Education of Exceptional Children (SPED101)

This course provides broad knowledge and skills in special education for all UAEU candidates. It mainly covers models, theories, etiology, philosophies, legal provisions, ethical and professional commitment, assessment and identification procedures, and instructional strategies for students with exceptional learning needs. It also provides knowledge on the different characteristics of learners with special needs and their educational implications. This course stresses differentiating instructions to meet the educational and behavioral needs of individuals with exceptional learning needs.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Identify the basic principles, theories, and legal provisions of special education.
2. Examine collaboration skills with all concerned stakeholders.
3. Classify characteristics of individuals with exceptional needs.
4. Discuss the impact of cultural diversities on students with exceptionalities’ approaches to learning and preferences.
5. Differentiate instruction to meet students with exceptionalities’ educational and behavioral needs
6. Explain the development of educational and quality-of-life potential for students with exceptionalities.

Diversity and Student Learning (SPED102)

This is an introductory course in the education of special needs students. The course provides an overview of the current and historical issues in the field of special education. The intellectual, social, emotional, developmental, and educational characteristics of special-needs students will be introduced. In this course, students will also be introduced to different teaching approaches that help create equal educational opportunities for students from diverse groups and across grades 6–12, and provide candidates with strategies to make teaching more effective in increasingly diverse settings. Appropriate educational opportunities and programming as well as current research in these areas will be reviewed.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Recognize, promote and respect the strength and value of cultural diversity
2. Develop a conscious awareness and demonstrate a working knowledge of culturally diverse populations
3. Address issues of racism, bias, and prejudice and explain how these issues affect the experience of individuals and groups
4. Implement strategies that encourage students' to value their own heritage, value richness of cultural diversity and commonality, and respect diverse cultural groups
5. Provide for learner-centered environments that use technology to meet the academic needs of a diverse student population

Assessment in Special Education (SPED210)

The primary focus of this course provides candidates with a practical approach for learning about the procedures of the assessment process of children and individuals with special needs. It introduces students to the basic concepts in assessment and types of assessment, including legal issues and ethical concerns of assessment. The course will proceed in a step-by step manner to address topics that are considered technical prerequisites of understanding assessment such as descriptive statistics, reliability and validity. Emphasis will be placed on the mechanics of both informal and formal assessment for assessing students as well as the interpretation of assessment for educational intervention

Credit Hours : 3

Prerequisites

• SPED101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Discover legal provision, policies, and procedures for assessment of individuals with special needs
2. Identify various types of assessment strategies and procedures appropriately
3. Select assessment information in making instructional decisions and planning individual programs
4. Adapt existing assessment tools to meet the needs of individuals with exceptional learning needs
5. Recognize ethical standards in definition and identification procedures for individuals with diverse cultural backgrounds
6. Use curriculum-based measurements

Technology Applications in Special Education (SPED211)

This course provides a comprehensive understanding of assistive technology's role in special education. As technology evolves, special education teachers must stay informed about innovations and best practices. The course structure includes lectures and lab sessions. Lectures cover theoretical knowledge, legislative frameworks, and best practices in assistive technology, addressing topics such as the history, evolution, and ethical considerations of assistive technology. Lab sessions offer hands-on experience with assistive technology tools, including hardware and software, through practical exercises, simulations, and collaborative projects. Including a hands-on lab component is to helps novice special educators bridge theory with real-world practice. It gives them the chance to work directly with assistive tools, build confidence, and develop the skills needed to support students with disabilities effectively. This hands-on experience ensures they’re not just learning about assistive technology but can apply it in meaningful ways to improve the outcomes of their future students. Students are expected to engage actively in both lectures and labs, complete readings, and participate in activities. Assignments will involve creating assistive technology plans, adapting educational materials, and presenting case studies. Assessments include quizzes, midterm and final exams, and practical lab assessments. By the end of this course, students will effectively utilize assistive technology to support students with disabilities.

Credit Hours : 3

Prerequisites

• SPED101
• CURR101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Categorize different types of assistive and non-assistive devices that can be used with students with special needs
2. Discuss the history and impact of assistive technology on the life of individual with disabilities
3. Assess various software programs for individual with special needs using software evaluation form
4. Select computer programs that can be used with individuals with special needs to improve their academic, communication, and daily living skills
5. Integrate technology in teaching students with special needs
6. Produce collaborative projects using technology

Classroom Behavior Management (SPED220)

This course aims to help candidates understand classroom management by recognizing differences in teaching and learning styles, and how they influence classroom management to meet the needs of all learners. It also addresses the differences between rules and procedures, the roles of both students and teachers in academic accountability, and getting the school year off to a positive start. Well-organized and managed classrooms set the stage for student learning and achievement. Students explore a range of models and strategies that will serve as a foundation for developing a personal approach to classroom management. Classroom management is defined as exploring theories and research in the field. In addition, the rationale will be examined in considering it as a system, instruction, and discipline. Field experience in a public-school setting is required. This course includes a lab component to provide hands-on experience in classroom behavior management. Students will engage in direct observations, case study analyses, and intervention planning in real classroom settings.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Examine aspects of classroom environment and management in general education compared to special education.
2. Discuss the elements associated with traditional and contemporary models of classroom environment and management.
3. Apply those elements associated with classroom environment in inclusive settings.
4. Explain methods of discipline, motivation, and general classroom management that are required to accommodate diverse students
5. Recommend effective behavior management strategies appropriate for all students in the classroom including students with special needs.
6. Evaluate classroom conditions that promote student on-task behavior and effective instruction.

Collaboration (Home, School & Community) (SPED221)

This course provides candidates with knowledge of legal, social and educational aspects and their effects on children with disabilities and their families. Among topics covered are historical and current roles of parents, family characteristics, needs of parents of children with special needs, and the effect of disability on family functioning. The course emphasizes school visitation, family interview, and developing necessary skills that is responsive to the unique individual needs of parents and their children with special needs

Credit Hours : 3

Prerequisites

• SPED101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Appraise the effects of disability on family functioning.
2. Argue on the needs of parents of children with special needs and on supports necessary for parents.
3. Assess family involvement in educational systems.
4. Contrast issues on cultural differences, language barriers, and issues of poverty.
5. Distinguish on various definitions of Family and family characteristics.
6. Point out the barriers and strategies to the involvement of families in the educational system.
7. Prioritize the various roles of families, parents, and communities in the lives of children with special needs.

Language & Communication Disorders (SPED222)

This course explores the etiology (causes), epidemiology, assessment, and educational implications of speech and language disorders. Designed as a core component for special education students, the course addresses a wide spectrum of communication challenges and related areas such as oral motor function. Students will learn to identify and assess various speech and language disorders, which can range from simple sound substitutions to more severe issues like the inability to understand or use language or the oral-motor mechanism for functional speech. The course will also explore various causes of these disorders, including hearing loss, neurological conditions, brain injuries, intellectual disabilities, physical impairments like cleft lip or palate, and vocal abuse or misuse. Practical lab sessions will provide hands-on experience in evaluating and addressing these disorders, equipping students with essential skills for their future careers in special education. This course includes a lab component to provide hands-on experience in assessing and managing language and communication disorders. Through case studies, real-world observations, and the use of diagnostic tools, students will develop practical skills essential for identifying, evaluating, and implementing interventions for individuals with speech and language challenges.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Examine the normal aspects of communication development
2. Define the various categories of communication disorders
3. Identify characteristics, some etiologies, and concomitants of communication disorders
4. Implement appropriate assessment instruments to diagnose individuals with communicative disorders and design treatment plans
5. Develop appreciation and respect for cultural differences and the influence of such differences upon the evaluation and treatment of all individuals with communicative disorders.
6. Discuss issues of appreciation and respect for cultural differences for all individuals with communicative disorders

Individuals with Mild/Moderate Disabilities (SPED312)

This course aims at introducing candidates to psychological, environmental, and cultural conditions that contribute to mild/moderate disabilities. It covers etiology, characteristics, development, prevention and intervention strategies, theories, and legal aspects. This course emphasizes development in academic, social, career, behavioral, medical, psychological, physical, and health conditions of individuals with mild/moderate disabilities.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Describe developments related to mild/moderate disabilities in planning academic, behavior and other related programs.
2. Explain laws, regulations, and policies in the field of mild moderate disabilities.
3. Identify various characteristics of students with mild/moderate disabilities.
4. Select prevention and intervention strategies which are necessary in educational settings and required to increase accessibility and acceptance.
5. Study current research and practices associated with mild/moderate disabilities with implications for curriculum and program development.

