Online Special Education Courses at Accredited Schools

Walden University, the school below with the highest overall ranking, is effective at equipping students via its special education courses to be successful special education teachers, special education educators, special educators, sign language interpreters, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 146,240 people employed as special education teachers, secondary school alone in the US, and their average annual salary is $56,420. Special education teachers, middle school make on average $54,750 per year and there are about 102,490 of them employed today.

Special Education Organizations Special Education Common Job Tasks
  • assigning work according to each student's abilities
  • working with children and youths who have a variety of disabilities
  • using various techniques to promote learning
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Special Education Courses at Walden University

Program Name: Special Education Endorsement Programs
Foundations of Special Education
Course Number EDUC 6691
Credits 3.0

Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, as well as current issues, laws, attitudes, and conundrums. The course also examines current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.


Individualizing Education for Learners With Disabilities
Course Number EDUC 6692
Credits 3.0

All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.


Current Issues in Assessment and Intervention
Course Number EDUC 6693
Credits 3.0

Gathering And Interpreting Assessment Information To Inform Curriculum Strategies And/or Intervention Techniques And Resources Promotes Maximum Achievement For All Learners, Especially Those Who Have Learning Disabilities Or Emotional/behavioral Disorders. Key Topics Presented In This Course Include Problem-solving Models And Response To Intervention (rti) Approaches, As Well As Laws Related To Eligibility; Ethics And Parents’ Rights; Standardized And Informal Assessments; And Data Analysis. Upon Completion Of This Course, Candidates Will Have The Skills To Write An Individualized Educational Program (iep) Based On Diagnostic Tools. Guided Field Experience Will Allow The Candidate To Interview Experienced Teachers About Current Issues And Practices In Assessment And Intervention.


Reading and Writing Instruction for Learners With Exceptionalities (
Course Number EDUC 6694
Credits 3.0

This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities.


Planning Positive Behavior Support Strategies
Course Number EDUC 6695
Credits 3.0

Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education teacher candidate will develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.


Instructional Strategies for Students With Emotional/Behavioral Disorders
Course Number EDUC 6696
Credits 3.0

This course provides an overview of research-validated academic and behavioral strategies demonstrated to be effective for students with emotional and behavioral disabilities. The special education teacher candidate will examine specific content areas and the means for integrating strategies across the disciplines. As candidates continue to synthesize and develop material and experience from previous coursework (e.g., IEP Case Study, Classroom Management Plan), they will be expected to apply skills developed in this course to construct appropriate activities for the Collaborative Lesson Plan.


Clinical Practicum: Special Education, Emotional/Behavioral Disorders
Course Number EDUC 6701
Credits 3.0

The Clinical Practicum is the culminating experience in the endorsement program and is the opportunity to apply knowledge and skills as well as demonstrate required competencies. During the Clinical Practicum, candidates gradually assume complete teaching responsibility of the classroom. The Clinical Practicum provides endorsement candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During the Clinical Practicum, endorsement candidates work closely with and are evaluated by their university supervisor and classroom cooperating teacher.


Instructional Strategies for Students With Learning Disabilities
Course Number EDUC 6697
Credits 3.0

Students with learning disabilities (LD) tend to have deficits in four main areas: working memory, strategy knowledge, vocabulary knowledge, and language coding. Deficits in these areas affect learning across the curriculum. Instruction for students with learning disabilities needs to support learning in ways that enhance and strengthen their abilities. Specialized instruction for students with learning disabilities should be individualized and responsive to student progress.


Clinical Practicum: Special Education, Learning Disabilities
Course Number EDUC 6700
Credits 3.0

The Clinical Practicum is the culminating experience in the endorsement program and is the opportunity to apply knowledge and skills as well as demonstrate required competencies. During the Clinical Practicum, candidates gradually assume complete teaching responsibility of the classroom. The Clinical Practicum provides endorsement candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During the Clinical Practicum, endorsement candidates work closely with and are evaluated by their university supervisor and classroom cooperating teacher.


Designing Curriculum, Instruction, and Assessment
Course Number EDUC 6640
Credits 3.0

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.


Action Research for Educators
Course Number EDUC 6733
Credits 3.0

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.


Enhancing Learning Through Linguistic and Cultural Diversity
Course Number EDUC 6650
Credits 3.0

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored


Creating an Effective Classroom Learning Environment
Course Number EDUC 6657
Credits 3.0

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.


Program description: Gain the skills and expertise you need to become a more effective educator by enrolling in one of Walden’s special education endorsement programs. Each program’s curriculum gives you the opportunity to connect theory and practice and to prepare for daily classroom responsibilities with a combination of field experience and a supervised classroom teaching practicum.

Endorsement Programs

Special Education Endorsement Programs With an M.S. in Education With a specialization in Special Education

  • Emotional/Behavioral Disorders (K–12)
  • Learning Disabilities (K–12)


Special Education Endorsement Programs Alone
  • Emotional/Behavioral Disorders (K–12)
  • Learning Disabilities (K–12)


Note to all Pennsylvania residents: Walden University’s teacher preparation program and special education endorsement programs are approved by the Minnesota Board of Teaching as leading to licensure and endorsement, respectively. Because these programs are not reviewed by the Pennsylvania Department of Education, candidates are instructed to apply for Pennsylvania certification as out-of-state graduates of a teacher preparation program.

Special Education Courses at Western Governors University

Program Name: B.A. In Special Education (PK-12)
Education Without Boundaries
Course Number EWB2
Credits 2.0

Foundations of College Mathematics
Course Number BAC1
Credits 2.0

Proctored, computer‐based objective exam.


Communications Foundations
Course Number BBC1
Credits 2.0

Proctored, computer‐based objective exam


Language and Communication: Essay
Course Number LAE1
Credits 2.0

Proctored, computer-based essay exam.


Language and Communication: Research
Course Number LAT1
Credits 2.0

Performance assessment that includes writing a research paper.


Language and Communication: Presentation
Course Number LUT1
Credits 2.0

Performance assessment that includes an oral presentation.


General Education Social Sciences
Course Number SSC1
Credits 1.0

General Education Social Science.


General Education Social Science: Analysis and Applications
Course Number SST1
Credits 2.0

Performance assessment that includes analysis and application of social science theories and method.


Integrated Natural Sciences
Course Number INC1
Credits 4.0

Proctored, computer-based objective exam.


Integrated Natural Sciences Applications
Course Number INT1
Credits 4.0

Performance assessment that utilizes scientific inquiry and analysis of evidence.


Literature, Arts and the Humanities
Course Number HVC1
Credits 3.0

Distribution Domain The Distribution Domain Focuses On Three General Education Content Areas That Are Typically Included In Associate Level Programs: Humanities, Science, And Social Science. The Social Science Requirement Is Fulfilled When You Complete The Lower Division Core Domain. Evaluation Of Your Previous College Transcripts May Clear Assessment Requirements For Some Areas Of The Distribution Domain, Which Could Shorten Your Program Of Study By Removing Assessments. To Waive Or Clear A Subdomain, The Transcript Must Show That You Have Taken Equivalent Classes In The Subdomain Content Areas And Passed With A C Grade Or Higher At An Accredited Institution Of Higher Education. Literature, Arts, And The Humanities Content Focuses On Content, Concepts, Terminology, Methodology, Models, And Issues Within And Across The Disciplines Of The Humanities. Literature, Arts, And The Humanities (iwc1) Proctored, Computer-based Objective Exam Literature, Arts, And The Humanities: Analysis And Interpretation (iwt1) Performance Assessment That Includes Subjective And Objective Analysis And Interpretation In The Humanities Sample Learning Resources: Mindedge Humanities Learning Resource. An Online Interactive Module System. Janaro, R. P., & Altshuler, T. C. (2009). The Art Of Being Human (9th Ed.). New York: Longman. Isbn-10: 0205605427.


Quantitative Literacy: College Algebra, Measurement, and Geometry
Course Number QLC1
Credits 3.0

Proctored, computer-based objective exam.


Quantitative Literacy: Statistics, Probability, and Problem Solving
Course Number QMC1
Credits 3.0

Proctored, computer-based objective exam.


Quantitative Literacy: Quantitative Problem Solving and Applications
Course Number QLT1
Credits 3.0

Performance assessment that utilizes quantitative problem solving strategies.


United States Constitution
Course Number AZC1
Credits 1.0

Proctored, computer based objective exam.


Themes in U.S. and World History
Course Number GKE1
Credits 1.0

Proctored, essay.


Applications in U.S. and World History
Course Number GKT1
Credits 1.0

Performance assessment.


Survey of Literature
Course Number LCC1
Credits 3.0

Proctored, computer-based objective exam.


Survey of Literature: Analysis and Interpretation
Course Number LCT1
Credits 3.0

Performance assessment that includes literary analysis and interpretation.


Health, Fitness and Wellness
Course Number BCC1
Credits 4.0

Proctored, computer based objective exam.


Reasoning and Problem Solving
Course Number CLC1
Credits 3.0

Proctored, computer-based objective exam.


Schools and Society
Course Number FST4
Credits 3.0

Focuses on fundamental knowledge about the field of education, including education; teaching standards; legal rights and responsibilities; and the history and organization of education.


Diversity and Inclusion
Course Number FDT4
Credits 3.0

Content deals with exceptionalities, legal rights of students with disabilities, inclusion tactics, multiculturalism, bilingual education, and at-risk factors.



Human Development and Learning
Course Number FHT4
Credits 3.0

Content relates to various dimensions of child development (e.g., cognitive, social, emotional, physical, cultural); learning theory and conditions of learning; influences on learning; and the impact of various developmental influences on instruction.


Classroom Management
Course Number FCT4
Credits 3.0

Content includes competencies related to establishing and managing a classroom environment (e.g., organization of physical space, organization of time, behavior/academic expectations, social environment, culture for learning) and managing behavior (e.g., principles for changing behavior, establishment/management systems for classroom behavior management, systems for individual behavior change).


Testing
Course Number FTT4
Credits 3.0

Content addresses evaluating, selecting, developing, and administering assessments; analyzing, diagnosing, and reporting assessment results; and using results to plan and improve instruction.


Psychoeducational Assessment Practices, and IEP Development/Implementation
Course Number PX52
Credits 7.0

Paper-based, proctored Praxis Exam.


Foundations of Teaching Practice Integration
Course Number FTC4
Credits 6.0

The FTC4 is a comprehensive exam assessing the student’s knowledge of the subdomains listed above. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.


Behavioral Management and Collaboration
Course Number PX7X
Credits 4.0

Paper-based, proctored Praxis Exam.


Literacy and Elementary Reading
Course Number EAT1
Credits 3.0

Performance assessment


Literacy and Elementary Language Arts and Handwriting
Course Number ELT1
Credits 2.0

Performance assessment


Specific Teaching Practices: Math and Science
Course Number EFT4
Credits 3.0

Performance assessment


Specific Teaching Practices: Health, VPA, and Social Studies
Course Number EHT4
Credits 3.0

Performance assessment


Specific Teaching Practices: Elem Ed Integration
Course Number ELO4
Credits 3.0

Proctored, computer-based, comprehensive objective exam


Instructional Models and Design, Supervision and Culturally Response Teaching
Course Number PX42
Credits 7.0

Cohort Seminar in Elementary and Special Education
Course Number FKT1
Credits 3.0

Addresses information about schools (e.g., finance, law), professional behavior, and other common job-related expectations (committee work, reporting, etc.)


Supervised Teaching Practicum, Elementary, Observations 1 and 2
Course Number FKA1
Credits 3.0

Includes a series of classroom performance observations gathered across time that serve as comprehensive performance data about the teacher candidate’s skills


Supervised Teaching Practicum, Elementary, Observations 3 and Midterm
Course Number FKA3
Credits 3.0

Includes a series of classroom performance observations gathered across time that serve as comprehensive performance data about the teacher candidate’s skills


Supervised Teaching Practicum, Special Education Observations 4 and 5
Course Number FKA5
Credits 3.0

Includes a series of classroom performance observations gathered across time that serve as comprehensive performance data about the teacher candidate’s skills


Supervised Teaching Practicum, Special Education Observations 6 and Final
Course Number FKA7
Credits 3.0

Includes a series of classroom performance observations gathered across time that serve as comprehensive performance data about the teacher candidate’s skills


Professional Portfolio in Elementary and Special Education
Course Number FLT1
Credits 7.0

The professional portfolio is a written document containing a comprehensive Teacher Work Sample. It provides direct evidence of the teacher candidate’s ability to design and implement a multiweek, standards-based unit of instruction; assess student learning; and then reflect on the learning process. The WGU Teacher Work Sample requires teacher candidates to plan and teach a multiweek, standards-based instructional unit consisting of seven components: (1) contextual factors, (2) learning goals, (3) assessment, (4) design for instruction, (5) instructional decision making, (6) analysis of student learning, and (7) self-evaluation and reflection.


