Communication Disorders & Special Education Courses
CDSE 495/595. Topics in Education. 1-6 credits. Prerequisite: junior standing or permission of the instructor. Selected topics in education.
CDSE 497/597. Independent Study in Special Topics in Education. 1-3 credits. Prerequisite: junior standing or permission of the instructor. Independent study of selected topics.
CDSE 634. Capstone Seminar. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course aids the student in reviewing and integrating current research in both general and special education and in the particular area of emphasis.
CDSE 635. Research Methods in Education. Lecture 3 hours; 3 credits. Types of research, selection of problems, location of educational information, collection and classification of data, organization, presentation and interpretation of materials.
CDSE 636. Problems in Education. Lecture 3 hours; 3 credits. Prerequisite: FOUN 612 and/or permission of the instructor. The course is designed to enhance the students' ability to locate, read, interpret and critically evaluate formal and informal research studies. In addition to developing the skills to be a critical consumer of research, the course also develops the skills to conduct research. Commensurate with these objectives, students are required to read and to synthesize research on a topic of their own choosing (approved by the instructor); to develop a research proposal that determines the impact the teacher is having on his/her students; and to implement the study and analyze the findings. Students must maintain ongoing communitarian with their program/research advisors in order insure that the proposed research will meet the standards applied in their major fields of study. Students will be required to submit a 20-25 page research paper.
CDSE 695. Topics in Education. Lecture 1-3 hours; 1-3 credits each semester. Prerequisite: permission of the instructor. This course offers selected topics designed to permit small groups of qualified students to work on subjects of mutual interest in the special education field.
CDSE 795/895. Topics in Education. Lecture 1-3 hours; 1-3 credits each semester. Prerequisite: permission of instructor. The advanced study of selected topics and emergent research related issues that permits small groups of qualified students to study subjects of mutual interest, which, due to their specialized nature, may not be offered regularly.
CDSE 999. Early Childhood/Special Education 999. 1 credit. A one-hour pass/fail registration required of all graduate students to maintain active status during the final semester prior to graduation. After successfully passing the candidacy examination, all doctoral students are required to be registered for at least one graduate credit each term until the degree is completed.
Communication Science and Disorders (Speech- Language) Courses
CSD 351. Anatomy of Speech, Language, and Hearing. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. Study of the psycholinguistic, acoustic, anatomical, and physiological aspects of speech
CSD 352. Phonetics. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. Study of the production and classification of sounds in American English; practice in phonetic transcription.
CSD 447/547. Introduction to Language Disorders in Children. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course presents an introduction to the various language disorders manifested by children and adolescents with a focus on characteristics, etiologies and general intervention approaches.
CSD 448/548. Speech-Language and Hearing Programs in the Public Schools. Lecture 3 hours; 3 credits. Prerequisites: CSD 450/550 and 460/560. The emphasis of this course is on the organization and administration of public school speech-language and hearing programs, as well as clinical, professional and legal issues related to service delivery.
CSD 449W/549. Orientation to Clinical Procedures in Speech-Language Pathology. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course provides an introduction to basic clinical procedures and competencies in speech-language pathology with an emphasis upon language sampling and identification of syntactic elements. The course also includes structured and supervised observation activities.
CSD 450/550. Survey of Communication Disorders. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor. This course is designed to acquaint the student with recognition, identification, and understanding of speech and language disorders.
CSD 451/551. Articulation and Phonological Disorders. Lecture 3 hours; 3 credits. Prerequisites: CSD 352 and 450. This course emphasizes causes, identification and treatment of articulation and phonological disorders.
CSD 452/552. Voice Disorders. Lecture 3 hours; 3 credits. Prerequisites: CSD 351 and 450. This course focuses upon anatomical and physiological bases, etiologies, assessment and treatment of voice disorders.
CSD 453/553. Language Development. Lecture 3 hours; 3 credits. Prerequisite: CSD 450. This course emphasizes language development from the perspective of the speech-language pathologist.
CSD 454/554. Clinical Practica in Speech Pathology/Audiology I, II, III. Lecture 3 hours; practicum 6 hours; 4 credits each, 3 separate semesters. Prerequisites: CSD 351 or 650, 352, 449W/549, 450/550, 451/551, 453/553, 459/559,460/560, and permission of program faculty. These practica are designed to provide students with experiences in the evaluation and treatment of communication disorders. (qualifies as a CAP experience)
CSD 457/557. Language Diagnosis and Remediation. Lecture 3 hours; 3 credits. Prerequisites: CSD 450 and 453. This course acquaints the student with diagnostic methods and remediation techniques for the language-disordered and nonverbal child.
