/behavioral disabilities, or (3) cognitive disabilities. This area of concentration will be completed through a portfolio process interwoven throughout the special education licensure coursework.

DEGREE REQUIREMENTS

The M.S.E. degree program requires a minimum of 30 credits, of which 15 credits are required and 15 credits are electives. At least 15 of the 30 total credits must be taken at the 700-level.

The option without licensure is designed to meet the needs of professionals in related fields; e.g., elementary or secondary education, occupational, physical or speech therapy. In addition, special educators who already possess licensure and do not desire additional licensure can complete the M.S.E. degree program.

Core Courses

Special Education
705 3 Administrative Organization, Collaboration and Leadership in Special Education/Pupil Services
781 3 Introduction to Advanced Studies in Special Education
790 3 Critical Analysis of Special Education Research and Literature
794 3 Field Report in Special Education
OR
795 3 Thesis
Educational Foundations
770 3 Foundations of Educational Research

EMPHASES REQUIREMENTS

A. Non-Licensure Emphasis
A course about students with disabilities in general education (Special Education 352/552) or an equivalent introductory special education course is required as a prerequisite. Credits earned in this course will not apply to the degree.

Courses Required
Courses required for the MSE non-licensure emphasis include:

Core Courses

Special Education
581 3 Introduction to Behavior Management and Instruction
680 3 Research-based Instructional Strategies
Non-Licensure Electives

All students are required to take nine (9) credits of electives. Students may choose elective credits from the following list as well as from licensure/specialty courses. Pre-approval from graduate academic adviser is required for all electives.

Special Education
553 3 Collaborative Approaches to Teaching Students with Communication and Motor Needs
580 3 Inclusive Curriculum and Instruction
602 3 American Sign Language I
603 3 American Sign Language II
604 3 American Sign Language III
605 3 Manual Communication System
606 3 Technology in Special Education
607 3 Deaf Culture
612 3 Assessment and Curriculum in Early Intervention: Birth to 3
613 3 Assessment and Curriculum for Children and Youth with Disabilities: Ages 3 to 8 Years
614 3 Advocacy, Family Empowerment and Special Education Law
631 3 Transition to Adulthood
663 3 Teaching Students with Significant Disabilities
670 3 Assessment for Special Education Eligibility
671 3 Assessment for Program Planning in Special Education
673 3 Introduction to Autism Spectrum Disorders
674 3 Teaching Students with Autism Spectrum Disorders
675 1 Autism Spectrum Disorders Practicum
681 3 Advanced Behavior Management and Instruction
767 2-4 Field Work in Special Education
783 1-3 Issues in Special Education
796 1-3 Independent Study
B. Licensure Emphases
All post-baccalaureate licensure applicants seeking Wisconsin licensure are ordinarily required to be admitted to the graduate program.

Licensure requirements, as determined by the Wisconsin Department of Public Instruction, are comprised of three parts: (1) general professional, (2) special education core curriculum and (3) middle childhood through early adolescence and/or early adolescence through adolescence coursework (for the cross categorical special education license) OR early childhood special education and early childhood PK-3 coursework (for the early childhood special education license).

A maximum of 15 credits related to licensure are applicable to the M.S.E. degree requirements. No general professional coursework may be applied toward the M.S.E. degree program.

General Professional Coursework Required for Licensure

The professional education course content requirements cover the following areas: educational foundations, curriculum and instruction, reading education and health education.

Educational foundations requirements consist of courses in educational psychology, child and adolescent development. The area of curriculum and instruction includes early childhood and elementary and secondary methods courses.

Courses in reading education include reading methods and strategies, literature and language arts for the young child and reading and language arts in the content area.

A health education requirement reviews health concerns facing elementary schools. This course is only required for students specializing in early childhood special education.

In addition, applicants without a prior teaching license will be evaluated for compliance with state requirements governing human relations experiences and Praxis scores.

