Special and Early Childhood Education
PROGRAM CONTACT INFORMATION
Denise Clark, Program Coordinator
Office: Halsey 333
Telephone: (920) 424-7032
Web Site: https://uwosh.edu/coehs/departments/specialeducation/graduate/
E-mail: speced@uwosh.edu
FACULTY/GRADUATE INSTRUCTIONAL ACADEMIC STAFF
Clark, Cook, Fischer, Meyer, Sands, Skoning
PURPOSE
The graduate program in Special Education is designed to provide a master’s degree. The degree can include teaching or administrative licensure in the elective portion of the program.
DEGREES/CERTIFICATES
Completion of the degree program will lead to: Master of Science in Education (M.S.E.).
Completion of program specific courses will lead to the certificate: Director of Special Education and Pupil Services; Early Childhood Special Education Accelerated Licensure Program, or K-12 Cross-categorical Special Education Accelerated Licensure Program.
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 for all certificate programs:
- Completed Baccalaureate Degree with a general education component
- Verification of Criminal Background Check
- Verification of TB test
- Undergraduate cumulative GPA of a minimum of 3.0 on a 4.0 scale
- Letter of intent pertaining to teaching/licensure (writing sample)
- Apply to UW Oshkosh via UW System Application as a MSE candidate
Admission in Full Standing for MSE Only:
The applicant must have completed a Baccalaureate Degree with at least one writing and one speech course taken in an undergraduate program with earned grade of B or better with a minimum overall undergraduate grade point average of 3.00 on a 4.00 scale.
- Verification of a criminal background check
- Verification of TB test
- Letter of intent pertaining to teaching/licensure (writing sample)
- Apply to UW Oshkosh via UW System Application as a MSE candidate
Admission with Deficiencies
Applicants do not meet admission standards based on previous academic performance may be admitted with deficiencies and will be expected to complete up to 18 credits in general professional licensure requirements.
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 Tier I licensure with stipulations 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 or to provide pupil services (e.g., school counselor, school psychologist, or school social worker). Minimum of three years successful full time teaching experience at any grade level 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.
Academic Advisers
The Graduate Program Coordinator will serve as the academic adviser for all graduate students.
SUMMARY
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: Kindergarten through Grade 12. The cross-categorical special education licensure program prepares individuals to teach in a classroom that serves students who are identified as having specific learning disabilities (SLD), emotional/behavioral disorders (EBD) or intellectual disabilities (ID), or other disabilities. (3) early childhood special education (from birth through Grade 3). (4) Director of Special Education/Pupil Services.
Academic Plans of Study
The following are the descriptions for the Special Education plan(s) of study:
Special Education Cross-categorical Kindergarten through Grade 12 Accelerated Licensure
Early Childhood Special Education
Non-Licensure/Degree Only
Director of Special Education/Pupil Services
Minimum Credit Requirements
30 credits applicable to the graduate degree constitute the minimal requirement for all students seeking MSE.
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.
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.
Culminating Experience
Students may choose Special Education 794 – Field Report in Special Education or Special Education 795 – Thesis as the culminating experience.
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.
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.
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.
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
775 4 Inclusion, Equity, and Issues of Disproportionality
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
Non-Licensure Emphasis
Courses Required
Courses required for the MSE non-licensure emphasis include:
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
552 3 Students with Disabilities in General Education
557 3 Transition to Adulthood for Students with High Incidence Disabilities
561 3 Infants, Toddlers, and Families: Assessment, Curriculum, Instruction and Intervention
562 3 Evaluation and Assessment Practices and Principles in Early Childhood and Early Childhood Special Education
564 3 Leadership and Advocacy in Early Childhood Education
571 3 Preschool Learning Environments: Assessment, Curriculum, Instruction and Intervention
604 3 American Sign Language III
605 3 Manual Communication System
607 3 Deaf Culture
614 3 Advocacy, Family Empowerment and Special Education Law
626 3 Intensive Supports for Mathematical Understanding
630 3 Assessment for Eligibility and Writing IEPs
657 3 Transition to Adulthood for Students with Significant Disabilities
663 3 Teaching Students with Significant Disabilities
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
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 two parts: (1) special education core curriculum and (2) Kindergarten through Grade 12 coursework (for the cross-categorical special education license) OR early childhood special education 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.