CSD 458/558. Speech and Hearing Science. Lecture 3 hours; 3 credits. Prerequisite: junior standing or permission of the instructor. The content of this course focuses upon basic acoustics, speech acoustics, psychoacoustics, speech perception, and clinical laboratory instrumentation. The course is designed to provide fundamental information regarding normal and abnormal aspects of speech and hearing processes.
CSD 459/559. Seminar in Speech Pathology Methods and Materials. Seminar 3 hours; 3 credits. Prerequisites: CSD 450 and 451. This course focuses upon current therapy methods, equipment, and materials which are utilized in the remediation of communicative disorders.
CSD 460/560. Hearing Disorders and Basic Audiometry. Lecture 3 hours; 3 credits. Prerequisite: CSD 351. A study of the physics of sound, anatomy, and physiology of the human ear, basic audiometry and hearing disorders.
CSD 461/561. Aural Rehabilitation I. Lecture 3 hours; 3 credits. Prerequisites: CSD 351 and 460. A study of audiological findings and the implications for hearing therapy; speech and language development of the deaf.
CSD 465/565. Signing I-Beginning Nonverbal Communication. Lecture 3 hours; 3 credits. Prerequisite: permission of the instructor.
CSD 650. Organic Speech-Language Disorders. Lecture 3 hours; 3 credits. The content of this course focuses upon the structural and neurological bases of speech and language disorders, particularly those related to laryngeal and central nervous system pathologies.
CSD 651. Language Development and Language Disorders. Lecture 3 hours; 3 credits.Prerequisite: CSD 553 or equivalent, or permission of the instructor. This course provides a detailed analysis of current literature pertinent to language development, diagnosis and intervention.
CSD 652. Articulation and Phonological Disorders. Lecture 3 hours; 3 credits. Prerequisite: CSD 451/551. The principal emphasis of this course is clinical intervention for phonological and articulation disorders including motor speech disorders.
CSD 654. Advanced Clinical Techniques in Speech Pathology. Lecture 3 hours; 3 credits.This course emphasizes current techniques in the management of voice, language, stuttering and articulation disorders.
CSD 655. Cleft Palate. Lecture 3 hours; 3 credits. The purpose of this course is to investigate the etiologies, communicative disorders, diagnostic methods, and therapeutic techniques related to cleft palate and related disorders
CSD 656. Theories and Therapies in Stuttering. Lecture 3 hours; 3 credits. This course emphasizes current etiological theories, research, diagnostic procedures and therapeutic techniques related to stuttering.
CSD 657. Aphasia. Lecture 3 hours; 3 credits. The objective of this course is to investigate the etiologies, communicative disorders, diagnostic methods and therapeutic techniques related to aphasia.
CSD 658. Swallowing Disorders. Lecture 3 hours; 3 credits. This course reviews the structures and neural bases of swallowing, common etiologies that cause dysphagia, and clinical techniques used in assessment and management of swallowing disorders in pediatric and adult populations.
CSD 660. Procedures in Audiology. Lecture 3 hours; 3 credits. Prerequisite: CSD 460
Special Education Courses
SPED 313. Fundamentals of Human Growth and Development: Birth to Adolescence. Lecture 3 hours: 3 credits. Prerequisite: junior standing. This course emphasizes the area of human growth and development: birth to adolescence. The skills in this area shall contribute to an understanding of the physical, social, emotional, and intellectual development of children and the ability to use this understanding in guiding learning experiences. The interaction of children with individual differences-economic, social, racial, ethnic, religious, physical, and mental- should be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to but not limited to attention deficit disorders, gifted education including the use of multiple criteria to identify gifted students, substance abuse, child abuse and family disruptions.
SPED 400/500. Foundations of Special Education: Legal Aspects and Characteristics. Lecture 3 hours; 3 credits. Prerequisite: junior standing. The course provides an introduction and overview of the field of special education from the perspective that it is a subsection of general education and that the field is in transition by virtue of philosophical, legislative and programmatic changes. Legal aspects, regulatory requirements, and critical analyses of research are addressed. This course includes a broad overview of the expectations associated with the identification, characteristics, and education of students with disabilities.
