SPED - Special Education
2014-2015 GRADUATE STUDIES CATALOG
Effective 1 June 2014 through 31 May 2015
Please see the Graduate Catalog Archives for PDF versions of past catalogs.
--This page was modified on 16 February 2015. Please see the Graduate Catalog Addendum to view changes that were made.--
This course focuses on the development of mathematics instruction for students with special needs. Prerequisites: MATH 4310 and SPED 5860.
This course focuses on hardware and software designed for persons with disabilities. Students will carry out a hands-on project designed to provide educators with the tools needed to evaluate hardware and software in relation to a student’s specific disability.
This courses focuses on the identification and characteristics of students with mild/moderate disabilities, including learning disabilities, intellectual disabilities,, emotional and behavioral disorders, physical disorders, and other health impairments.
This course focuses on the identification and characteristics of students with significant reading disabilities requiring special education services. The focus on the course in on informal and formal assessment procedures, diagnosis and intervention. Prerequisites: COMM 5820 or COMM 5830 and SPED 5240.
This course focuses on language development in children and youth with special needs. Using case studies, students will examine informal and formal evaluation techniques, review language arts strategies, and develop interventions appropriate for students with language impairments. Prerequisite: SPED 5240
All practicum assignments are to be made with prior approval from the instructor. Students should request a practicum application from their advisor at the time of registration. Location, field experience, and identity of the practicum supervisor will be decided upon in each practicum situation. Prerequisites: permission of the instructor; completion of coursework in the specific area of the practicum, including a minimum of 3 credit hours from the Webster University School of Education. May be repeated for credit if content differs.
- Practicum: Learning Disabled 1-3 hours
- Practicum: Behavior Disorders 1-3 hours
- Practicum: Mentally Handicapped 1-3 hours
- Practicum: Severe Developmental Disabilities 1-3 hours
- Practicum: Cross-Cat 1-3 hours
This supervised field experience is required for candidates pursuing initial teacher certification in Mild/Moderate Disabilities: Cross-Categorical (K-12). During apprentice teaching, the preservice teacher is given an opportunity to analyze pedagogical competencies and to build his/her own personal strategies for teaching and learning. Reflective thought, observation, discussion, and actual teaching will be used to expand his/her skills. The student teacher is expected to conduct informal assessment, design and teach instructional programs and thematic units, write lesson plans on a daily basis, observe practicing teachers in other settings, and identify and develop goals for a professional development plan. This field experience requirement can be satisfied by a semester experience through a university sponsored placement in an approved educational setting. Paraprofessionals or provisionally certified teachers working in approved special education settings may satisfy this requirement through credit by examination, with prior approval of the advisor and SPED program coordinator. Prerequisite: B or better in SPED 5090; permission of advisor and SPED program coordinator.
Students with special interests or needs not met by existing curricula may request that a faculty member supervise an independent study. Together the student and faculty member decide the content of the study and the criteria for evaluation. In no case can an independent study be set up when an existing course already treats the subject. Prerequisite: permission of the coordinator. May be repeated for credit if content differs.
Webster offers various graduate in-service courses that are not part of the existing curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: prior approval of the advisor. May be repeated for credit if content differs.
Students in this course explore, in depth, specific topics in the education of children with special needs. Topics are selected that promote the integration of these children into the mainstream of education. Topics vary. May be repeated for credit if content differs.
This course focuses on programs developed for the population of students receiving special education services. The content explores philosophy, theoretical framework, curriculum, methodology, learning environment, teacher and student roles, and parent involvement. Students replicate portions of specific models and develop teaching strategies that would be characteristic of particular models. Special attention is given to mainstreaming approaches.
This course examines assessment of students with learning difficulties. A review of the statistical properties of standardized instruments and the social and legal issues in testing is presented to provide a framework from which students examine instruments of intelligence, language, perception, motor skills, academics, and behavior. The information derived from these instruments is used to determine specific strengths and weaknesses in individual students using a case-study approach.
Students are introduced to the principles and techniques of behavior management appropriate to the needs of individual students with disabilities. Content includes identifying problem behaviors, functional behavior assessment, direct and indirect observational techniques, preventative and pre-correction techniques, methods to strengthen, replace or weaken behavior, measurement techniques, and program evaluation. Students develop a case study and behavior intervention plan.
