Course Descriptions

CED 549 - Technology Based Research and Statistics

(Credits: 3.00)

This course will help educators to read, understand and evaluate research. They will acquire knowledge of basic research design and guidelines for judging research quality. The course will provide an instruction to basic descriptive and inferential statistics. The emphasis will be on the roles such procedures play in interpreting research. The computer will be used to develop understanding of these statistics.

EDM 624 - Action Research Methodology

(Credits: 3.00)

This course provides an introduction to reading scholarly research and to research design in general, and focuses on action research methodology. Students will learn to identify, analyze, and summarize scholarly research. Students also will develop and conduct an initial literature review and proposal plan for the action research project associated with EDM 634. Students will develop an action research plan, write drafts of chapters one and three of the action research master’s thesis, and prepare to implement their action research plans in EDM 634. This action research project will serve as the foundation for the master’s thesis. Prerequisite: CED 549.

EDM 634 - Action Research Application

(Credits: 2.00)

This course provides an opportunity for teachers to engage in action research in their classrooms and schools. Students will engage in authentic research and write a formal five-chapter master's thesis. Passing EDM 634 is a requirement for the completion of the Master of Arts in Teaching degree. Prerequisite: EDM 624, IRB approval.

EMA 604 - Professional Development Seminar

(Credits: 3.00)

This course is to be taken concurrently with student teaching. The course includes student teacher support, development of the edTPA Portfolio and an introduction to professional development plans. Prerequisite: EMA 581 or EMA 583, Praxis II. Corequisite: Student teaching course.

INED 502 - Special Education Curriculum and Methods I

(Credits: 3.00)

This course provides an understanding of the processes, strategies and interpersonal dynamics involved in curricular development and improvement. It focuses on: analyzing and prescribing, modifying and delivering differentiated instruction in math, social studies, science and language arts for individuals with disabilities who receive instruction in general and/or specific education settings. This includes fundamentals of instruction and lesson planning in order to develop students' understanding of the key components within a lesson plan and how to address individual learning styles.

INED 504 - Curriculum and Methods II

(Credits: 3.00)

This course includes the study of objectives, curriculum content, methodologies, and instructional materials appropriate for elementary, middle, and secondary students with severe needs in the area of exceptional education. This course emphasizes social skills, personal living skills, self-determination skills, community-based instruction, and universal design. Candidates will develop assessment, instruction, and management skills necessary to educate persons with severe developmental disabilities. Areas of focus include mobility, self-help, socialization, cognition, communication, and pre-vocational skills. The course includes further instructional techniques and lesson planning. This course develops students' understanding of the key components within a lesson plan and how to address individual learning styles.

INED 508 - Individual Educational Assessment and Diagnosis

(Credits: 3.00)

This course focuses on formal and informal assessments used to evaluate students suspected of having disabilities. This course covers the administration, analysis and interpretation of individual and group assessment tools to evaluate all areas of disability. Emphasis is given to learning how best to use the information these tools offer while still being cognizant of their limits and potential abuse. Special emphasis is given to specific functional behavioral assessment strategies useful for diagnosing and teaching emotionally/behaviorally disturbed children and adolescents. Students will gain the technical prerequisites necessary to understand standardized assessments. The course requires students to critically analyze standardized tests, research alternative assessment measures, and practice administration, scoring and interpreting of a norm-referenced test in a written case study report.

INED 520 - Inclusive Field Experience III

(Credits: 1.00)

This pre-student teaching field experience provides an opportunity for teacher candidates to explore the teaching profession in an actual classroom setting. Teacher candidates will observe and participate in a variety of classroom activities, will complete 35 hours at the assigned field site and will deliver at least three instructional lessons working within a special education program with students with individualized education plans.

INED 530 - Behavior Interventions for Individuals with Disabilities

(Credits: 2.00)

This course provides the student with understanding of common behavior problems of children and adolescents identified at-risk due to emotional behavioral disabilities (EBD). The focus of the course is on the development of positive behavior support strategies for preventing and reducing disciplinary problems due to inappropriate and/or aggressive behaviors in students who demonstrate challenging behaviors.

The course will include, but is not limited to the following:
• Understanding of and demonstrate of a variety of behavioral, cognitive, environmental, social and applied behavioral analytical models applied to individual and group behavioral interventions for pupils identified with learning and behavioral problems (CD, LD and EBD).
• Examining and understanding of personal attitudes, beliefs and behaviors that positively or negatively influence student behavior.
• Understanding of and ability to apply assessment-based intervention planning methodologies to determine a functional analysis of a student’s behavior, develop and test a hypothesis, assess the validity of the hypothesis, design an intervention, collect data on the intervention and adjust the plan accordingly
• Understanding of and ability to apply a variety of interventions for specific behavior problems.

