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General Information |
Areas of Emphasis |
The master of arts (MA) program with a major in special education provides practicing educators, related professionals and other qualified individuals opportunities to study and research special education practices and services. Current issues and emerging trends are explored on a global level, with a strong focus on social justice and ethical themes at the local, national and or international level. The program emphasizes developmentally oriented theory and research in the areas of cognitive and socio-emotional development, and students are expected to use this knowledge to design and promote evidence-based interventions and instructional practices to enhance pupil learning, Candidates explore opportunities for collaboration and advocacy within their educational settings that are designed to improve the quality of life of individuals with disabilities in general. The program of study recognizes the rapidly changing dimensions of special education and promotes the philosophy of integrated and inclusive learning experiences for all children and youth.
The program offers students opportunities to individualize professional development by specializing in unique area of study. The emphasis areas are designed to provide flexibility within a structured sequence of coursework. Students may choose to specialize in inclusive education, core academic instruction, mild/moderate disabilities, severe disabilities, emotional & behavioral disorders, academic and learning disorders, or Positive Behavioral Interventions Supports (PBIS). These emphases are designed to:
- promote efforts to advocate for inclusive education for persons with disabilities.
- provide certain special educators who are currently teaching academic subjects increased expertise in teaching core academic subjects.
- offer practicing educators the learning opportunities that support teaching students with mild/moderate or severe developmental disabilities.
- lead to increased understanding of specific educational disabilities in relation to the identification, assessment and evidence-based interventions.
The master of arts in special education program does not lead to initial certification in special education. For more information about initial certification in special education (Mild/Moderate Disabilities), please refer to the Teacher Certification section under the MAT Mild/Moderate Disabilities section in the catalog.
Graduates of this program are able to:
- analyze current issues and trends in special education on a global level.
- promote legal and ethical policy and practice that supports high quality education in inclusive settings (as is appropriate to the individual student’s needs) and improves outcomes for individuals with disabilities, at a local, national, and international level.
- actively design and improve effective, evidence-based instructional, curricular, and classroom management programs on an individual, school-wide, and systems level, based on a thorough understanding of up-to-date research in cognitive, social and emotional development of students with disabilities.
- use scientifically-based methodology to research, evaluate and improve curriculum, instruction and interventions for students with disabilities.
- use valid tools to evaluate progress of pupils in the general education curriculum and towards IEP goals.
- advocate for and safeguard the human and civil rights of individuals with disabilities and their families, engage in professional and ethical practices and behavior, reflect on individual strengths and weaknesses as professionals, and pursue continuing professional development to refine skills and expertise in teaching and learning.
- collaborate with families, colleagues and the community to improve programs and services.
The MA special education majors are required to complete a minimum of 33 credit hours, 24 of which must be in special education. Students considering graduate study at the doctoral level are encouraged to complete six (6) credits of field research, and complete a thesis, for a program total of 36 credit hours.
Required Coursework:
The following courses are required, with a minimum grade of B- in each course, for all special education majors:
Global Citizenship, Teacher Leadership, and Policy
- SPED 5318 Global Issues in Special Education 3 hours
Program Development and Organization
- SPED 5500 Socio-emotional Development: Child with Special Needs* 3 hours
and - SPED 5660 Cognitive Development: Child with Special Needs* 3 hours
and - 9 hours of emphasis or graduate level (5000) coursework
Assessment and Evaluation
One course from the following list:
- SPED 5413 Assessment of Learning and Learning Problems 3 hours
- SPED 5830 Evaluation 3 hours
Professional and Ethical Practice
One course from the following list:
- SPED 5270 Advocating for Persons with Disabilities 3 hours
- SPED 5330 Legal Issues in Special Education 3 hours
- SPED 5319 Ethics and Disabilities 3 hours
Collaborative Practice
One course from the following list:
- SPED 5880 Integrating Resources: Community, School, and Family 3 hours
- SPED 5290 Collaboration and Cooperative Teaching 3 hours
Research and Inquiry
- SPED 5800 Applied Research Methods,
or EDUC 5460 Curriculum Design* 3 hours
and - SPED 6000 Applied Field Research* minimum 3 hours
Total coursework: 33 hours
* Required coursework from Webster University only
Emphasis Areas in Special Education
Upon successful Advancement to Candidacy, candidates are expected to declare an emphasis in one of the following areas of special education.