This course presents teachers with career development concepts and techniques for preparing students with special needs to make the successful transition from school to working and living in the community. Career education models and programming strategies are presented for elementary through secondary educational levels, with emphasis on adolescents. Prerequisite: SPED 5860.
Students examine the role of teachers, parents, and professionals in advocating for appropriate services for persons with disabilities. Special emphasis is on the parent-professional relationship, civil rights, due process, participation in educational planning, and advocating for fuller inclusion.
Students examine in depth the characteristics of attention deficit disorder and review educational strategies and interventions that can be implemented within educational settings.
This course focuses on professional collaboration, including teachers working together as well as students working together. Participants will learn to use a variety of collaborative structures, effective collaboration and cooperative teaching techniques, problem solving methods, effective communication and negotiation techniques, and devices for enhancing content and learning. The course is designed for general and special education teachers, as well as other education professionals, who co-teach, serve on problem-solving teams and consults in schools.
The course focuses on counseling and communication techniques appropriate to the needs of the exceptional individuals and their families.
Participants explore the needs of adolescents with special needs. Emphasis is on academic planning, social and emotional needs, career and vocational planning, and program models.
This course examines the use of standardized and ecologically based assessments in all areas of skill development. Coursework includes the opportunity to examine and use a number of different assessments.
This course examines the development and implementation of chronologically age-appropriate functional curriculum for students with severe developmental disabilities in integrated settings. Curriculum and instructional strategies in the areas of domestic skills, vocational skills, leisure skills, and community access skills are covered as well as skills in the embedded areas of communication, social, motor, and functional academics.
This course introduces strategies for enhancing the functional communication skills of students with severe developmental disabilities. The use of aided and non-aided augmentative strategies are addressed as well as alternative communication systems with an emphasis on using a multi-modality approach.
This course examines current knowledge and theory of the educational, sociocultural, psychological, and biological factors that influence children and youth with, or at risk for, emotional and behavioral disorders. The course content focuses on current issues and practices regarding characteristics, identification, and assessment procedures specific to this population of students with disabilities.
Students explore a variety of behavioral and psychoeducational assessment techniques that are relevant to the evaluation of children and youth with suspected emotional and behavioral disorders. Functional behavior assessment and analysis, behavior checklists and rating scales, questionnaires, and interviews will be examined in depth.
Focuses on educational programming of students with emotional and behavioral disorders including IEP development, instructional techniques, curricular modifications, scheduling, classroom management tactics, individual behavior management plans, and psychoeducational strategies. Prerequisite: SPED 5240.
This course examines a variety of psychoeducational and cognitive-behavioral interventions applicable to students with emotional and behavioral disorders. Intervention strategies include life space intervention, group meetings, bibliotherapy and mutual storytelling, self-management, rational emotive therapy and education, stress inoculation, anger control, and self-instructional training. Students are expected to design and implement a selected intervention.
This required course will introduce students to current issues in special education on a global level. Students select and explore a current issue in special education, based on a focused review of published literature. Examples of issues may include: inclusion, discipline, identification and classification, national assessments, curriculum standards. International perspectives to the selected issue are researched using published literature and reports, electronic contacts and the Internet. Students are expected to culminate their coursework by developing a reflective plan for further specialization in their graduate studies.
This course explores the topic of ethics and professional conduct in situations involving persons with disability. Modern moral philosophical theories will be reviewed and applied to specific cases. Both margin of life issues and quality of life issues are discussed. Codes of ethics promulgated by American Psychological Association, Council for Exceptional Children, and the Behavior Analyst Certification Board are studied, through comparative analysis of case studies.
This course focuses on the theoretical basis and the application of metacognitive approaches to the education of exceptional students.
Students review the laws governing special education at the federal and state levels. The course covers the interpretive framework encompassing recent judicial decisions that emphasize inclusion.
This course focuses on students who are difficult to teach, “inflexible and explosive” (Greene, 2005). Students examine the characteristics and features of students with disruptive behavior disorders, such as oppositional disorders, conduct disorders, and attentional disorders. Students read professional literature, review case studies, interview professionals and family members who are familiar with these youngsters, survey intervention approaches, and summarize findings into class presentations.
Class members explore techniques and policies that enable children with special needs to make a successful transition into less restrictive educational or vocational environments.