SPED 402/502. Instructional Design I: Learner Characteristics and Assessment. Lecture 3 hours; 3 credits. Prerequisites: SPED 400/500. The intent of this course is to provide pre-service teachers with: (a) knowledge of the characteristics of students with mild disabilities who are accessing the general curriculum, K-12, including, but not limited to, learning disability, emotional disability, and intellectual disability, and (b) the ability to develop knowledge and skill in the selection, administration, scoring and interpretation of standardized/norm-referenced assessments of exceptional learners. Administering formal and informal assessment tools and the development of an IEP are emphasized. The use of assessment data to improve instruction and student performance is discussed.
SPED 403/503. Directed Field Experience in Special Education. Lecture 2 hours; 2 credits. Prerequisites: SPED 400/500 and 402/502 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Corequisite: SPED 483/583. Practicum of 45 hours in a middle/secondary level setting required. The course includes specific skills of program planning, implementation, evaluation and classroom management.
SPED 404/504. Medical Aspects of Disabling Conditions. Lecture 3 hours; 3 credits. Prerequisite: SPED 400/500. This course reviews medical conditions present among individuals with disabilities and implications for classroom instruction.
SPED 406/506. Students with Diverse Learning Needs in the General Education Classroom. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course introduces general education teachers to the legal aspects and educational needs of at-risk students and those with disabilities. Emphasis is on characteristics of special needs children and procedures for effective academic, behavioral and social integration of these children in the general education classroom.
SPED 411/511. Classroom and Behavioral Management Techniques for Students with Diverse Needs. Lecture 3 hours; 3 credits. Co- or prerequisite: SPED 400/500. This course will address classroom management techniques and individual interventions based upon behavioral, cognitive, affective, social, and ecological theory and practice. The course will focus on the field of applied behavior analysis, including best practices in the areas of data collection, program selection, program implementation, and data analysis. Positive behavior management and supports and functional behavioral assessment will be emphasized.
SPED 415/515. Instructional Design II: Curricular Procedures and Individualized Education Planning. Lecture 3 hours; 3 credits. Practicum of 45 hours in an elementary level setting is required. Prerequisites: SPED 400/500, 402/502, and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. The intent of this course is to provide pre-service teachers with: (a) knowledge of research-based instruction for K-12 students with disabilities and those who are gifted; (b) knowledge and skill in using data collection to make decisions about student progress, instruction, program, accommodations and teaching methodology for exceptional learners, and (c) knowledge and skill in planning, developing and implementing individual educational plans and group instruction for diverse exceptional learners who are accessing the general education curriculum and the Virginia Standards of Learning.
SPED 417/517. Collaboration and Transitions. Lecture 3 hours; 3 credits. Co- or prerequisite: SPED 400/500. This course addresses the complex issues surrounding families and children with disabilities and transitions across the lifespan, as well as effective collaboration with families and professionals to support inclusion and/or effective early intervention services, educational programs and transition services for students at-risk and students with disabilities. Emphasis is on successful professional collaboration and effective relationships in educational, transition, and family settings.
SPED 432/532. Characteristics of Students with Visual Impairments. Lecture 1 hour; 1 credit. Prerequisite: SPED 400/500. Provides an overview of the characteristics of and services to persons with visual impairments, including the impact of visual impairment on infants’ and children’s growth and development, child and adolescent emotional and social development, and family interaction patterns. Considers the educational, conceptual, psycho-social, and physical implications of a visual impairment.
SPED 433/533. Braille Code. Lecture 3 hours; 3 credits. Co- or prerequisites: SPED 400/500 and 432/532. This course provides instruction in the development, use, and application of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, while acquiring instructional methodologies for teaching children who are blind to read and write. Sources of Braille materials for educational purposes are identified.
SPED 434/534. Medical and Educational Implications of Visual Impairments. Lecture 3 hours; 3 credits. Co- or prerequisites: SPED 400/500; 432/532 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Practicum of 45 hours is required. Provides an introduction to anatomy and physiology of the visual system and the educational implications of visual pathology. Topics include anatomy of the human eye, normal visual development, pathology of the eye, examination procedures for the identification of visual pathology, and the effects of pathology on visual learning and development.
SPED 435/535. Orientation and Mobility. Lecture 2 hours; 2 credits. Co- or prerequisites: SPED 400/500; 432/532 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Practicum of 45 hours is required. Provides the foundation for understanding the components and essence of orientation and mobility. Establishes how the need for independent travel in the blind population created the field of O&M. Explores the philosophy and history of orientation and mobility including cane instruction, dog guides and methods of travel. Addresses techniques in developing orientation skills and basic mobility instruction. Motor and concept skill development are emphasized.