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 specific learning disabilities (SLD), emotional/behavioral disabilities (EBD), intellectual disabilities (ID), or other disabilities. 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
582 3 Introduction to Supports for Students with Mild to Moderate Disabilities
583 3 Introduction to Students with Significant Disabilities
584 3 Classroom Behavior Management
585 1 Accelerated Special Education Clinical 1
632 3 Teaching Students with Mild and Moderate Disabilities
633 3 Educating and Supporting Students with Significant Disabilities
634 3 Supporting Students with Emotional, Behavioral, and Mental Health Needs
635 1 Accelerated Special Education Clinical 2
672 3 Literacy Development and Instruction for Students with Disabilities
694 3 Accelerated Student Teaching & Seminar in Cross-categorical Special Education
702 4 Special Ed Law, Eligibility, and IEP Writing
Early Childhood Special Education Licensure Requirements:
Early childhood special education licensure prepares individuals to teach in classrooms serving children with disabilities from birth through grade three.
Early Childhood Special Education Core Curriculum Requirements:
561 3 Infants, Toddlers, and Families: Assessment, Curriculum, Instruction, and Intervention
562 3 Evaluation & Assessment Practices and Principles in Early Childhood and Early Childhood Special Education
571 3 Preschool Learning Environments: Assessment, Curriculum, Instruction, and Intervention
583 3 Introduction to Students with Significant Disabilities
586 1 Accelerated Early Childhood Special Education Clinical 1
610 3 Primary Grade Learning Environments: Assessment, Curriculum, and Instruction
632 3 Teaching Students with Mild and Moderate Disabilities
634 3 Supporting Students with Emotional, Behavioral, and Mental Health Needs
636 1 Accelerated Early Childhood Special Education Clinical 2
695 3 Accelerated Student Teaching & Seminar in Early Childhood Special Education
702 4 Special Ed Law, Eligibility, and IEP Writing
Director of Special Education and Pupil Services Licensure Requirements:
Special Education
774 3 Special Education and Pupil Services Leadership & Organizational Structure
775 4 Inclusion, Equity, and Issues of Disproportionality
776 4 Special Education Law and Finance
777 1 Director Practicum I
778 3 Strength-based Mentoring, Coaching, and Evaluation in Special Education and Pupil Services
779 2 Director Practicum 2
COURSE OFFERINGS
| 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 or admission to COEHS. 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 557 | 3 (crs.) |
| Transition to Adulthood for Students with High Incidence Disabilities | |
| This course is designed to provide a rigorous overview of current best practice and research in assessment, curricular planning, and development for transition of students with high incidence disabilities in early adolescence through adulthood. Course content includes critical analysis of the following topic areas as they relate to early adolescence through adulthood: a) legal issue and legislation; b) social, emotional, and behavioral development; c) transition planning; d) academic interventions; e) curricular planning and development and f)outcomes (e.g., post-secondary, employment, supported employment, independent living). Prerequisites: Spec Ed 351 and Spec Ed 614. | |
| Special Education 561 | 3 (crs.) |
| Infants, Toddlers, and Families: Assessment, Curriculum, Instruction and Intervention | |
| This course is designed to give the teacher candidate an opportunity to critically examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of infants and toddlers within the family setting and in group care programs. Candidates will research and develop integrated curriculum in accordance to child and family outcomes across developmental domains and content areas. Specific focus will be on research-supported approaches to service delivery for infants, toddlers, and their families within family and group learning environments. Professional roles and responsibilities will be analyzed within the context of interdisciplinary and interagency practice and programs including early intervention, Early Head Start, childcare, etc. | |
| Special Education 562 | 3 (crs.) |
| Eval & Assessment Practices & Principles in Early Childhood and Early Childhood Special Education | |
| This course is designed to give the teacher candidate an opportunity to research and examine evaluation and assessment methodology, practices, and principles commonly used in early childhood education. Theory, research, and applied issues will be considered. The course will include an analysis of evaluation, assessment, terminology, assessment types, development of appropriate assessments, academic and behavioral data collection, ethics, professional behavior, and other issues related to assessment such as reliability, validity, diversity, and cultural and linguistic responsiveness. Purposes of evaluation and assessment in relation to eligibility for services and Individualized Family Service Plan/Individualized Education Plan (IFSP/IEP) development will also be critically analyzed and evaluated. This course includes a 25 hour field component in which candidates will explore the roles and responsibilities of the ECE and ECSE professional across various settings. | |
