Term: Fall 2019
Subject: Special Education
Students study the effects of discrimination, advocacy, litigation and sociological perspectives on disabilities. History, current legislation, and family issues for children and adults are emphasized.
Discussion of theories and models developed for behavior management, and the translation of those theories into practical intervention techniques, both for the individual student and classroom groups. Emphasis on the use of interpersonal relationships as a means of changing child and youth behavior. Prerequisite: EDSP 005.
See Schedule of Course for specific title.
Examination of historical and current trends in the treatment of individuals with disabilities including effects of discrimination, advocacy, litigation, legislation and economic considerations on educational services and community inclusion. Prerequisite: Twelve hours in Education and related areas, or Instructor permission.
Individualized instruction for learners with significant disabilities emphasizing learning principles, behavior analysis, and research based instruction and interventions. Prerequisite: Instructor Permission.
Students apply principles of learning and social development to improve academic and social skills of all individuals with a focus on those who present academic and behavioral challenges. Prerequisite: Instructor permission.
Focus on theoretical questions of how societies understand disability and its consequences for social justice, by examining the multiple determinants of the societal construction of disability. Prerequisites: Junior/Senior/ Graduate standing. Cross-listed with: CSD 274.
Course covers assessment knowledge and skills essential for special educators, including test selection, administration and scoring, and legal issues related to special education assessment. Prerequisite: Admission to Graduate Program in Special Education or permission of the Instructor.
Study of curriculum and technology areas related to development, adaptation, and assessment of early literacy and mathematics instruction for elementary age students with disabilities. Prerequisite: Instructor Permission.
Supervised field work designed to give students experience in specialized areas for their professional development. Prerequisite: Permission of the Coordinator of Professional Laboratory Experiences.
Credit as arranged.
Curricular and assessment areas essential to math development for students with disabilities. Development, adaptation of curricula and assessment in elementary and secondary education for students with mild, moderate, and severe disabilities. Prerequisite: Special Education Graduate Student or Instructor permission.
Competency-based instruction in oral and written communication, consultation, and workshop level training is provided. Students apply the consultation model in an educational setting. Prerequisite: EDSP 310, EDSP 312, or Instructor permission.
Provides students with the theoretical foundation and conceptual frameworks that relate to building resilience for children, youth and families who have experienced trauma and adversity. For in-service and pre-service professionals in child welfare, health/mental health, and education.
An inter-professional approach to trauma-informed and resiliency based approaches that aim to enhance well-being for children, youth, families, and their own selves. In-service and pre-service students from across professions (child welfare, health/mental, education) will build toolkit of strategies. Prerequisite: EDSP 330 or EDSP 331 or Instructor permission.
Adult development and group dynamics theory provide the knowledge base for collaborating with parents and teachers to meet the diverse needs of students with disabilities. Cross-listed with: EDLP 320.
A course which is tailored to fit the interests of a specific student, which occurs outside the traditional classroom/laboratory setting under the supervision of a faculty member, for which credit is awarded. Offered at department discretion.