SPED 436/536. Curriculum and Assessment of Students with Visual Impairments. Lecture 3 hours; 3 credits. Co- or prerequisites: SPED 400/500; 432/532 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Practicum of 45 hours is required. Provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students will practice assessing and planning educational programs for students with visual impairments. Addresses assessment of technology for students with visual impairments. Examines determination of learning needs and appropriate learning media, relationship of assessment, IEP development, and placement.
SPED 437/537. Assistive Technology for People with Sensory Impairments. Lecture 2 hours; 2 credits. Co- or prerequisites: SPED 400/500 and 432/532. This course is designed for professionals and/or students interested in serving the visually impaired/blind population or hearing impaired/deaf population. It is designed to heighten the awareness of participants to specific technology and resources available to enhance and improve the ability of individuals with visual and hearing impairments to succeed in school, daily living activities and employment. Knowledge and awareness components of this course will be delivered via distance education.
SPED 469/569. Communication/Language Development and Intervention Strategies. Lecture 3 hours; 3 credits. Prerequisite: SPED 400/500. This course examines symbolic and nonsymbolic communication/language development and acquisition. Emphasis is on routine based communication training, communication/language facilitation strategies, augmentative communication systems, and informal/functional communication/language assessment procedures for early childhood special education students with severe/profound disabilities.
SPED 483/583. Field Experience Seminar in Special Education. Lecture 1 hour; 1 credit. Prerequisites: SPED 313, 400/500, 402/502. Corequisite: SPED 403 for 483. Explores issues, problems, concerns and processes related to teaching and entering the profession of teaching. Passing scores on the Virginia Communication and Literacy Assessment (VCLA) and Reading for Virginia Educators (RVE) will be required by the end of the course.
SPED 486/586. Teacher Candidate Internship for Special Endorsement. 3-12 credits. Five days per week; full semester. Prerequisites: completion of the approved teacher education program in the major area; completion of SPED 483/583; departmental approval; passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education; passing scores on the Virginia Communication and Literacy Assessment (VCLA); Reading for Virginia Educators (RVE) and the appropriate PRAXIS II content examination. Permission of the director of ODU Teacher Education Services is required. Available for pass/fail grading only. Qualifies as a CAP experience.
SPED 610. Characteristics of Students Accessing the General Curriculum. Lecture 3 hours; 3 credits. Prerequisite SPED 400/500. The intent of this course is to provide pre-service and currently licensed teachers with: (a) knowledge of characteristics of students with disabilities who are accessing the general curriculum, K-12, including, but not limited to learning disability, emotional disability, and intellectual disability; (b) the ability to recognize etiologies, underlying factors, and contributing conditions that impact student learning, and (c) the cultural impact of disabling conditions.
SPED 611. Instructional Strategies for Students Accessing the General Education Curriculum. Lecture 3 hours; 3 credits. Prerequisites: SPED 400/500, SPED 415/515, SPED 610 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Practicum of 45 hours in a middle/secondary level setting required. This course emphasizes effective research-based instructional strategies for teaching students with mild/moderate disabilities in grades K-12 who are accessing the general education curriculum.
SPED 618. Characteristics and Advanced Procedures: Emotional Disabilities/Behavioral Disorders. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisite: SPED 400/500 and 415/515 or equivalent, and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course addresses characteristics and various approaches to the education and treatment of emotional/behavioral disorders. Emphasis is on group/individualized programming that addresses social, emotional, academic, and behavioral needs. Behavior measurement and direct observation, problem behavior specification, intervention development and implementation, data collection and analysis, curricular adaptation, and teacher collaboration skills for successful regular classroom reintegration and transition are also discussed.
SPED 621. Effective Interventions for Children and Youth with Challenging Behavior. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500 and 411/511 or equivalents, and passing scores on PRAXIS I or equivalent. Students with challenging behavior pose a tremendous challenge to school personnel. Along with the growing incidence of behavior problems, there has been a dramatic increase in the number of research-supported interventions. Emphasis is on assessment of the structural and functional properties of problem behavior to facilitate development of interventions that match the nature and severity of the problem behavior. The course focuses on gaining knowledge of the likely source(s) of challenging behavior, including various strategies to document the environmental determinants of the behavior, establishment of school-wide, classroom-level, and student-specific intervention programs and ways to document the outcome of those interventions. Attention is given to adult- as well as peer-mediated intervention options for problem behavior reduction/replacement among children and youth from diverse backgrounds and across categories of exceptionality.