Early Intervention in Special Education (SPED313)

The purpose of this course is to provide a forum for discussing current issues in early intervention of children with special needs and to encourage scholarly discussion and presentation among the class participants. The course provides an overview of the field of early intervention in special education including discussions of historical and empirical support for providing early intervention services, screening, assessment, instructional programming, integration of children with and without disabilities, family involvement, and service delivery models. Emphasis is placed on assessing and promoting the attainment of cognitive, language, social, self-help, and motor skills.

Credit Hours : 3

Prerequisites

• SPED101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Argue on the importance of parent and professional collaboration in early intervention.
2. Categorize risk factors and issues of cultural diversity in child development.
3. Describe atypical development and the effects of at-risk conditions.
4. Describe historical prspectives and philosophical bases of early intervention.
5. Discuss current trends and culturally sensitive practices in early intervention.
6. Discuss the typical development of infants, toddlers and preschoolers.
7. Reflect on best practices and establish intervention services based on new understanding of early intervention.
8. Relate links between program philosophy, goals, assessment, intervention and evaluation in early intervention.

Differentiated instruction (SPED314)

This course is designed to inspire educators to explore the many aspects of differentiated instruction and learning. Educators will experience the student-centered concepts of differentiated instruction through research, group work, and manipulation of methods, discussion, field trips to gather data on how differentiated instruction is implemented in real educational contexts, application of technology, guest lectures and creative presentations. Educators will enhance their ability to successfully deliver instruction and evaluate outcomes to both heterogeneous and homogeneous groups of students. This course includes a lab component to provide students with hands-on experience in differentiated instruction practices. Through classroom visits, case studies, and interactive role-playing, students will gain practical insights into implementing differentiation strategies. The lab activities ensure that theoretical knowledge is effectively translated into real-world teaching practices, preparing students for inclusive and adaptive classroom environments.

Credit Hours : 3

Prerequisites

• SPED101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Categorize various strategies for differentiating curriculum, instruction, assessment and classroom learning environments
2. Identify various methods of gathering data, teaching basic skills and accommodating content area instruction for students with mild/moderate disabilities
3. Discuss strategies and benefits of developing collaborative partnerships with professionals and families
4. Identify the function of pre-referral team and the components of an Individualized Education Program
5. Create an environment that promotes positive behavior in the general education classroom.

Individuals with Sensory Impairments (SPED315)

This course aims at introducing candidates to psychological, environmental, and cultural conditions that contribute individuals with visual impairments and blindness and other sensory disabilities. It covers etiology, characteristics, development, prevention and intervention strategies, theories, and legal aspects. This course emphasizes development in academic, social, career, behavioral, medical, psychological, physical, and knowledge specific technologies and resources available to enhance and improve the ability of individuals with visual and other sensory impairments to succeed in school, daily living activities and employment.

Credit Hours : 3

Prerequisites

• SPED101 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Identify and describe the various general characteristics of students with sensory impairments.
2. Evaluate the current research and practices associated students with sensory impairments implications for curriculum and program development.
3. Identify social, behavioral, & emotional issues related to deaf, hard of hearing, and visual impairment student assessment.
4. Apply prevention and intervention strategies which are necessary in educational settings and required to increase accessibility and acceptance of students with sensory impairments.
5. Demonstrate awareness of the different types of assistive devices that can be used with all students with special needs.

Gifted and Talented (SPED321)

This is an introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed.

Credit Hours : 3

Prerequisites

• SPED101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Argue on the influence of the social, cultural, political and economic environment on the field of gifted education.
2. Create An Environment In Which Giftedness Can Emerge.
3. Critique educational practices in the field of gifted education using given principles.
4. Discuss current educational issues, policies and practices in the field of gifted education.
5. Explain the historical and theoretical foundations of the field of gifted education.
6. Use various teaching styles and instructional strategies to help gifted students meet their individual needs.

Teaching Students with Visual Impairments (SPED322)

This course provides broad knowledge and skills in the field of teaching students with visual impairments, mainly covering basic concepts and principles related to visual impairments, the role of inclusion teacher in teaching, assessment, sensory training and literacy skills. The course focuses on modifying the scientific material and teaching methods to meet the needs of people with visual impairments (with emphasis on field visits to schools).

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Identify knowledge and understanding of models, theories and philosophies, and the various legal frameworks that will inform the student on the principles of teaching special education classes, including intensive training to teach students with visual impairments
2. Acquire effective teaching strategies for working with children with visual impairment, including those with multiple disabilities, to promote academic progress and support growth in areas of the expanded core curriculum
3. Explore different educational applications and teaching methods suitable for different types of visual impairments
4. Demonstrate knowledge of designing transition individualized plan to encourage and support students' self-advocacy and self-determination skills
5. Adapt teaching methods to create inclusive learning environments that cater to the specific needs of students with visual impairments

Functional Curriculum for Students with Sever Disabilities (SPED324)

In this course, candidates will develop their understanding of individuals with severe disabilities. The course will emphasize functional‐skills curriculum and educational planning according to individual needs. An examination of modification of the state standards will be addressed. The topics addressed in this course will include curriculum modification for students with severe disabilities. Students will also demonstrate knowledge of the theoretical‐research base and service delivery models and options related to the education of students with severe disabilities.

Credit Hours : 3

Prerequisites

• SPED330 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Analyze the role of assessment in curriculum planning.
2. Describe curriculum and functional needs for students with severe disabilities.
3. Evaluate instructional strategies for students with severe disabilities.
4. Describe assessment processes that are sensitive to the needs of individuals with severe disabilities.
5. Design functional curriculum for students with severe disabilities.
6. Identify different functional skills necessary for independent living such as home living skills, personal care and hygiene, travel and mobility, and financial planning and money management.

Educating Gifted and Talented Students in the Regular Classroom (SPED326)

This course provides candidates with the strategies and techniques that they can use to meet the academic and emotional needs of the gifted and talented. Course content includes practical approaches for challenging the most able students in the regular classroom, pull-out, or full-time classes for gifted students. The course emphasized on the appropriate pedagogy to specifically enhance each student's giftedness.

Credit Hours : 2

Prerequisites

• SPED321 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Explain underlying principles related to curriculum modification and qualitatively differentiated instruction for gifted learners.
2. Identify characteristics and appropriate learning activities and teaching strategies that meet the needs of gifted learners from diverse backgrounds.
3. Evaluate instructional materials and their appropriateness for gifted learners.
4. Design instructional plans for facilitating qualitatively differentiated curriculum with gifted learners.
5. Differentiate existing instructional materials with respect to content, process, products, and learning environment to meet the needs of gifted learners.

Individuals with Severe Disabilities (SPED330)

This course will develop candidates’ skills for understanding characteristics of students with severe disabilities. Issues related to state regulations, issues and trends in the assessment (formal and informal), education, health care, motor development, self‐help skills, school/home/employment partnerships and transition procedures, and instructional strategies for individuals with severe disabilities.