Program description: Our online teaching degree leading to special education certification will prepare you to fill a vital need in your community. The B.A. in Special Education (K-12) teaches the content knowledge and effective teaching skills to become a special education instructor for students with mild to moderate disabilities. This degree is a cross-categorical model for initial certification. You’ll become a highly qualified educator prepared to make a difference with those who need it most. In some states, the program will lead to dual licensure in Elementary Education and Special Education.

Program Name: M.S. in Special Education (PK-12)
Psychoeducational Assessment Practices & IEP Development/Implementation
Course Number X352
Credits 5.0

Assessment, Evaluation And Management Practices Domain, Part I Psychoeducational Assessment Practices, & Iep Development/implementation (x352) Paper-based, Proctored Praxis Exam. Sample Learning Resources: Cohen, L. G., & Spenciner, L. J. (2007). Assessment Of Children And Youth With Special Needs (3rd Ed.). Allyn & Bacon. Isbn 0-13-110149-8. Smith, T. E., Gartin, B. C., Murdick, N. L., & Hilton, A. (2006). Families And Children With Special Needs: Professional And Family Partnerships. Prentice Hall. Isbn 0-13- 570003-5. Venn, J. J. (2004). Assessing Students With Special Needs (3rd Ed.). Prentice Hall. Isbn 0-205-94335-x.


Behavioral Management and Intervention
Course Number X371
Credits 3.0

Assessment, Evaluation And Management Practices Domain, Part Ii Behavioral Management And Intervention (x371) Paper-based, Proctored Praxis Exam Sample Learning Resources: Alberto, P. A., & Troutman, A. C. (2006). Applied Behavior Analysis For Teachers (7th Ed.). Prentice Hall. Isbn 013-117994-2. Kauffman, J. M., Mostert, M. P., Trent, S. C., & Pullen, P. L. (2006). Managing Classroom Behavior: A Reflective Case-based Approach (4th Ed.). Allyn & Bacon. Isbn 0-205-44881-x. Wolfgang, C. H. (2005). Solving Discipline And Classroom Management Problems: Methods And Models For Today’s Teachers (6th Ed). Wiley. Isbn 0-471-65387-x.


Instructional Models and Design, Supervision and Culturally Responsive Teaching
Course Number X542
Credits 5.0

Professional Planning, Design, And Development Introduction To Special Education, Law And Legal Issues, Policies And Procedures (x542) Paper-based, Proctored Praxis Exam Sample Learning Resources: Gregory, G. H., & Kuzmich, L. (2004). Data Driven Differentiation In The Standards-based Classroom (4th Ed.). Corwin Press. Isbn D6905-0-7619-3158-9. Haager, D., & Klinger, J. K. (2005). Differentiating Instruction In Inclusive Classrooms. Allyn & Bacon. Isbn 0-205-34074-1. Hoover, J. J., Patton, J. R. (2005). Curriculum Adaptations For Students With Learning And Behavior Problems: Differentiating Instruction To Meet Diverse Needs (3rd Ed.). Pro-ed. Isbn 1-4164-0057-5. Pickett, A. L., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. (2007). Paraeducators In Schools: Strengthening The Educational Team. Pro-ed. Isbn-13: 978-1-4164- 0217-6.


MS SPED Teacher Work Sample Written Project/Practicum I
Course Number FPT2
Credits 3.0

Ms Sped Teacher Work Sample Written Project/practicum I (fpt2) Students Will Be Able To Choose From Two Areas Of Emphasis, Depending On Personal And Professional Interests. These Two Areas Include Instructional Design And Research. For Capstones With The Research Emphasis, You Will Design And Conduct A Data-based Investigation Of A Conclusion-oriented Question (decision-oriented Investigations Are Most Generally Considered To Be Evaluation Projects). The Process Of Researching Is Rigorous And Demanding As Befits The Culminating Effort Of Your Master Of Science In Special Education. The Project Report Should Be Of Publishable Quality And May Be Submitted To An Appropriate Professional Journal At The Completion Of The Project. At The Minimum You Should Plan To Share Your Results With Your School Or Organization. For Capstones With The Instructional Design Emphasis, You Will Have A Degree Of Flexibility In What The Final Product Looks Like; However, The Process Of Researching And Building Your Instructional Design Is Rigorous And Demanding As Befits The Culminating Effort Of Your Master Of Science In Special Education.


MS SPED Teacher Work Sample Oral Defense/Practicum II
Course Number FRT2
Credits 3.0

The final master's exam will be a comprehensive oral defense. This exam may be faceto- face when possible but will most likely be by telephone conference. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your resources, self-directed study, and development and design experiences. The oral defense will cover the research and assessment domains as well. The purpose of the exam is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies.


Education Without Boundaries
Course Number EWB2
Credits 2.0


Literature Reviews for Educational Research
Course Number JUT2
Credits 2.0

Foundations of Instructional Design
Course Number IDC1
Credits 2.0

Instructional Design Domain The Instructional Design Domain Prepares Students To Identify An Instructional Problem And Design The Blueprint For Solving That Problem Using Various Principles Of Instructional Design. Your Studies In This Domain Will Include The Following Areas: Analysis: Focuses On Using Analysis Of Needs, Learners, And Tasks In Order To Define The Instructional Problem. Planning Of Instruction: Focuses On Using Information From The Analysis To Determine The Score And Sequence As Well As The Instructional Strategies. Learning Theories And Instructional Strategies: Focuses On Identifying And Discussing Learning Theories, Applying Instructional Strategies, And Using Technology As A Teaching And Learning Tool. Instructional Design Theories: Focuses On Investigating Several Different Theories Of Designing Instruction And Then Implementing A Theory That Is Most Appropriate For Your Instructional Setting. Foundations Of Instructional Design (idc1) Proctored, Computer-based Objective Exam Issues In Instructional Design (jot2) Performance Assessment Instructional Design Analysis (jnt2) Performance Assessment Instructional Design Production (jpt2) Performance Assessment Sample Learning Resources: Association Of Curriculum & Development Resources: • Understanding By Design • Brain Based Learning Harvard Graduate School Of Education: Teaching For Understanding. Dick, W., Carey, L., & Carey, J. O. (2005). The Systematic Design Of Instruction (6th Ed.). Allyn & Bacon. Isbn-9780205412747. Willis, J. (2006). Research-based Strategies To Ignite Student Learning. Alexandria, Va: Association For Curriculum And Development. Isbn-13: 9781416603702.


Instructional Design Analysis
Course Number JNT2
Credits 2.0

Instructional Design Domain The Instructional Design Domain Prepares Students To Identify An Instructional Problem And Design The Blueprint For Solving That Problem Using Various Principles Of Instructional Design. Your Studies In This Domain Will Include The Following Areas: Analysis: Focuses On Using Analysis Of Needs, Learners, And Tasks In Order To Define The Instructional Problem. Planning Of Instruction: Focuses On Using Information From The Analysis To Determine The Score And Sequence As Well As The Instructional Strategies. Learning Theories And Instructional Strategies: Focuses On Identifying And Discussing Learning Theories, Applying Instructional Strategies, And Using Technology As A Teaching And Learning Tool. Instructional Design Theories: Focuses On Investigating Several Different Theories Of Designing Instruction And Then Implementing A Theory That Is Most Appropriate For Your Instructional Setting. Foundations Of Instructional Design (idc1) Proctored, Computer-based Objective Exam Issues In Instructional Design (jot2) Performance Assessment Instructional Design Analysis (jnt2) Performance Assessment Instructional Design Production (jpt2) Performance Assessment Sample Learning Resources: Association Of Curriculum & Development Resources: • Understanding By Design • Brain Based Learning Harvard Graduate School Of Education: Teaching For Understanding. Dick, W., Carey, L., & Carey, J. O. (2005). The Systematic Design Of Instruction (6th Ed.). Allyn & Bacon. Isbn-9780205412747. Willis, J. (2006). Research-based Strategies To Ignite Student Learning. Alexandria, Va: Association For Curriculum And Development. Isbn-13: 9781416603702.


Issues in Instructional Design
Course Number JOT2
Credits 2.0

Instructional Design Domain The Instructional Design Domain Prepares Students To Identify An Instructional Problem And Design The Blueprint For Solving That Problem Using Various Principles Of Instructional Design. Your Studies In This Domain Will Include The Following Areas: Analysis: Focuses On Using Analysis Of Needs, Learners, And Tasks In Order To Define The Instructional Problem. Planning Of Instruction: Focuses On Using Information From The Analysis To Determine The Score And Sequence As Well As The Instructional Strategies. Learning Theories And Instructional Strategies: Focuses On Identifying And Discussing Learning Theories, Applying Instructional Strategies, And Using Technology As A Teaching And Learning Tool. Instructional Design Theories: Focuses On Investigating Several Different Theories Of Designing Instruction And Then Implementing A Theory That Is Most Appropriate For Your Instructional Setting. Foundations Of Instructional Design (idc1) Proctored, Computer-based Objective Exam Issues In Instructional Design (jot2) Performance Assessment Instructional Design Analysis (jnt2) Performance Assessment Instructional Design Production (jpt2) Performance Assessment Sample Learning Resources: Association Of Curriculum & Development Resources: • Understanding By Design • Brain Based Learning Harvard Graduate School Of Education: Teaching For Understanding. Dick, W., Carey, L., & Carey, J. O. (2005). The Systematic Design Of Instruction (6th Ed.). Allyn & Bacon. Isbn-9780205412747. Willis, J. (2006). Research-based Strategies To Ignite Student Learning. Alexandria, Va: Association For Curriculum And Development. Isbn-13: 9781416603702.


Instructional Design Production
Course Number JPT2
Credits 2.0

Instructional Design Domain The Instructional Design Domain Prepares Students To Identify An Instructional Problem And Design The Blueprint For Solving That Problem Using Various Principles Of Instructional Design. Your Studies In This Domain Will Include The Following Areas: Analysis: Focuses On Using Analysis Of Needs, Learners, And Tasks In Order To Define The Instructional Problem. Planning Of Instruction: Focuses On Using Information From The Analysis To Determine The Score And Sequence As Well As The Instructional Strategies. Learning Theories And Instructional Strategies: Focuses On Identifying And Discussing Learning Theories, Applying Instructional Strategies, And Using Technology As A Teaching And Learning Tool. Instructional Design Theories: Focuses On Investigating Several Different Theories Of Designing Instruction And Then Implementing A Theory That Is Most Appropriate For Your Instructional Setting. Foundations Of Instructional Design (idc1) Proctored, Computer-based Objective Exam Issues In Instructional Design (jot2) Performance Assessment Instructional Design Analysis (jnt2) Performance Assessment Instructional Design Production (jpt2) Performance Assessment Sample Learning Resources: Association Of Curriculum & Development Resources: • Understanding By Design • Brain Based Learning Harvard Graduate School Of Education: Teaching For Understanding. Dick, W., Carey, L., & Carey, J. O. (2005). The Systematic Design Of Instruction (6th Ed.). Allyn & Bacon. Isbn-9780205412747. Willis, J. (2006). Research-based Strategies To Ignite Student Learning. Alexandria, Va: Association For Curriculum And Development. Isbn-13: 9781416603702.


Foundations of Research
Course Number RFC1
Credits 2.0

Proctored, computer-based objective exam


Research Proposal
Course Number JVT2
Credits 2.0

Issues in Educational Research
Course Number JTT2
Credits 2.0

Program description: Our online master’s in special education will prepare you to fill a crucial teaching position. The M.S. in Special Education (K-12) will enhance your teaching talents and enable you to teach students with mild to moderate cross-categorical disabilities. You will become a special education teacher with the instructional design skills to make a difference.