Emphasis in Core Academic Instruction
The emphasis area in core academic instruction is designed for special educators who are providing direct instruction in core academic subjects, typically in middle or secondary schools. The emphasis offers candidates an opportunity to pursue advanced studies in specialized instruction of core academic subjects for middle school or secondary pupils with special needs. Candidates choose a subject area in which they desire to demonstrate advanced proficiency from the graduate education program offerings, such as communication arts, reading, social studies, mathematics, or science.
The following coursework is required for an emphasis in Core Academic Instruction and Remediation:
- 9 hours in a core academic areas (such as Communication Arts, Reading, Mathematics, Social Sciences), selected with advisor permission
Emphasis in Emotional and Behavioral Disorders
The emphasis area in emotional and behavioral disorders, in partnership with a local children’s residential treatment center, is designed for school-based mental health specialists, practicing teachers, counselors and other related services professionals, and advocates who are interested in expanding their expertise in working with children who require specialized, targeted, or one-to-one services. It offers an advanced program of study in the identification, assessment and evaluation, psycho-educational intervention and instruction of children and youth with severe emotional and behavioral disorders (both internalizing and externalizing). The following coursework is required for an emphasis in emotional and behavioral disorders:
- SPED 5314 Children and Youth with Emotional and Behavioral Disorders 3 hours
- SPED 5315 Assessment, Evaluation, and Diagnosis of Emotional and Behavioral Disorders** 3 hours
(may substitute for SPED 5413)
Two of the following:
- SPED 5316 Instructional Methods for Students with Emotional and Behavioral Disorders 3 hours
- SPED 5250 Behavior Management for Children with Special Needs 3 hours
- SPED 5317 Therapeutic Interventions for Disturbed Students 3 hours
- SPED 5350 Enhancing Social Competency in Children with Special Needs 3 hours
** Core course requirement or substitute
Emphasis in Inclusive Education
The emphasis in inclusive education is designed to provide inclusion facilitators, regular and special educators at the preschool, elementary, and secondary levels, and other qualified individuals with the knowledge base, practical applications, and strategies necessary for implementing a successful inclusive education program appropriate to the diverse needs of students in today's regular classroom. This emphasis enables practicing teachers to investigate issues and examine strategies that relate to the education of all students, regardless of ability, in their local school.
The following courses are required for the area of emphasis in inclusive education:
- EDUC 5080 Planning for the Inclusive Classroom (3 hours)
- EDUC 5090 Curricular and Instructional Adaptations (3 hours)
- SPED 5290 Collaboration and Cooperative Teaching** (3 hours)
- SPED 5270 Advocating for Persons with Disabilities** (3 hours)
- One three (3) hour SPED 5000 course
** Core course requirement or substitute
Emphasis in Learning and Academic Disorders
The emphasis area in learning and academic disorders offers an advanced program of study in the identification, assessment and evaluation, programming, and instruction of children and youth with specific learning disabilities, and/or cognitive impairment. The program is designed to develop a specialized knowledge base of effective instructional practices for special educators, and educational consultants who are responsible for the education of students with learning disabilities and academic disorders.
The following coursework is required for an emphasis in Learning and Academic Disorders
- SPED 5414 Children and Youth with Learning and Academic Disorders 3 hours
- SPED 5413 Assessment of Learning and Learning Problems** 3 hours
Six hours (6) of SPED coursework, with a focus on instructional strategies for students with learning disorders, such as:
- SPED 5320 Learning Strategies: A Cognitive Approach to Exceptional Learners 3 hours
- EDUC 5090 Curricular and Instructional Adaptations 3 hours
** Core course requirement or substitute
Emphasis in Mild/Moderate Disabilities
The emphasis in mild/moderate disabilities is intended for certified educators who are interested in developing expertise in teaching students with mild/moderate (cross-categorical) disabilities. While the emphasis does not lead to an initial teacher certificate in Mild/Moderate Disabilities, the program of study offers currently certified teachers an opportunity to acquire the foundational knowledge in preparation for an endorsement in Mild/Moderate Disabilities: Cross-Categorical.
