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Issues and trends in special education are examined. An overview of the characteristics of persons with disabilities is also presented. This course consists of essential issues and theories relating to special education. Special emphasis is placed upon multi-cultural and legal issues in the field of special education.

This course provides pre-service teachers with instructional strategies for working with students who are at risk or identified with a disability. Pre-service teachers will demonstrate their knowledge of best practices by analyzing and critiquing various texts (including multimedia) and creating appropriate learning tasks for students at risk or with disabilities. The course will also provide opportunities for pre-service teachers to generate modifications or accommodations to curriculum and instruction to meet the individual needs of learners.

This course provides a study of the defining characteristics, systems of assessment and classification, theories of causality, and interventions for students with Emotional and Behavioral Disorders.
Prerequisite: Sophomore, junior or senior classification and SPED 2301.

This course addresses a variety of instructional techniques that can be utilized to change, maintain, increase, or decrease individual and group behaviors. Proactive behavioral intervention techniques from a variety of theoretical models are examined. Behavioral change strategies emphasize functional assessment principles, positive behavioral supports, and self-management. The basic principles, tools, and techniques of communicating with parents of children with disabilities and implementing parent education programs also are addressed.
Prerequisite: SPED 2301.

Learning disabilities are examined with a focus on history, definition, causation, teaching methods and inclusive practices. Emphasis is placed on the appropriate selection of assessment and teaching strategies, lesson planning, and use of technology for students with special needs.
Prerequisite: SPED 2301.

An overview of formal and informal assessment for special education is provided. This course includes basic concepts of measurement, assessment of academic achievement, screening tools, diagnostic testing, review of individual and group intelligence tests, perceptual skills, sensory acuity and adaptive behavior.
Prerequisite: SPED 2301.

This course examines basic behavioral principles including reinforcement, punishment, stimulus control, and measurement of behavior. Specific procedures are presented for establishing new behavior, increasing desirable behavior, and decreasing undesirable behavior for individuals with disabilities. Ethical considerations also are addressed.

This course provides the interventionist with the techniques for designing, implementing, and evaluating behavioral interventions appropriate for individuals with Autism and related disabilities. Ethics of behavioral interventions will also be discussed.
Prerequisite: SPED 3306.

All of the elements of single-subject research design are examined, providing practical information for assessing, designing, implementing, and evaluating behavior analytic techniques and curriculum for educating children with autism and related disorders. Ethics for practicing Behavior Analysts will also be examined.
Prerequisite: SPED 3306.

Students are introduced to ethics, standards and guidelines in the area of applied behavior analysis. Ethical standards and guidelines of professional organizations are presented along with an analysis of how they affect service delivery. Students are provided with an overview of various strategies for personnel supervision and management.
Prerequisite: SPED 3306.

Students are introduced to the advanced study of human behavior from a behavior-analytic perspective. Emphasis is placed on theory, knowledge of current issues, and techniques for evaluating and teaching verbal behavior to individuals with autism or related disorders.
Prerequisite: SPED 3306,3307,3308.

In this course, candidates learn about variations in family structure and the functions that contribute to diversity issues in special education. Students analyze and discuss various perspectives related to challenges and strengths of families of students with exceptionalities.
Prerequisite: SPED 2301.

Designed to permit individual students to study specific areas of interest and need. Course Equivalents: SPED 4303
Prerequisite: Approval of Department Chair.

This course includes a study of the characteristics and needs of students with intellectual disabilities. Topics include appropriate curriculum methods and instructional needs for all ages, life span issues, vocational, and transition issues. Twenty (20) hours of field placement required. This course must be taken concurrently with SPED 4302.
Prerequisite: SPED 2301, SPED 3302, SPED 3303 and SPED 3304.

This course is designed to equip the prospective teacher with the collaborative skills needed in inclusive school and community environments. Areas that are emphasized include adaptations for instruction, transition planning, vocational/career education, and assistive technology. Twenty (20) hours of field placement required. This course must be taken concurrently with SPED 4301.
Prerequisite: SPED 2301, SPED 3302, SPED 3303 and SPED 3304.

In this course, students examine the intersection between ethics, collaboration, and transition planning for students with exceptionalities. Special emphasis is placed on creating a transition plan for adolescents with exceptionalities as they move from school to post-school activities. Fifteen hours of field experience in settings that serve individuals with severe and profound disabilities is required as part of this course.
Prerequisite: 60 hours of course credit and SPED 2301, SPED 3303, SPED 3312, and SPED 3301 or SPED 4314.

(SH Prior Course ID: SPD 484); The candidate is assigned a student teaching placement in a special education classroom for a period of 7 weeks. This time is divided among classroom assistance, instructional planning, classroom and individual instruction, and conference activities. The candidate will create a Teacher Work Sample during this placement, a project demonstrating master of the components of effective instruction and student learning. Successful completion of the Teacher Work Sample is required for program completion.
Prerequisite: Senior status and admission to student teaching.