| Special Education 564 | 3 (crs.) |
| Leadership and Advocacy in Early Childhood Education | |
| This course is designed to give the teacher candidate an opportunity to critically evaluate principles of professionalism, program and staff development, supervision and evaluation of support staff, advisory groups, community agencies and resources, and pupil services personnel as related to early childhood programs. Additionally, candidates will investigate the use of research-supported strategies designed to develop skills in supporting families from diverse backgrounds as well as in promoting parent education and family involvement in early childhood and early childhood special education programs. Further, candidates will analyze professional ethics and issues of advocacy, child and family rights, confidentiality, and teacher liability. | |
| Special Education 571 | 3 (crs.) |
| Preschool Learning Environments: Assessment, Curriculum, Instruction and Intervention | |
| This course is designed to give the teacher candidate an opportunity to critically examine theories, practices, and policies pertaining to planning, instruction, and assessment of preschool age children within a variety of learning environments. Candidates will research and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas. Specific focus will be on research-supported approaches to service delivery and specific interventions (e.g., instructional and assistive technology, instructional strategies) for preschool age children and their families. Professional roles and responsibilities will be critically examined within the context of interdisciplinary and interagency programs including Head Start, Title I preschool, early childhood special education, 4K, childcare, etc. | |
| Special Education 582 | 3 (crs.) |
| Post-Bac: Introduction to Supports for Students with Mild to Moderate Disabilities | |
| In this course, candidates are introduced to the assessment, planning, & instruction loop and associated strategies. Assessment tools examined include formal, informal, and teacher created tests as well as formative, benchmark, and summative measures. Lesson planning and its connections to academic and social/emotional learning standards to guide our work with students is analyzed. Universal Design for Learning and accommodations are investigated, along with their relationship to RtI. Additionally, candidates learn about the role and responsibility of special education professionals to serve as advocates for students with disabilities and collaborators in their buildings and communities. Prerequisites: Admission to the accelerated special education licensure. Special course fees may apply. | |
| Special Education 583 | 3 (crs.) |
| Introduction to Students with Significant Disabilities | |
| This course introduces students to the strengths and needs of students with significant disabilities. The communication, motor, emotional, social, and academic needs of this population are deeply investigated. Working collaboratively with related service providers, general education teachers, family members, and support providers is discussed. Best practice and historic approaches to educating students with significant disabilities will be explored. Adult outcomes related to the various current and historic approaches will be evaluated. Prerequisites: Admission to the accelerated special education licensure program. | |
| Special Education 584 | 3 (crs.) |
| Post-Bac: Classroom Behavior Management | |
| 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. Prerequisites: Admission tot he accelerated special education licensure program. | |
| Special Education 585 | 1 (crs.) |
| Post-Bac: Accelerated Special Education Clinical 1 | |
| Candidates are to be engaged in planning, instruction, and assessment. They will implement the practices being learned in their concurrent coursework. Each candidate will be observed at least one time during the semester while they are providing instruction to their students. Observations may occur when working with large groups, small groups, or 1:1. Additionally, seminar times will help candidates connect what they are learning in their University courses to their classroom practice. Prerequisites: Admission tot he accelerated special education licensure program. | |
| Special Education 586 | 1 (crs.) |
| Post-Bac: Accelerated Early Childhood Special Education Clinical I | |
| Candidates are to be engaged in Planning, instruction, and assessment. They will implement the practices being learned in their concurrent coursework. Each candidate will be observed at least one time during the semester while they are providing instruction to their students. Observations may occur when working with large groups, small groups, or 1:1. Additionally, seminar times will help candidates connect what they are learning in their University courses to their classroom practice. Prerequisite: Admission to the accelerated early childhood special education licensure program. | |
| 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 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 610 | 3 (crs.) |