Credit Hours : 3

Prerequisites

• SPED413 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate an understanding of philosophical, historical and legal foundations of education and roles and responsibilities of parents, professionals, and the community.
2. Examine the characteristics of students with severe disabilities.
3. Apply school, home, and community partnerships for students with severe disabilities.
4. Demonstrate an understanding of assessing students with severe disabilities.
5. Compare and contrast alternative service delivery models for students with special need.
6. Analyze issues related to the transition services and experiences of students with severe disabilities

Curriculum & Materials for the Gifted (SPED331)

The course provides theoretical basis and practical techniques for implementing defensible practices in classes for the gifted. Candidates will be expected to relate the characteristics and learning needs of the diverse population of gifted students to appropriate instructional methods and materials that are needed to implement effective educational programs for all gifted and talented students. Candidates will be expected to assess learners and develop and modify instructional content and methodology to meet the learning needs of gifted students and demonstrate this knowledge by creating and implementing an instructional unit of study in their content area.

Credit Hours : 3

Prerequisites

• SPED321

Course Learning Outcomes

At the end of the course, students will be able to :

1. Apply principles of differentiation to design a curriculum unit for gifted learners which incorporates world wide web technology.
2. Classify methods of differentiating curriculum for talented and gifted students.
3. Develop effective curricular units and assessment of student learning.
4. Develop new instructional materials and strategies that meet the needs of the gifted learner in homogeneous and heterogeneous classrooms.
5. Discuss a variety of models for delivering curriculum and instruction.
6. Evaluate instructional materials and their appropriateness for gifted learners.
7. Select appropriate programming based upon individual student need.

Introduction to Rehabilitation (SPED332)

The overall goal of this course is to provide students with a comprehensive introduction to the field of disability rehabilitation and the related types of specialties within this field such as educational, social, physical, vocational and community-based rehabilitation. Students in this course will achieve an appreciation and understanding of the history, philosophy, legislative influences, organizational structure, and various service-delivery models of rehabilitation. This foundation of study is intended to provide the groundwork for continued and progressive study in disability leading to the achievement of a degree in special education. Competencies will be developed through formal lectures, assigned readings, class activities and discussion, and at-home assignments.

Credit Hours : 3

Prerequisites

• SPED101

Course Learning Outcomes

At the end of the course, students will be able to :

1. Discuss the history of the field of disability rehabilitation and legislation in this field.
2. Explain a variety of concepts and issues in the field of rehabilitation such as community-based rehabilitation and diversity.
3. Identify cases served by rehabilitation and related agencies and their needs.
4. Identify the roles and functions of disability rehabilitation specialists in a variety of settings.
5. Outline the rehabilitation process for individuals with disabilities and career options within this field.
6. Specify the contribution of rehabilitation and human service and communication systems and of specific agencies and programs within the systems.

Communication Disorders in School Age Children and Adolescents (SPED346)

This course introduces students to developmental speech and language disorders in school-aged children and adolescents, examining the phonological, syntactic, semantic and pragmatic aspects of these disorders, and highlighting the impact and issues that they present during primary and secondary education. It provides students with knowledge and skills required to assess and remediate language impairments in children from the pre-linguistic level through adolescence. Students are instructed in understanding language impairment, assessment, and intervention, collecting and analyzing language samples, and the skills required to address challenges specific to the school-aged and adolescent population.

Credit Hours : 3

Prerequisites

• SLP276 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Explain major types of speech and language impairments in school-aged children and adolescents.
2. Demonstrate the linguistic characteristics of each of these types.
3. Determine the impact of language disorders on the challenges of educational context
4. Justify diagnostic and therapeutic methods and challenges in school-aged children and adolescents

Teaching Children with Mild/Moderate Disabilities (SPED361)

This course aims at understanding mild/moderate disabilities. Topics include characteristics of children with mild/moderate disabilities, identification of specific problems within each disability category, cognitive, academic, and emotional skills of mild/moderate disability students, curriculum planning and implementation, alternative instructional strategies, class organization, maintenance and generalization of skills, and integration of services into instructional settings. This course emphasizes how the process by which content is taught within various educational settings could fit the needs of students with mild/moderate disabilities.

Credit Hours : 3

Prerequisites

• SPED101 with a minimum grade D
• SPED210 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Develop broad knowledge on mild/moderate disabilities and individual disability categories embedded within this category.
2. Investigate the strengths and weaknesses of each disability category within mild/moderate category and each learning profile with a specific disability.
3. Use instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender diversity in educational settings.
4. Use strategies for facilitating maintenance and generalization of skills across learning environments.
5. Apply knowledge to teach individuals with special needs how to use thinking, problem solving, and other cognitive strategies to meet their individual needs.
6. Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings.
7. Evaluate curriculum materials and technology appropriate for individuals with special needs.
8. Integrate appropriate teaching strategies and instructional approaches to provide effective instruction in academic and nonacademic areas for individuals with disabilities.

Practical Experiences in Special Education_AR (SPED400)

This course aims at providing students with a wide range of exploratory educational experiences. It is a field-based experience where special education majors will directly work with children with special needs. In this course Special Education majors will have an opportunity to observe and work directly with students with special needs. This experience will assist students in discovering, developing and refining necessary competencies and skills to teach students with special needs. This field-based experience will occur prior to student teaching.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Gain early educational experiences in classroom settings.
2. Conduct and document an observation.
3. Understand how to apply psychological theory and ethics in developing and implementing classroom instructional plans.
4. Understand how to apply strategies for managing presenting behavior and specific educational-social problems.
5. Understand educational roles and responsibilities of other teachers and support personnel in providing educational services to. students with special needs.
6. Use effective practices in teaching and assessing students with special needs.
7. Reflect on teaching practice and establish professional goals based on new understanding of students with disabilities.

Teaching Students with Hearing Impairments (SPED412)

This course provides broad knowledge and skills in the field of teaching students with hearing disabilities. It covers basic concepts and principles related to hearing impairment and instructional skills which could be implemented in classrooms. The course focuses on curriculum modifications and tailoring lessons to meet the needs of students with hearing impairments. This course offers students valuable lab experience aimed at equipping them to effectively teach individuals with hearing impairments. Through hands-on activities and direct interaction with individuals who are deaf or hard of hearing, as well as their families, students will gain practical skills and insights essential for their future roles in this field.

Credit Hours : 3

Prerequisites

• SPED315 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate knowledge and skills to effectively participate as members of the working group to take action and decisions in assessment and teaching methods, plan individual programs that fit the results of placement tests, and early intervention for students with hearing disabilities.
2. Identify the different characteristics of students with hearing disabilities, including educational applications and teaching methods suitable for different types of disabilities.
3. Explain cultural and linguistic differences as factors influencing the outcome of special education and assessment tests, teaching plans, education, and working with families of students with hearing disabilities and specialists.
4. Modify the teaching methods to suit and meet the needs of students with hearing disabilities using behavioral modification methods to determine the level of performance and then complete and develop appropriate educational plans for them.
5. Demonstrate professional and moral skills and commitments to reach the maximum potential educational potential of students with hearing disabilities.

Assistive Technology Applications in Special Education (SPED413)

This course is designed to train Special Education candidates in instructional planning, management and delivery of instruction for students with severe disabilities. This course covers a variety of issues including teaching strategies in teaching independent living skills, instructional program planning, classroom management and organizational practices designed to establish optimal learning environment for students with severe disabilities. The course also focuses on developing an IEP for students with severe disabilities. Field experiences are a critical component in this course.

Credit Hours : 3

Prerequisites

• SPED330 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Discuss the types, characteristics, and academic needs of students with severe disabilities
2. Select and develop appropriate instructional planning for students with severe disabilities based on the students’ IEP.
3. Use strategies for facilitating maintenance and generalization of skills across learning environments.
4. Design effective classroom environment utilizing principles and practices of Positive Behavioral Interventions and Supports.
5. Use effective instructional strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings.

Education Diagnosis/ Remediation of Literacy/Math Disabilities (SPED415)

The purpose of this course is to provide a forum for discussing current issues in diagnosis and remediation of literacy and math problems. Students will be made aware of various assessment tools to diagnose reading, writing and mathematics difficulties among students. The course also provides an overview of the types of math and literacy difficulties encountered in the classroom, identification and assessment techniques and effective intervention strategies to ameliorate math and literacy challenges. In addition, students will be able to select and implement appropriate classroom techniques to plan and conduct effective math and literacy instruction.