In this course, candidates focus on learning characteristics and teaching methods in academic content areas for students with exceptionalities. Emphasis is placed on the selection and implementation of assessment, instructional strategies, lesson planning, and inclusive practices for students with high incidence disabilities. Fifteen hours of field experience is required as part of this course.
Prerequisite: 60 hours of course credit and SPED 2301 and SPED 3303 and SPED 3306 or SPED 3312 or SPED 3301 or SPED 4314.

Candidates focus on methods of assessment and instruction related to teaching multiliteracies to students with exceptionalities. Students in this course gain competency in using formative assessments to identify students with severe and persistent literacy difficulties, and gain expertise in and knowledge of teaching approaches and curricula for improving childrens' literacy. Ten hours of field experience is required as part of this course.
Prerequisite: SPED 2301.

This course provides an introduction to the strengths and needs of persons with disabilities, with implications for identification and educational programming for regular and special educators. Legislation and case law addressing the rights of individuals with disabilities are discussed.

This course addresses basic measurement principles, formal and informal assessment, and the connection of assessment to instruction. Students gain experience with diagnostic tools for assessing achievement, social behavior, adaptive behavior, language, and perceptual-motor skills.

This course is designed to provide an in-depth study of the strengths and needs of persons with intellectual disabilities and other low-incidence disabilities. Topics addressed include etiology, family partnerships, educational needs, inclusive programming, and transition issues across the lifespan.

Course content centers upon a rationale for instruction of students with mild to moderate disabilities. Research-based assessment and instructional strategies are presented.

This course is designed to acquaint students with the theory, problems, ethical standards, and techniques of administering individual tests of intelligence. Specifically, each student will learn to administer, score, and interpret the various cognitive assessments.

Students study current issues and practices related to transition services to address post-school outcomes in education and training, employment, and independent living. Course content and activities focus on transition program models, federal requirements for transition services, evidence-based practices and predictors for positive post-school transition outcomes, integrating transition into academics, and self-determination.

Students study the secondary transition assessment process for learners with disabilities including formal and informal transition assessments, functional vocational evaluations, and person- and family- centered planning. Transition assessment models for elementary, secondary, and 18-21 adult programs are addressed.

Students learn theories, practices, methods, and processes of career development and employment for youth and young adults with disabilities. Students gain knowledge and skills in career development techniques, work-based learning, collaboration with vocational rehabilitation, data collection for decision-making within special education transition programming designed to lead to employment.

Students study the role of secondary transition professionals. Topics addressed include collaboration, communication, leadership, conflict resolution, consultative skills, legislation and policy advocacy, state and national resources and organizations, grants for transition programming, and developing programs and relationships in the school district and community. A minimum of one field-based project will be implemented to bridge classroom theory to field-based practice.

The topic(s) included will vary with academic program and semester offered. Variable Credit (1-3). Course Equivalents: SPED 6316 .

This course will examine special topics in the field of Special Education. / This course will examine special topics in the field of Special Education. / This course is designed for independent study of selected topics under the supervision of a faculty member. Variable Credit (1-3.)

This is a course designed for independent study of selected topics under the supervision of a faculty member. Variable Credit (1-3).
Prerequisite: Consent of Department Chair.

This course presents basic principles, processes, and concepts in Applied Behavior Analysis. Applied project required.

The course provides an overview of autism spectrum disorders, identification and etiology, and research-based programs and services for students identified with disabilities within the spectrum of autism.

This course presents an in-depth study of basic principles of Applied Behavior Analysis, behavioral interventions, and ethical considerations in applied settings.
Prerequisite: SPED 6301 .

This course has a focus on the diverse needs of children and families with exceptionalities. The course covers the interplay of diverse cultures, abilities, and communication within a context of professional collaboration.

This course focuses on theories, characteristics, and instruction for students with mild, moderate, and severe emotional and behavioral disorders. Issues involving definition, classification, and intervention for such disorders as aggression, autism, depression, and delinquency will be addressed.

This course addresses ethical issues in research, single-subject experimental design, descriptive statistics, visual analysis, and interpretation of data. A research project is required.

This course presents methods and procedures of Applied Behavior Analysis including antecedent manipulations, consequence manipulations, and teaching functionally equivalent responses. Behavior Analytic methods and curriculum for the education and treatment of children with disabilities will be emphasized. Ethics for behavioral intervention will be presented. Demonstration of behavioral methods and strategies required.
Prerequisite: SPED 6303.

Students gain direct experience in the use of curriculum, methods, and materials for learners with special needs. Additional topics include assessment, modifications, adaptations, learning strategies, direct instruction and collaboration.

Students in the internship develop and implement multiple Behavior Analytic programs in applied settings under the supervision of a Board Certified Behavior Analyst.
Prerequisite: SPED 6303, SPED 6306 and SPED 6307.

This course provides instruction and practice in administration, scoring, interpretation, and reporting results of individual tests and assessments for young children, individuals with intellectual disabilities and persons with low-incidence disabilities. Informal techniques such as play-based assessment, portfolio assessment, and contextual assessment are presented.

This course prepares students for the role of the educational diagnostician. Topics addressed include special education law, consultation and collaboration, second language learners with special needs, and research-based best practices in special education.

This course provides a field-based practicum under the direction of a certified educational diagnostician. It is designed to provide intensive study in the role of the educational diagnostician.