| Primary Grade Learning Environments: Assessment, Curriculum, and Instruction | |
| This course is designed to give the teacher candidate an opportunity to critically examine theories, practices, and policies pertaining to planning, instruction, and assessment of children in the primary grades within a variety of learning environments. Candidates will research and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas (including literacy). Specific focus will be on research-supported approaches to service delivery and specific interventions (e.g., instructional and assistive technology, instructional strategies) for children across a range of student strengths and needs in the primary grades. Professional roles and responsibilities will be critically analyzed within the context of interdisciplinary and interagency programs including kindergarten, public schools, charter schools, non-public schools, virtual schools, etc. | |
| Special Education 614 | 3 (crs.) |
| Advocacy, Family Empowerment, and Special Education Law | |
| This course addresses five interrelated topics across the lifespan of individual with disabilities: (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, (3) conflict resolution, (4) special education and legislation and litigation, and (5) national, state, and agency advocacy. | |
| 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 Explicit Phonics | |
| This course teaches the basics of the Orton-Gillingham multisensory approach for teaching reading and spelling through the use of explicit phonics. Topics include multisensory direct instructor lesson design and delivery basics, assessment to inform instruction and monitor student progress, and lesson planning with emphasis on the areas of phonemic awareness, phonology, morphology, reading fluency, vocabulary development, spelling and reading comprehension. | |
| Special Education 626 | 3 (crs.) |
| Intensive Supports for Mathematical Understanding | |
| This course addresses the assessment and instruction of mathematics skills for students with disabilities who need supplemental instruction or intervention in grades 1-12. Students will analyze a range of theoretical frameworks supporting the reaching of math. Additionally, the mathematics content and process standards and the alternative standards for students with significant disabilities are examined. Intensive small group, one-on-one, and inclusive methods of achieving standards are also investigated. Students will evaluate a variety of direct instruction and other research-based programs and curricula to meet individual student needs. Determining the most efficacious program to meet student-specific needs will be the main focus of the course. Prerequisites: Regular education mathematics methods course. | |
| Special Education 630 | 4 (crs.) |
| Assessment for Eligibility and Writing IEPs | |
| This course addresses the special education referral process beginning with eligibility and placement and culminating with the Individual Education Plan (IEP). Candidates critically analyze the philosophies, terminologies, and principles of formal and informal testing measures. Candidates also evaluate and administer various tests measuring achievement, aptitude, behavior, and social skills. Additionally, this course examines alternative ways of assessing students with significant and/or multiple disabilities. The complete process and writing of a formal assessment report and all parts of an effective IEP, as well as facilitating an effective IEP meeting will be investigated and practiced within this course. Prerequisites: Spec Ed 614 and a special education methods course. | |
| Special Education 632 | 3 (crs.) |
| Post-Bac: Teaching Students with Mild and Moderate Disabilities | |
| In this course, candidates continue their study of the assessment, planning, & instruction loop and associated strategies. Assessment tools are evaluated for use in ongoing progress monitoring and lesson planning. Candidates are expected to plan units of instruction (and associated daily lessons) using the principles of Universal Design for Learning and differentiated instruction. Additionally, candidates act as advocates for students with disabilities in their classrooms and collaborators in their buildings and communities. Prerequisites: Admission to the accelerated special education licensure program. | |
| Special Education 633 | 3 (crs.) |
| Post-Bac: Educating and Supporting Students with Significant Disabilities | |
| This course engages students in assessment and program development for students with significant disabilities. Person-centered planning and various assessments for curricular development will be examined. Practical implementation of strategies to enhance communication, general education participated, and adult living (including self-advocacy, employment, supported living, and relationship development) are explored. Best practices for transition and adult living are investigated. Prerequisites: Admission to the accelerated special education licensure program and completion of Spec Ed 583. | |
| Special Education 634 | 3 (crs.) |
| Post-Bac: Supporting Students with Emotional, Behavioral, and Mental Health Needs | |