Cross Categorical Special Education Licensure Requirements

Cross categorical special education licensure prepares individuals to teach in classrooms that served students who are identified as having learning disabilities (LD), emotional/behavioral disabilities (ED), or cognitive disabilities (CD). In addition, all students are required to have a portfolio of evidence documenting that the standards required for teacher licensure have been met.

Cross Categorical Special Education Core Curriculum Requirements:

Special Education
552 3 Students with Disabilities in General Education
553 3 Collaborative Approaches to Teaching Students with Communication and Motor Needs
580 3 Inclusive Curriculum and Instruction
581 3 Introduction to Behavior Management and Instruction
601 3 Advanced Practicum Experience in Special Education
606 3 Technology in Special Education
614 3 Advocacy, Family Empowerment and Special Education Law
663 3 Teaching Students with Significant Disabilities
670 3 Assessment for Special Education Eligibility

Middle Childhood through Early Adolescence and/or Early Adolescence through Adolescence Requirements:

Special Education
631 3 Transition to Adulthood
671 3 Assessment for Program Planning in Special Education
680 3 Research-based Instructional Strategies
681 3 Advanced Behavior Management and Instruction
685 1-2 Seminar in Cross Categorical Special Education Teaching (Middle Childhood through Early Adolescence, 1-8)
686 5-10 Student Teaching in Cross Categorical Special Education (Middle Childhood through Early Adolescence, 1-8)
689 1 -2 Seminar in Cross Categorical Special Education Teaching (Early Adolescence through Adolescence, 6-12)
690 5-10 Student Teaching Cross Categorical Special Education (Early Adolescence through Adolescence, 6-12)
692 1-2 Seminar in Cross Categorical Special Education Teaching (Middle Childhood through Adolescence, 1-12)
693 5-10 Student Teaching Cross Categorical Special Education Teaching (Middle Childhood through Adolescence, 1-12)

Early Childhood Special Education Licensure Requirements:

Early childhood special education licensure prepares individuals to teach in classrooms serving children with disabilities ages birth through eight.

Early Childhood Special Education Core Curriculum Requirements:

Special Education
552 3 Students with Disabilities in General Education
553 3 Collaborative Approaches to Teaching Students with Communication and Motor Needs
580 3 Inclusive Curriculum and Instruction
581 3 Introduction to Behavior Management and Instruction
601 3 Advanced Practicum Experience in Special Education
606 3 Technology in Special Education
614 3 Advocacy, Family Empowerment and Special Education Law
663 3 Teaching Students with Significant Disabilities
670 3 Assessment for Special Education Eligibility

Early Childhood PK-3 Requirements:

Elementary Education
312 2 Working with Infants and Toddlers and Their Families
313 2 Theories and Practices of Early Childhood Education
314 2 Organization/Administration of Preschool Programs
322 2 Curriculum & Methods for Young Children

Early Childhood Special Education & Early Childhood PK-3 Requirements:

Special Education
612 3 Assessment and Curriculum in Early Intervention: Birth to 3
613 3 Assessment and Curriculum for Children with Disabilities Ages 3 to 8
618 1 or 2 Seminar in Early Childhood Special Education Teaching
619 5 or 10 Student Teaching in Early Childhood Special Education

Director of Special Education and Pupil Services Licensure Requirements:

Special Education
705 3 Administrative Organization, Collaboration and Leadership in Special Education/Pupil Services
785 3 Legal Aspects of Special Education/Pupil Services
786 3 Finance for Special Education/Pupil Services
787
Practicum in Educational Leadership: Special Education/Pupil Services

Educational Leadership

720 3 Supervision of Instruction
729 3 Dialogues in Social Justice
730 3 Leadership in Educational Systems

COURSE OFFERING(S)

Special Education 552

3 (crs.)