The following coursework is required for an emphasis in mild/moderate disabilities:
- SPED 5030 Students with Mild/Moderate Disabilities 3 hours
- SPED 5240 Psycho-educational Assessment I** 3 hours
(may substitute for SPED 5413) - SPED 5380 Methods for Students with Mild/
- Moderate Disabilities I 3 hours
One course from:
- SPED 5250 Behavior Management for Children with Special Needs 3 hours
- SPED 5010 Methods of Teaching Mathematics for Disabled Learners 3 hours
- SPED 5040 Analysis and Correction of Reading Disabilities 3 hours
- SPED 5260 Career Preparation for Students with Special Needs 3 hours
- SPED 5300 Communicating with Families and Disabled Persons 3 hours
- SPED 5050 Language Development for Students with Special Needs 3 hours
- SPED 5020 Assistive Technology for Students with Special Needs 2-3 hours
** Core course requirement or substitute
Emphasis in Positive Behavioral Interventions and Supports (PBIS)
The emphasis in PBIS is designed to provide educators with the knowledge and expertise to design, implement and evaluate individual, small group, and systemic strategies that improve social behavior and learning outcomes for K-12 students. The conceptual framework for PBIS is based in "Tiered Systems" approaches to improving academic and social outcomes for all students. This program is targeted to educators who are interested in pursuing careers as behavior specialists and/or school-wide PBIS consultants.
The following coursework is required for an emphasis in PBIS:
- SPED 5700 School-Based Prevention/Intervention: RtI and PBIS 3 hours
- SPED 5701 Universal School-Wide PBIS** 3 hours (may substitute for SPED 5413)
- SPED 5702 Secondary Prevention: Targeted Group Interventions 3 hours
- SPED 5703 Applying PBIS: Functional Behavior Assessment/ and Behavior Support Planning/Implementation 3 hours
** Core course requirement or substitute
Emphasis/Certification Endorsement in Severe Developmental Disabilities
The emphasis in severe developmental disabilities offers a concentrated program of study in the assessment and instruction of children and youth with severe developmental disabilities. The program builds on the knowledge base of special educators who are qualified to teach students with mild and moderate disabilities, and extends the capabilities of special educators to provide individualized and appropriate educational opportunities to all children.
In order to apply for the advanced certification endorsement program in severe developmental disabilities, the applicant must hold a valid Missouri Teacher’s Certificate in Mild/Moderate: Learning Disabilities, Mental Retardation, Behavior Disorders, Physical and Other Health Impairments, or Cross-Categorical Disabilities.
The following courses are required for an emphasis in Severe Developmental Disabilities:
- SPED 5311 Assessment of Functional Skills for Students with Severe Developmental Disabilities** 3 hours
(may substitute for SPED 5413) - SPED 5312 Curriculum and Methods of Teaching Students with Severe Developmental Disabilities** 3 hours
- SPED 5313 Augmentative and Alternative Communication for Students with SDD 3 hours
- SPED 5090 Special Education Practicum: Severe Developmental Disabilities 3 hours
** Core course requirement or substitute
Students who are interested in applying to this degree program should also see the Admission Section of this catalog for general requirements.
Admission Requirements
Prior to admission to the program, candidates are expected to have successfully completed, with a grade of B or better, a three-credit course in the Psychology of the Exceptional Students, or its equivalent. Those applicants who have not completed this requirement, prior to admission, will be required to successfully complete the course in order to advance to candidacy. Students may not use the credits from the Psychology of the Exceptional Students towards graduation requirements for the MA in Special Education.
An essay is required as part of the application. Please see the School of Education Essay Requirements page for information regarding this requirement.
Send all required documents to the following address:
Webster University
Office of Admission
470 East Lockwood Avenue
St. Louis, MO 63119-3141
Completed application files will be reviewed by the Department of Multidisciplinary Studies.
After completing 9 credit hours within a MA and before twenty one (21) hours, all MA degree-seeking students with a major in special education are required to advance to candidacy. Advancement to candidacy is expected to result in the selection of an emphasis area for completion of the requirements for the degree program. Please refer to the Advancement to Candidacy section in this catalog for other specific guidelines.
Students may transfer no more than six (6) hours of Webster University 4000 level coursework towards the MA in special education, if the coursework did not apply towards the requirements for another degree. Students may transfer no more than six (6) credits of graduate coursework from another accredited institution of higher learning. Students may apply no more than six (6) credits of SPED 5210/SPED 5410 to satisfy the requirements of the MA. Degree. Requests to transfer credit must be approved by the special education program coordinator.