Special Education Courses at University of Phoenix

Program Name: Master of Arts in Education/Special Education
Orientation to the Exceptional Child
Course Number SPE513

This course provides an overview of the different categories of exceptionality. Students will be introduced to special education laws and their implications for delivery systems, transition plans, and identification and placement procedures. Topics and Objectives Philosophical, Historical, and Cultural Foundations of Special Education * Summarize the theories and philosophies that form the basis for special education practice. * Explain how cultural differences impact the identification and education of individuals with exceptional learning needs. Basic Terminology and Acronyms in Special Education * Examine current terminology used in the education of individuals with exceptional learning needs. Legal Foundations of Special Education * Analyze the laws, regulations, and policies related to special education. Prereferral and Individualized Education Program (IEP) Procedures * Analyze procedures for initiating special education services. Characteristics of Learners * Compare and contrast the characteristics of learners with and without exceptional learning needs. Professional Collaborative Partnerships * Analyze the process of collaboration. * Generate strategies that promote successful collaboration. Family Collaborative Partnerships * Explore the dynamics of families who have individuals with exceptional learning needs. * Propose strategies for parental involvement in the education of individuals with exceptional learning needs.


Special Education Methods
Course Number SPE511

This Course Provides An Overview Of Methodologies Used In Teaching Learners With Special Needs From Early Childhood On, With An Emphasis On Students With Learning Disabilities, Mental Retardation, And Emotional Handicaps. Students Explore The Relationship Between Individual Student Characteristics And The Development Of The Individualized Education Program, Instructional Implications Of Special Education Categories, Characteristics Of Various Service Delivery Models, Task Analysis, Unit And Lesson Development, Instructional Strategies, Classroom Organization And Management, Behavior Management, Crisis Prevention, And Transition Planning/career Counseling. Communication Through Consultation And Collaboration And Professional/ethical Practices Are Also Considered. Topics And Objectives Synthesis Of Assessment * Examine Formal And Informal Assessments Used To Evaluate Student Strengths And Needs. * Distinguish Among Special Education Categories Based On Idea Eligibility Criteria And Their Implications For Instruction. Overview Of The Individualized Education Program (iep) * Identify Components Of The Individualized Education Program (iep) As Defined In The Idea. * Explain The Process Of Iep Development And Implications For Due Process. * Analyze An Iep That Results In Appropriate Educational Services Based Upon Evaluation Of Student Strengths, Needs, Category Of Disability, And State And/or District Standards. * Describe Iep Considerations That Maximize Opportunities For Learning In The Least Restrictive Environment (lre). Planning For And Implementing Instruction * Describe Differing Learning Styles Of Individuals With Exceptional Learning Needs. * Describe Characteristics Of Culture And Implications For Instructional Practice. * Apply Task Analysis To The Development Of Instructional Sequences. * Evaluate The Effectiveness Of Instructional Materials For Varying Student Needs. * Explain Effective Unit And Lesson Development Based On The Essential Elements Of Instruction. * Examine Instructional Strategies That Promote Student Success And Modifications And Accommodations That Support Student Needs. * Analyze Informal Assessment Strategies To Measure Student Progress. * Propose Various Grading Methods. Managing The Teaching And Learning Environment * Describe Basic Classroom Management Theories And Strategies For Individuals With Exceptional Learning Needs. * Propose Environmental Modifications That Contribute To Student Learning. Managing Student Behavior And Social Interaction * Describe Social Skills Needed For Educational And Other Environments. * Describe Approaches That Influence Behavior Of Individuals With Exceptional Learning Needs. * Describe Components Of A Behavioral Intervention Plan (bip). * Describe Crisis Prevention And Intervention. Planning For Other Needs * Identify Processes Of Assisting Students In Making Transitions From One Setting To Another. * Identify Issues In Management Of Health Care Needs. * Describe Career Awareness And Vocational Activities For Students With Special Needs. * Describe Strategies That Promote Cultural Diversity And Disability Awareness. Communication And Collaborative Partnerships * Describe Models Of Consultation And Collaboration Among Professionals. * Describe The Role Of The Paraprofessional In Special Education. * Propose Ways In Which Parents And Non-professional Community Resources Contribute To Student Success. * Identify Advantages And Disadvantages Of Consultation And Collaboration In An Instructional Environment. Professionalism And Ethical Practices * Examine Professional And Ethical Practices Related To Educating A Student With Special Needs. * Describe A Personal Philosophy Of Educating A Student With Special Needs Based Upon Appropriate Professional And Ethical Practices.


Special Education Assessment and Interpretation
Course Number SPE512

This course focuses on the task of assessing the exceptional child, with an emphasis on measuring a child's abilities and diagnosing his or her strengths and needs. Commonly used tests and evaluation systems used in public school special education programs are examined. The course also addresses specific diagnostic procedures and the link between interpretation and the instructional process. Basic instructional, assessment, and behavioral recommendations are discussed. Topics and Objectives Foundations of Special Education Assessment and Interpretation * Compare and contrast current assessment practices with historical foundations of assessment. * Explain the legal requirements of assessment and evaluation. * Analyze the differences between assessment practices as mandated by the Individuals with Disabilities in Education Act (IDEA) and Section 504 of the 1973 Vocational Rehabilitation Act. * Define the steps in the special education evaluation and disability determination process. * Identify key terms in assessment terminology. Assessment Instruments * Identify the purposes of a variety of assessment instruments. * Identify assessments used in determining current performance levels. Collection of Assessment Data * Analyze effective data collection procedures. * Determine performance levels. Interpretation of Assessment Data * Interpret assessment data by analyzing attributes of student learning and performance. * Evaluate components of an educational assessment report. * Explain how assessment data contributes to disability determination. Linking Assessment and Instruction * Recommend instructional strategies, modifications, and accommodations. * Recommend classroom assessment strategies. * Recommend behavioral and social strategies. Communication and Collaborative Partnerships * Examine attributes of effective communication.


Characteristics of Exceptionalities
Course Number SPE590

This Course Examines Teaching And Managing Students With Mild Disabilities. Special Emphasis Is Placed On Learning Disabilities, Mental Retardation, And Emotional Disabilities. The Etiology, Characteristics, Philosophies, Service Delivery Models Available, Methods Of Instruction, And Behavior Management Techniques Of Each Disability Area Are Discussed In Depth. Topics And Objectives Background And Characteristics Of Learning Disabilities * Analyze The Federal Definition Of “specific Learning Disabilities,” As Well As Some Common Components Of Various Definitions Of Learning Disabilities * Examine The Phases In The History Of Learning Disabilities * Identify The Legal Classifications Of Specific Learning Disabilities * Identify Legislation That Addresses Issues In The Field Of Learning Disabilities * Examine The Etiology And Prevalence Of Learning Disabilities Among Children And Young Adults * Examine Various Characteristics Of Students With Learning Disabilities Background And Characteristics Of Mental Retardation And Developmental Disabilities * Examine Early Advocates And Issues In The Field Of Mental Retardation And Developmental Disabilities * Analyze Laws And Litigation In The Field Of Mental Retardation And Developmental Disabilities * Analyze Current Definitions And Issues Of Students With Mental Retardation And Developmental Disabilities * Evaluate Current Perspectives On Students With Mental Retardation And Developmental Disabilities * Examine The Etiology And Prevalence Of Mental Retardation Among Children And Young Adults * Examine Various Characteristics Of Students With Mental Retardation And Developmental Disabilities Background And Characteristics Of Emotional And Behavioral Disorders * Identify The Purpose And Impact Of The Individuals With Disabilities Education Act (idea) On Students With Emotional And Behavioral Disorders * Examine Federal And State Definitions For Emotional And Behavioral Disorders * Analyze Historical Roots Of Emotional And Behavioral Disorders * Analyze Key Legislation In The Field Of Emotional And Behavioral Disorders * Summarize The Differing Perceptions Of Deviance In The Context Of Emotional And Behavioral Disorders * Analyze The Effects Of Dysfunctional Behavior On Learning * Examine Various Characteristics Of Students With Emotional And Behavioral Disorders Instructional Planning For Students With Mild Disabilities * Identify Educational Considerations For Students With Mild Disabilities * Describe The Nature And Function Of Curriculum For Students With Mild Disabilities * Describe Curriculum Structure And Implementation For Students With Mild Disabilities * Apply Concepts Of Curriculum Development To Unit Planning For Students With Mild Disabilities Methods Of Instruction For Students With Mild Disabilities * Identify The Purpose And Components Of The Individualized Education Program (iep) * Analyze Methods Of Instruction For Students With Mild Disabilities * Compare And Contrast Instructional Methods For Students With Mild Disabilities * Identify Assessment Alternatives For Students With Mild Disabilities Creating An Effective Learning Climate For Students With Mild Disabilities * Describe Attributes Of An Effective Learning Climate For Students With Mild Disabilities * Identify Strategies For Teaching And Managing Student Behavior Of Students With Mild Disabilities Service Delivery Models Available For Mild Disabilities * Describe The Continuum Of Service Delivery Models For Students With Mild Disabilities


Curriculum Constructs and Assessments: Reading and Language Arts
Course Number RDG530

This course focuses on the most current research, theory, and methods of reading instruction, while providing students with the background knowledge in language arts necessary to prepare an integrated unit of instruction. Various instructional and assessment techniques, including research-based phonics, are modeled. A practical application project, based on work with a student in a K-8 school setting, is incorporated into the course requirements. Topics and Objectives Theories and Strategies for Reading Instruction * Analyze the reading process * Identify theories and principles on which effective reading is based * Examine the components of phonology, morphology, semantics, graphophonics, and syntax * Identify the effective components of a lesson plan Preparation for the Practicum * Investigate the use of informal assessments * Plan for initial tutoring sessions Assessing Growth in Literacy * Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level * Analyze ways to organize and manage diagnostic information * Implement a program of remediation based on assessment findings Children’s Literature * Explore a variety of genres * Integrate children’s literature into units and lessons Learning to Read * Examine the roles of listening comprehension and oral expression in the development of literacy * Examine the use of effective oral reading practices to support literacy development * Analyze the relationship of listening, speaking, reading, writing, and thinking * Analyze the interrelationships among cognitive development, metalinguistic awareness, and language learning * Examine the concept of early literacy * Apply the relationship of listening, speaking, reading, writing, and thinking to lesson planning and an integrated unit Language Learning and Literacy * Identify instructional strategies and activities for language acquisition * Examine the value and importance of parental support and involvement in literacy development The Place of Explicit and Systematic Phonics in Learning to Read and Write * Examine word attack strategies readers use to process written language for meaning * Investigate the utility of phonics and structural analysis generalizations * Analyze the place of phonics in a reading program * Analyze methods of evaluating phonics mastery * Analyze print processing techniques and how they relate to developing appropriate and useful reading strategies * Analyze student writing to evaluate application of phonics elements * Examine the depth of present knowledge of phonics elements through pretest/posttest measures Comprehension Connections * Examine schema theory and how it relates to reading comprehension * Examine pre-reading, during-reading, and post-reading activities that enhance comprehension * Evaluate the use of pre-reading, during-reading, and post-reading activities in a tutorial/small group/classroom context * Identify instructional practices and methods for teaching comprehension * Deliver and evaluate lessons based on continuous diagnostic assessment * Examine the relationship between fluency and comprehension Reading to Learn * Examine the elements of reading comprehension in reading to learn * Analyze various study strategies and their application Vocabulary Building * Evaluate pedagogical approaches in vocabulary development Applications of Writing in the Classroom * Describe the stages of the writing process Applications of Writing in the Classroom (continued) * Identify student ...show more »


Curriculum Constructs and Assessment: Science and Mathematics
Course Number MTE532

This course focuses on the pedagogy and assessment strategies that enhance learning in science and mathematics. Integrated content, interdisciplinary teaching, and curriculum and assessment issues are emphasized. Multiple perspectives of students as learners of math and science are explored. This course provides students with an opportunity to develop the ability to evaluate and use instructional methods, curricular materials and resources, and appropriate assessment strategies. Topics and Objectives Science and Mathematics Content and Standards * Identify the specific content and process standards in P-8 science and mathematics. * Apply national, state, and local science and mathematics standards to instruction and assessment. * Integrate national, state, and local technology standards with science and mathematics. Management in the Science and Mathematics Classroom * Identify specific classroom management issues related to successful teaching when implementing instructional strategies in science and mathematics. * Examine a classroom environment that provides opportunities for productive discourse. Students as Learners of Science and Mathematics * Analyze the impact that student culture, ethnicity, ideas, and learning styles have on science and mathematics instruction. * Examine various models of differentiated instruction for science and mathematics. Problem Solving in Science and Mathematics * Apply questioning strategies and learning activities that elicit, engage, and challenge a student’s thinking for successful problem solving in real-life scenarios. * Analyze a variety of learning tools designed to help students reason, solve problems, and communicate effectively in science and mathematics. Inquiry and Interactive Learning in Mathematics * Identify the key components of inquiry-based learning in mathematics. * Use appropriate, interactive learning strategies in the teaching of mathematics. * Demonstrate understanding of the principles and standards for school mathematics. Inquiry and Interactive Learning in Science * Identify the key components of inquiry-based learning in science. * Use appropriate, interactive learning strategies in the teaching of science. * Demonstrate understanding of the principles and standards for school science. Assessment in Mathematics and Science * Determine the need for ongoing program evaluation in both science and mathematics. * Develop formative and summative assessments in science and mathematics that are aligned with standards and guide instruction. * Evaluate assessment techniques, tools, and strategies used to measure student learning in science and mathematics. Integration of Science and Mathematics in Curriculum, Instruction, and Technology * Develop an integrated unit involving mathematics, science, technology, and other content areas as appropriate. * Examine the impact of technology on science and mathematics content and processes.


