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Course Criteria
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3.00 Credits
Prerequisite: Graduate standing. This course focuses on how parents and other family members, teachers, administrators (and other Education professionals) can collaboratively increase the capacity of families and schools to support inclusive Education and community participation for all students, especially those with significant disabilities. This course draws upon the multiple perspectives of families, schools and the general culture to explore a shared context of family and disability history, Educational issues, and personal perspectives.
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3.00 Credits
Prerequisite: Graduate Standing. This course focuses on the evolution and current status of law and Educational policy affecting individuals with disabilities and their families. The course will provide a basic review of governmental structure and Educational policy analysis in the United States, and explore statues, policies, and judicial decisions in areas of special Education, adult services, family supports, and civil rights.
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3.00 Credits
An in-depth analysis of the unique psychological problems of exceptional children and youth. Current psychological theories and research emphasized.
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3.00 Credits
Prerequisites: Graduate standing. Special education is governed by an elaborate and extensive body of statutes, regulations, and court decisions. This course will focus on the requirements, history, and evolution of laws impacting special education services; current legal requirements in providing a free appropriate public education (FAPE) to students with disabilities and the procedures to obtain legal information in law libraries and on the Internet; and how to conduct legal research using a variety of sources.
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3.00 Credits
Prerequisite: Consent of instructor/adviser. Study of current trends, issues, and research in special Education. Areas of investigation focus on major developments in disabilities, situations related to programming for projected needs, and considerations and utilization techniques with learners with disabilities. Students should have experience or an undergraduate background in the Education of learners with disabilities prior to enrolling in this course.
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3.00 Credits
Prerequisite: TCH ED 3313 or equivalent course in psychology of the exceptional child; graduate standing. An advanced study of the theoretical and methodological problems related to developmental disabilities. Particular emphasis on the application of current research findings to the problems confronting learners with developmental disabilities.
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3.00 Credits
Prerequisite: SPEC ED 6430. A systematic study of current Educational practices and procedures for the Education of learners with developmental disabilities. Methods and materials are stressed.
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3.00 Credits
Prerequisites: Graduate Standing. This course will focus on the research foundations and recent developments in the creation and maintenance of primary (school-wide), secondary (classroom and targeted group), and tertiary (individual) systems of support to increase the capacity of schools, communities, and families to improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth.
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3.00 Credits
Prerequisites: Graduate standing. Focus on the design of comprehensive, multicomponent behavior support plans for individuals with disabilities who engage in challenging behaviors. Emphasis on simultaneously teaching social behavior and building supportive environments to support the use of targeted social skills. Taught from a noncategorical perspective.
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3.00 Credits
Prerequisites: TCH ED 3313 or equivalent. An advanced course that will examine foundational issues in social and Educational policy for students with disabilities. The course explores the historical, philosophical, sociological and economic dimensions of the recent emphasis on inclusive and community-based support systems for individuals with disabilities and their families. The course will review recent research and experience in the U.S. (primarily) concerning the evolving roles and relationships of families, teachers, administrators, and students with and without disabilities in increasingly diverse schools and communities.
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