Credit Hours : 3

Prerequisites

• SPED101 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Describe various conditions that impede literacy development (cognitive and physical).
2. Implement appropriate assessment instruments to diagnose reading, writing and mathematics difficulties.
3. Interpret the standardized assessment results
4. Select appropriate instructional techniques and strategies to help remediate literacy difficulties.
5. Practice on a variety of techniques to enhance reading, comprehension, writing and mathematics abilities.
6. Discuss evidence-based instructional approaches to address learning difficulties/disabilities
7. Apply specific reading, writing and mathematics teaching model

Research Seminar for Gifted & Talented (SPED416)

The purpose of this course is to provide a forum for discussing current issues in the education of gifted students and to encourage scholarly discussion and presentation among the class participants. This course provides students with the basics of gifted education beginning with its history to application of best practices. The class will examine the identification process and the characteristics of the gifted. They will focus on students? social and emotional needs and the conflicts experienced from the nature of giftedness and the environment in which they function. The special needs of underachievement, motivation, and twice exceptional students will also be addressed with a focus on intervention strategies and issues surrounding appropriate assessment.

Credit Hours : 3

Prerequisites

• SPED326 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Interpret theoretical and empirical articles published in edited books and refereed journals in the field of gifted education.
2. Analyze current issues related to giftedness and develop a personal position on each issue.
3. Outline the history of gifted education and its current practices.
4. Discuss current issues in the field of gifted education.
5. Examine the educational, social and emotional needs of gifted students.
6. Point out strategies to meet the needs of gifted students.
7. Reflect on teaching practices and establish professional goals in gifted education.

Capstone Experience in SPED/Mild/Mod Disabilities_AR (SPED441)

This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Develop a philosophy of education, teaching and learning.
2. Integrate knowledge, skills and dispositions acquired in the program.
3. Reflect on and modify teaching practice based on students’ performance.
4. Engage in research to address issues of importance in learning and teaching.
5. Accomplish a comprehensive portfolio exemplifying accomplishments throughout the teacher education program.

Capston Experience in SPED/Sensory Impairments_AR (SPED442)

This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objective and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyse, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Develop a philosophy of education, teaching and learning.
2. Integrate knowledge, skills and dispositions acquired in the program.
3. Reflect on and modify teaching practice based on students’ performance.
4. Engage in research to address issues of importance in learning and teaching.
5. Accomplish a comprehensive portfolio exemplifying accomplishments throughout the teacher education program.

Capstone Experience in SPED/Sever Disabilities_AR (SPED443)

This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objective and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyse, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Develop a philosophy of education, teaching and learning.
2. Integrate knowledge, skills and dispositions acquired in the program.
3. Reflect on and modify teaching practice based on students’ performance.
4. Engage in research to address issues of importance in learning and teaching.
5. Accomplish a comprehensive portfolio exemplifying accomplishments throughout the teacher education program.

Capstone Experience in SPED/Gifted & Talented_AR (SPED444)

This course is a crowing experience coming at the end of the program with the specific objective of integrating knowledge concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze

Credit Hours : 3

Prerequisites

• SPED500 with a minimum grade D
• SPED564 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Develop a philosophy of education, teaching and learning.
2. Integrate knowledge, skills and dispositions acquired in the program.
3. Reflect on and modify teaching practice based on students’ performance.
4. Engage in research to address issues of importance in learning and teaching.
5. Accomplish a comprehensive portfolio exemplifying accomplishments throughout the teacher education program.

Student Teaching in SPED/Mild and Moderate Disabilities_AR (SPED561)

During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE'S teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (schools, centers, hospitals). (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).

Credit Hours : 9

Corequisites

• SPED441 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Arrange An Appropriate Classroom Environment.
2. Discuss Ethical Responsibility In The Educational Process.
3. Manipulate Various Evaluative Techniques.
4. Practice On The Educational Learning Process.
5. Produce Knowledge Of The Pedagogical Content.
6. Utilize Appropriate Technology.

Student Teaching in SPED/Sensory Impairments_AR (SPED562)

Candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE’s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the schools around the country.

Credit Hours : 9

Course Learning Outcomes

At the end of the course, students will be able to :

1. Plan and prepare for their teaching.
2. Create an interactive classroom environment to promote effective learning.
3. Apply diverse instructional teaching strategies and/or techniques to enhance learning outcomes.
4. Practice different professional responsibilities relevant to the teaching career.

Student Teaching in Sever Disabilities_AR (SPED563)

Candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE’s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the schools around the country.

Credit Hours : 9

Course Learning Outcomes

At the end of the course, students will be able to :

1. Plan and prepare for their teaching.
2. Create an interactive classroom environment to promote effective learning.
3. Apply diverse instructional teaching strategies and/or techniques to enhance learning outcomes.
4. Practice different professional responsibilities relevant to the teaching career.

Student Teaching in SPED/Gifted & Talented_AR (SPED564)

During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (schools, centers, hospitals). (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).

Credit Hours : 9

Prerequisites

• SPED400 with a minimum grade D
• SPED416 with a minimum grade D

Corequisites

• SPED444 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Arrange An Appropriate Classroom Environment.
2. Discuss Ethical Responsibility In The Educational Process.
3. Manipulate Various Evaluative Techniques.
4. Practice On The Educational Learning Process.
5. Produce Basic Information And Practices Of The Pedagogical Content.
6. Utilize Appropriate Technology.

Human Development and Individual Differences (SPED618)

This course provides broad knowledge and skills for teachers to explore the multiple dimensions of human development and growth. This course will familiarize teachers with major theories and concepts on human development. A variety of theory‐based and practice‐based instructional methods consistent with child and adolescent learning will be also explored. One of the objectives of the course is for teachers to recognize human diversity and individual differences and realize how these might affect human development and growth in relation to multiple disciplines, i.e. Psychology, Sociology, Education, Linguistics, Biology, and Anthropology. This course covers a wide range of topics. Some studies focus on early language development, others on the growth of social skills in preschool settings, the dramatic changes in cognitive skills in school, and on studies of adolescent development. This course will enable teachers to develop their own theoretical and analytical framework for exploring the principles of human development and individual differences, but also to reflect upon their pedagogic role and current practices for promoting cognitive, emotional, and social development as part of the whole child approach.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Become lifelong learners who reflect, inquire and think critically. (PLOs 1;6)
2. Critically examine major constructs and ideas proposed by various learning theories. (PLO 6)
3. Apply the principles of human development and individual differences to enhance students’ learning development. (PLOs 2;4;6)
4. Demonstrate an understanding of the biological, psychological, and social interplay that exists at each stage of the life cycle and the differences that exist across individuals. (PLOs 1;2;6)
5. Demonstrate an appreciation of diversity and perceive individual differences as a potential for creativity and versatility in each learning community. (PLOs 1;2)
6. Analyze cultural, economic, and geographic forces which may shape development and learning at each stage of the life cycle. (PLOs 1;6)
7. Select appropriate assessment strategies to maximize students’ learning and performance (PLOs 3;4;5;7;8;9).