Inclusion Strategies for the Special Educator
Course Number SPE575

This course examines the roles of special educators when including students with disabilities into general education classrooms. Options for success that consider peer relationships, systematic instruction, behavior management, and collaboration are explored. This course focuses on inclusion strategies and collaborative activities that enable special educators, general classroom teachers, and administrators to successfully provide an optimal educational environment for students with disabilities. Topics and Objectives Philosophical, Historical, and Legal Foundations for Inclusion * Examine the impact of personal and United States philosophies of education * Identify historical and legal foundations of inclusion Issues of Inclusion * Contrast inclusion and mainstreaming * Identify resistance to inclusion * Describe the Regular Education Initiative * Define inclusion as an instructional intervention Professional Roles for Successful Inclusion * Identify contributions of general education teachers * Outline the role of the special education teacher * Examine the role of administrators * Examine the issues related to training and working with paraprofessionals Inclusive Learning Environments * Examine the role of technology in instruction * Describe the impact of culturally and linguistically diverse settings * Examine the impact of heterogeneous groupings * Recognize the value of cooperative learning * Identify the use of multiple intelligences in instruction * Identify the need for adaptation of curriculum Planning and Managing the Inclusive Teaching and Learning Environment * Determine a process for meeting individual student needs * Develop a systematic approach for inclusion * Describe the need for a systems-level plan Managing Student Behavior and Social Interaction Skills * Recognize the importance of peer relationships and support * Identify the benefits of social skills training programs * Outline the steps of contingency management * Examine aspects of contracting for behavior management Communication and Collaborative Partnerships * Identify communication as the foundation of cooperation and collaboration * Describe the key components of the communication process * Examine the roadblocks to communication * Recognize the steps in conflict management * Identify the key characteristics of collaborative consultation * Define collaborative teamwork * Identify the key characteristics of a collaborative team * Outline collaborative strategies for educators and families Professionalism and Ethical Practices * Identify ethical issues in managing behavior * Examine issues related to culturally and linguistically diverse populations


Special Education Student Teaching: Cross-Categorical, Part A
Course Number SPE588

This course emphasizes the practical application of educational theories and methods. The course will focus on the following topics: the student teaching experience, the school culture, the learning environment, and planning, preparing, and implementing the Teacher Work Sample. The course also provides a forum for open discussion and problem solving based on student teaching classroom experiences. Topics and Objectives The Student Teaching Experience * Review the procedures, expectations, and requirements for student teaching * Analyze stress management techniques and strategies * Examine the importance of appropriate attire for the professional educator * Examine expectations of the formal student teaching observation process * Analyze the attributes of an effective cooperating teacher and student teacher relationship * Review the components, process, and timeline of the Teacher Work Sample The School Culture * Compare and contrast the cultures of various districts, schools, and classrooms * Analyze the different demographics of schools and school districts * Examine relationships within the school among teachers, colleagues, administrators, support staff, and students * Develop techniques for collaborating with grade-level or subject-level teachers * Describe various ways to create a team atmosphere within the school setting Planning and Preparation * Develop goals and objectives for the Teacher Work Sample instructional unit based on the teaching and learning context * Justify selected learning goals and objectives based on teaching and learning contexts * Examine various classroom arrangements and available resources Preparing and Implementing Assessments * Compare and contrast formative and summative assessments * Evaluate the usability and applicability of a variety of assessment methods * Design an assessment plan to monitor students’ progress Instructional Design * Compare and contrast different lesson plan formats * Design standards-based lesson plans * Demonstrate the use of differentiated instructional strategies * Apply technology to the creation of instruction and instructional activities The Learning Environment * Compare and contrast various methods of classroom management * Analyze the implications that contextual factors may have on learning and the learning climate * Evaluate the aspects of the classroom environment that contribute to positive learning experiences * Explore how brain-based research can contribute to building a positive learning climate * Analyze strategies for remediation of disruptive and non-disruptive student behaviors * Compare and contrast various classroom and school procedure


Special Education Student Teaching: Cross-Categorical, Part B
Course Number SPE589

This course will focus on the design and implementation of the Teacher Work Sample. It also provides students practical guidance in securing a teaching position. Students will examine resumes and cover letters, teaching applications, and interview strategies. Assistance in preparing an employment portfolio will be provided. This seminar also provides a forum for open discussion and problem-solving based on student teaching classroom experiences. Topics and Objectives Instructional Decision-Making * Apply formative assessment information to make instructional planning decisions. * Analyze examples of instructional decision-making based on students’ learning or responses. Analysis of Learning Results * Evaluate assessment data to diagnose student learning. * Analyze data to report performance of the following groups: whole class, subgroups, and individual students. * Create visual representations to profile student performance. Reflection and Self-Evaluation * Identify areas for improving instructional skills and classroom management skills. * Evaluate your teaching performance relative to the instructional unit implemented for the Teacher Work Sample. Seeking a Teaching Position * Evaluate the components of a teaching employment portfolio. * Compare and contrast various teaching application formats. * Evaluate personal and professional considerations when applying for a teaching position. Managing the First Year of Teaching * Describe effective personal and professional time management strategies. * Identify best practice strategies. Program Reflection * Evaluate personal and professional growth throughout the University of Phoenix Special Education Program.


Orientation to Teacher Education
Course Number MTE 507
Credits 0.0

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program’s progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed


Professional Communications
Course Number COM 516
Credits 1.0

This course provides new graduate students in University of Phoenix programs with an introduction to strategies for academic success within the University of Phoenix adult learning model. Topics include oral and written communication, methods for finding and evaluating course resources, critical thinking, the purpose and use of portfolios, program standards, stress and time management, and tools for collaborative learning, in preparation for team assignments in future classes.


Models, Theories and Instructional Strategies
Course Number MTE508

This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan. Topics and Objectives Lesson Planning Describe the components of a lesson plan. Compare and contrast different approaches to lesson planning. Explain the role of standards in planning and instruction. Learning Goals and Objectives Analyze the difference between goals and objectives. Relate Bloom's Taxonomy to writing goals and objectives. Learning Goals and Objectives continued Write developmentally appropriate objectives. Develop a task analysis based on your lesson plan objective. Theoretical Models and Lesson Plan Designs Examine the three domains (affective, psychomotor, and cognitive)of learning. Examine educational theories. Analyze how the domains affect planning and instruction. Identify different theoretical models. Identify a variety of lesson plan designs. Apply the principles of theoretical models to planning and instruction. Instructional Strategies Compare and contrast different instructional strategies, such as direct instruction, individual study, indirect instruction, experiential instruction, and collaborative learning. Explain how different questioning strategies contribute to learning. Examine graphic organizers, concept mapping, and how they can enhance lesson planning and instruction. Examine how technology can be used to support instruction. Promoting Student Learning and Development Describe how students' critical thinking can be promoted through effective objectives, questioning, and activities. Demonstrate how to use various instructional strategies to promote student-centered learning. Describe how addressing student diversity in lesson planning can promote student learning. Evaluation Evaluate a lesson plan. Evaluate your personal disposition toward the teaching profession. Examine basic management skills that foster a positive, productive learning climate. Describe how assessment and evaluation of student learning can be used in lesson planning. All topics and objectives apply All topics and objectives apply.


Instruction and Assessment of English Language Learners
Course Number MTE553

This course focuses on education for the English Language Learner (ELL). It emphasizes knowledge of and sensitivity to the history and to the culture of other languages and ethnic groups, as well as to multiethnic curriculum and instruction. It provides strategies for effective instruction, including standards-based lesson planning and implementation models, and assessment of linguistically diverse K-12 students. In addition, the course addresses ways in which a learner-centered approach to teaching can provide English Language Learners with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and acquire English.


Program description: The Master of Arts in Education (MAED) with a specialization in Special Education is a graduate degree program preparing candidates for teacher licensure in the field of special education. Candidates for this program have already earned a bachelor’s degree and wish to gain the pedagogical skills and knowledge that will assist them in becoming effective special education educators. The program’s curriculum includes orientation to the exceptional child, foundations and methodologies of mild disabilities, diagnosis and assessment of disabilities, structured English immersion, reading and language arts instruction, inclusion strategies, and collaboration and resource management for the special educator.

Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences. The focus of each observation will relate to specific course content. Documentation will be maintained in the student’s electronic portfolio. Students’ field experiences are designed to prepare them for student teaching.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Special Education Courses at Capella University

Program Name: PhD - Special Education Leadership
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Statistics for Educational Research I
Course Number ED8122
Credits 4.0

Learners in this course apply statistical analyses appropriate to different research contexts using SPSS, a statistical software package. Learners examine statistical concepts, including descriptive statistics, normal distribution, sampling probability, and sampling distribution and demonstrate different hypothesis testing techniques.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


Curriculum Development
Course Number ED7106
Credits 4.0

In this course, learners explore curriculum and instruction design, organization, implementation, and evaluation and its impact on teaching and learning.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Special Education Administration
Course Number ED7545
Credits 4.0

This course provides an overview of special education administration functions and services. Learners identify the human and material resource responsibilities, activities, and challenges associated with integrating students with disabilities into educational programs. Learners also examine the ethical, legal, and financial roles administrators have to staff, students, and families in administering special education programs and services


Leadership for Director of Special Education
Course Number ED7550
Credits 4.0

Learners in this course examine the leadership skills needed to lead and manage special education programs. The focus of the course is on developing a shared vision, respecting and advocating for the needs of exceptional children, leading the change process, and collaborating with families, school personnel, stakeholder organizations, and the community.


Special Education Curriculum and Instructional Strategies
Course Number ED7551
Credits 4.0

This course focuses on planning, implementing, assessing, and evaluating special education curriculum and instruction programs and services for students with diverse educational needs. Learners examine current differentiation and universal design instructional practices used to effectively provide special education services in general and special education environments and apply them in practice.


Special Education Law and Finance
Course Number ED7552
Credits 4.0

Learners in this course study the legal and financial considerations of special education programs and services. In particular, learners examine historical and current case law; federal and state regulations, including the policies and procedures that monitor special education programs and services; the political and ethical considerations that affect the education of students with disabilities and their families; and human resource and finance issues.


Internship for Director of Special Education I
Course Number ED7554
Credits 4.0

This the first of two consecutive capstone courses for the Special Education Leadership specialization. Learners assess their special education leadership competencies and demonstrate proficiency. They serve the first 160 hours of a 320-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their special education site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Internship for Director of Special Education II
Course Number ED7555
Credits 4.0

This the second of two consecutive capstone courses for the Special Education Leadership specialization. Learners assess their special education leadership competencies and demonstrate proficiency. They serve the second 160 hours of a 320-hour field-based internship during which they create, sign, and fulfill a competency-based contract with their special education site supervisor and Capella University supervisor. Throughout the course, learners maintain a log of their experiences and develop a portfolio as part of their contract materials.


Doctoral Comprehensive Examination
Course Number ED9919
Credits 4.0

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


The Politics of P–12 Education
Course Number ED7542
Credits 4.0

This course provides learners with a theoretical foundation of education policy and presents the basic analytical categories of political science as they apply to education. Topics include the influence of federal, state, and local governments in school policy making; school and community relations; privatization and choice; decentralization; school finance; desegregation; affirmative action; bilingual education; technology; and teacher empowerment.


The Governance of Educational Institutions
Course Number ED8812
Credits 4.0

Introduction to School Business Administration
Course Number ED7544
Credits 4.0

In this course, learners examine the fundamentals of school business administration. Topics include accounting and budgeting, facilities planning and construction, purchasing and warehousing, staffing, maintenance and operations, risk management, information technology, nutrition services, and transportation. Learners also explore the legal requirements associated with school business administration.


P–12 Principalship
Course Number ED7852
Credits 4.0

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders.