Children and Youth with Disabilities in General Education

This course is designed to provide a rigorous overview of current best practices regarding legal issues, service delivery, differentiation, Universal Design for Learning, Response to Intervention (RtI), collaboration, issues of eligibility, cross cultural competence, disproportionality, and transition to adulthood. Emphasis is placed on the legal right to access general education curriculum while supporting students with disabilities in general education settings. The course addresses students with learning disabilities, emotional behaviors disabilities, intellectual disabilities, and autism. Prerequisite: 2.75 GPA. 352/552

Special Education 553

3 (crs.)

Collaborative Approaches to Teaching Students with Communication and Motor Needs

This course provides information about typical and atypical language, communication, and motor development in students ages birth to 21 years. Course topics include typical language, communication and motor development; and characteristics of specific language, communication, and motor disorders. A focus that highlights the work of related service providers such as occupational , physical and speech therapies for individuals with disabilities serves as the contexts for the course. Recommended approaches that support individuals with communication and/or physical disabilities such as basic sign language, sensory integration, communication strategies, lifting and positioning, promoting student control and involvement in self-care, encouraging independence designing classrooms and physical access are explored.

Special Education 580

3 (crs.)

Inclusive Curriculum and Instruction

Students will be introduced to factors that influence curriculum content, scope and sequence, preparation and evaluation of curricular strategies, materials and environments. A major focus of this course will be extensive student involvement in curriculum planning and development, implementation, and evaluation; in conjunction with state and national standards. Prerequisite: Special Education 353/553. 380/580

Special Education 581

3 (crs.)

Introduction to Behavior Management and Instruction

This course focuses on the theoretical and practical understanding of methods used in classroom management and when modifying challenging behavior that inhibits learning. Methods of supporting positive behavior will be drawn from research and applied to the classroom. Approaches are introduced to anticipate, inhibit, prevent and redirect challenging behavior through techniques which have high probability of encouraging the total learning process. Data collection procedures and analyses to support an understanding of behaviors are explored. 381/581

Special Education 601

2 (crs.)

Advanced Practicum Experience in Special Education

This is a field-based experience where special education majors will directly work with children and youth with disabilities birth to age 21. Special Education majors will receive experience in assessment and instructional remediation practices. Registration will be concurrent with a special education assessment or methods course. This field-based experience will occur within one or two semesters prior to student teaching. Pass/Fail course.

Special Education 602

3 (crs.)

American Sign Language I

This course provides students with an introduction to American Sign Language

(ASL), a visual/gestural language used by Deaf people in the United States and Canada. The course emphasizes vocabulary, grammar, and fingerspelling. Students practice expressive and receptive communication skills within the context of daily functional interaction such as life in a family, shopping , education, and social scenarios. The importance of non-manual markers such as eye contact, facial expression, and body posture are discussed. An introduction of Deaf culture is provided simultaneously to the language instruction. 402/602

Special Education 603

3 (crs.)

American Sign Language II

This course is designed to enhance students’ conversational proficiency. Students increase their overall sign vocabulary, speed and accuracy of signing, receptive comprehension of signed communication, and awareness of Deaf Idiomatic expressions. Fingerspelling proficiency is achieved. Deaf education and culture are explored. Prerequisite: Special Ed 402/602 403/603

Special Education 604

3 (crs.)

American Sign Language III

Students become fluent in ASL at the daily conversation level and learn ASL storytelling in this course. Students are expected to provide information and education to increase the use of ASL beyond the classroom. Involvement of ASL communication within the Deaf community. Prerequisite: Special Ed 403 or 603 404/604

Special Education 605

3 (crs.)

Manual Communication System

Students become exposed to and familiar with various manually presented communication systems/methods used within the United States including Signed Exact English (SEE), Conceptually Accurate Signed English (CASE), Total Communication (TC), the Bilingual/Bicultural Model (BI/BI), Cued Speech, and manually encoded systems for teaching phonics. Students will develop an understanding of when, why, and with whom these systems are utilized. Students have an opportunity to practice and demonstrate introductory level skills in each manual communication system and are provided resources to become trained in the areas should they require the skills for employment. Prerequisite: Special Ed 404 or 604 405/605

Special Education 606

3 (crs.)