| 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), student mental health needs, school support approaches for mental health, trauma sensitive schools, culturally relevant practices, empowering and advocating for families, and collaborating with school staff. Prerequisites: Admission to the accelerated special education licensure program. | |
| Special Education 635 | 1 (crs.) |
| Post-Bac: Accelerated Special Education Clinical 2 | |
| Candidates are to be engaged in planning, instruction, and assessment. They are expected to implement the practices being learned in their concurrent coursework. This clinical builds on the previous clinical and a higher level of engagement and involvement is expected. Each candidate will be observed at least one time during the semester while they are providing instruction to their students. Additionally, seminar times will be held to further refine teaching and assessment practices. Prerequisites: Successful completion of Spec Ed 585. | |
| Special Education 636 | 1 (crs.) |
| Post-Bac: Accelerated Early Childhood Special Education Clinical 2 | |
| Candidates are to be engaged in planning, instruction, and assessment. They are expected to implement the practices learned in their concurrent coursework. This clinical builds on the previous clinical and a higher level of engagement and involvement is expected. Each candidate will be observed at least one time during the semester while they are providing instruction tot heir students. Additionally, seminar times will be held to further refine teaching and assessment practices. Prerequisite: Successful completion of Spec Ed 586. | |
| 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 657 | 3 (crs.) |
| Transition to Adulthood for Students with Significant Disabilities | |
| This course is designed to provide a rigorous overview of research and practice in assessment, curricular planning, and development for transition of students with moderate to severe disabilities in early adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition and post school outcomes (e.g. post-secondary, employment, supported employment, independent living); d) curricular planning and development; and e) assessment. Prerequisites: Spec Ed 614 and Spec Ed 463. | |
| Special Education 663 | 3 (crs.) |
| Teaching Students with Significant Disabilities | |
| This course describes history and philosophical tenets related to students with significant disabilities necessitating intensive supports. Course topics include those supporting the least dangerous assumption, presumed competence, general education curricular access, and full adult living. Person-centered planning and various assessments for curricular development will be examined. Strategies to enhance general education participation and adult living (including self-advocacy, employment, supported living, and relationship development) are explored. | |
| Special Education 672 | 3 (crs.) |
| Literacy Development and Instruction for Students with Disabilities | |
| In this course, candidates will be introduced to, and are expected to investigate literacy skills and interventions, assess students needs for interventions and supports based on student needs. Topics will include use of assistive technology to support literacy development, use of formal and informal assessments, and critical evaluation of curricula and interventions and curricula for literacy. Prerequisites: Admission to the accelerated special education licensure program & successful completion of Spec Ed 582, 583, 584, 632, 633, and 634. | |
| 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-regulating strategies, crisis intervention, mental health issues, social emotional learning, and trauma-sensitive practices. |
|
| 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 694 | 3 (crs.) |
| Post-Bac: Accelerated Student Teaching & Seminar in Cross-Categorical Special Education | |
| Upon successful completion of student teaching, candidates will demonstrate critical professional competencies based on the InTASC (knowledge, skills, and dispositions) standards. Assignments, seminar participation, as well as other materials from student teaching placements, will be important components of a candidate’s success. Prerequisites: Admission to the accelerated special education licensure program and successful completion of Spec Ed 585 and 635. | |
| Special Education 695 | 3 (crs.) |
| Post-bac: Accelerated – Student Teaching & Seminar in Early Childhood Special Education | |
| Upon successful completion of student teaching, candidates will demonstrate critical professional competencies based on the InTASC (knowledge, skills, and dispositions) standards: Assignments, seminar participation, as well as other materials from student teaching placements, will be important components of a candidate’s success. Prerequisites: Admission to the accelerated special education licensure program and successful completion of Spec Ed 586 and 636. | |
| Special Education 702 | 4 (crs.) |
| Post-Bac: Special Education Law, Eligibility, and IEP Writing | |