The Superintendency
Course Number ED7543
Credits 4.0

In this course, learners explore the complex and challenging position of the school superintendent. Learners acquire knowledge and skills related to superintendent roles and responsibilities, material and human resource management, school board relationships, and school district organization and culture.


Program description: Doctoral learners in this specialization acquire
a broad base of knowledge associated with
learning, cognition, instruction, development, and
research. Core course work provides a foundation
of the science of psychology, and specialization
course work provides depth within the discipline
of educational psychology. Learners may choose
a concentration within their specialization courses.
Concentrations include Program Evaluation
and Measurement, Psychology Teaching
and Instruction, and Child and Adolescent
Development. Successful graduates of this
specialization are prepared to pursue careers
in teaching and instruction; higher education;
corporate and military educational training; child,
adolescent, and adult development; instructional
technology; test construction; learning evaluation;
program evaluation; or research. These
specialization requirements are not intended to
prepare graduates for licensure as a professional

Special Education Courses at Saint Joseph's University

Program Name: Online Master's in Special Education
Current Issues in Special Education
Course Number SPE 600
Credits 3.0

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services


Technology and Instructional Design for Differentiated Instruction
Course Number SPE 601
Credits 3.0

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Course content will include identifying the legal basis and requirements for providing assistive technology to students with disabilities; identifying the assessment process and methodology for implementation of technology into the curriculum; exploring the specific features of assistive technology devices in the areas of writing and computer access; previewing various therapeutic interventions and software programs specific to students with special learning needs, particularly those with specific learning disabilities; and implementing a Universal Design for Learning model in the general education curriculum. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.


Diagnostic Assessment and Progress Monitoring
Course Number SPE 602
Credits 3.0

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Addition course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting.


Theory and Instructional Practice: Students with High Incidence Disabilities
Course Number SPE 603
Credits 3.0

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students' needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.


Research-based Models and Procedures: Literacy, Written and Oral Language, and Reading in the Content Areas
Course Number SPE 604
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.


Research-based Models and Procedures: Mathematics and Science Procedures
Course Number SPE 605
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.


Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
Course Number SPE 606
Credits 3.0

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.


Theory and Instructional Practice: Students with Low Incidence Disabilities
Course Number SPE 607
Credits 3.0

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.


Families, Schools, and Communities: Communication and Collaboration
Course Number SPE 608
Credits 3.0

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.


Program description: The curriculum of the Special Education program is designed to develop and refine competencies in professional educators in order to meet the demands of teaching students with special needs in a variety of school environments, public and private, urban and suburban.

Program Name: Online Master's in Special Education with Wilson Reading Certification
WRP: Introduction to Multisensory Structured Language Instruction
Course Number SPE 710 (5225)
Credits 1.0

This online Wilson introductory course examines the definition of dyslexia and common characteristics, reading research and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Specifically studies the Wilson Reading System® (WRS), including student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful classroom environment; principles of language structure; and how to teach language with direct, multisensory methods.


WRP: Intensive Instruction for the Non-Responsive Reader Steps 1-3
Course Number SPE 711 (5235)
Credits 3.0

This Course Presents In Detail The Multisensory Structured Language Instruction That Is Required For Teaching Students Beyond Grade Two With Word-level Deficits Who Are Unresponsive To Previous Instruction. This Online Course Provides Practical Application Of Reading Research, With Particular Emphasis On Phonological Awareness, Phonics And Spelling At The Beginning Levels Of Decoding And Encoding As Well As Expands Upon These Concepts With Specific Instruction In The Closed Syllable Pattern. Provides Specific Procedures To Teach The Concepts Presented In Wilson Reading System (wrs) Steps 1-3. Additional Topics Include Accuracy And Automaticity Of Word Recognition, Fluency With Decodable And Authentic Text, Vocabulary And Listening/reading Comprehension At Beginning Stages Of Reading. Prerequisite: Spe 710


WRP: Intensive Instruction for the Non-Responsive Reader Steps 4-6
Course Number SPE 712 (5245)
Credits 3.0

This Is A Continuation Of The Wilson Steps 1-3 On-line Course. Presents In Detail The Multisensory Structured Language Instruction That Is Required For Teaching Students Beyond Grade Two With Word-level Deficits Who Are Unresponsive To Previous Instruction. This Online Course Provides Practical Application Of Reading Research, With Particular Emphasis On Phonological Awareness, Phonics And Spelling At The Beginning Levels Of Decoding And Encoding As Well As Expands Upon These Concepts With Specific Instruction In The Vowel-consonant-e, Open, And Consonant-le Syllable Patterns. Provides Specific Procedures To Teach The Concepts Presented In Wilson Reading System® (wrs) Steps 4-6. Additional Topics Include The Ten Critical Points Of The Wilson Reading System, Dyslexia, Non-controlled Text, And Handwriting. Prerequisite: Spe 710 And Spe 711


WRP: Intensive Instruction for the Non-Responsive Reader Practicum
Course Number SPE 713 (5255)
Credits 3.0

This Course, A Supervised Practicum, Requires Identifying And Securing A Practicum Student In Grades 4 - 12 With Significant Word Level Deficits, Selected According To Wrs Practicum Student Selection Criteria. Although Not Required, A Second Practicum Student Is Highly Recommended. The Practicum Entails Successful Delivery Of A Minimum Of 60 Wilson Reading System (wrs) Lessons And Teaching Mastery Through Wrs Step 4.2. A Wilson Trainer Observes The Participant Working With His /her Student Five Times During The Practicum Via Videoconferencing. Must Demonstrate That The Teaching Plan Is Based On Continuous Assessment Of The Student’s Needs. *this Course Is Completed Over Two Semesters, Generally Spanning One Academic Year. Prerequisite: Spe 710 And Completion Of/or Concurrent Enrollment In Spe 711/spe 712 Please Note: Although Completion Of Spe 710, Spe 711, Spe 712 And Spe 713 Are Required For Wrs Level I Certification, Certification Is Not Guaranteed And Is Dependent Upon Successful Fulfillment Of All Wilson Requirements.


Technology and Instructional Design for Differentiated Instruction
Course Number SPE 601
Credits 3.0

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Course content will include identifying the legal basis and requirements for providing assistive technology to students with disabilities; identifying the assessment process and methodology for implementation of technology into the curriculum; exploring the specific features of assistive technology devices in the areas of writing and computer access; previewing various therapeutic interventions and software programs specific to students with special learning needs, particularly those with specific learning disabilities; and implementing a Universal Design for Learning model in the general education curriculum. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.


Diagnostic Assessment and Progress Monitoring
Course Number SPE 602
Credits 3.0

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Addition course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting.


Theory and Instructional Practice: Students with High Incidence Disabilities
Course Number SPE 603
Credits 3.0

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students' needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.


Research-based Models and Procedures: Literacy, Written and Oral Language, and Reading in the Content Areas
Course Number SPE 604
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.


Research-based Models and Procedures: Mathematics and Science Procedures
Course Number SPE 605
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.


Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
Course Number SPE 606
Credits 3.0

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.


Theory and Instructional Practice: Students with Low Incidence Disabilities
Course Number SPE 607
Credits 3.0

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.


Families, Schools, and Communities: Communication and Collaboration
Course Number SPE 608
Credits 3.0

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.


Cognitive Processes: Research-based Brain Studies for the Educator
Course Number SPE 701
Credits 3.0

This course provides an integrative survey of knowledge and research in the cognitive and neurological development of the young mind. The content is designed to connect cognition, neuroscience and educational practice with the critical periods of child development, including language development, visual systems, and psycho-social growth. Attention will be given to the basic structures of the brain and their corresponding dynamic functions, how neurons communicate with each other, and ways that networks of cells function in the vision, memory, and learning processes. The interaction and effects of learning and thinking and how the brain processes, consolidates and internalizes information will be explored.


Culturally Responsive Teaching Structured Language Instruction
Course Number SPE 702
Credits 3.0

This course is designed to align instruction along with the assets and differential needs of diverse student populations through applying and incorporating multicultural perspectives into the teaching-learning process to maximize the academic, cognitive, personal, and social aspects of student learning. It will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse students and empower their families in the teaching and learning process. The course focuses on addressing challenges to the reading achievement of culturally, linguistically, and economically diverse students with disabilities. 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 and ethnic groups


Special Education School Law and Policy
Course Number SPE 700
Credits 3.0

This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, and current status of special education law. Content covered will include an overview of laws and litigation affecting special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities.


Current Issues in Special Education: Theoretical Practice and Procedures
Course Number SPE 600
Credits 3.0

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.


Program description: Saint Joseph's University is proud to offer an online master's program in Special Education based upon Response to Intervention (RTI) leading to a Master of Science in Education degree.
The curriculum of the Special Education program is designed to develop and refine competencies in professional educators in order to meet the demands of teaching students with special needs in a variety of school environments, public and private, urban and suburban.

Program Name: Online Special Education Certification
Current Issues in Special Education: Theoretical Practice and Procedures
Course Number SPE 600 (5105)
Credits 3.0

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.


Technology and Instructional Design for Differentiated Instruction
Course Number SPE 601 (5115)
Credits 3.0

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Course content will include identifying the legal basis and requirements for providing assistive technology to students with disabilities; identifying the assessment process and methodology for implementation of technology into the curriculum; exploring the specific features of assistive technology devices in the areas of writing and computer access; previewing various therapeutic interventions and software programs specific to students with special learning needs, particularly those with specific learning disabilities; and implementing a Universal Design for Learning model in the general education curriculum. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.


Theory and Instructional Practice: Students with High Incidence Disabilities
Course Number SPE 603 (5135)
Credits 3.0

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students’ needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.


Research-Based Models and Procedures: Literature, Written and Oral Language and Reading Content Areas
Course Number SPE 604 (5145)
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.


Research-Based Models and Procedures: Mathematics and Science Procedures
Course Number SPE 605 (5155)
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.


Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
Course Number SPE 606 (5165)
Credits 3.0

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.


Theory and Instructional Practice: Students with Low Incidence Disabilities
Course Number SPE 607 (5175)
Credits 3.0

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.


Families, Schools, and Communities: Communication and Collaboration
Course Number SPE 608 (5185)
Credits 3.0

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children’s educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.


Program description: The Special Education Online Program is an online, campus-free program which can
lead to Pennsylvania Special Education teacher certification as well as to an MS in
Special Education. Candidates must hold a bachelor’s degree, have an initial teaching
certification.

Program Name: Master's in Special Education
Current Issues in Special Education
Course Number SPE 600
Credits 3.0

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services


Technology and Instructional Design for Differentiated Instruction
Course Number SPE 601
Credits 3.0

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Course content will include identifying the legal basis and requirements for providing assistive technology to students with disabilities; identifying the assessment process and methodology for implementation of technology into the curriculum; exploring the specific features of assistive technology devices in the areas of writing and computer access; previewing various therapeutic interventions and software programs specific to students with special learning needs, particularly those with specific learning disabilities; and implementing a Universal Design for Learning model in the general education curriculum. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.


Diagnostic Assessment and Progress Monitoring
Course Number SPE 602
Credits 3.0

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Addition course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting.


Theory and Instructional Practice: Students with High Incidence Disabilities
Course Number SPE 603
Credits 3.0

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students' needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.


Research-based Models and Procedures: Literacy, Written and Oral Language, and Reading in the Content Areas
Course Number SPE 604
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.


Research-based Models and Procedures: Mathematics and Science Procedures
Course Number SPE 605
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.


Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
Course Number SPE 606
Credits 3.0

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.


Theory and Instructional Practice: Students with Low Incidence Disabilities
Course Number SPE 607
Credits 3.0

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.


Families, Schools, and Communities: Communication and Collaboration
Course Number SPE 608
Credits 3.0

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.


School Law and Policy: Special Education Issues
Course Number SPE 700
Credits 3.0

This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, and current status of special education law. Content covered will include an overview of laws and litigation affecting special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities.


Cognitive Processes: Research-based Brain Studies for the Educator
Course Number SPE 701
Credits 3.0

This course provides an integrative survey of knowledge and research in the cognitive and neurological development of the young mind. The content is designed to connect cognition, neuroscience and educational practice with the critical periods of child development, including language development, visual systems, and psycho-social growth. Attention will be given to the basic structures of the brain and their corresponding dynamic functions, how neurons communicate with each other, and ways that networks of cells function in the vision, memory, and learning processes. The interaction and effects of learning and thinking and how the brain processes, consolidates and internalizes information will be explored.