Differentiated Curriculum Instruction, Development, and Assessment for Gifted and Talented Learners (SPED619)

The primary purpose of this course is to provide candidates with knowledge, skills, and competencies required to design and implement curriculum and pedagogy for gifted learners. Also, the course focuses on modifying differentiated curriculum in order to be responsive to gifted learners with academic, cultural, and linguistic diversity. The course will cover topics such as the characteristics of gifted individuals, formal and informal identification instruments, goals and objectives of curriculum differentiation to modify and design curriculum that suit the needs, abilities, and interests of gifted learners, pedagogical practices that develop diverse gifted learners’ content-based knowledge, programs and services that can be designed to serve gifted leaners in the classroom.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate an understanding of general and specific areas related to the differentiation of the curriculum
2. Identify the range of instructional strategies and pedagogical practices related to the needs, abilities, and interests of gifted learners
3. Develop a repertoire of pedagogical practices or models of teaching such as problem- based learning, role playing and inquiry skills
4. Differentiate between the competencies required to develop differentiated curriculum and pedagogy designed for gifted learners and for all students
5. Relate the essential common core content standards of the basic disciplines to the elements of differentiated curriculum objectives that include content, process, product, and environment

Understanding the Diverse and Multicultural Gifted and Talented Learner (SPED620)

This course module focuses on the nature of diverse gifted and talented learners, students who have exceptional abilities, and/or are high creatives – and how they differ from learners with moderate ability. Their development, traits and needs will be explored in terms of their intellectual, socio-affective, moral, creative, and behavioural attributes and how these may vary depending on one’s cultural background. The course will highlight general theories of intelligence as well as cultural conceptions of giftedness and its influence on identification and programming. The course is also meant to raise participants’ awareness of issues connected to understanding and meeting the needs of diverse and multicultural gifted and talented learners.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate a deeper knowledge of the unique cognitive and social and emotional traits and characteristics of diverse gifted and talented learners across a variety of cultures.
2. Examine the cultural conceptions of giftedness and theories of intelligence across a variety of cultures and discuss how these influence identification and educational programming and provisions for diverse gifted and talented learners.
3. Analyze recent literature on high creatives and gifted students and reflect on how educators can provide a learning environment where high creatives and gifted students can thrive and creativity, gifts, and talents can emerge.
4. Synthesize current research on diverse, multicultural gifted and talented learners.
5. Design and curate culturally responsive, evidence-based, and practical strategies and resources for educators to meet the learning and social and emotional needs of gifted and talented students.

Advanced Assessment in Special Education (SPED621)

This course is designed to cover a great deal of material and to be as functionally oriented as possible. Graduate students will exit this course with knowledge, skills, and dispositions they can employ in their positions in school districts. More specifically, this course is designed to teach students the skills necessary to perform educational evaluation of individuals with mild and moderate disabilities and to utilize diagnostic data to construct appropriate educational recommendations. The course will be focused on the use of various formal and informal assessment in real life situations.

Credit Hours : 3

Prerequisites

• SPED622

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate advanced knowledge of assessment in special education and assessment concepts (i.e., validity, reliability, standard scores, norm-referenced, criterion-referenced, etc.).
2. Demonstrate understanding of the legal rights of families and their children in such areas as: a) assessment, b) due process; and c) confidentiality.
3. Use multiple types of assessment for a variety of educational decisions
4. Use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs as well as to adjust instruction in response to ongoing learning progress.
5. Develop an understanding of how to communicate the results of the assessment to families, teachers and other school personnel.
6. Administer, score, and interpret a variety of standardized tests.
7. Evaluate an assessment instrument. 8. Demonstrate appreciation for assessing students from linguistically and culturally diverse backgrounds.
8. Evaluate an assessment instrument. 8. Demonstrate appreciation for assessing students from linguistically and culturally diverse backgrounds.

Characteristics and Teaching Techniques for Individuals with mild/moderate disabilities (SPED622)

The primary purpose of this course is to provide graduate students with a multiple path to knowledge and expertise related to students, special education, resources, and practice in applying effective instructional and behavioral techniques with students identified as having mild/moderate disabilities in the classroom. By providing in-depth examination of individuals with diverse cognitive, social-emotional, behavioral and physical characteristics and their educational needs, graduate students will be more able to use this information to design effective and relevant instruction. This course explores accommodations related to teaching techniques and academics for students with mild/moderate disabilities in the regular education setting.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Compare And Contrast Cognitive, Physical, Cultural, Social, & Emotional Needs Of Typical & Exceptional Individuals And Of Students With Mild And Moderate Disabilities.
2. Demonstrate An Understanding Of The Effects Of Cultural & Environmental Milieu Of The Child & The Family On Children With Mild And Moderate Disabilities (E.G., Cultural Diversity, Socioeconomic Level, Abuse/Neglect, Substance Abuse, Etc.)
3. Evaluate The Effectiveness Of Their Instruction In Teaching Students With Mild/Moderate Disabilities.
4. Modify And Adapting Instruction And Testing To Meet The Demands Of Various Learning Environments Including Individualized Instruction Within A Regular Education Program, A Specially Designed Program, And An Alternative To Regular Program.
5. Use Appropriate Research Based Educational Strategies And Methods That Are Effective With Students With Mild/Moderate Disabilities In A Variety Of Educational Settings.
6. Use Task Analysis, Task Analyze Skills Contained In Academic Curriculum Guides And In Daily And Independent Living Skills.

Advanced Collaboration in Special Education (SPED623)

In this course graduate students learn effective practice in the processes of interpersonal, cross-disciplinary, and organizational collaboration and consultation. This course will focus on the skills necessary for working with trans-disciplinary teams in the inclusive school. Among topics covered are historical and current roles of parents, needs of parents of children with special needs, and the effect of disability on family functioning. The course emphasizes family interview and developing necessary skills that is responsive to the unique individual needs of parents and their children with special needs.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Administer, Score, And Interpret A Variety Of Standardized Tests.
2. Assess Students From Linguistically And Culturally Diverse Backgrounds.
3. Communicate The Results Of The Assessment To Families, Teachers And Other School Personnel.
4. Demonstrate In-Depth Knowledge Of Fine Terms Related To Assessment And Assessment Concepts (I.E. Validity, Reliability, Standard Scores, Norm Referenced, Criterion Referenced, Etc.).
5. Discuss The Legal Rights Of Families And Their Children In Such Areas As: A) Assessment, B) Due Process; And C) Confidentiality.
6. Evaluate An Assessment Instruments.
7. Use Multiple Types Of Assessment For A Variety Of Educational Decisions.
8. Use The Results Of Assessments To Identify Exceptional Learning Needs And To To Adjust Instruction In Response To Ongoing Learning Progress.

Inclusive Learning Environment (SPED624)

This course provides graduate students with knowledge of legal, social and educational aspects and their effects on inclusive learning environment for students with disabilities. Among topics covered are introduction to inclusive teaching, teaching students with disabilities in inclusive school, effective differentiated instruction for all students, improving classroom behavior and social skills, promoting inclusion with classroom peers, teaching subjects for students with disabilities into inclusive school. The course emphasizes school visitation,, and developing necessary skills that is responsive to the unique individual needs of children with special needs.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate knowledge of various definitions of inclusion. (PLO 1)
2. Understand the importance of inclusion in educational systems. (PLO 2, PLO6).
3. Compare and contrast the issues surrounding inclusive instruction for students with disabilities (PLO5).
4. Debate the advantages and disadvantages of inclusion. (PLO5, PLO6).
5. Identify the benefits of co-teaching, potential barriers to successful co-teaching, and describe strategies for facilitating collaboration among educators (PLO3, PLO8).
6. Describe how to systematically evaluate the outcomes of inclusive instruction and Identify effects of inclusion on students with disabilities, family functioning. (PLO8).