Technology in Special Education

This course addresses assessment, evaluation, acquisition, implementation, and appropriate use of technology across environments related to individuals with disabilities, such as assistive and adaptive technology, and alternative and augmentative communication. The course addresses Universal Design for Learning and strategies for building on students’ strengths and abilities to enhance access to general education curriculum. The course addresses legal issues related to the provision of technology. Prerequisite: Students must have completed sophomore practicum or equivalent coursework and Educational Leadership 325 & Admission to Licensure. 406/606

Special Education 607

3 (crs.)

Deaf Culture

This course will expose students to the Deaf community and increase appreciation for a minority population as the capstone experience of the certificate program. Students demonstrate an awareness of Deaf culture through contextual settings in class. Students are expected to engage with the Deaf community and to engage with the hearing community through informational and educational events. Prerequisite: Special Education 404 or 604 407/607

Special Education 612

3 (crs.)

Assessment and Curriculum in Early Intervention: Birth to Three

This course will address information necessary to prepare future early interventionists to work with young children ages birth to three years and their families. A family-based, interagency focused approach is outlined in current legislation. Special focus will be given to the unique features of birth to three service delivery models currently in place across the State of Wisconsin and the United States. This course is a required course in the Early Childhood Special Education Teacher Licensure sequence. It complements Assessment and Curriculum for Children with Disabilities Ages Three through Eight Years. Prerequisite: Elementary Education 311; Initial Practicum or equivalent course work and PK-3 requirements (Elementary Education 312, 313, 314, 318). May be taken concurrently and Admission to Licensure. 412/612

Special Education 613

3 (crs.)

Assessment and Curriculum for Children with Disabilities Ages Three to Eight Years

This course will focus on the best practices in assessment and curricula for young children with suspected or identified disabilities ages three through eight years. Issues related to service provision in preschool and early primary environments will be addressed. Emphasis will be placed on linking assessment finding to intervention practices. Inter- and transdisciplinary team models will be explored as a way to provide quality educational services to young children in the least restrictive environment. Methods to embed and monitor individual education plan goals in the daily routine will be discussed. Information in this course complements content included in the “Assessment and Curriculum in Early Intervention: Birth to Three”. Prerequisite: Elementary Education 311; Initial Practicum or equivalent course work and PK-3 requirements (Elementary Education 312, 313, 314 and 318) may be taken concurrently and Admission to Licensure. 413/613

Special Education 614

3 (crs.)

Advocacy, Family Empowerment, and Special Education Law

This course addresses three interrelated topics: (1) the role and responsibility of special education professionals to serve as advocates for students with disabilities and their families, (2) the knowledge, skills and dispositions needed by special education professionals to effectively support, collaborate with, and empower diverse families (exceptionality, socioeconomic status, race, sex, ethnicity, sexual orientation, and gender identity) of students with disabilities, and (3) Conflict resolution, and (4) special education and legislation and litigation. Prerequisite: Admission to Licensure 414/614

Special Education 618

1 – 2 (crs.)

Seminar in Early Childhood Special Education Teaching

This course will deal with the problems associated with teaching students in early childhood special education settings. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 619. Prerequisite: Admission to student teaching and Admission II.

Special Education 619

5 – 10 (crs.)

Student Teaching in Early Childhood Special Education

Observation, participation, and responsible teaching experiences under supervision in a class of early childhood special education students. Prerequisite: Admission II, restricted to special education majors. Corequisite: Special Education 618.

Special Education 623

3 (crs.)

Direct Instruction Multisensory Methods for Teaching Decoding and Encoding

The content of this course is designed to train individuals how to teach both decoding (reading) and encoding (spelling) to dyslexic students by means of direct instruction and appropriate practice strategies. Issues associated with dyslexia and related reading disabilities will be discussed. The emphasis will be on instruction that uses teaching methods to teach word meaning using the Simultaneous Multi-Sensory Paradigm. Additionally, the course is designed to meet the methodological needs of current and future teachers who work with or anticipate working with students who have difficulty learning to read and/or spell, whether they have been diagnosed as dyslexic or not. 423/623

Special Education 631

3 (crs.)