Culturally Responsive Teaching Structured Language Instruction
Course Number SPE 702
Credits 3.0

This course is designed to align instruction along with the assets and differential needs of diverse student populations through applying and incorporating multicultural perspectives into the teaching-learning process to maximize the academic, cognitive, personal, and social aspects of student learning. It will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse students and empower their families in the teaching and learning process. The course focuses on addressing challenges to the reading achievement of culturally, linguistically, and economically diverse students with disabilities. 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 and ethnic groups


Program description: Saint Joseph University's Online Master of Science in Special Education is based on Response to Intervention (RTI) leading to a Master of Science in Education degree. The program is designed for individuals holding Level 1 early childhood, elementary teaching certification or secondary teaching certification who are seeking to become highly qualified with a certification in Special Education (pre-K through 12th grade). In addition this degree is well suited for teachers certified in Special Education who are seeking an advanced degree and general educators who are seeking a Master's degree based on state-of-the-art, research-based theory and instructional practice for meeting the diverse needs of their student population

Program Name: Master's in Special Education with Wilson Reading Certification
Current Issues in Special Education
Course Number SPE 600
Credits 3.0

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services


Technology and Instructional Design for Differentiated Instruction
Course Number SPE 601
Credits 3.0

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Course content will include identifying the legal basis and requirements for providing assistive technology to students with disabilities; identifying the assessment process and methodology for implementation of technology into the curriculum; exploring the specific features of assistive technology devices in the areas of writing and computer access; previewing various therapeutic interventions and software programs specific to students with special learning needs, particularly those with specific learning disabilities; and implementing a Universal Design for Learning model in the general education curriculum. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.


Diagnostic Assessment and Progress Monitoring
Course Number SPE 602
Credits 3.0

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Addition course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting.


Theory and Instructional Practice: Students with High Incidence Disabilities
Course Number SPE 603
Credits 3.0

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students' needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.


Research-based Models and Procedures: Literacy, Written and Oral Language, and Reading in the Content Areas
Course Number SPE 604
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.


Research-based Models and Procedures: Mathematics and Science Procedures
Course Number SPE 605
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.


Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
Course Number SPE 606
Credits 3.0

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.


Theory and Instructional Practice: Students with Low Incidence Disabilities
Course Number SPE 607
Credits 3.0

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.


Families, Schools, and Communities: Communication and Collaboration
Course Number SPE 608
Credits 3.0

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.


School Law and Policy: Special Education Issues
Course Number SPE 700
Credits 3.0

This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, and current status of special education law. Content covered will include an overview of laws and litigation affecting special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities.


Cognitive Processes: Research-based Brain Studies for the Educator
Course Number SPE 701
Credits 3.0

This course provides an integrative survey of knowledge and research in the cognitive and neurological development of the young mind. The content is designed to connect cognition, neuroscience and educational practice with the critical periods of child development, including language development, visual systems, and psycho-social growth. Attention will be given to the basic structures of the brain and their corresponding dynamic functions, how neurons communicate with each other, and ways that networks of cells function in the vision, memory, and learning processes. The interaction and effects of learning and thinking and how the brain processes, consolidates and internalizes information will be explored.


Culturally Responsive Teaching Structured Language Instruction
Course Number SPE 702
Credits 3.0

This course is designed to align instruction along with the assets and differential needs of diverse student populations through applying and incorporating multicultural perspectives into the teaching-learning process to maximize the academic, cognitive, personal, and social aspects of student learning. It will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse students and empower their families in the teaching and learning process. The course focuses on addressing challenges to the reading achievement of culturally, linguistically, and economically diverse students with disabilities. 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 and ethnic groups


Introductory Workshop: Introduction to Multisensory Structured Language Instruction
Course Number SPE 710
Credits 1.0

Examines the definition of dyslexia and common characteristics, reading research and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Specifically studies the Wilson Reading System® (WRS), principles of language structure, how to teach language with direct, multisensory methods; including student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful classroom environment..


Basic Word Study 1-3: Intensive Instruction for the Non-Responsive Reader
Course Number SPE 711
Credits 3.0

Presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding. Provides specific procedures to teach the concepts presented in WRS Steps 1-3. Additional topics include accuracy and automaticity of word recognition, fluency with decodable text, and listening/reading comprehension at beginning stages of reading.


Basic Word Study 4-6: Intensive Instruction for the Non-Responsive Reader
Course Number SPE 712
Credits 3.0

Expands on the concepts presented in Part I with specific instruction additional syllable patterns and more advanced word structure. It includes additional course topics on vocabulary and developing fluency with authentic text. Provides specific procedures to teach the concepts presented in WRS Steps 4-6.


Wilson Certification Course Clinical: Intensive Instruction for the Non-Responsive Reader (Practicum)
Course Number SPE 713
Credits 3.0

Supervised Practicum Requires Successful Delivery Of 60 Wrs Lessons (at Minimum) And Mastery Through Wrs Step 4.2 With An Individual Student Selected According To Wrs Criteria. A Wilson Trainer Observes The Participant Working With His /her Student Five Times During The Practicum. Must Demonstrate That The Teaching Plan Is Based On Continuous Assessment Of The Student's Needs.


Program description: The online Wilson Reading System® Certification from Saint Joseph's University provides teachers with the skills needed to help students become fluent, independent readers, using multi-sensory, structured language programs and strategies to teach reading and spelling successfully.

The Wilson Reading System® (WRS) is implemented in public and private schools, literacy volunteer organizations, clinics, adult basic education classes, family literacy programs, correctional facilities, and home school situations across the country. WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling.

Program Name: Special Education Certification
Current Issues in Special Education: Theoretical Practice and Procedures
Course Number SPE 600
Credits 3.0

This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.


Technology and Instructional Design for Differentiated Instruction
Course Number SPE 601
Credits 3.0

This course will provide comprehensive coverage of what is involved in the consideration, assessment and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Course content will include identifying the legal basis and requirements for providing assistive technology to students with disabilities; identifying the assessment process and methodology for implementation of technology into the curriculum; exploring the specific features of assistive technology devices in the areas of writing and computer access; previewing various therapeutic interventions and software programs specific to students with special learning needs, particularly those with specific learning disabilities; and implementing a Universal Design for Learning model in the general education curriculum. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom.


Diagnostic Assessment and Progress Monitoring
Course Number SPE 602
Credits 3.0

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Addition course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement and assessment/progress reporting.


Theory and Instructional Practice: Students with High Incidence Disabilities
Course Number SPE 603
Credits 3.0

This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students' needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.


Research-based Models and Procedures: Literacy, Written and Oral Language, and Reading in the Content Areas
Course Number SPE 604
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.


Research-based Models and Procedures: Mathematics and Science Procedures
Course Number SPE 605
Credits 3.0

This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.


Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
Course Number SPE 606
Credits 3.0

This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior and record keeping.


Theory and Instructional Practice: Students with Low Incidence Disabilities
Course Number SPE 607
Credits 3.0

This course addresses the definitions, characteristics, assessment and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally-based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.


Families, Schools, and Communities: Communication and Collaboration
Course Number SPE 608
Credits 3.0

This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture and society. It identifies the members of teams designed to support and optimize children's educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.


Program description: The Special Education Department offers several certification options. Details
regarding each Special Education certification can be obtained by contacting Dr.
Cathleen Spinelli at 610-660-3164.
The Master’s in Education degree program is designed for students who already have
an undergraduate degree and a valid Pennsylvania Instructional I certification or are
working towards a Pennsylvania Instructional I Early Childhood, Elementary, or
Reading Specialist certification at Saint Joseph’s University.
This graduate program provides the student with extensive preparation for working
with special needs students in the classroom. The program has a dual focus, the
preparation of special education teachers and the development of master teachers
remaining in the regular education classroom. The required courses are determined
during the initial advising conference. Students are required to complete at least 36
graduate credit hours.

Special Education Courses at Abilene Christian University

Program Name: Master of Education in Curriculum and Instruction - Special Education
Mediation and Negotiation
Course Number CONR 605
Credits 6.0
More Info http://www.acu.edu/catalog/2009_10/courses/conr.html

Comprehensive study of the conceptual and interpersonal skills required to engage in effective negotiation and to serve as a mediator. Emphasis is placed on development of interest-based negotiation and mediation skills with strategies assisting parties in the creation of opportunities for agreement.


Implementing Continuous School Improvement
Course Number EDUC 683
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Applies a framework for continuous improvement that provides a quality teaching and learning environment.


Learning Challenge
Course Number EDUC 684
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Prepares the student to implement current theory, best practices, and brain research and to explore and investigate strategies that have a high probability of increasing learning for all students.


Reframing Learning
Course Number EDUC 686
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Establishes the framework for moving a school culture from a focus on teaching to a focus on learning.


Learning Environment
Course Number EDUC 688
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Explores and investigates current research-based practices and theories about ways to promote meaningful learning for all members of the school community. Emphasis is on factors and conditions within the school's circle of influence that enhance learning.


Managing Data
Course Number EDUC 687
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Focuses on data-driven decision-making and skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is on action for continuing analysis of the gaps between goals for student learning and student performance.


Capstone
Course Number EDUC 661
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/educ.html

Addresses the critical functions of the school leader to develop consensus that promotes action and infuses leadership throughout the school while establishing ethical and moral leadership. Assists school leaders in addressing student differences and conflicts to learn social competencies. Recognizes the importance of safe, orderly school cultures based on mutual respect.


Teaching Students with High Incidence Disabilities
Course Number SPED 577
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

A Survey Of Teaching Children And Adolescents With Learning Disabilities. Same As Read 577. Prerequisite: Sped 571.


Emotional and Behavioral Disorders in Children
Course Number SPED 674
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

A study of social and emotional deviance in children including intervention and prevention strategies. Same as PSYC 574.


Teaching Students with Low Incidence Disabilities
Course Number SPED 681
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

Students will examine the instructional needs of children and adolescents with low incidence disabilities including adapted and modified instruction, community integration, and transition planning. 25 hours of field experiences are included. Prerequisite: admission to Graduate Studies in Education Program.


Assessment in Special Education
Course Number SPED 684
Credits 3.0
More Info http://www.acu.edu/catalog/2010_11/courses/sped.html

Equips the prospective special education professional with knowledge and skill in assessing the strengths and needs of students with disabilities.


Program description: Abilene Christian University's Master of Education in Curriculum and Instruction with a specialization in Special Education is a faith-based, online program that focuses on the design and delivery of teaching and other educational services to children or adults with special learning needs or disabilities. The program can also prepare you to function as a special education teacher. This online graduate degree includes instruction in diagnosing learning disabilities, developing individual education plans, teaching and supervising special education students, special education counseling, and applicable laws and policies.

Special Education Courses at Grand Canyon University

Program Name: BS in Elementary/Special Education (Dual Major)
Education Foundations and Framework
Course Number EDU 215 ∆
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Child Psychology
Course Number PSY 354
Credits 4.0

An analysis of prenatal, infant, and child development, this course reviews the physical, social, language, and emotional development of children. The synthesis and integration of personality, motivation, attachment, and play styles are also discussed.


Early Literacy Development
Course Number ECH 425
Credits 4.0

This course looks at research in language and literacy development, with an emphasis on effective strategies (such as phonemic awareness and decoding) in ages birth through 8 years. No Fingerprint Clearance necessary.


Advanced Methodologies of Structured English Immersion
Course Number ESL 433N:
Credits 3.0

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum hours: 15


Exploring Education as a Profession
Course Number EDU 300
Credits 4.0

This course introduces students to the major goals, principles, and concepts of multicultural education. Specifically, four central topics will guide the study: 1) clarifying key concepts and terminology; 2) discovering multiple perspectives in culture and history; 3) understanding cultural and individual differences in teaching and learning; 4) becoming a multicultural and effective teacher.


Foundations of Early Childhood
Course Number ECH 125
Credits 4.0

This course covers the fundamental basis of the early childhood field, including historical and philosophical foundations, current practices, ethics, models of teaching, and application in early childhood settings. Practicum hours: 20. Prerequisite: Fingerprint Clearance.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


Child Guidance, Management,
Course Number ECH 135
Credits 4.0

This course includes a beginning analysis of positive classroom environments and school management techniques. Practicum hours: 20. Prerequisite: Fingerprint Clearance.