Students examine a variety of strategies and curricula designed to promote social competency and self-regulation in children and youth. Examples of curricula that focus on social skills, problem solving, cooperation, friendship, and self-awareness are studied critically. Students are expected to select and instruct a specific curriculum with students with special needs.
This course explores the academic, psychosocial, and physical needs of individuals with a variety of physical and health impairments, including chronic illnesses. Emphasis is on adaptations for the general education classroom.
This course is designed to prepare the teachers of students with mild/moderate learning disabilities, behavior disorders, mental retardation, and physical and other health impairments to develop instructional strategies and curricula to provide an effective program in a range of placement settings, with an emphasis on inclusive placements. It emphasizes a metacognitive approach to instruction based on the functional analysis of the learning behaviors. It focuses on team model of planning and delivery, including the parents, regular education teachers and administrators, and support specialists. Prerequisite: SPED 5240.
This course introduces pre-service special education teachers to the curriculum, organizational strategies, and instructional techniques appropriate to the needs of students with mild/moderate disabilities, with a focus in the content areas of physical education, health, art, music, science, child and adolescent literature and social studies (government, geography, and economics). It emphasizes the use of technology in adapting the general education curriculum based on a functional assessment of the curriculum and learner behavior. The course emphasizes team planning and delivery, including parents, regular education teachers, administrators, and support specialists. Prerequisite: SPED 5240.
In-service courses are designed to provide degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses have been approved for the program with prior approval of the student�s advisor. May be repeated for credit if content differs.
Focuses on educational programming of students with mental retardation, including IEP development, instructional techniques, curricular adaptations and modifications, scheduling, classroom management tactics, and metacognitive strategies. Prerequisite: SPED 5240.
Focuses on educational programming of students with learning disabilities, including IEP development, instructional techniques, curricular adaptations and modifications, scheduling, classroom management tactics, and cognitive and metacognitive strategies. Prerequisite: SPED 5240.
Students explore methods to assess and evaluate the academic skills and knowledge of K-12 pupils and the impact of instruction on student learning and behavior. Students will examine the practical and theoretical issues relating to assessment within the classroom. the course will prepare teachers in the development and administration of curriculum-based assessment techniques, behavioral assessment methodologies, and progress-monitoring strategies. Focus is placed on assessment strategies that identify struggling students.
This course examines current knowledge and theory of the educational, sociocultural, psychological, and biological factors that influence children and youth with, or at risk for, academic disorders. The course content focuses on current issues and practices regarding characteristics, identification, and placements specific to this population of students with learning disabilities or mental retardation.
This course updates classroom teachers on effective teaching practices and strategies designed specifically for students with learning and behavior problems. Focus is placed on strategies that enhance the success of all students in the regular education setting, including elementary, middle, and high school.
This course addresses the implications of theories and research in the areas of social and emotional development of children with special needs. Students explore the relationship between cognitive development and social and emotional development. Emphasis is placed on investigation of environments and interactions that foster trust, self-regulation, self-esteem, social competence, and interdependence.
This course focuses on the implications of current research in the area of cognitive development and learning theory on the education of children with special learning characteristics. Students examine advances in research on metacognition, executive control strategies, and psycholinguistics, and explore applications to individualized education.
Education is changing, due to the implementation of response to intervention (RTI) procedures within our schools. Response to Intervention is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. Positive Behavioral Interventions and Supports (PBIS) is the largest exemplar of RTI in the nation. The emphasis of this course is the understanding of the RTI/PBIS procedures and the various applications of RTI/PBIS within schools and individual classrooms.
This introduction to the concepts and processes of PBIS will focus on school-wide implementation. School-wide implementation includes understanding roles and functions of the PBIS Universal Team, action planning for sustainable practices, data collection systems and tools, and the process for aggregating and analyzing data for decision making and action planning. Additionally, this course will provide an overview of the elements of School, Family, and Community Partnerships in relation to PBIS implementation, with an emphasis on proactive systems change that involves district, school, classroom, and individual student. Prerequisite: SPED 5700.
Secondary Prevention is designed for use in schools where there are students who are at risk of chronic problem behavior, but for whom high intensity interventions are not essential. In this course, students will learn about different secondary prevention interventions, how to determine who needs secondary level interventions, how to implement them and how to measure progress, fidelity, and social validity.
