Course Descriptions

Courses numbered 1000-1999 are open to freshmen; 2000-2999 to sophomores; 3000-3999 to juniors; 4000-4999 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 2000 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 4999 is a graduate course.

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.

GSPE 5011
Technologies for Responsive Programming [Course] (3)
This course explores digital technology as a tool to facilitate learning for all students. Students will explore the use of technology as "mind tools" to stimulate and engage student interest and participation in learning; students also consider the use of technology and adaptive technology to scaffold learning for all students. The class features hardware, software, and networks that are typical in today's schools, including Smart boards, cameras, data projectors, office packages, content-specific software, web-based inquiry and collaborative multimedia projects, as well as various assistive technology (at) devices used in classrooms and how to support learners in their use. Attention is given to devices and services for students with low-incidence disabilities, as well as use of at devices to gain access to the general education curricula. Students will consider issues and opportunities with emerging technologies, with an emphasis on media literacy and opportunities to further literacy with technology. Using research methods they have learned, students gather data and analyze results to further their understanding of technology impact.

GSPE 5665
Language Learning & Disabilities [Course] (3)
Traces the cognitive development of language through multiple stages and across various disabilities and non-disabling conditions. Give participants background in how language and its development are related to the academic and social development of children. Examines the broadest range of learners, including learners with mild, moderate, and severe disabilities as well as children with multiple disabilities.

GSPE 5700
Philosophies of Inclusive Education [Course] (3)
This course covers the evolution of special education (e.g., historical, legal, sociological, and political aspects). Attention is given to deconstructing disability in order to better understand the impact of policy decisions on educational practices. Attention is given to self-exploration of society’s assumptions about teaching and learning. Characteristics of diverse learners, including academically diverse students, culturally diverse students, students who are English Language Learners, and students across all 13 disability categories are reviewed. Provides exploration into the ways schools can stimulate the growth of responsive inclusive practices for all students with disabilities.

GSPE 5702
Responsive Programming for Challenging Behaviors [Course] (3)
This course introduces the effective use of applied behavior analysis to develop behavior programs for students exhibiting challenging problem behaviors, including the use of reinforcement, schedules of reinforcement, task analysis, as well as observation skills. It provides insights into issues of ecological considerations and environmental control to prevent student behavior problems (e.g. eliminating failure, modification of instruction and materials, social skills training, and utilization of management strategies). It focuses upon the creation of appropriate assessment devices to assist in the development of comprehensive behavior support program for students exhibiting a range of aggressive behaviors in a variety of delivery settings, and also includes systems-wide efforts to prevent violence and disruption.

GSPE 5703
Intro to Collaboration & IEP's [Course] (3)
This course is designed to prepare special education majors with the theoretical and research knowledge and the skills of consultation, working on teams with other professionals and collaborating with parents and professionals and community members who work with learners with special needs. This course provides participants with the skills needed to communicate with other professional community members who work with learners with special needs. It encompasses communication in the schools and with the Committee on Special Education (CSE) and Instructional Support Teams (IST), including models of collaboration used when working with families and other professional colleagues. Particular attention is given to program goals of affirming diversity and ethics. Students will be prepared to manage the paperwork of Special Education, as well as develop the skills and predispositions to collaborate with parents/ guardians in preparing the documents. This course will also include 25 Investigative Field hours.

GSPE 5950
Independent Study in Education [Course] (1 - 4)
Independent Study is an individualized course of reading and/or research designed to allow in-depth study of material not normally covered in the regular curriculum. Consent of the instructor and the graduate's academic adviser is required.

GSPE 6730
Intro. to Research in Mild Disabilities [Course] (3)
Students critically review the research literature in an area of interest, in preparation for the Masters Thesis or Project. Topics include Research Design, Culminates in the Literature Review which will become Chapter Two of the Masters Thesis or Project.

GSPE 6731
Responsive Programming/High-Incidence Disabilities [Course] (3)
This course provides responsive instructional practices for meeting the learning goals of students with high-incidence disabilities, including ASD. It includes evidence-based practices for providing access to grade level curriculum to students with mild/moderate disabilities. Outcomes include developing prescriptive individual educational plans for assisting students in mastering common core standards (integrating technology, adapting curricula, program accommodations). Certification students are expected to complete and document 25 hours of field experience along with this class.

GSPE 6740
Intro. to Research in Severe Disabilities [Course] (3)
Students critically review the research literature in an area of interest, in preparation for the Masters Thesis or Project. Topics include Research Design, Culminates in the Literature Review which will become Chapter Two of the Masters Thesis or Project.

GSPE 6741
Responsive Programming/Low-Incidence Disabilities [Course] (3)
This course provides responsive instructional practices for meeting the learning goals of students with moderate/severe disabilities. It also includes evidence-based practices for providing access to grade level curriculum to students with complex and involved needs. Outcomes include developing prescriptive individualized educational plans for mastering common core standards (adapting curricula, assistive and adaptive technologies, program accommodations). Certification students are expected to complete and document 25 hours of field experience along with this class.

GSPE 6743
Diagnostic & Prescriptive Collaborative Teaming [Course] (3)
Effective collaboration is critical for meeting the needs of students with disabilities, and particularly essential for those with moderate and severe disabilities. This course examines the specializations that come into play for designing, and effectively implementing, appropriately responsive programming for students with disabilities, particularly those with multiple/severe disabilities; issues related to cooperation across agency and institutional boundaries; training and managing paraprofessionals; collaborative/ teaming practices for delivering instruction; team leadership; and involving parents and caretakers; special consideration is given to how a child with a disability impacts the family structure. Students seeking Initial Certification is Special Education must complete 25 hours of field work.

GSPE 6745
Advanced Assessment in Special Education [Course] (4)
Assessment techniques for supporting students across all thirteen disability classifications are provided in this course. Elements for designing assessments to drive classroom instruction and principles for making prescriptive decisions stemming from diagnostic assessment measures are given. Skills in using standardized and non-standardized assessment measures, including Alternate Assessment procedures are assessed.

GSPE 7710
Student Teaching in Special Education [Practicum] (3)
This course consists of a student teaching practicum (which will run for approximately 7 weeks) and a weekly seminar class which parallels your student teaching practicum. Weekly seminar meetings must be offered in conjunction with the pre-determined timeframe of each student’s practicum.

GSPE 7712
Masters Thesis [Course] (2)
This course is the second of two research courses for the Special Education Master’s thesis or project study requirement. At the completion of this course, students will have written and refined the first three of five chapters for the thesis study or project study. Students will build upon existing knowledge, skills and dispositions gained from the introduction research course in order to further their understanding of the current research, refine their own research focus, and design a study or project that will meet the criteria for the Master’s thesis or project.

GSPE 7713
Masters Project [Course] (2)
This course is the second of two research courses for the Special Education Master’s thesis or project study requirement. At the completion of this course, students will have written and refined the first three of five chapters for the thesis study or project study. Students will build upon existing knowledge, skills and dispositions gained from the introduction research course in order to further their understanding of the current research, refine their own research focus, and design a study or project that will meet the criteria for the Master’s thesis or project.