Special Education (EDSP) Course Descriptions

• EDSP 2302 Survey of Exceptional Children

  Prerequisite(s): None
  Corequisite(s): None

  This course provides a survey of populations with exceptionalities. Cognitive, emotional, social, physical, and motivational characteristics as well as educational needs of children with exceptionalities are explored. Knowledge of professional, ethical and legal issues that apply to working with students with exceptionalities is also included. Students apply current and new knowledge regarding instructional planning, assessment and collaboration.

• EDSP 4181 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 4281 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 4302 Survey of Exceptional Children

  Prerequisite(s): Admission to the Educator Preparation Program

  This course provides a survey of populations with exceptionalities. Cognitive, emotional, social, physical, and motivational characteristics as well as educational needs of children with exceptionalities are explored. Knowledge of professional, ethical and legal issues that apply to working with students with exceptionalities is also included. Students apply current and new knowledge regarding instructional planning, assessment and collaboration.

• EDSP 4311 Diagnostic and Prescriptive Teaching for Exceptional Children

  Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302

  This course focuses on the diagnostic-prescriptive approach to individualizing instruction which provides educators with a comprehensive method of assessing learning styles, identifying where breakdowns occur in the learning process, and developing appropriate programming related to the specific needs of learners. Key topics include response to intervention (RTI) approaches, the screening process for dyslexia, standardized and informal assessments, and data analysis as well as laws related to eligibility, ethics and parents’ rights. Students learn to write Individualized Educational Programs (IEPs) based on the diagnostic-prescriptive approach to individualizing instruction for students with exceptionalities. Further, interviews of experienced educators will be conducted regarding current issues and practices in assessment and intervention.

• EDSP 4319 Teaching Strategies in Special Education

  Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302

  All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to learner strengths and needs with typical and atypical exceptionalities. In this course, the educator examines research based instructional strategies to ensure student success across the curriculum, according to human growth and development. An investigation of characteristics associated with cross categorical learners, as defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004), and how they affect teaching and learning will also be covered. Further, educational implications for students with exceptionalities will also be addressed. The course also explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with exceptionalities; including the five components mandated by the State Board for Educator Certification in the screening process for Dyslexia. Also included is the importance of effective and positive collaborative relationships with all stakeholders to support development and educational progress. The educator also applies knowledge of characteristics of students with learning disabilities and how knowledge of professional, ethical, and legal issues applies to working with students. In addition, opportunities are presented in which the teaching professional applies current and new knowledge regarding instructional planning, assessment, and collaboration.

• EDSP 4325 Educating Gifted Learners

  Prerequisite(s): EDUC 4301 or EDUC 4311

  This course presents an overview of the intellectual and developmental characteristics of the gifted and talented as well as an introduction to identification techniques, instructional approaches, educational programs, and special problems. The course focuses on classroom educational practices designed to meet the unique needs of the gifted and talented students. Historical, legal, and conceptual foundations of gifted education are examined as well as current research relevant to the education of gifted learners.

• EDSP 4352 Behavior and Classroom Management

  Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302

  Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all educators. This course helps educators create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. Through this course, the educator will also learn the ABC’s of behavior, function, and effective strategies for implementing a behavior intervention plan (BIP) for students that exhibit behavior deficits. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families.

• EDSP 4353 Field Experiences in Special Education

  Prerequisite(s): Admission to the Educator Education Program and EDSP 4302 and EDSP 4311 and EDSP 4319 and EDSP 4352

  Students will become knowledgeable about various methods of special service delivery to students with exceptionalities as they come in contact with a continuum of service delivery systems ranging from least restrictive (inclusive) to most restrictive (self-contained) environments. Observations, classroom assistance, instructional planning, classroom and individual instruction, and conference activities will be required. Students will create a Teacher Work Sample (TWS), which consists of a project demonstrating mastery of the components of effective instruction and student learning. Successful completion of the TWS is required for program completion.

• EDSP 4381 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 5302 Survey of Exceptional Children

  Prerequisite(s): Admission to the Educator Preparation Program

  Students will determine the goals of instruction according to the needs of the various exceptionalities; they will develop an appropriate curriculum using the essential elements as a base. Students will learn the techniques of managing behavior, how to individualize instruction, how to apply methods of intervention, and how to evaluate adequacy of teaching. The future educator will learn how to arrange classrooms specific to management theories. Students must be computer literate. Fieldwork is required.

• EDSP 5311 Diagnostic and Prescriptive Teaching for Exceptional Children

  Prerequisite(s): EDSP 5302

  The learning experiences in this course will contribute to the knowledge and skills of professional educators in developing and assessing programs for students who exhibit learning and behavior difficulties. Students will learn the diagnostic-prescriptive approach to individualized instruction. Students in the course will learn about comprehensive methods of assessing learning styles and to identify where the breakdowns can occur in the learning process. This course will assist educators in developing, administering and evaluating appropriate programming related to specific needs of learners. The screening process for dyslexia mandated by the State Board for Educator Certification is taught in this course.

• EDSP 5319 Teaching Strategies in Special Education

  Prerequisite(s): EDSP 5302 and EDSP 5311

  This course is designed to enable students to develop the expertise of the professional educator with the needs of the various student exceptionalities. Teachers seeking certification as Educational Diagnosticians will learn to apply specialized techniques of managing behavior, how to individualize instruction, how to apply methods of intervention, and how to evaluate adequacy of teaching. The practicing educator taking this course will be able to develop a comprehensive knowledge about classroom management theories as they relate to special education.

