Course Descriptions

Important Notice As of spring

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 introduces teacher candidates to the profession of education through the School of Education Program Framework for Teacher Effectiveness and the InTASC Core Teaching Standards. In addition, this course prepares teacher candidates to complete and submit an edTPA entry for local evaluation and/or Pearson. Teacher candidates will examine their paradigm of learning and teaching, attitudes and disposition of effective teachers, and their role in a cohort learning model. Other topics that are addressed include the concept of best practice and cognitive neuroscience in education. This course is to be taken concurrently with student teaching. 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)

The focus of the course will be behavior support strategies useful for preventing and reducing disciplinary problems, and inappropriate and aggressive/violent behaviors. Strategies introduced will include behavioral interventions based on behavior analytical principles, social skills training, and self-management strategies.

INED 532 - Transition, Transition Services, Transition Planning

(Credits: 1.00)

This course focuses on collaboration and communication skills enabling teachers to work jointly with parents to plan, implement and evaluate programs for students with special needs. It also emphasizes transition planning in relation to laws and regulations. Students will understand the development of IEPs related to self-determination and transition. Students will understand that transition is a lifelong process. The course will focus on the following activities: 1) description of transition models, issues and best practices based on an interview with a current special education teacher focused on the transition process for students with special education and their families; 2) reflection on and explanation of issues related to the transition K-12 process in the classroom, school, home and community; 3) integration of the knowledge of resources that could be used with students/parents to develop the skills and knowledge that will assist them in the transition process; 4) application of the method of assisting students to self-advocate, with the support of parents and other professional during the transition process; 5) summarization of the special educator’s role in the development of the individual IEP; 6) identifying, listing and constructing student information into well-written transition components of the annual IEP that integrates background information and assessment results.

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 (ASD). Characteristics of individuals with ASD 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 will be 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 and literacy development, differences in language and literacy development for individuals with disorders and delays, and the importance of communication in the learning environment.

INED 536 - Individual Education Plans

(Credits: 1.00)

This course provides an understanding of the current Individualized Education Plan legislation and processes. The course focuses on: developing legal and useful Individualized Education Plans (IEP) using the current state developed IEP forms and methods for implementing, monitoring and analyzing the plans.

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)

The purpose of SEDU 520 is to provide teacher candidates/teachers an opportunity to demonstrate their progress in acquiring developing competencies of teaching and their readiness to proceed to student teaching through the creation of a professional portfolio (Portfolio II). Portfolio II is conducted at the conclusion of the advanced coursework and field experiences and measures developing competencies in the InTASC Model of Core Teaching Standards. Students seeking special education certification also will show developing competencies in the CEC Initial Preparation Standards. During the Portfolio II Assessment, each teacher candidate/teacher will complete two parts: 1) upload artifacts for the verification of common criteria for planning, instruction and assessment, and 2) skills and dispositions that will include an oral presentation in the form of a Socratic Seminar, a collection of artifacts that provide evidence of competency in the InTASC and CEC standards, a preparedness reflective essay, a student teaching goal, and Field III Pathway Evaluations completed by the cooperating teacher and the university supervisor.

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 Pathway 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 Pathway and seminar activities, which become the final portion of their portfolio. Prerequisite: SED 505, Praxis II, Foundations of Reading Test.