Transition to Adulthood

This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning and development for transition of students with disabilities in early adolescence through adulthood. Course content includes the following topic areas as they relate to adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development and related responsibilities; c) transition; d) academic interventions; e) curricular planning and development; f) assessment; and g) outcomes (e.g., Post-secondary, employment, supported employment, independent living). Prerequisite: Admission to Licensure 431/631

Special Education 656

1 – 3 (crs.)

Special Topics in Special Education

Topics in special Education. A course in topics of relevance for students having an interest or background in special education. May be repeated under different topics. Spec Ed 456/656

Special Education 663

3 (crs.)

Teaching Students with Significant Disabilities

This course describes history and philosophical tenets related to least dangerous assumption, partial participation, general education curricular access, and full adult living. Person-centered planning and various assessments for curricular development will be examined. Practical implementation of strategies to enhance communication, general education participation, and adult living (including self-advocacy, employment, supported living, and relationship development) are explored. This course also addresses various types of support. Prerequisite: Admission to Licensure. 463/663

Special Education 665

1 – 2 (crs.)

Seminar in Teaching Individuals with Cognitively Disabilities

Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching. Corequisite: Special Education 466/666.

Special Education 666

5 – 10 (crs.)

Student Teaching of Individuals with Cognitive Disabilities

Observation, participation, and responsible teaching experiences under supervision in a class of mentally retarded students. Prerequisite: Admission to student teaching. Corequisite: Special Education 465/665.

Special Education 667

1 – 2 (crs.)

Seminar in Teaching Individuals the Learning Disabilities

This course will deal with the problems associated with teaching learning disabled students. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 468/668. Prerequisite: Admission to student teaching. Corequisite: Special Education 468/668.

Special Education 668

5 – 10 (crs.)

Student Teaching of Individuals with Learning Disabilities

Observation, participation, and responsible teaching experiences under supervision in a class of learning disabled students. Prerequisite: Admission to student teaching. Corequisite: Special Education 667.

Special Education 670

3 (crs.)

Assessment for Special Education Eligibility

This course addresses issues for special education eligibility. The emphasis of this course is on making eligibility rather than instructional planning decisions. Students gain an understanding of and familiarity with a range of assessment techniques and measures. The course familiarizes students with basic assessment philosophies, terminologies and principles as well as various tests measuring achievements, aptitude, behavior, and social skills. Also addressed in this course are alternative ways of assessing students with significant and/or multiple disabilities. Prerequisite: Admission to Licensure. 470/670

Special Education 671

3 (crs.)

Assessment for Program Planning in Special Education

Two main components within this course are assessment and Individualized Education Program (IEP) development. First, students are provided with an overview of assessment strategies including formative, benchmark, and summative that can be used at a variety of levels (e.g., individual, classroom, district, state). Formal, informal, and teacher created assessments are investigated, as are accommodations, progress monitoring, and connections to Response to Intervention (RfI). Students collect, analyze, interpret, and report K-12 student data. Second, students develop IEPs based on the data collected. Special Education 353/553 and Special Education 470/670 may be taken concurrently and Admission to Licensure. 471/671

Special Education 673

3 (crs.)

Introduction to Autism Spectrum Disorder

This introductory course will provide students with an understanding of children with autism spectrum disorder (ASD). Students will be introduced to intervention strategies that enhance the communication and learning of students with ASD. Methods for teaching more conventional behaviors will be addressed. Issues surrounding diagnosis and support for families will be explored. 473/673

Special Education 674

3 (crs.)

Teaching Students with Autism Spectrum Disorder

Introduction to Students with Autism Spectrum Disorder will provide students with information regarding methods of instructing and supporting children and youth with ASD. The course will include information regarding the best practices for assessment, instruction, communication, sensory, socialization, transition information related to children and youth with ASD. Prerequisites: Special Education 473/673 Introduction to Students with Autism Spectrum Disorders. 474/674

Special Education 675

1 (crs.)

