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This course provides broad knowledge and skills in special education for candidates in all teacher education programs. It mainly covers: models, theories, etiology, and philosophies, legal provisions, ethical and professional commitment, assessment and identification procedures and instructional strategies for students with exceptional learning needs. It also provides knowledge of different characteristics of learners with special needs and their educational implications. This course will stress adapting teaching strategies and differentiating instructions to meet the needs of individuals with exceptional learning needs. School visits are recommended
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.
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
This course is designed to equip special education candidates with the knowledge and skills regarding assistive technology as means to help all students to succeed. Hardware and software, legislative rules and issues, and current professional readings are the focus of this class.
This course aims at helping candidates understand classroom management theories, methods, and techniques of classroom environment. Topics include special classroom management, social acceptance, behavior modification, management techniques, and transitional planning. This course focuses on environmental modification, and instructional design.
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
This course explores the etiology (cause), epidemiology, assessment, and educational implications of speech and language disorders. This course is part of the core program for the special education students. Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitution to the inability to understand or use language or use the oral-motor mechanism for functional speech. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Students taking this course will be introduced to different ways of assessing individuals with speech-language disorders , in addition to different therapeutic modes including assistive technology (augmentative & alternative communication).
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.
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.
This course is based on the premise that one way of instruction does not fit all. Students taking this course will be introduced to the necessary skills and knowledge for differentiating instruction with the different types of exceptional learners. Emphasis is on skills necessary to implement specialized alternative instructional strategies. Educational service and instructional delivery systems for exceptional children are identified and analyzed. The course focuses on the classroom teacher's role in development and modification of environment, curriculum, and instruction to enable students with disabilities to be educated within typical educational environment. The course will provide various strategies for differentiating curriculum, instruction, assessment and classroom learning environments.
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. ي
This course provides students with the strategies and techniques 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 emphasis is upon ways of knowing (epistemology) unique to gifted students, and an appropriate pedagogy to specifically enhance each student's giftedness.
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.
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.
This course aims at understanding techniques of teaching children with mild/moderate disabilities. Topics include thinking and academic skills, curriculum planning and implementation, alternative instructional strategies, class organization, maintenance and generalization of skills, and integration of services into instructional settings. This course emphasizes the process by which content is taught within various educational settings
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.
This course focuses on providing students with formal and informal assessment measures to use to determine students' literacy and math levels in school. This course also presents the students with knowledge and use of effective scientifically based intervention strategies. Emphasis is also placed in this course on the use of strategic approaches to the teaching of reading and math through employing variety of teaching methods, materials and strategies to help children learn to read and solve math. Students will also learn in this course how to monitor and document student's progress, strengths, and needs.
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.
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
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
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).
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 designed to teach students how people change develop and grow over time. It covers a wide range of ages and topics; from studies that focus on early language development, to the growth of social skills in preschool settings, the dramatic changes in cognitive skills in school, and studies of adolescent and adult development.
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.
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.
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.
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.
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.
After completing successfully the three research seminars, each student is expected to register for this course and produce an academic thesis of an appropriate length culminating experience in the M.Ed. Program. 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. Upon completion, the thesis must be defended in a special session and evaluated and approved by the same three-members of the advisory and examination committee. The discussion session is made public for the academic community.
The seminar courses introduce master students to the process of academic writing and guide them through the process of developing their thesis. The three seminar courses cover a wide range of topics including: a) writing different sections of chapter 1 in Seminar 1, b) reviewing the relevant literature of the second chapter in Seminar 2, and c) writing different sections of chapter 3, the methodology chapter, in Seminar 3. Seminar 1 is very important for master students as it assists them in developing and drafting the first chapter of their thesis and it helps them develop critical thinking and scholarly writing skills.
The three seminar courses introduce the master program students to the process of academic writing and guide them through the process of developing their thesis. Seminar 2 is designed to help students in the master program write a literature review that is appropriate for a thesis proposal. Drafting the second chapter will assist students in developing scholarly writing skills, finalizing research questions and writing a theoretical framework. Students will also be exposed to previously written literature reviews and asked to analyze and critique as a way of helping them understand what differentiates between a well-written and poorly-written literature review. The activities in this course are geared toward the gradual production of chapter 2.
The three seminar courses introduce the master program students to the process of academic writing and guide them through the process of developing their thesis. Seminar 3 is designed to help students in the master program drafting and developing the third chapter of their thesis. In Seminar 3, graduate students should not deviate from the original proposal unless they are told so by the advisor.
This course focuses on professional portfolio and final project development. The professional portfolio and final project should be a continuous work which involves synthesizing the preparatory work done in the framework of the previous courses and projects. This course will assist students in preparing their professional portfolio and final project which may include background study, plan schedule, and project development phases. Most lecture hours will be allocated for group discussion and group or individual questions. In this course students are also expected to critique each other’s work and assignments. Throughout the semester students should also work with their project advisor.
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.
This course is concerned with various issues and research associated with the way people think, process information, and utilizes various cognitive processes. The primary emphasis is on acquiring a basic knowledge and understanding of the research and theories that comprise modern-day cognitive psychology. These topics, however, will be related to various educational concerns. This course will also consider how people encode, organize, transform and output information. Emphasis will be placed on such topics as concept formulation, problem solving, and creative thinking.
This course will focus on the professional development of special educations in supporting quality education for exceptional learners in diverse settings. As future administrators and policy makers, the students will learn the theories and research-based practices in planning, implementing and assessing the effectiveness of special education programs for learners with special needs. The course will also include current policies on providing excellent education opportunities for learners with special needs in general education.
In this course, 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. It 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.
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.
This course examines theories regarding oral language and literacy disorders across the life span. In addition, this course includes methods of assessment and research-based intervention strategies for all types of reading and language disorders (developmental & acquired). Participants in this course will also explore the intersection of literacy, language and technology.
This course is designed to address contemporary topics and issues in special education. Topics will be chosen based on timelines, interest, and relevance to current educational practices. The course will allow students the opportunity to examine current issues in greater detail than would be possible in other course offerings. This course will cover advanced topics in special education, including legislation, interdisciplinary functions, and the role of special education in general education and placement practices. Nationally recognized issues and practices for these individuals will also be reviewed.
In this course students will work on personalized system of independent study. The course is offered by appointment with a selected staff in the specific area of interest/specialization. The course will address various issues in the field of special education. More specifically, the course will allow students to examine issues related to their area of interest in a specific area/problem in the field of special education.
This course provides broad knowledge and skills in the field of development disabilities in which conditions, services, policies, diagnosis, individual progress planning approaches, and public funding will be reviewed from a life span perspective. Instruction will focus on family support and school-based principles of inclusion for youth. Transition considerations to adulthood will be addressed. An understanding of individuals with developmental disabilities will include the expression of rights, dignity, citizenship and opportunity in a historical context of a climate of devaluing and segregation based on disability.
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.
The aim 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 assessment and instructional techniques for 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 assess and design effective and relevant instruction. This course explores accommodations related to assessment and teaching techniques for students with mild/moderate disabilities in the regular education setting.
This course will examine how language is implemented in the human brain. It is a course in neurolinguistics. We will cover (i) the basics of brain anatomy; (ii) the network of brain areas that are responsible for, or at least involved in, language; (iii) the types of deficit that affect language (and other cognitive abilities) when these brain areas are damaged; (iv) the role of these areas in language processing and language acquisition; (v) the ways linguistic theory explain the various types of language breakdown; and finally, (vi) how linguistics can be utilized in the treatment of language breakdown.
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.
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.
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.
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.
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