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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.
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EDSP 4311 Diagnostic and Prescriptive Teaching for Exceptional Children
Prerequisite(s): Completion of 45 credit hours and EDSP 2302 and (EDUC 4301 or EDUC 4311).
Restriction(s): This course is for declared education majors.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.
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EDSP 4352 Behavior and Classroom Management
Prerequisite(s): Completion of 45 credit hours and EDSP 2302 and (EDUC 4301 or EDUC 4311).
Restriction(s): This course is for declared education majors.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.
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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.
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EDSP 5319 Teaching Strategies in Special Education
Prerequisite(s): EDSP 5302 and EDSP 5311 (if required for degree plan).
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.
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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.
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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.
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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.
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EDSP 7321 Legal Issues and Policies in Special Education
Prerequisite(s): EDSU 7303.
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.
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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.
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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.
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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.
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EDSP 7325 Field Experience in Special Education Leadership
Prerequisite(s): Completion of 42 credit hours in Doctoral Program.
Candidates participate and are evaluated in an intensive study and field experience relating to positions in special education leadership.
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