Students will gain broad foundation skills in applied behavioral technology principles for the purpose of solving academic and behavior problems. Principles will include: problem identification and defining, functional behavior assessment, functional analysis, selection of quantitative measurement systems, development of systematic behavioral interventions, and progress evaluation through repeated (ongoing) measurement and use of single subject designs.
The purpose of this class is to give the tools necessary to implement school-wide PBIS or any research-based classroom management practices through presentations and coaching. The role of the coach is to provide collaborative and non-evaluative communication and feedback to teachers by creating a positive climate and common purpose among teachers and students. Prospective coaches will learn the skills of active listening, pausing, paraphrasing, and asking meditative questions. Additionally, students will learn how to plan, implement, and evaluate staff development.
This is an introductory course in educational research methodology. Basic concepts of measurement, experimental and quasi-experimental research design, strategies of qualitative and quantitative research, data collections and analysis, and basic statistical procedures are introduced. This course enables students to read, interpret, evaluate, and plan educational and psychological research. Students learn to write a research proposal and complete a request for approval from Webster University’s Institutional Review Board (IRB).
This course is designed for all educators who wish to explore the importance of formal and informal evaluation procedures as related to the instructor in the classroom. Evaluation will review the concepts of assessment and measurement, study curriculum-based evaluation, teaching and decision making, and explore issues such as national standards, functional curriculum and behavior assessments, and social/cultural transformations in education as related to the ethics of evaluations.
This course focuses on students gaining an understanding of the abilities and disabilities of children who are commonly identified as exceptional or handicapped. Attention is given to the psychological and educational needs of these children and the instructional organization employed to meet such needs.
This course is designed to help students identify changing family and community structures, patterns, and relationships. Students determine how these influence children and their educational needs. Methods of assessing family needs and interests, identifying and utilizing community resources, and responding to family needs through education and partnerships are addressed as well as models of consultation and case management in regard to children and families with special needs. They explore and simulate techniques for interacting with parents, and they examine collaboration strategies for interdisciplinary team efforts.
This graduate course introduces students to the foundational concepts and principles needed to work in the field of behavior analysis. The course focuses on identifying and defining the principles of behavior analysis used to assess behavior, develop and implement research-based interventions for reducing problem behaviors and teach new behaviors to individuals with behavior concerns. Basic laboratory research procedures that illuminate the principles of behavior will be addressed. The coursework covers the foundational knowledge and concepts listed on the BCBA Fourth Edition Task List needed to apply to sit for the Board Certified Behavior Analyst Examination. It is a prerequisite for all other courses in the Behavior Analysis series.
Students study the principles and fundamentals required for the application of behavior change skills within the applied behavior analytical model of intervention. Following review of the concepts underlying the identification of problem behaviors, functional behavior assessment and analysis, direct and indirect observational techniques, and preventative and pre-correction techniques, students study methods to strengthen, replace or weaken behavior, specific change procedures, measurement techniques, and program evaluation.
This course advances the principles of applied behavior analysis by examining systems of behavior changes, including self-management strategies, reinforcement systems, Direct Instruction, precision teaching, functional communication training, and others. Considerations made when planning and implementing behavior change systems are examined. Issues relating to implementation, management, and supervision of intervention are explored. Applications to individuals with Autism and Significant Disabilities. The coursework covers concepts needed for many of the basic skills listed on the BCBA Fourth Edition Task List needed to sit for the BSBA examination.
This course offers students an opportunity to engage in applied research to evaluate and improve curriculum, instructional strategies and programs and services for students with disabilities. Students conduct field research, and implement the proposed applied research project, or curriculum unit. Research projects and findings are conducted and analyzed using scientifically based methodology and principles. Students are expected to work independently, with the guidance from the instructor of record and/or mentor. Students may register for a minimum of one credit, up to a maximum of six credits, depending on the extent and scope of the field research. Students considering graduate study at the doctoral level are encouraged to complete 6 credits of field research.
The student completes a thesis project under the supervision of two faculty members. The thesis option is recommended for those considering graduate study at the doctoral level. All theses must follow university guidelines and be deposited in the Webster University library. Prerequisite: SPED 5800.
--This page was modified on 16 February 2015. Please see the Graduate Catalog Addendum to view changes that were made.--