The course(s) being transferred must meet the following criteria:
- The course is required to achieve the program goals and is relevant to the student’s major.
- The course carries graduate credit toward an accredited master’s degree program at the sponsoring institution.
- The course was not used to fulfill requirements for another degree.
- The course must carry a grade of A, B, or Credit.
- The course must have been completed within five years before admission into the program.
- Courses taken at other colleges or universities after admission to the program and MA In-Service courses ordinarily may not be transferred for credit. Waivers would require the following:
- Prior approval by an advisor and relevant area coordinator must be granted on “prior permission form” before the course is taken.
- The course does not duplicate one offered at Webster University. (Note: This does not refer only to courses offered in the current semester, but to any similar course Webster University offers.)
- The student fills out a Request for Transfer of Credit form (available in the School of Education Office) and submits it, along with an official transcript of the course(s) being requested, to the School of Education Office. When the transfer hours have been approved and processed, the student will be notified.
Students may request approval of the transfer courses at any time after admission to the program. Approved transfer hours are not used in evaluating advancement-to-candidacy or probation and dismissal actions.
Note: Other MAT courses with the EDUC prefix are listed under Multidisciplinary Studies. Undergraduate EDUC courses (those with a number below 5000) are listed in the Undergraduate Studies Catalog.
EDUC 5080 Planning for the Inclusive Classroom (3)
This course introduces the key factors underlying successful planning for the inclusive classroom. Following an examination of the philosophical and legal bases underlying inclusion, students explore issues related to change and educational reform, increasing disability awareness, team building, action planning, using natural supports, and problem-solving strategies.
EDUC 5090 Curricular and Instructional Adaptations (3)
This course offers a framework for adapting the regular classroom environment to meet the diverse needs of students, including those with disabilities. Curriculum adaptations, instructional modifications, and environmental accommodations are explored as strategies to support students with special needs in the regular classroom.
EDUC 5460 Curriculum Design (3)
This course is designed to help individuals plan learning experiences. Topics included are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Each student develops a curriculum package that has direct application to his or her particular teaching situation.
SPED 5010 Methods of Teaching Mathematics for Disabled Learners (3)
This course focuses on the development of mathematics instruction for students with special needs. Prerequisites: MATH 4310 and SPED 5860.
SPED 5020 Assistive Technology for Students with Special Needs (2-3)
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.
SPED 5030 Students with Mild/Moderate Disabilities (3)
This course focuses on the identification and characteristics of students with mild/moderate disabilities, including learning disabilities, mental retardation, emotional and behavioral disorders, physical disorders, and other heath impairments. Prerequisite: SPED 5860.
SPED 5040 Analysis and Correction of Reading Disabilities (3)
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.
SPED 5050 Language Development for Students with Special Needs (3)
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 Psychoeducational Assessment I.
SPED 5090 Special Education Practicum (1-3)
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
SPED 5091 Apprentice Teaching (8-10)
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.
SPED 5200 Independent Study (1-3)
MAT 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.
SPED 5210 In-Service Education (1-4)
Webster offers various graduate in-service courses that are not part of the existing MAT 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 MAT advisor. May be repeated for credit if content differs.
SPED 5220 Topics in Special Education (1-3)
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.
SPED 5230 Program Models in Special Education (3)
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.
SPED 5240 Psychoeducational Assessment I (3)
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.
SPED 5250 Behavior Management for Children with Special Needs (2-3)
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.
SPED 5260 Career Preparation for Students with Special Needs (3)
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.
SPED 5270 Advocating for Persons with Disabilities (3)
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.
SPED 5280 Attention Deficit Disorder (2-3)
Students examine in depth the characteristics of attention deficit disorder and review educational strategies and interventions that can be implemented within educational settings.
SPED 5290 Collaboration and Cooperative Teaching (3)
This course focuses on professional collaboration, including teachers working together (collaborative consultation, cooperative teaching, or class within a class, teacher teams, and peer coaching) as well as students working together (classwide peer tutoring and cooperative learning). Participants will learn to use various collaborative structures, effective cooperative teaching techniques, problem-solving methods, and content enhancement devices.
SPED 5300 Communicating with Families and Disabled Persons (3)
The course focuses on counseling and communication techniques appropriate to the needs of the exceptional individuals and their families.
SPED 5310 Education for Adolescents with Special Needs (3)
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.