Curriculum Modifications for Exceptional Individuals (SPED625)

This course will focus on the concepts and skills necessary for teaching in special education classes including inclusive and collaborative settings. Modifications of instructional methods and materials for the teaching of reading, math, language arts, social studies and science for children with disabilities. The emphasis of the course is on setting up the physical environment of the classroom to foster literacy development, maximize learning productivity and prevent unnecessary behavior problems.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Create Lesson Plans To Address Accommodations/Modifications For Students With Special Educational Needs. (Plo1, , Plo 2, Plo,3)
2. Demonstrate Knowledge Of Various Curriculum For Students With Special Education. (Plo1,Plo2)
3. Describe The Importance And The Role Of Technology In Teaching Students With Disabilities.( Plo7)
4. Develop An Instructional Plan That Incorporates Appropriate Prompting Strategies To Meet A Student’S Individual Learning Needs In Collaboration With Other Professionals And Using Technology. (Plo4, Plo7, Plo8)
5. Plan And Develop An Individual Activity-Based Instruction Plan Appropriate To A Student’S Learning Needs Based On Ecological Assessment Data. (Plo2, Plo, 3, Plo5)

Social and Emotional Development and Guidance of Multicultural Gifted and Talented Learners (SPED626)

One of the core issues in gifted and talented education is the recognition and valuing of the unique social and emotional needs of gifted and talented students and high creatives, which is further compounded among those coming from culturally and linguistically diverse backgrounds. This course highlights social and emotional traits and needs of gifted children, risk factors and resilience among double minorities (those who are gifted and of a different cultural background, and/or of low income status) rendering them doubly vulnerable, dual-exceptionalities, and the psychosocial aspects of talent development. Possible interventions and strategies that can be explored in the classroom to address social and emotional needs of the diverse gifted and talented learner and high creatives will likewise be discussed and explored in an experiential and immersive fashion among course participants.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate a more historically-grounded and substantive knowledge of the social, emotional, moral characteristics, strengths and vulnerabilities of gifted and talented students
2. Analyze recent literature that look into cultural and gender issues that render highly able learners at risk of underachievement and how educators and practitioners can address this;
3. Examine potential areas of social or emotional risk among double minorities (those who are gifted and of a different cultural background, and/or of low income status, teacher bias and misidentification of students), high creatives and twice-exceptional children;
4. Synthesize recent evidence-based educational practices on supportive environments that can facilitate optimal social and emotional growth for gifted and talented students;
5. Apply knowledge on evidence-based practices to develop intervention and strategies that can lead to self-understanding, promote resilience, and facilitate optimal mindsets among gifted and talented students and high creatives.

Practicum in Gifted/Talented Education (SPED627)

This course is designed to be a substantive field based practical experience with gifted and talented students across different schools/classrooms. In this course, students are expected to observe and work with gifted and talented students. More specifically, students will develop, design, and implement a class for gifted and talented students.

Credit Hours : 3

Prerequisites

• SPED620

Course Learning Outcomes

At the end of the course, students will be able to :

1. Apply differentiated instructional strategies to meet the diverse needs of gifted and talented students.
2. Analyze and evaluate various evidence based instructional practices to enhance their professional skills.
3. Evaluate their ability to teach gifted and talented students.
4. Reflect on teaching practices to advocate for culturally and linguistically diverse gifted and talent students. .

Advanced Research Seminar in Gifted/Talented Education (SPED628)

This course aims to introduce students to research in gifted/talented education. Research is at the heart of effective teaching and effective practices in classroom. This means that future teachers of gifted/talented students need to be aware of current and seminal research in the field, plan, conduct and implement research studies. This course introduces graduate students to a range of topics such as understanding research planning, ethical issues and decision-making process in research. Students will explore various forms of research design, research methods and justifications for research decisions. Students will be given opportunities to apply practical skills in literature search skills, synthesis of research evidence and be able to plan and implement research in gifted/talented education.

Credit Hours : 3

Prerequisites

• CURR612

Course Learning Outcomes

At the end of the course, students will be able to :

1. Describe the current state of gifted/talent research, conduct literature search and syntheses of research findings to inform teaching and practices in classrooms.
2. Execute gifted/talented research projects using various methodologies (e.g. qualitative, quantitative) in research.
3. Plan a research proposal in gifted education and demonstrate the methodology to adopt for the study
4. Develop skills in data collection, collaboration with research participants, ethical processes/conduct in data collection and research, analysing and interpreting data in gifted/talented research.

Identification of Diverse, Multicultural Gifted and Approaches for Talent Development (SPED629)

The primary purpose of this course is to provide candidates with the knowledge, skills, and competencies of assessing and identifying gifted students from culturally and linguistically diverse backgrounds. The course focuses on the explanation of the process of identification, and legal and ethical principles related to the assessment and identification of gifted students from diverse cultures. Also, the course will explain how the process of identification is related to referral, eligibility, program planning, placement, instruction, and delivery of different service models for gifted students from culturally and linguistically diverse backgrounds. The course also provides candidates with competencies required to interpret various types of assessment results and the use of culture-fair and alternative assessment such as performance-based assessment and portfolio assessment.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Identify procedures related to the identification of gifted students from culturally and linguistically diverse backgrounds.
2. Critique and interpret the limitations of the various types of assessments used in the identification of gifted students from diverse backgrounds.
3. Identify the use of culture-fair assessment in the identification of gifted students.
4. Evaluate the use of technically sound qualitative assessments for the identification and placement of gifted students from diverse backgrounds.
5. Use alternative assessments to evaluate gifted students’ learning and develop curriculum-based assessment to use in instructional planning.

Thesis (SPED640)

The purpose of the thesis course is to integrate and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. Each student should select a specific topic within the area of their specific specialization and adopt appropriate procedures for data collection and analysis. The graduate student will work with an advisory committee of three faculty members from the same academic discipline. One of the committee members will assume the role of the major advisor and will guide the student throughout her/his entire work on the thesis. Upon completion, the student must defend his/her thesis in a special session and evaluated and approved by the examination committee which must include 3 members and one of the committee members should be an external examiner. The discussion session is made public for the academic community.

Credit Hours : 6

Prerequisites

• CURR612 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Conduct independent research on the field of education.
2. Produce a thesis of publishable academic quality.
3. Effectively present and defend the research orally.

Thesis (SPED641)

The purpose of the thesis course is to integrate and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. Each student should select a specific topic within the area of gifted and talented education and adopt appropriate procedures for data collection and analysis. The graduate student will work with an advisory committee of three faculty members from the same academic discipline. One of the committee members will assume the role of the major advisor and will guide the student throughout his/her entire work on the thesis. Upon completion, the student must defend his/her thesis in a special session and evaluated and approved by the examination committee which must include 3 members and one of the committee members should be an external examiner. The discussion session is made public for the academic community.

Credit Hours : 9

Prerequisites

• SPED620

Course Learning Outcomes

At the end of the course, students will be able to :

1. Conduct independent research in the field of education.
2. Produce a thesis of publishable academic quality.
3. Effectively present and defend the research orally.

Master Graduation Project (SPED642)

This course aims to assist students in preparing their master’s research project, which will synthesize what they have learned throughout their graduate program. It is a six-hour credit course, and students are expected to complete it over two semesters. The Master's Graduation Project Could be completed as an action research project or a creative project. So, master students can choose whether they are interested in preparing an action research or creative project.

Credit Hours : 6

Prerequisites

• SPED620 with a minimum grade D
• CURR612 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Apply various research techniques in a research/creative project.
2. Produce a research/creative project of academic quality.
3. Effectively present and defend the research/creative project orally.

Master Graduation Project (SPED650)

The aim of this course is to assist students in preparing their final project which will be a summative of what they have learned throughout their graduate program. Students are expected to complete this course within 6 credit hours. The Master’s graduation project could be completed as a creative project or an action research project. So, master students will have an opportunity to choose whether they are interested in preparing a creative project or action research. Creative projects are the tangible products of creative behavior and/or creative thinking. Creative projects are expected to benefit school. For instance, creative projects may include, but not limited to, activities, art, crafts, websites, games, applications and toys.