Introduction to the Exceptional Learner
Course Number ECH 225
Credits 4.0

This course explores characteristics and quality practices for typical and atypical behaviors of young children. Practicum hours: 20. Prerequisite: Fingerprint Clearance


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


Child Growth and Development: Health, Safety, Nutrition, and Fitness
Course Number ECH 235
Credits 4.0

This course explores child growth and development— including health, safety, nutrition, and fitness—by examining the theories and domains associated with early childhood growth. Child, family, cultural, and community relationships are also investigated. Practicum hours: 20. Prerequisite: Fingerprint Clearance.


Child, Family, Community, and Culture
Course Number ECH 325
Credits 4.0

This course covers historical foundations, theories, and models of child development that specifically address diversity, multicultural assimilations, and human change. No Fingerprint Clearance necessary.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Instructional Teaching Methodologies: Language,Math,Science,Social Studies, and the Arts
Course Number ECH 335
Credits 4.0

This course examines instructional methodologies for teaching young children, with a specific emphasis on language, math,science, social studies, and the arts. Practicum hours: 20.Prerequisite: Fingerprint Clearance.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Developmental and Functional Assessment: Birth to age 8
Course Number ECH 435
Credits 4.0

This course leads the teacher through the process of assessing,monitoring, and reporting the progress of young children.


Student Teaching: Birth to Pre-School
Course Number ECH 480
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites: Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I (basic Skills) And Praxis Ii (content Area); And Approval Andplacement By Office Of Field Experience. Arizona Residents Will Be Required To Take The Arizona Educator Proficiency Assessments(aepa). All Paperwork For Internship Must Be Submitted By The Due Date The Semester Prior To Internship.


Student Teaching: K-3
Course Number ECH 485
Credits 6.0

This Course Is A Continuation Of Ech 480, But Teacher Candidates Are Required To Complete Their Internship Experiences In A K-3 Classroom. Prerequisite: Ech 480.


Program description: The Bachelor of Science in Elementary/Special Education (Dual Major) is a degree designed for students who seek an elementary or cross-categorical teaching
certificate to teach children with special needs in the K-12 classroom setting. The format and courses of this
regionally accredited and Arizona-approved program are designed to maximize the content knowledge that the
teacher candidate will possess upon graduation. Courses are taught by experts in their respective fields who
share knowledge and experience in areas of learning disabilities, emotional and behavioral disabilities, and
other physical and cognitive impairments. Opportunities are provided to apply concepts, theories, and research
throughout the program.

Program Name: MED in Special Ed. (No IR, No Cert.)
Special Education Foundation and Framework
Course Number SPE 529N
Credits 3.0

This course orients teacher candidates to the field of special education. The National Board for Professional Teaching Standards and Council for Exceptional Children Standards, which guide special education research practices, are also discussed. It includes an introduction to creating a professional portfolio. Prerequisite: No Fingerprint Clearance necessary.


Classroom Management for Students With Special Needs
Course Number SPE 522
Credits 4.0

This Course Discusses The Characteristics And Effective Implementation Of Various Behavior Modification Strategies. Positive Behavior Support (pbs) And Functional Behavioral Assessment (fba) Are Discussed.


Diagnosis and Assessment in Special Education
Course Number SPE 536
Credits 4.0

Incorporate Issues In Collaboration And Communication And To Synthesize The Special Education Process From Assessment To Delivery Of Instruction (i.e., Evaluation, Eligibility, Placement, And Instructional Practice). Specific Skill Development Includes Assessing Students With Disabilities, Completing Special Education Forms, And Conducting Meetings And Conferences With Parents And School Professionals. A School-based Practicum Provides Participants With Experiences In Standardized Testing And Case Studies, Problem-solving Meetings, Cooperative Team Planning, And Inclusion Processes. Practicum Hours: 20. Prerequisites: Spe 522 And Spe 526.


Characteristics of Learning Disabilities and Strategies to Teach Individuals With LD
Course Number SPE 557
Credits 4.0

Education With Advanced Knowledge Of Learning Disabilities (ld), Including The History With Attention To Law And Litigation, Definition, Causes, And Characteristics Of Ld In Children And Adults. The Cognitive Processes Of Students With And Without Learning Disabilities Are Compared, Unsubstantiated Explanations And False Claims Relating To Ld Are Investigated, And Assessment Techniques And Effective Teaching Strategies Are Addressed. Effective Teaching Strategies For Planning, Implementing, And Evaluating Instruction Based On Appropriate Assessment For Elementary And Secondary Students With Ld In Special And Regular Education Classes Are Investigated. Particular Attention Is Given To The Structure And Details Of The Lesson Plans Necessary To Meet The Individual Needs Of Students With Ld. Teacher Candidates Teach Lessons In A Class For Students With Ld. Practicum Hours: 20. Prerequisites: Spe 522 And Spe 526.


Characteristics of Emotional/ Behavioral Disabilities and Strategies to Teach Individuals With EBD
Course Number SPE 558
Credits 4.0

The Focus Of This Course Is To Provide Special Education Teacher Candidates With Advanced Knowledge Of Emotional/behavioral Disabilities (ebd), Including The History With Attention To Law And Litigation, Definition, Etiology, Types, And Characteristics Of Students With Ebd. Teacher Candidates Investigate Theories And Models Of Ebd And Related Treatments. Assessment Techniques And The Factors Involved In A Diagnosis Of Ebd Are Also Addressed. Effective And Specific Individual And Group Behavior Management Models, Programs, Strategies, And Interventions For Elementary And Secondary Students With Ebd In Special And Regular Education Classes Are Investigated, Planned, Implemented, And Evaluated Based On Appropriate Assessment. Particular Attention Is Given To The Structure And Details Of The Behavior Management Plan Necessary To Meet The Individual Needs Of Students With Ebd. Practicum Hours: 20. Prerequisites: Spe 522 And Spe 526.


Characteristics of Mental Retardation and Strategies to Teach Individuals With MR
Course Number SPE 553
Credits 4.0

The Focus Of This Course Is To Provide Teacher Candidates In Special Education With Advanced Knowledge Of Mental Retardation (mr), Including The History With Attention To Law And Litigation, Definition, Causes, And Characteristics Of Mr In Children And Adults. The Impact Of Mr On The Lives Of Individuals And Necessary Support Systems For Quality Of Life Are Investigated, And Assessment Techniques And Effective Teaching Strategies Are Addressed. Understanding And Mastery Of Methods Appropriate For Meeting The Educational Needs Of Elementary And Secondary Students With Mr Are Emphasized. Effective Teaching Strategies For Planning, Implementing, And Evaluating Instruction Based On Appropriate Assessment For Elementary And Secondary Students With Mr In Special And Regular Education Classes Are Investigated. Particular Attention Is Given To The Structure And Details Of The Lesson Plans Necessary To Meet The Individual Needs Of Students With Mr. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Spe 522, And Spe 526.


Educational Implications for Students With Physical and Health Impairments
Course Number SPE 573
Credits 4.0

This Course Provides Teacher Candidates With Knowledge Of Physical And Other Health Impairments And The Impact Of These Disabilities On The Lives Of Individuals. Teacher Candidates Investigate Means To Enhance The Quality Of Life Of Individuals Through Participation In Home, School, And Community Activities. Special Attention Is Given To Accessibility To Appropriate Curricula, Modifications And Adaptations, And Effective Instructional Strategies To Meet Individual Needs. Practicum Hours: 15. Prerequisites: Fingerprint Clearance, Spe 522, And Spe 526.


Student Teaching: Cross-Categorical Session A
Course Number SPE 548NA
Credits 6.0

Teacher Candidates Demonstrate Mastery Of The Arizona Professional Teacher’s Standards And Council For Exceptional Children International Standards For Entry Into Professional Practice In Teaching Students With Disabilities For One Semester. Under The Direction Of A Certified Special Educator, Teacher Candidates Will Assess Students With Disabilities, Plan And Teach Lessons, Manage Behavior, Participate In Iep Meetings, Design And Implement A Behavior Management Program, And Conduct A Case Study. The Setting In Which Student Teaching Is Conducted Must Have At Least 3 Of The Following Disability Categories Represented: Emotional Disability, Learning Disability, Mental Retardation, Physical Impairment, And/or Health Impairment. Prerequisites For A: Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 3.0 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience. Arizona Residents Will Be Required To Take The Arizona Educator Proficiency Assessments (aepa). All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching.


Student Teaching: Cross-Categorical Session B
Course Number SPE 548NB
Credits 6.0

This session is a continuation of Session A. Prerequisite for B: SPE 548NA.


Educating Learners With Diverse Needs
Course Number SPE 526
Credits 4.0

Emphasis is placed on definitions, etiology, characteristics, and prevalence of various exceptionalities; laws and litigation protecting the rights of students with special needs and their families; current issues affecting persons with special needs; social perceptions, assessment, inclusion, and transition; and basic curriculum accommodations and supportive services for teaching students with special needs in the general classroom.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Advanced Methodologies of Structured English Immersion
Course Number ESL 533N
Credits 3.0

In this course students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students will identify strategies to promote English language development and improve student achievement. They will plan, deliver, and evaluate instruction for English Language Learners.


Program description: The Master of Education in Special Education for Certified Special Educators (Not Eligible for Institutional
Recommendation) is a program designed for students interested in advanced studies in special education and
who are currently certified to teach special education. The format and courses of this regionally accredited
program are tailored to meet the needs of the adult learner and to maximize strengths that students already
possess. Courses are taught by experts in their respective fields who share knowledge and experience in areas of
learning disabilities, mental retardation, emotional and physical disabilities, and other physical and cognitive
impairments. Opportunities are provided to apply concepts, theories, and research throughout the program.
Assignments within each course guide students through observational and practice-based experiences. Students
must have access to a K-12 special education classroom to complete the program assignments. Graduates of the
program will be prepared to work with special needs populations and implement individualized educational
plans to accommodate various learning needs of students with special needs.

Program Name: MED in Special Ed. (With IR and Cert.)
SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 523N
Credits 3.0

This Course Presents The Historical, Legal, Theoretical, And Sociological Foundations Of Programs Of Instruction For English Language Learners. It Includes An Examination Of The Role Of Culture In Learning And Instructional Program Models, With A Focus On Structured English Immersion. Students Will Be Instructed In Immersion Strategies And The Use Of Assessment Data. The Content Of This Course Correlates With The Nbpts English As A New Language Standards, Standard I: Knowledge Of Students, Standard Iii: Knowledge Of Culture And Diversity, Standard Viii: Learning Environment, Standard Ix: Assessment, Standard Xi: Linkages With Families. Practicum Hours – 10. Prerequisite: Fingerprint Clearance.


Characteristics of Mental Retardation and Strategies to Teach Individuals With MR
Course Number SPE 553
Credits 4.0

The Focus Of This Course Is To Provide Teacher Candidates In Special Education With Advanced Knowledge Of Mental Retardation (mr), Including The History With Attention To Law And Litigation, Definition, Causes, And Characteristics Of Mr In Children And Adults. The Impact Of Mr On The Lives Of Individuals And Necessary Support Systems For Quality Of Life Are Investigated, And Assessment Techniques And Effective Teaching Strategies Are Addressed. Understanding And Mastery Of Methods Appropriate For Meeting The Educational Needs Of Elementary And Secondary Students With Mr Are Emphasized. Effective Teaching Strategies For Planning, Implementing, And Evaluating Instruction Based On Appropriate Assessment For Elementary And Secondary Students With Mr In Special And Regular Education Classes Are Investigated. Particular Attention Is Given To The Structure And Details Of The Lesson Plans Necessary To Meet The Individual Needs Of Students With Mr. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Spe 522, And Spe 526.


Student Teaching: Cross-Categorical Session B
Course Number SPE 548NB
Credits 6.0

This session is a continuation of Session A. Prerequisite for B: SPE 548NA


Special Education Program Development and Funding
Course Number SPE 523
Credits 4.0

Students demonstrate understanding of principles and processes of special education program development by designing, implementing, and evaluating programs for students with special needs. Further discussion focuses on policies, practices, and issues related to special education finance at the local, state, and federal levels, including sources, legal mandates, and budgeting.


Inclusion and Collaborative Practices
Course Number SPE 527
Credits 4.0

This class emphasizes practical applications of skills and strategies needed to fulfill the roles and responsibilities of educators in meeting the needs of learners with disabilities in the general education classroom. Course content focuses on strategic instruction, behavior interventions, and the development and application of modifications and/or accommodations for diversity.


Assistive Technology in Special Education
Course Number SPE 537
Credits 4.0

Students become skilled at applying modifications and adaptations available through various types of assistive technology. Utilization of assistive technology across the curriculum and for a variety of purposes is discussed.