This course presents a study of the research and professional literature related to language and learning disabilities. An overview of math disabilities is also presented.

Students conduct a literature review and develop a Behavior Analytic research proposal according to APA style for their masters thesis.

Students collect and analyze experimental data and defend their research thesis.
Prerequisite: Admission to Candidacy, SPED 6314.

Current research issues in special education will be discussed, with emphasis on research in behavior analysis. Students will conduct an experimental research project, collect and analyze data, and present results. Students will also present research related to experimental project.
Prerequisite: SPED 6314.

This course provides students with knowledge and skills to apply ethical standards to guide their professional practices as behavior analysts. Ethical standards and guidelines of professional organizations or agencies are presented, with in-depth study of the standards of Association for Behavior Analysis International (ABAI), Association of Professional Behavior Analysts (APBA), and the Behavior Analyst Certification Board (BACB).
Prerequisite: Admission to graduate studies.

This course provides students with the theory base, knowledge of current issues, and techniques of administering individual tests of cognitive ability. Emphasis is placed on assessment of dual-language individuals in a valid and ethical manner. Each student will learn to administer, score, and interpret current cognitive assessment data that are conducted in English and Spanish.
Prerequisite: SPED 5302 and approval of instructor.

This course focuses on research-based strategies for improving outcomes in student behavior. Essential principles of the course include ethical conduct, functional behavior assessment, behavior analysis, data collection, and specifically designed research-based classroom interventions.

This course addresses measurement principles, formal and informal assessment, and connecting assessment to instruction. Students gain experience with assessment of achievement skills in Spanish and English, social behavior, adaptive behavior, and perceptual-motor skills for English Language Learners (ELLs) to determine eligibility in Special Education.

In this course students gain direct experience in the use of behavioral principles, methods, and materials for learners with and without special needs while under the direct supervision of a Board Certified Behavior Analyst (BCBA).
Prerequisite: SPED 6307.

Students examine practices and develop competencies in assessing supervisee skills, training personnel, and evaluating the effects of supervision. This course also focuses on the managerial responsibilities associated with supervising therapist who deliver interventions based on ABA principles. It covers performance analysis and management, staff training, behavioral systems analysis, organizational culture, and leadership.

Students examine advanced principles, processes, and concepts in Applied Behavior Analysis (ABA). Students are provided with an overview of the philosophical underpinnings of ABA and an in-depth study of human behavior from a radical behaviorist perspective.

​Students examine how principles of behavior are discovered and described in the context of experimental research. The course provides a comprehensive conceptualization of learning with humans and animals.

This course will examine special topics in the field of Special Education. / This course will examine special topics in the field of Special Education. / This course is designed for independent study of selected topics under the supervision of a faculty member.

This course will examine special topics in the field of Special Education. / This course will examine special topics in the field of Special Education. / This course is designed for independent study of selected topics under the supervision of a faculty member. Variable Credit (1-3.)

Candidates will demonstrate their knowledge of real problems and needs in both national and local special education programs and policies. Identification of existing research problems and an action plan for implementation will be required.
Prerequisite: Admission to the Ed.D. Program in Special Education.

Course content examines research-based programs and practices in academics, literacy, math, and behavior which is designed to document student learning under conditions of intensive, research-based instruction, including universal design. Response to Intervention programs will be included as part of a directed effort to meet the educational needs of students at a pre-referral phase. Family partnerships and collaboration with internal and external stakeholders are emphasized. Research-based practices in promoting student self-determination and independent functioning are emphasized.

This course covers the major laws and policies affecting individuals with exceptionalities. The current body of research and literature in legal issues is emphasized.
Prerequisite: Admission to the Ed.D. program in Special Education.

Research and practice in the dynamics and critical decisions involving functional and curriculum-based assessment systems are covered. The relationship between interventions and assessment findings will be focused upon in both academic and behavioral contexts. Candidates will demonstrate proficiency in creating high quality Individualized Educational Programs (IEP) and Behavioral Support Plans (BSP).
Prerequisite: SPED 7302.

Course content will be devoted to the evaluation of the learning environments that foster student engagement and academic success, prevention of behavior problems, and recognition of diversity. Examination of theories, models, issues, and practices in conducting evaluations of special education programs will be emphasized. The promotion of continuous improvement of school programs and services along with lifelong professional growth for educators are designated course outcomes. School wide reform processes and procedures will be presented.
Prerequisite: SPED 7302.

The content and experiences provided in this course are directed toward the preparation and ongoing professional development of special education personnel in varied roles. Candidates will examine and apply practices and competencies that support and promote ethical and professional behaviors and value continuing professional growth and development. Prerequsite: SPED 7302.

This course addresses the rationale, logic, and methodology of single subject and small n research designs. Students will practice graphing data and conducting visual analysis. Students will read original research demonstrating single subject designs and will prepare research proposals using small N research designs.
Prerequisite: SPED 7302.

This course will provide doctoral students an opportunity to engage in detailed and in-depth research study of a program or issue in special education. Students will work under the supervision of a doctoral faculty member in special education and will produce a written product presentation.
Prerequisite: Admission to doctoral studies and departmental approval.