SPED 623. Characteristics and Advanced Procedures: Intellectual Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500 and 415/515 or equivalents, and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. The course examines the characteristics and various approaches to the education and treatment of students with intellectual disabilities and developmental disabilities. Assessment, curriculum development, instructional design, appropriate placement setting, transition and utilization of environmental resources are emphasized.
SPED 625. Characteristics of Students with Autism Spectrum Disorders. Lecture 3 hours; 3 credits. Prerequisites: SPED 400/500. This course includes a review of characteristics of students with autism spectrum, including those with autism, Asperger disorder, and PDD-NOS.
SPED 626. Characteristics and Advanced Procedures: Learning Disabilities. Lecture 3 hours, 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500 and 415/515 or equivalents, and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course provides the professional educator with a variety of instructional procedures for students with learning disabilities, including diagnostic assessment, causal nature, and research-based instructional strategies for teaching students with disabilities. This course has an applied emphasis and includes a 45-hour practical experience with students with learning disabilities.
SPED 627. Instructional Strategies for Students with Autism Spectrum Disorders. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500, 415/515 and passing scores on Praxis I or or equivalent as prescribed by the Virginia Board of Education. This course includes a review of instructional strategies being utilized with students on the pervasive developmental disabilities spectrum, including those with autism, Asperger disorder, and PDD-NOS.
SPED 628. Teaching Students with Severe Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500, 411/511, and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course addresses the characteristics and needs of individuals with severe disabilities. Emphasis is on assessment, program development and instruction to address the needs of individuals with severe disabilities.
SPED 630. Teaching Preschoolers with Disabilities. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500, and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course is designed to prepare students in curricula, materials and methods of instruction for preschool-aged (2 to 6 years) children with special needs. Programming for self-help, social, language, motor, and cognitive development are addressed. Data collection, program organization, and classroom planning also are covered.
SPED 631. Developmental and Ecological Assessment Strategies. Lecture 3 hours; 3 credits. Practicum of 45 hours is required. Prerequisites: SPED 400/500 and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course provides students with the skills necessary for assessment of atypical early development as well as best practices in assessing functional skills in students with severe disabilities. Students will explore and give assessments to children from birth to 9 years of age in addition to students with severe disabilities.
SPED 633. Sensorimotor Development and Intervention Strategies. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500 and passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course reviews typical and atypical development during infancy and intervention approaches for individuals, regardless of age, who function at developmental levels between birth and two years. Emphasis is on techniques for working with students having physical disabilities.
SPED 637. Infant/Family Intervention and Teamwork. Lecture 3 hours; 3 credits. Practicum of 45 hours required. Prerequisites: SPED 400/500 and 630, passing scores on Praxis I or equivalent as prescribed by the Virginia Board of Education. This course prepares professionals from cross-discipline backgrounds to serve families with children who are at-risk and disabled from birth through age three. Emphasis is placed on the development of the Individualized Family Service Plan, procedures, materials and curriculum for this population. A family centered approach is stressed.
SPED 638. Teaching Methods for Students with Visual Impairments. Lecture 3 hours; 3 credits. Co/Prerequisites: SPED 400/500; 432/532 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Practicum of 45 hours is required. Emphasizes methods of teaching compensatory skills, the core curriculum, and technology for use by students who are blind and visually impaired. Addresses curriculum development, adaptations, and teaching methodology for individuals with visual impairments. Provides information on adaptations within various educational programs and adaptation of general education classroom materials and procedures for use with blind and low vision children and youth.
SPED 639. Braille Reading and Writing. Lecture 3 hours; 3 credits. Prerequisites: SPED 433/533. Co/Prerequisites: SPED 400/500; 432/532 and passing scores on PRAXIS I or equivalent as prescribed by the Virginia Board of Education. Practicum of 45 hours is required. This course provides basic instruction on transcription of advanced Braille codes, including: music, foreign language, chemistry, computer Braille, and Nemeth Code (Braille math code). Introduces techniques for teaching skills in each code. Explores technology tools used to create Braille and tactile materials in addition to other assistive technologies
SPED 669. Directed Field Internship in Special Education, K-12. 1-6 credits; 50 hours per credit. Prerequisite: two of the following- SPED 618, 621, 623, 626, 628, 630 and passing scores on the Praxis 1 or equivalent as prescribed by the Virginia Board of Education. The course provides supervised involvement of the student in a practicum setting where the student and the instructor work together closely to develop curriculum and gain expertise in teaching specific topics of importance to special educators.