SPED 5311 Assessment of Functional Skills for Students with Severe Developmental Disabilities (3)
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.
SPED 5312 Curriculum and Methods of Teaching Students with Severe Developmental Disabilities (3)
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.
SPED 5313 Augmentative and Alternative Communication for Students with SDD (3)
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.
SPED 5314 Children and Youth with Emotional and Behavioral Disorders (3)
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.
SPED 5315 Assessment, Evaluation, and Diagnosis of Emotional and Behavioral Disorders (3)
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.
SPED 5316 Instructional Methods for Students with Emotional and Behavioral Disorders (3)
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.
SPED 5317 Therapeutic Interventions for Disturbed Students (3)
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.
SPED 5318 Global Issues in Special Education (2-3)
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.
SPED 5319 Disability and Ethics (3)
This course will explore the topic of ethics and situations involving disability. Modern moral philosophical theories will be reviewed and applied to specific cases. Both margin of life issues and quality of life issues will be discussed.
SPED 5320 Learning Strategies: A Cognitive Approach to Exceptional Learners (3)
This course focuses on the theoretical basis and the application of metacognitive approaches to the education of exceptional students.
SPED 5330 Legal Issues in Special Education (3)
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.
SPED 5331 Working with Difficult Students (3)
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.
SPED 5340 Planning Transition (3)
Class members explore techniques and policies that enable children with special needs to make a successful transition into less restrictive educational or vocational environments.
SPED 5350 Enhancing Social Competency in Children with Special Needs (3)
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.
SPED 5360 Psychoeducational Assessment II (2)
This course is designed to provide students with skills in administering, scoring, and interpreting individual assessment instruments. With the consent of the instructor, each student selects one or more assessment tools to administer and score. Interpretation focuses on the information provided by the instrument(s) administered and how this information fits into a total assessment battery. Prerequisite: SPED 5240.
SPED 5370 Educating Students with Physical and Health Impairments (3)
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.
SPED 5380 Methods for Students with Mild/Moderate Disabilities I (3)
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.
SPED 5381 Methods for Students with Mild/Moderate Disabilities II (3)
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.
SPED 5410 In-Service Topics (1-3)
In-service courses are designed to provide MAT degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses have been approved for the MAT with prior approval of the student’s advisor. May be repeated for credit if content differs.
SPED 5411 Instructional Methods for Students with Mental Retardation (3)
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.
SPED 5412 Instructional Methods for Students with Learning Disabilities (3)
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.
SPED 5413 Assessment of Learning Problems (3)
Students explore a variety of academic and psychoeducational assessment techniques that are relevant to the evaluation of children and youth with suspected academic disorders. Functional behavior assessment and analysis of academics, task analysis, and ecobehavioral assessment will be examined in depth. Students are expected to work intensively. Interpretation of assessment findings is presented in a written evaluation report including a diagnostic formulation and recommendations for intervention. Students are expected to plan and conduct a functional assessment of cognitive and academic skills across the academic areas, integrated with formal assessment data.
SPED 5414 Children and Youth with Learning and Academic Disorders (3)
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.
SPED 5480 Learning and Behavior Problems in the Classroom (3)
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.
SPED 5500 Socioemotional Development: Child with Special Needs (3)
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.
SPED 5660 Cognitive Development: Child with Special Needs (3)
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.
SPED 5700 School-based Prevention/Intervention: RtI/PBIS (3)
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.
SPED 5701 Universal School-Wide PBIS (3)
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.
SPED 5702 Secondary Prevention/Targeted Group Interventions (3)
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.
SPED 5703 Applying PBIS: Functional Behavioral Assessment and Behavior Support Planning (3)
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 assessment, selection of quantitative measurement systems, development of systematic behavioral interventions, and progress evaluation through repeated (ongoing) measurement and use of single subject designs.
SPED 5704 PBIS/Systems Leadership: Staff Development & Coaching (3)
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.
SPED 5800 Applied Research Methods (3)
This course introduces students to principles of research methodology and design. Students are enabled, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisites: advancement to candidacy and permission of the instructor. This course may be substituted for EDUC 5460.
SPED 5830 Evaluation (3)
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.
SPED 5860 Psychology of the Exceptional Student (3)
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.
SPED 5880 Integrating Resources: Community, School, and Family (3)
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.
SPED 6000 Applied Field Research (1-6)
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.
470 East Lockwood Avenue