| This course addresses interrelated topics around special education law and the IEP. Themes addressed relate to procedures and legal processes around eligibility under IDEA and 504, eligibility and placement for services in Special Education and Related Services and maintenance and application of laws that offer protections for students who have or are perceived to have disabilities. Topics related to the themes will cover the philosophies, terminologies, and principles of formal testing measures, administration of formal assessments and interpretation of scores, creation and maintenance of the IEP/IFSP or 504 plan, writing of all parts of an effective IEP, and the running of an effective IEP meeting. Specific related content will also include the six legal principles of special education law, critical components and expectations of the laws of ADA, Section 504, and IDEA, Conflict resolution processes in special education, and disciplinary law and students with disabilities. Prerequisites: Successful completion of Spec Ed 632, 633, and 634. | |
| 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 774 | 3 (crs.) |
| Special Education and Pupil Services Leadership & Organizational Structure | |
| This course is intended to foster the leadership skills of candidates in the Director of Special Education & Pupil Services (DSEPS) program in order to prepare them for the many responsibilities of the position. An effective DSEPS must be prepared to lead in specific areas such as Title Programs, ELL, McKinney-Vento, ADA, 504, Gifted and Talented, At-risk, truancy, mandatory reporting, staff development, instructional practices, hiring practices, and special education. Approaches for DSEPS to impact these areas will be discussed and investigated. Candidates will investigate their local practices, develop action plans, and to the extent allowed by their district, implement practices from this course as part of their growth as leaders. Prerequisite: Admission to the Special Education graduate program. | |
| Special Education 775 | 4 (crs.) |
| Inclusion, Equity, and Issues of Disproportionality | |
| This course focuses on the consideration of diversity and equity in public education, and how educational leaders can enable schools to address and promote these aspects of their school through the selection and implementation of curriculum, pedagogical practices, and an inclusive climate as well as by the utilization of pupil services staff and community agencies. Emphasis will be placed on the ability to analyze a district from a systems perspective and on leadership approaches to effect change. Public education’s impact on and response to societal factors will also be considered. Social justice, influence, and leadership will be examined regarding various aspects of diversity, including race, ethnicity, country of origin, citizenship status, gender, gender expression, sexual orientation, socio-economic status, age, family status, ability status, veteran experience, and religion affiliation. Prerequisite: Spec Ed 774 |
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| Special Education 776 | 4 (crs.) |
| Special Education Law and Finance | |
| This course will address two critical topics for a Director of Special Education and Pupil Services: Law and Finance. The legislative and judicial legal history at the federal and state level will be examined as it pertains to critical topics such as IDEA, 504, FERPA, ESSA, and At-risk students. Knowledge and application relative to the financing of Special Education and Pupil Services. The course will also examine various federal funding mechanisms, including IDEA, Title 1, as well state funding formulas such as general revenue and categorical aids. Areas of emphasis will include the coordination of funding source to maximize revenue pursuant to service delivery while understanding the impact on overall school funding. Spec Ed 774 and 775. | |
| Special Education 777 | 1 (crs.) |
| Director Practicum I | |
| This is the first of two practica in the Director of Special Education and Pupil Services program. This experience is designed to provide director candidates with the opportunity to experience and understand the range of special education and pupil services settings, services, and instructional strategies used across the range of students for whom services may be provided. Prerequisites: Spec Ed 774 and 775. | |
| Special Education 778 | 3 (crs.) |
| Strength-based Mentoring, Coaching, and Evaluation in Special Education and Pupil Services | |
| This course examines historical, current, and emerging practices in the mentoring, coaching, and evaluation of teachers and other educators. Emphasis will be placed on using the mentoring and coaching process to promote teacher development, improvement, and retention as well as a means to drive student achievement. Contractual and legal aspects of evaluation, such as Wisconsin’s Educator Effectiveness system, improvement plans and termination will also be considered. Prerequisites: Spec Ed 776 and 777. | |
| Special Education 779 | 2 (crs.) |
| Director Practicum 2 | |
| This is a capstone course designed specifically for candidates 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. Prerequisites: Spec Ed 776 and 777. | |
| 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. | |