Credit Hours : 6

Prerequisites

• CURR612 with a minimum grade D

Course Learning Outcomes

At the end of the course, students will be able to :

1. Apply various research techniques in a research/creative project.
2. Produce a research/creative project of academic quality.
3. Effectively present and defend the research/creative project orally

Human Development & Individual Differences (SPED653)

This course provides broad knowledge and skills for teachers to explore the multiple dimensions of human development and growth. This course will familiarize teachers with major theories and concepts on human development. A variety of theory‐based and practice‐based instructional methods consistent with child and adolescent learning will be also explored. One of the objectives of the course is for teachers to recognize human diversity and individual differences and realize how these might affect human development and growth in relation to multiple disciplines, i.e. Psychology, Sociology, Education, Linguistics, Biology, and Anthropology. This course covers a wide range of topics. Some studies focus on early language development, others on the growth of social skills in preschool settings, the dramatic changes in cognitive skills in school, and on studies of adolescent development. This course will enable teachers to develop their own theoretical and analytical framework for exploring the principles of human development and individual differences, but also to reflect upon their pedagogic role and current practices for promoting cognitive, emotional, and social development as part of the whole child approach.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Critically examine major constructs and ideas proposed by various learning theories.
2. Apply the principles of human development and individual differences to enhance students’ learning development.
3. Demonstrate an understanding of the biological, psychological, and social interplay that exists at each stage of the life cycle and the differences that exist across individuals.
4. Demonstrate an appreciation of diversity and perceive individual differences as a potential for creativity and versatility in each learning community.
5. Analyze cultural, economic, and geographic forces which may shape development and learning at each stage of the life cycle.

Inclusive Learning Environment_AR (SPED656)

This course provides candidates with knowledge of legal, social and educational aspects and their effects on inclusive learning environment for students with disabilities. Among topics covered are introduction to inclusive teaching, teaching students disabilities in inclusive school, effective differentiated instruction for all students, improving classroom behavior and social skills, promoting inclusion with classroom peers, teaching subjects for students with disabilities into inclusive school. The course emphasizes school visitation, and developing necessary skills that is responsive to the unique individual needs of children with special needs.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate knowledge of various definitions of inclusion.
2. Apply advanced innovational educational knowledge and skills of inclusion in educational systems.
3. Compare and contrast the issues surrounding inclusive instruction for students with disabilities.
4. Debate the advantages and disadvantages of inclusion.
5. Design innovational learning programs to overcome potential barriers to successful co-teaching, and describe strategies for facilitating collaboration among educators.
6. Conduct research projects to systematically evaluate the outcomes of inclusive instruction.
7. Identify effects of inclusion on students with disabilities, family functioning.

Advance Application of Assistive Technology in Special Education (SPED701)

This course will provide students with in-depth information concerning the application of research to effective instructional practices to the development of advanced technology-based interventions for students with special needs. In this course students will learn how to apply research and best practices in the evaluation, acquisition, training, and use of assistive technologies for children with disabilities. Students are prepared to design and implement assistive technology strategies to support instruction within the context of team-based decision making and focus on core learning. Additionally, students will design projects that solve instructional dilemmas by skillfully applying assistive technology to improve access to learning.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Examine the evolution, application and significance of modern technology and its impact on the lives of students with special needs in the twenty-first century.
2. Apply reasoning, problem solving, imagining, and creating useful products and/or technology tools for individuals with special needs.
3. Conduct research in the field of assistive technology and special education.
4. Use research evidence to make decisions about selection and implementation of technology products for use with students with disabilities.
5. Application of different learning theories in multimedia.

Teaching Students from Culturally and Linguistically Divers Background (SPED704)

This course is designed to prepare graduate students for the wide diversity of students that they are certain to encounter in their classrooms, schools, and communities and to increase accomplished teachers’ appreciation of cultural, social, and economic realities of the pluralistic societies in relation to the educational system. Graduate students will gain knowledge about the fundamentals of how diverse learners acquire and use knowledge. In depth exploration of strategies and instructional services for students with disabilities who are from culturally and linguistically diverse backgrounds will be included. This course will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse learners and empower their families in the teaching and learning process. Issues covered will include assessment and intervention, curricula development and social/affective skills related to family, community, values and culture of students from different cultural groups. The class will also explore the macro historical and social forces that helped to establish relations of dominance and subordination between groups.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Emphasize the importance of variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling. (PLO 5 & 6)
2. Discuss the characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, and poverty. (PLO 3)
3. Use different strategies for preparing students to live harmoniously and productively in a multi-class, multicultural, and multinational world. (PLO 1, 3, 6)
4. Design appropriate teaching techniques to promote positive images and better understanding among all the various groups served in the UAE schools. (PLO 3, 6)
5. Analyze factors that promote effective communication and collaboration with individuals, parents, school and community personnel in a culturally responsive program. (PLO 4)
6. Evaluate the components of prejudice that can influence the world view. (PLO 5)
7. Examine the impact of disability, class, gender, religion, and culture of individual students on teaching and learning. (PLO 1, 3, 5)
8. Consider students’ cultural and linguistic backgrounds when making instructional, referral, and placement decisions. (PLO 2, 3, 4, 5)

Education and Development of Gifted Learners (SPED720)

This course includes in-depth surveys of the history of the field, basic terminology and definitions, major models and theories, and effective program prototypes for gifted students. Students review characteristics of the gifted and talented and overview identification and assessment procedures for gifted students. Attention is given to Curriculum adjustments, methods and techniques, as well as classroom organizations necessary for teaching students who are gifted.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Compare and contrast various gifted intelligence theories, and critically assess their effectiveness. (PLO- 1 & 3)
2. Evaluate gifted education program’s components. (PLO- 3 &5)
3. Develop research or a position proposal examining or investigating any aspect(s) related to gifted education. (PLO- 2 & 4)
4. Present and discuss various topics related to giftedness to various audience. (PLO- 2 & 5)

Language and Literacy Impairment (SPED721)

This course provides a clear introduction to research and ideas about how human brains process language in speaking, understanding, and reading. Within a unifying framework of the constant interplay of bottom up (sensory) and top-down (knowledge-based) processing across all language uses and modalities. Additionally, the course will examine current findings on brain structure and function, including the roles of newly delineated fiber tracts and language areas outside Broca's and Wernicke's areas. Five core topics will be addressed; language description; brain structure and function; pragmatic and semantic stages of speech production; syntactic, morphological, phonological, and phonetic stages of speech production; and experimental psycholinguistics. Additionally, students will examine how linguistics and psycholinguistics can and should inform classroom and clinical practice in test design and error analysis, while also explaining the care that must be taken in translating theoretically based deas into such real-world applications.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. In-depth examination of literature pertaining to various experimental studies of normal speech, language production and comprehension.
2. Use and analyze research evidence pertaining to various conditions that impede literacy development.
3. Analyze various evidence-based assessment and treatment procedures of individuals with communicative disorders.

Advanced Topics in Special Education (SPED722)

In this course, participants will have an opportunity to learn more about the history of special education and how it has evolved through the years; as well as the current trends, issues, and policies that are being implemented internationally – and from this information reflect on what the future of special education would be like – and how it would impact them as future educators and professionals serving diverse students with special needs and exceptionalities. Participants would also form a critical understanding and evaluation of the benefits and challenges of using inclusive practices in the classroom across various students with exceptionalities and how this may be compounded throughout their life span if they are coming from culturally and linguistically diverse and impoverished backgrounds. Participants will be prompted to reflect deeply on their own personal background and cultural influences and how these can potentially impact their professional practice – as befits a reflective academic and practitioner. A critical analysis of evidence-based best practices and resources when it comes to identification and providing intervention, assessment and program placement for students with exceptionalities and special needs throughout their life span would likewise be explored. Students are expected to integrate the evidence-based knowledge they have gained from this course and form their own personal pedagogy that will serve as the foundations for their own ethical and professional practice in teaching those who are considered as “the others.” Participants will create and develop advocacy endeavours to convey the rights and needs of students with disabilities using relevant and timely evidence-based research materials, which have been made accessible by them for easy understanding by various stakeholders in the communities (parents, family members and policy makers), and contextualized given the UAE educational landscape.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Examine the history of special education and the current trends/issues related to special education (PLO 1, 3)
2. Analyze the effects that an exceptional condition can have on an individual’s learning in school and throughout life using relevant evidence-based resources on current issues and trends in special education. (PLO 1, 3, 6)
3. Determine the appropriate programs and placements for various types of disability and analyze evidence-based best practices in assessing and teaching students with disabilities (PLO 1, 3, 6)
4. Examine issues of individual learning differences and diversity in culture and language as they relate to special education. (PLO 1, 3, 5, 6)
5. Evaluate ethical issues guided by the profession’s ethical and professional practice standards as they relate to the field of special education. (PLO 1, 3, 5, 6)
6. Develop advocacy endeavors to communicate the needs and rights of students with disabilities and their families according to national rules and regulations. (PLO 1, 2, 3, 4,5, 6)