Autism Spectrum Disorders Practicum

This practicum will provide students in the Autism Spectrum Disorders (ASD) Certificate Program experience 100 hours of working with students with ASD in educational settings. Prerequisite: Department Consent. 475/675

Special Education 680

3 (crs.)

Research-based Instructional Strategies

This course focuses on a variety of research-based strategies and methodologies for special education instructional practice. Topics covered will include principles of design, implementation, and delivery of effective instructional interventions. Prerequisites: Initial Practicum or equivalent course work, Reading 305, Spec Education 380/580. This course should be taken in the last term prior to student teaching. 480/680

Special Education 681

3 (crs.)

Advanced Behavior Management and Instruction

This course builds upon evidence-based behavior management and instruction concepts, principles, and techniques. Course emphasis is on understanding the process of Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), instructional classroom management, self-management strategies, crisis intervention, mental health issues, and metacognitive strategies. Prerequisites: Sophomore Practicum or equivalent coursework and Special Education 480/680 (may be taken concurrently) and Admission to Licensure and Special Ed 381/581. 481/681

Special Education 683

1 – 2 (crs.)

Seminar in Teaching Emotional/Behavioral Disorders

This course will deal with the problems associated with teaching emotionally/behaviorally disturbed students. Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching. Corequisite: Special Education 484/684.

Special Education 684

5 – 10 (crs.)

Student Teaching in Emotionally/Behavioral Disturbance

Observation, participation, and responsible teaching experiences under supervision in a class of emotionally disturbed students. Prerequisite: Admission to student teaching. Corequisite: Special Education 683.

Special Education 685

1 – 2 (crs.)

Seminar in Cross Categorical Special Education Teaching (Middle Childhood Through Early Adolescence)

This course will deal with the problems associated with teaching students in cross categorical special education programs (middle school through early adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II. Corequisite: Special Education 686.

Special Education 686

5 – 10 (crs.)

Student Teaching in Cross Categorical Special Education (Middle Childhood Through Early Adolescence)

Observation, participation, and responsible teaching experience under supervision in a cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to special education majors. Corequisite: Special Education 685.

Special Education 687

1 – 10 (crs.)

Student Teaching Internship-CC Spec Ed Middle Childhood – Early Adolescence

Internship placement for students seeking cross categorical special education middle childhood through early adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisites: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 685.

Special Education 689

1 – 2 (crs.)

Seminar in Cross Categorical Special Education Teaching (Early Adolescence Through Adolescence)

This course will deal with the problems associated with teaching students in cross categorical special education programs (early adolescence through adolescence), (students labeled as having a learning disability, emotionally/behavior disorder, and/or mental retardation/cognitive disability). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II. Corequisite: Special Education 690.

Special Education 690

5 – 10 (crs.)

Student Teaching in Cross Categorical Special Education (Early Adolescence Through Adolescence)

Observation, participation, and responsible teaching experience under supervision in a cross categorical special education class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to special education majors. Corequisite: Special Education 689.

Special Education 691

5 – 10 (crs.)

Student Teaching Internship-CC Special Education (Early Adolescence Through Adolescence)

Internship placement for students seeking cross categorical special education early adolescence through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisites: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 689.

Special Education 692

1 – 2 (crs.)

Seminar in Cross Categorical Special Education Teaching-Middle Childhood Through Adolescence

This course will explore the challenges associated with teaching students in cross categorical special education programs (middle school through adolescence) (students labeled as having learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisites: Admission to Student Teaching; restricted to special education majors; concurrent enrollment in Special Education 493.

Special Education 693

5 – 10 (crs.)

Student Teaching Cross Categorical Special Education Middle Childhood Through Adolescence

Placement for students seeking cross categorical special education middle childhood through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through adolescence level (learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Prerequisites: Admission to Student Teaching; restricted to special education majors; concurrent enrollment in Special Education 492.