SPED 700/800 Social/Emotional Aspects of Child Development. Lecture 3 hours; 3 credits. The emphasis of this course will be on theoretical approaches to the social/emotional development of the child that include the psychodynamic, humanistic, cognitive, behavioral, and social learning models as applied to responsive practices that promote the healthy emotional well being of children.
SPED 701/801 Historical & Contemporary Research in Special Education. Lecture 3 hours; 3 credits. This course covers contemporary and historical topics related to problem issues in special education. This is a course of study that will enable participants to examine various research topics in special education and take and defend a position on an issue.
SPED 702/802 Cognitive Processes & Learning Strategies for Students with Special Needs. Lecture 3 hours; 3 credits. Prerequisite: Graduate standing. The intent of this course is to provide an overview of research and critical issues relative to the cognitive and affective development of individuals with disabilities. Research-based interventions that address deficits of cognitive processes will be discussed and specific learning strategies will be presented.
SPED 707/807 Advanced Instructional Procedures in Special Education. Lecture 3 hours; 3 credits. Prerequisite: graduate standing. The course provides students with advanced skills in educational planning, development, and implementation for students with learning problems. Techniques focus on inclusive and self-contained classroom arrangements.
SPED 720/820. Curriculum and Instruction: Research into Practice. Lecture 3 hours; 3 credits. Prerequisites: two of the following- SPED 618, 621, 623, 626, 628, 630, 714, 715. This course provides an overview of research methods employed in the field of special education. Current trends related to curriculum and instruction in general and special education will be investigated. Strategies and procedures for identifying learner characteristics and application of that knowledge will be included. Implementation of quality curricular modifications and/or instructional accommodations for students with diverse needs in a variety of educational settings, and evaluation of instruction will be addressed.
SPED 821 Critical Issues I: Readings in Special Education and Professional Writing. Lecture 3 hours; 3 credits. The intent of this course is to provide doctoral candidates an opportunity to do the following: (a) become thoroughly involved in the literature relating to current critical issues in special education, and (b) begin the process of developing writing skills suitable for positions and tenure in higher education. The course stresses APA writing guidelines and style, conducting literature searches, and beginning developing a writing product that is suitable for publication. The course provides an introduction to the skills necessary for advancement in higher education and professional institutions.
SPED 822 Critical Issues II: Research and Professional Writing. Lecture 3 hours; 3 credits. Prerequisite: SPED 821. This course provides doctoral candidates an opportunity to read, analyze and synthesize research in special education with the intent of contributing to the literature. The course emphasizes skills necessary for developing writing skills suitable for positions and tenure in higher education. APA writing guidelines and style, analyzing and synthesizing research/literature, and producing a lengthy written product suitable for publication are stressed. The course is designed to build skills necessary for advancement in higher education and professional institutions.
SPED 868 Internship. 3 credits. Internships in teaching, research, and other professional activities will provide experience in the roles that students will assume after completing their doctoral degrees. The successful completion of a 3-credit internship is required to fulfill program requirements and necessitates a commitment of a minimum of 150 contact hours. Internships may be at the regional, national, and international levels.
SPED 893 Professional Seminar: Teaching, Research, & Service. Lecture 3 hours; 3 credits. Prerequisites: SPED 821 and 822. This course prepares doctoral candidates to meet professional standards in teaching, research and service in special education in higher education institutions. Teaching includes an understanding of adult learning, the design, delivery, evaluation of content, and use of technology in college teaching. Research includes recognizing and critically discussing scholarly work, systematically planning and preparing for research, and developing research proposals. Service includes identifying professional organizations and agencies and creating integrated professional development programs. The course is designed to build skills necessary for advancement in higher education and professional institutions.
SPED 899 Dissertation. 1 - 12 credits. Prerequisite: completion of candidacy examination.
Foundations Courses
FOUN 612. Applied Research Methods in Education. Lecture 3 hours; 3 credits. Course can’t be repeated for credit. The primary goal of the course is to provide you with the knowledge and skills write a research proposal and conduct research. It s intended for those students who are completing a thesis to meet their program requirements, those planning on pursuing a doctoral degree, or those who anticipate conducting research for any other reasons. The course examines types of educational research and criteria for selection of topics for research projects; describes criteria for effective collection and organizational of data; review of literature, analysis
of data and proposal writing.