Independent Study in Special Education (SPED723)

The course is designed to allow students to explore a topic of interest under the close supervision of the student’s dissertation advisor. The purpose of the course is to develop research skills, and gain expertise in a topic area. The course may include directed readings, assisting the faculty member with a research project, carrying out an independent research project, or other research activities deemed appropriate by the supervising faculty. Regardless of the nature of the experience, the work must culminate in a formal scholarly paper.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Demonstrate an ability to apply graduate coursework in an area of specific professional or personal interest to you (PLO 1)
2. Demonstrate proficient written communication by articulating a clear focus, synthesizing arguments (PLO4)
3. Create a scholarly publishable journal article (PLO2, PLO 3)

Developmental Disabilities (SPED724)

This course introduces students to developmental disabilities. Students will critically examine current definitions of intellectual disability autism, emotional and behavioral disorders and practices in assessment and intervention. This course in intended to increase students’ awareness of challenges presented to individuals with disabilities in everyday situations. Topics included are: the social role of the disabled person and his/her family, adaptation, stress, treatment, advocacy, and the unique issues faced by individuals who are mainstreamed into the community. Students will explore their own beliefs and biases regarding people with developmental disabilities and their role as agents of change in society.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Illustrate in-depth knowledge about developmental disabilities and educational issues related to them. (PLOs 1&2)
2. Evaluate a training program for a person with specific developmental disability in personal care, home living, social or community skills and work environment. (PLOs 3,4 &6)
3. Identify major issues families contend with and commu nity supports that are available to assist individuals with developmental disabilities. (PLO 4).
4. Examine ethical dilemmas involved in providing support to people with developmental disabilities. (PLO5).
5. Critique cutting edge research on instructional practices for students with developmental disabilities (PLO 2, 3, 5).
6. Produce a quality scholarly paper in the area of developmental disabilities (PLO 2, 3, 5).

Internship in Special Education (SPED725)

The purpose of this internship is to provide intensive "hands-on" intervention experiences with and related to students with special needs or at risk for disabilities. Interns will have the opportunity to try new skills and to perform competencies which were developed throughout the teacher preparation program. The internship is individualized for each graduate student to ensure that she/he benefits fully from the internship experience.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Reflect and evaluate on their own instructional activities. (PLO- 1&2)
2. Use assessment data to make informed instructional decisions. (PLO- 1;2&3)
3. Create and maintain a learning environment that supports all students learning. (PLO- 4&6)
4. Conduct research to improve of educational experiences of students with special education needs. (PLO- 5&6)

Assessment and Instruction for Students with Mild/Moderate Disabilities (SPED732)

This course is focused on the multidisciplinary use of assessment techniques in the diagnosis, planning and evaluation of the special needs’ learner and the development of individual education plans and instructional strategies. In specific, it covers methods and materials used in assessing students who may be eligible for special education. It includes understanding of standardized assessment and the rationale for using curriculum‐based measurement (CBM). Students will develop competencies in utilizing norm referenced, criterion‐referenced, curriculum‐based, and teacher made tests for instructional and placement decisions. Current issues in assessment such as assessing students from diverse backgrounds and response to intervention will also be covered.

Credit Hours : 3

Course Learning Outcomes

At the end of the course, students will be able to :

1. Interpret, summarize, writing individual plans and report assessment results from formal and informal assessments for specific audiences.
2. Evaluate instructional procedures used to monitor progress of children with mild & moderate disabilities.
3. Develop measures used to assess students who may have a disability in reading math, written expression, oral language or social/emotional functioning.
4. Analyze issues, concerns, and recommended procedures for assessing culturally and linguistically diverse students and interpretation of assessment results

Comprehensive Examination (SPED800)

Every PhD student must pass a Comprehensive Examination (CE) designed to evaluate the breadth and depth of the student’s knowledge of his or her discipline, as well as the student’s scholarly potential. The CE consists of a written and an oral part and will be prepared, administered, and evaluated by an examination committee from the student’s concerned department. It must be taken before the start of the student’s fifth semester in the program. Students taking the CE must be in good academic standing after completion of the required coursework. The CE may be repeated only once, no later than the end of the student’s fifth semester. A second unsuccessful attempt leads to immediate termination of the student’s enrollment in the PhD program. The CE course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.

Credit Hours : 0

Course Learning Outcomes

At the end of the course, students will be able to :

1. Present evidence of the depth and breadth of knowledge in their own field.
2. Demonstrate theoretical and applied competencies.
3. Communicate/articulate coherent relevant ideas reflecting understandings/knowledge.

Research Proposal (SPED810)

Student prepares a concise and complete Research Proposal that clearly defines the research problem and objectives, and outlines the research methodology and a plan that the student will follow for the dissertation work. The proposal should be completed under the direction of the student’s supervisor and must be approved by the Advisory Committee. The proposal’s content and format must follow the PhD Research Proposal Preparation Guidelines issued by the College of Graduate Studies. The Research Proposal course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.

Credit Hours : 0

Prerequisites

• SPED800

Course Learning Outcomes

At the end of the course, students will be able to :

1. Develop/write a research proposal appropriate for a doctoral dissertation that includes a problem statement, research questions and/or hypotheses, significance of the problem, conceptual/theoretical framework, and method.
2. Present evidence of the candidate’s skills/ abilities in reviewing, synthesizing and critiquing literature relevant to the candidate’s dissertation proposed topic.
3. Articulate in a comprehensive style the components and linkages among the parts of a research proposal.
4. Provide evidence of understanding the elements regarding human-subjects research.

Dissertation Research (SPED900)

Student conducts high quality academic research under the direction of his/her supervisor. Student and supervisor shall meet on regular basis and discuss progress and issues related to the student’s dissertation research. Furthermore, the student writes an annual report based on a meeting with supervisor and Advisory Committee, in which a review is conducted to determine progress, identify problems, and project dates for completion of various tasks. The research shall represent original contribution to human knowledge in the particular academic field and is presented in a written research dissertation of a publishable standard. The document shall also demonstrate the candidate’s acquaintance with the literature of the field and the proper selection and execution of research methodology. The physical form of the dissertation must comply with the regulations stated in the Thesis and Dissertation Preparation Guidelines, issued by the College of Graduate Studies.

Credit Hours : 30

Course Learning Outcomes

At the end of the course, students will be able to :

1. Conduct independent research on the field of education.
2. Produce a dissertation of publishable academic quality.

Dissertation Defense (SPED910)

Student defends his/her research dissertation in the form of an oral presentation in a public session, followed by a closed session, before a Dissertation Examination Committee, which includes internal and external examiners. The outcome of the overall evaluation of the dissertation is based on two main parts: (1) the Committee’s evaluation of the dissertation document and (2) the Committee’s evaluation of the dissertation defense. The final result shall be one of the following: (1) Approve dissertation as presented, (2) Approved with minor revisions, (3) Re-examine after making major revisions, or (4) Rejection of dissertation and dismissal. The Dissertation Defense course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.

Credit Hours : 0

Course Learning Outcomes

At the end of the course, students will be able to :

1. Present their dissertation effectively to the academic audience
2. Respond to questions and queries from the committee members and the audience.
3. Keep a professional posture and self-confidence.