Special Education 705

3 (crs.)

Administrative Organization, Collaboration, and Leadership in Special Education/Pupil Services

This course focuses on preparing graduate students for leadership and collaboration roles in special education and pupil services. Course content addresses special education organization and administration, supervision and evaluation, the change process, cultural responsiveness, collaboration and consultation, and conflict resolution skills.

Special Education 767

2 – 4 (crs.)

Field Experience in Special Education

Recent trends in the education and programming for children and adolescents. Experiences designed in accordance with the student’s fields of interest and preparation needs. Extended observation and participation in a wide variety of programs required.

Special Education 769

4 (crs.)

Competency Based Field Work

Competency based field work is designed as a qualifying course enabling students who pass it to perform practicum Special Education 668 and 683 within their own classroom. The acquisition and maintenance of pre-identified competencies will be demonstrated during this course.

Special Education 781

3 (crs.)

Introduction to Advanced Studies in Special Education

A course in topics of current interest in special education. This course will provide students with different viewpoints and opposing positions to provoke critical thinking and discussion and provide a starting point for graduate students to research issues in-depth as thesis or field report topics. In addition, to ensure students’ understanding of statistical applications in data-based research studies, basic educational statistics will be introduced. This required course should be taken as the first core required course in the special education graduate program. It must be taken prior to Special Education 790.

Special Education 783

1 – 3 (crs.)

Current Issues

A course in topics of current relevance for advanced graduate students having an interest or background in special education. May be repeated under different topics. Prerequisite: consent of instructor.

Special Education 785

3 (crs.)

Legal Aspects of Special Education and Pupil Services

This class will examine legislation and case law concerned with the education of students with disabilities. Consideration will be given to the Individuals with Disabilities Education Improvement Act, Section 504 of the 1973 Civil Rights Act, Americans with Disabilities Act and relevant state legislation and case law. The course will increase knowledge and skills in the area of special education law to aid professionals in making informed and ethical decisions and practices relative to special education and pupil services issues.

Special Education 786

3 (crs.)

Finance for Special Education/Pupil Services

This course will address the knowledge and application relative to the financing of Special Education and Pupil Services. Various federal funding sources, including IDEA Entitlement, Title 1, along with state funding formulas and local allocations and budgets will be addressed. The course involves a series of activities, individual studies, and application activities that will allow the student to gain a comprehensive knowledge to enable them to function as a competent and qualified Director of Special Education/Pupil Services.

Special Education 787

2 (crs.)

Practicum in Education Leadership: Special Education/Pupil Services

This is a capstone course designed specifically for students in the special education/pupil services administrator certification program. It involves field-experiences and current issues in special education and pupil services. Activities will be designed in conjunction with advisor and proficiency focused. Graduate Status and completion of Spec Ed 705, 785, 786 and consent of instructor.

Special Education 790

3 (crs.)

Critical Analysis of Special Education Research and Literature

The focus of this course is upon developing student ability to critically evaluate research within educational literature. This course will include extensive practice of critical analysis of research reports and synthesis of bodies of research information. This course should be taken at the end of the student’s graduate program, just prior to completion of the thesis or field report in special education. Prerequisite: Special Education 781 and Educational Foundations 770.

Special Education 794

3 (crs.)

Field Report in Special Education

The Field Report in Special Education is an alternative to the Special Education Thesis as the culminating experience. Registration open only to those MSE Special Education students who have filed a field report proposal and advisor approval form. Pass/Fail course.

Special Education 795

1 – 6 (crs.)

Special Education Thesis

Each registration with a maximum accumulation of 6 cr. Registration open only to those MSE Special Education students who have filed a thesis proposal and advisor approval form with the Graduate Office. Pass/Fail course.

Special Education 796

1 – 3 (crs.)

Independent Study

Registration open to those MSE Special Education students who have filed an independent study contract and instructor approval form.