• EDSP 5325 Educating Gifted Learners

  Prerequisite(s): None

  This course presents an overview of the intellectual and developmental characteristics of the gifted and talented as well as an introduction to identification techniques, instructional approaches, educational programs, and special problems. The course focuses on classroom educational practices designed to meet the unique needs of the gifted and talented students. Historical, legal, and conceptual foundations of gifted education are examined as well as current research relevant to the education of gifted learners.

• EDSP 5335 Identification, and Evaluation in Early Childhood

  Prerequisite(s): EDSP 5302 and EDSP 5311

  This course involves an in-depth study of growth and development of the young child during infancy and early childhood. Additionally, this course emphasizes the acquisition of knowledge and identification of exceptionalities. It will include observations, screen, and assessment of young children, report writing, and identifying appropriate evidence-based interventions.

• EDSP 5345 Student Evaluation Techniques

  Prerequisite(s): Teaching experience and/or a course in instructional design, i.e. EDUC 6302 or EDUC 6312)

  This course is designed to enable the student to improve the design, construction, and validation of teacher-made tests, and to evaluate, select, administer, and interpret standardized tests for all levels of instruction. Also included is brief attention to the organization and management of schools and legal and ethical aspects of teaching. (Offered also as EDAD 5345 and EDUC 5345.)

• EDSP 5351 Emergent Literacy

  Prerequisite(s): EDUC 5313 or 6302 (or teacher certification)

  In this course students examine emergent literacy and explore ways to encourage the development of initial literacy. A wide variety of topics pertaining to the emergent reader and writer are included. (Offered also as EDEC 5351 and EDRE 5351.)

• EDSP 5381 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 6181 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 6281 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 6305 Individual Psychological Evaluation

  Prerequisite(s): Psych 6302
  Corequisite(s): None
  Fee(s): None

  The purpose of this course is to attain knowledge of cognitive functioning and develop skills in the cognitive assessment of children and adolescents. This course integrates the skills of administration, scoring, and interpretation of major cognitive assessment instruments (e.g., KABC-II, WISC-V, and WJ-IV COG) in the context of recent cognitive theories and research. The Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities will be the primary underlying framework for interpreting test data. Also, an emphasis will be placed on a dual discrepancy model when utilizing the CHC theory of cognitive abilities. Issues of assessing culturally and linguistically diverse children and adolescents are integrated throughout the course in addition to specified lectures. (Offered also as EDSP 6305 and EPSY 6305)

• EDSP 6315 Practicum in Diagnosis

  Prerequisite(s): Permission of Advisor

  Each student works under the supervision of a certified Educational Diagnostician five days a week during regular school hours for the length of the term that the course is offered at the university.

• EDSP 6344 Educational Appraisal of Individuals with Exceptionalities

  Prerequisite(s): EDSP 5302 and EDSP 5311 and EDSP 5319
  Corequisite(s): None

  This course is an introduction to appraisal techniques and instruments used to identify the presence or absence of a specific disability. Administration, scoring, interpretation, preparation of written reports and the development of IEPs and evidence-based interventions in psychology and education designed to promote academic skills will be taught in this course. Students must be computer literate. (Offered also as EPSY 6344 and PSYC 6344)

• EDSP 6345 Advanced Assessment in Special Education

  Prerequisite(s): EDSP 5302 and EDSP 5311 and EDSP 5319 and EDSP 5335 and EDSP 6305 and EDSP 6344

  This course addresses the explosion of information related to assessment in special education and to the diverse populations served by special education. It examines advanced assessment techniques currently used by educational diagnosticians. The course will focus on developing proficiency in the administration and interpretation of instruments such as the following: The Stanford-Binet Intelligence Scale, the KABC, the Wechsler Achievement Test, the Bender Gestalt, the Test of Nonverbal Intelligence, the Woodcock Johnson Cognitive Battery, the UNIT, the KABC, Adaptive Behavior Scales, and the Vineland Social Maturity Scales. Students must be computer literate.

• EDSP 6381 Special Topics/Independent Study

  Prerequisite(s): None

  Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

• EDSP 7321 Legal Issues and Policies in Special Education

  Prerequisite(s): None

  The course examines the tension between competing philosophical theories and the construction and function of educational policy and key legal issues that govern daily and long-range decisions of special education leaders. Contemporary debates in special education policy, law, and ethical issues will be explored, and the development of educational policy and the initiation and impact that influences educational institutions are examined.

• EDSP 7322 District and Community Relations for Special Education Leaders

  Prerequisite(s): None

  The seminar course focuses on systems for developing school-community relations and an understanding of the school district’s purposes, functions, achievements as related to the needs of stakeholders involved with special education initiatives. Best practices and relevant research involving the communication of student data and achievement results is addressed.

• EDSP 7323 Personnel Preparation and Collaboration in Special Education

  Prerequisite(s): None

  The course focuses on the special education leader’s role in recruiting and retaining adequate, well prepared staff trained to meet the education needs of students with individual differences. Such topics as recruitment, salary policy, tenure, leaves, contractual obligations, education, training, and academic freedom are considered.

• EDSP 7324 Instructional Practices in Special Education

  Prerequisite(s): None

  This course guides special education professionals through the process of identifying, selecting, implementing, and evaluating evidence-based practices, including procedures for scenarios when the research is insufficient. Functional and curriculum based assessment is addressed.

• EDSP 7325 Field Experience in Special Education Leadership

  Prerequisite(s): Completion of 12 hours from EDLD 7200 or EDLD 7301 or EDLD 7302 or EDLD 7303 or EDLD 7304 or EDLD 7307 or EDLD 7308 or EDPS 7324

  Candidates participate and are evaluated in an intensive study and field experience relating to positions in special education leadership. Candidates will write a manuscript for publication or for a presentation at a professional conference.