Term: Spring 2022
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. Emphasizes culturally responsive practice in relationship to behavioral intervention. Prerequisite: EDSP 005.
Undergraduate student service as a teaching assistant, usually in an introductory level course in the discipline, for which credit is awarded. Offered at department discretion.
Physical, sensory, health, intellectual and behavioral characteristics of developmental disabilities. Educational approaches and supports from various professional disciplines to educate students with severe disabilities. Prerequisite: Permission of Instructor.
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. Prerequisite: One of the following: EDSP 117, CSD 101, ASL 195, Graduate standing, or by Instructor permission. 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.
Undergraduate student work on individual or small team research projects under the supervision of a faculty member, for which credit is awarded. Offered at department discretion.
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.
Students provide direct instruction for six learners with learning disabilities, cognitive disabilities, behavior disorders, and/or multidisabilities. Prerequisite: Instructor permission.
Curricular and assessment areas essential to literacy 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 planning for system level development and change. Students apply systems theory 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.
Focus on trauma informed system change in schools and human service organizations; designed to provide a conceptual framework addressing the strategic process of managing change that is trauma responsive and encourages collaborative learning climate for its employees. Prerequisites: EDSP 330 or EDSP 331; EDSP 332, 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.
See Schedule of Courses for specific titles.