FOUN 722. Introduction to Applied Statistics and Data Analysis. Lecture 3 hours; 3 credits. Instructor approval required. Introduction to basic topics in statistical analysis, including descriptive statistics and simple inferential statistics such as correlation, regression, t-tests, one-way of variance, and chi-square.
FOUN 812. Advanced Research Design and Analysis. Lecture 3 hours; 3 credits. Prerequisite: FOUN 611 or 612. Instructor approval required. This course focuses on the application of advanced research design as it is applied in various educational disciplines. It provides an in-depth examination of quantitative research approaches, sampling techniques, threats to validity, ethical considerations and reviewing, writing quantitative methodology descriptions for research proposals and reports.
FOUN 813. Program Evaluation in Education. Lecture 3 hours; 3 credits. Prerequisite: FOUN 611 or 612, and FOUN 722. Instructor approval required. Examines procedures and problems in the design and utilization of program evaluation in education. Identifies evaluation purposes and the methods of evaluation especially as affected by organizational behavior, ethical considerations, and political influences. Evaluation methodology includes but is not limited to design considerations, data utilization and teacher evaluation. Both quantitative and qualitative strategies will be covered.
FOUN 814. Qualitative Research Design. Lecture 3 hours; 3 credits. Prerequisite: FOUN 611 or FOUN 612. Instructor approval required. This course concentrates on the theoretical underpinnings of qualitative research methodology and methods including identification of ways to collect and analyze qualitative data; examination of ethical issues; development of proposals, and writing up studies.
FOUN 816. Single Subject Research Designs. Lecture 3 hours; 3 hours. Prerequisite: FOUN 611 or FOUN 612. Instructor approval required. This course is designed to provide the student knowledge and skills that relate to single subject research methodology. It includes an overview of historical and philosophy foundations, basic issues in behavioral assessment, and single subject research and design methodology, including trend and statistical analysis in single subject research. Students will analyze critically empirical research and be able to plan, implement, and evaluate original research
FOUN 822. Applied Linear Models in Educational Research. Lecture 3 hours; 3 credits. Prerequisite: FOUN 722. Instructor approval required. Introduction to the general linear models with emphasis on concepts and applications of multiple linear regression (MLR) to problems in educational research. Topics include estimation and interpretation of the MLR models, relationships between MLR and analysis of variance (ANOVA), trend analysis in regression.
Teaching & Learning Education Courses
TLED 430/530. PK-12 Instructional Technology. Lecture 3 hours; 3 credits. Prerequisite: functional competency using productivity software such as word processing, spreadsheet, presentation and the internet. Based on national and state technology standards, students will utilize contemporary productivity tools and internet resources to understand and apply a broad spectrum of instructional technology tools and associated, research-based instructional strategies to enhance the teaching/learning process. ECI 530 students will complete a research paper.Upon course completion, all students should be able to pass, or be exempt from, their school district’s TSIP requirements
TLED 468/568. Language Acquisition and Reading for Students with Diverse Learning Needs. Lecture 3 hours; 3 credits. Prerequisite: junior standing. This course provides an overview of normal language development and language disorders which impact the acquisition of language based curriculum skills such as listening, speaking, reading, and written expression. Emphasis is on instructional techniques to assist individuals with disabilities achieve reading and comprehension skills. Effective reading strategies and curricula for individuals with disabilities will also be reviewed.
Reading Courses
READ 680. Reading to Learn Across the Curriculum. Lecture 3 hours; 3 credits. Prerequisite: graduate standing. This class has an emphasis on reading strategies for classroom teachers and reading specialists. Students develop an understanding of the process of reading to learn across the curriculum including a wide variety of comprehension strategies and an understanding of the complex nature of reading throughout the disciplines. Lecture, demonstrations, development of materials, and practice in the techniques of reading for elementary and secondary classroom teachers and library media specialists are provided.
READ 683. Diagnostic Teaching of Reading in the Classroom. Lecture 3 hours; 3 credits. Prerequisite: graduate standing and ECI 468/568 or equivalent. Provides classroom teachers with strategies/techniques to employ to ongoing diagnosis and remediation through the use of informal and standardized tests to select appropriate instructional strategies for pupils’ existing reading capabilities