INED 532 - Transition, Transition Services, Transition Planning

(Credits: 1.00)

This focuses on collaboration and communication skills enabling teachers to work jointly with parents to plan, implement and evaluate transition programs for students with special needs. It also emphasizes transition planning in relation to laws, regulations, IEPs and self-determination. Students will understand that transition is a lifelong process.

The course will focus on the following:
• transition models, issues and best practices to plan and implement a transition process for student with special education needs and their families,
• issues related to the transition K-12 process in the classroom, school, home and community,
• determination of “best practices” that should be used with students/parents to develop the skills and knowledge that will assist them in the transition process, and
• knowledge of methods of assisting students to self-advocate.
• Identification of the components of the annual IEP that integrates background information and assessment results as required in a transition IEP

INED 534 - Autism and Communication Disorders

(Credits: 2.00)

This course provides an in-depth understanding of individuals who have the diagnosis of an autism spectrum disorder. Characteristics are reviewed and discussed in the context of the student's unique educational needs and implications for inclusive educational practices. Components of successful inclusive programs are reviewed. Students will become acquainted with ways to design and implement positive support strategies, communication, and accommodations for students with communication delays. In addition students will develop an understanding of language development, the importance of communication in the learning environment, and communication strategies, including the use of augmentative/alternative communication systems that can be used with individuals with disabilities. Furthermore, this course focuses on understanding how to implement appropriate communication strategies.

INED 536 - Individual Education Plans

(Credits: 1.00)

Writing an effective IEP (Individualized Education Plan) involves gathering information and writing about an individual student in order to develop a plan for the student that meets federal and state guidelines. The IEP serves as a guide for teachers and parents and lists students' needs, a plan for instruction, and information for coordination of programming and services. The course explores how to incorporate academic content standards in to an IEP. Specific focus will be given to the completion of the annual IEP.

INED 592 - Student Teaching Middle Childhood-Early Adolescence

(Credits: 3.00 - 10.00)

This course provides teacher candidates opportunities to student teach in a 1-8 regular education setting and special education setting under supervision within the teacher candidate’s targeted area(s) of certification. The course focuses on the practices and roles of the beginning classroom teacher in a diverse, global world. Student teaching consists of a 20-week placement in an inclusive setting or two 10-week placements: one in a regular education setting and one in a special education setting in a school setting(s) matching the teacher candidate’s area of certification. Student teachers will follow the hours of operation and academic calendar of their school placement(s). A University supervisor assigned by the site coordinator will evaluate student teachers. Teacher candidates will demonstrate competency based on the InTASC Model Core Teaching Standards, Association for Childhood Education International-Elementary Education Standards (ACEI), and CEC domain areas. Prerequisite: EMA 581, Praxis II, Foundations of Reading Test. Corequisite: EMA 604.

SEDU 520 - Portfolio Seminar

(Credits: 1.00)

This course focuses on the information and skills needed to develop a portfolio to meet the requirements of the special education program's portfolio/benchmarks. Topics to be emphasized include the role of the InTASC and CEC Standards for Teacher Development and Licensure, philosophy statement composition, artifact selection, narrative writing, and resume preparation. The essential role of reflection in portfolio development and professional growth will be stressed.

SEDU 550 - Student Teaching: Middle Childhood to Early Adolescence

(Credits: 2.00)

This course offers a supervised student teaching experience in assessment, evaluation, IEP development and implementation, and individual and group teaching in a setting for middle childhood to early adolescent students with special education needs. The integrated discussion of professional issues and problem solving using current practicum problems and the integration of theory and practice occurs online during the student teaching experience. Students are graded using the Performance Inventory and seminar activities, which become the final portion of their portfolio. Prerequisite: SED 505, Praxis II, Foundations of Reading Test.

SEDU 555 - Student Teaching: Early Adolescent to Adolescent

(Credits: 2.00)

This course offers a supervised student teaching experience in assessment, evaluation, IEP development and implementation, and individual and group teaching in a setting for early adolescent to adolescent students with special education needs and the related student teaching seminar. The integrated discussion of professional issues and problem solving using current practicum problems and the integration of theory and practice occurs online as the seminar portion during the student teaching experience. Students are graded using the Performance Inventory and seminar activities, which become the final portion of their portfolio. Prerequisite: SED 505, Praxis II, Foundations of Reading Test.