Assessment in Special Education for Certified Special Educators
Course Number SPE 512
Credits 4.0

The focus of this course centers on various types of assessment used to diagnose students with special needs. Specific focus is placed on the validity, reliability, instrumentation, and disaggregation of assessment scores to determine instruction and placement decisions. Additional focus is on assessment of culturally and/or linguistically diverse students. Current assessment trends are discussed. Practicum hours: 15.


Strategies to Teach Individuals With Learning Disabilities
Course Number SPE 510
Credits 4.0

The focus of this course is to provide advanced knowledge of learning disabilities (LD), including the history with attention to definitions, causes, and characteristics of LD in children and adults. The cognitive processes of students with and without LD are compared, unsubstantiated explanations and false claims relating to LD are investigated, and assessment techniques and effective teaching strategies are addressed. Effective teaching strategies for planning, implementing, and evaluating instruction based on appropriate assessment for elementary and secondary students with LD in special and regular education classes are investigated, planned, implemented, and evaluated based on appropriate assessment. Particular attention is given to the structure and details of the lesson plans necessary to meet the individual needs of students with LD. Practicum hours: 15.


Strategies to Teach Individuals With Emotional/Behavioral Disabilities
Course Number SPE 513
Credits 4.0

This Course Familiarizes Students With Historical And Current Trends Associated With Emotional And Behavioral Disorders (ebd). Causes, Assessment, And Appropriate Interventions For Students With Ebd Are Discussed Along With Current Over- And Underrepresentation Across Populations. Practicum Hours: 15.


Strategies to Teach Individuals With Mental Retardation
Course Number SPE 514
Credits 4.0

The focus of this course is to provide advanced knowledge of mental retardation (MR), including the history with attention to law and litigation, definition, causes, and characteristics of MR in children and adults. The impact of MR on the lives of individuals and necessary support systems for quality of life are investigated, while assessment techniques and effective teaching strategies are addressed. Understanding and mastery of methods appropriate for meeting the educational needs of elementary and secondary students with MR are emphasized. Effective teaching strategies for planning, implementing, and evaluating instruction based on appropriate assessment for elementary and secondary students with MR in special and regular education classes are investigated. Particular attention is given to the structure and details of the lesson plans necessary to meet the individual needs of students with MR. Practicum hours: 15.


Educational Implications for Students With Physical and Health Impairments
Course Number SPE 539
Credits 4.0

This course provides students with knowledge of physical and other health impairments with related discussions on how these disabilities impact an individual’s life. Students investigate means to enhance individuals’ quality of life through participation in home, school, and community activities. Special attention is given to accessibility to appropriate curricula, modifications, and adaptations. Section 504 plans are discussed. Practicum hours: 15.


Management and Strategic Instruction Practices for Students With Special Needs
Course Number SPE 546
Credits 4.0

This Course Discusses The Characteristics And Effective Implementation Of Various Behavior Modification Strategies. Positive Behavior Support (pbs) And Functional Behavioral Assessment (fba) Are Discussed.


Special Education Foundation and Framework
Course Number SPE 529N
Credits 3.0

This course orients teacher candidates to the field of special education. The National Board for Professional Teaching Standards and Council for Exceptional Children Standards, which guide special education research practices, are also discussed. It includes an introduction to creating a professional portfolio. Prerequisite: No Fingerprint Clearance necessary.


Classroom Management for Students With Special Needs
Course Number SPE 522
Credits 4.0

This Course Discusses The Characteristics And Effective Implementation Of Various Behavior Modification Strategies. Positive Behavior Support (pbs) And Functional Behavioral Assessment (fba) Are Discussed.


Educating Learners With Diverse Needs
Course Number SPE 526
Credits 4.0

Emphasis is placed on definitions, etiology, characteristics, and prevalence of various exceptionalities; laws and litigation protecting the rights of students with special needs and their families; current issues affecting persons with special needs; social perceptions, assessment, inclusion, and transition; and basic curriculum accommodations and supportive services for teaching students with special needs in the general classroom.


Diagnosis and Assessment in Special Education
Course Number SPE 536
Credits 4.0

Incorporate Issues In Collaboration And Communication And To Synthesize The Special Education Process From Assessment To Delivery Of Instruction (i.e., Evaluation, Eligibility, Placement, And Instructional Practice). Specific Skill Development Includes Assessing Students With Disabilities, Completing Special Education Forms, And Conducting Meetings And Conferences With Parents And School Professionals. A School-based Practicum Provides Participants With Experiences In Standardized Testing And Case Studies, Problem-solving Meetings, Cooperative Team Planning, And Inclusion Processes. Practicum Hours: 20. Prerequisites: Spe 522 And Spe 526.


Characteristics of Learning Disabilities and Strategies to Teach Individuals With LD
Course Number SPE 557
Credits 4.0

Education With Advanced Knowledge Of Learning Disabilities (ld), Including The History With Attention To Law And Litigation, Definition, Causes, And Characteristics Of Ld In Children And Adults. The Cognitive Processes Of Students With And Without Learning Disabilities Are Compared, Unsubstantiated Explanations And False Claims Relating To Ld Are Investigated, And Assessment Techniques And Effective Teaching Strategies Are Addressed. Effective Teaching Strategies For Planning, Implementing, And Evaluating Instruction Based On Appropriate Assessment For Elementary And Secondary Students With Ld In Special And Regular Education Classes Are Investigated. Particular Attention Is Given To The Structure And Details Of The Lesson Plans Necessary To Meet The Individual Needs Of Students With Ld. Teacher Candidates Teach Lessons In A Class For Students With Ld. Practicum Hours: 20. Prerequisites: Spe 522 And Spe 526.


Characteristics of Emotional/ Behavioral Disabilities and Strategies to Teach Individuals With EBD
Course Number SPE 558
Credits 4.0

The Focus Of This Course Is To Provide Special Education Teacher Candidates With Advanced Knowledge Of Emotional/behavioral Disabilities (ebd), Including The History With Attention To Law And Litigation, Definition, Etiology, Types, And Characteristics Of Students With Ebd. Teacher Candidates Investigate Theories And Models Of Ebd And Related Treatments. Assessment Techniques And The Factors Involved In A Diagnosis Of Ebd Are Also Addressed. Effective And Specific Individual And Group Behavior Management Models, Programs, Strategies, And Interventions For Elementary And Secondary Students With Ebd In Special And Regular Education Classes Are Investigated, Planned, Implemented, And Evaluated Based On Appropriate Assessment. Particular Attention Is Given To The Structure And Details Of The Behavior Management Plan Necessary To Meet The Individual Needs Of Students With Ebd. Practicum Hours: 20. Prerequisites: Spe 522 And Spe 526.


Educational Implications for Students With Physical and Health Impairments
Course Number SPE 573
Credits 4.0

This Course Provides Teacher Candidates With Knowledge Of Physical And Other Health Impairments And The Impact Of These Disabilities On The Lives Of Individuals. Teacher Candidates Investigate Means To Enhance The Quality Of Life Of Individuals Through Participation In Home, School, And Community Activities. Special Attention Is Given To Accessibility To Appropriate Curricula, Modifications And Adaptations, And Effective Instructional Strategies To Meet Individual Needs. Practicum Hours: 15. Prerequisites: Fingerprint Clearance, Spe 522, And Spe 526.


Student Teaching: Cross-Categorical Session A
Course Number SPE 548NA
Credits 6.0

Teacher Candidates Demonstrate Mastery Of The Arizona Professional Teacher’s Standards And Council For Exceptional Children International Standards For Entry Into Professional Practice In Teaching Students With Disabilities For One Semester. Under The Direction Of A Certified Special Educator, Teacher Candidates Will Assess Students With Disabilities, Plan And Teach Lessons, Manage Behavior, Participate In Iep Meetings, Design And Implement A Behavior Management Program, And Conduct A Case Study. The Setting In Which Student Teaching Is Conducted Must Have At Least 3 Of The Following Disability Categories Represented: Emotional Disability, Learning Disability, Mental Retardation, Physical Impairment, And/or Health Impairment. Prerequisites For A: Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 3.0 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience. Arizona Residents Will Be Required To Take The Arizona Educator Proficiency Assessments (aepa). All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching.


Program description: The Master of Education in Special Education (Eligible for Institutional Recommendation) is a crosscategorical
program. It is designed for any individual interested in the education of children with special needs
in the K-12 setting who also wish to seek a teaching certificate. The format and courses of this regionally
accredited and Arizona-approved program are tailored to meet the needs of adult learners and to maximize
strengths that teacher candidates already possess. Courses are taught by experts in their respective fields who
share knowledge and experience in areas of learning disabilities, emotional and behavioral disabilities, and
other physical and cognitive impairments. All courses are directly aligned with the Arizona Professional
Teacher Standards, the Interstate New Teacher Support and Assessment Consortium Standards, and the Council
for Exceptional Children Standards. Opportunities are provided to apply concepts, theories, and research
throughout the program. Assignments within each course guide teacher candidates through observational and
practice-based experiences. Teacher candidates must have access to a K-12 special education classroom to
complete the program assignments. The classroom setting must have at least three of the five following
disability categories represented: emotional disability, learning disability, mental retardation, physical
impairment, and/or health impairment. Graduates of the program are prepared to work with special needs
populations and implement individualized educational plans to accommodate the teacher candidates’ various
learning needs. Teacher candidates must be prepared to complete a full-time, 16-week student teaching
component at the end of the program that must be completed with a certified special educator. Teacher
candidates/applicants are responsible for contacting their state department of education for certification
requirements and program approval. The teacher candidate/applicant should consult the Grand Canyon
Academic Catalog, the University Policy Handbook, and an academic advisor to obtain information regarding
current policies and procedures inherent in a teacher credentialing program.

Program Name: MED in Special Ed. for Certified Special Educators (No IR, No Cert.)
Special Education Program Development and Funding
Course Number SPE523
Credits 4.0

Students demonstrate understanding of principles and processes of special education program development by designing, implementing, and evaluating programs for students with special needs. Further discussion focuses on policies, practices, and issues related to special education finance at the local, state, and federal levels, including sources, legal mandates, and budgeting.


Inclusion and Collaborative Practices
Course Number SPE527
Credits 4.0

This class emphasizes practical applications of skills and strategies needed to fulfill the roles and responsibilities of educators in meeting the needs of learners with disabilities in the general education classroom. Course content focuses on strategic instruction, behavior interventions, and the development and application of modifications and/or accommodations for diversity.


Assistive Technology in Special Education
Course Number SPE537
Credits 4.0

Students become skilled at applying modifications and adaptations available through various types of assistive technology. Utilization of assistive technology across the curriculum and for a variety of purposes is discussed.


Assessment in Special Education for Certified Special Educators
Course Number SPE512
Credits 4.0

The focus of this course centers on various types of assessment used to diagnose students with special needs. Specific focus is placed on the validity, reliability, instrumentation, and disaggregation of assessment scores to determine instruction and placement decisions. Additional focus is on assessment of culturally and/or linguistically diverse students. Current assessment trends are discussed. Practicum hours: 15.


Strategies to Teach Individuals With Learning Disabilities
Course Number SPE510
Credits 4.0

The focus of this course is to provide advanced knowledge of learning disabilities (LD), including the history with attention to definitions, causes, and characteristics of LD in children and adults. The cognitive processes of students with and without LD are compared, unsubstantiated explanations and false claims relating to LD are investigated, and assessment techniques and effective teaching strategies are addressed. Effective teaching strategies for planning, implementing, and evaluating instruction based on appropriate assessment for elementary and secondary students with LD in special and regular education classes are investigated, planned, implemented, and evaluated based on appropriate assessment. Particular attention is given to the structure and details of the lesson plans necessary to meet the individual needs of students with LD. Practicum hours: 15.


Strategies to Teach Individuals With Emotional/Behavioral Disabilities
Course Number SPE513
Credits 4.0

This Course Familiarizes Students With Historical And Current Trends Associated With Emotional And Behavioral Disorders (ebd). Causes, Assessment, And Appropriate Interventions For Students With Ebd Are Discussed Along With Current Over- And Underrepresentation Across Populations. Practicum Hours: 15.


Strategies to Teach Individuals With Mental Retardation
Course Number SPE514
Credits 4.0

The focus of this course is to provide advanced knowledge of mental retardation (MR), including the history with attention to law and litigation, definition, causes, and characteristics of MR in children and adults. The impact of MR on the lives of individuals and necessary support systems for quality of life are investigated, while assessment techniques and effective teaching strategies are addressed. Understanding and mastery of methods appropriate for meeting the educational needs of elementary and secondary students with MR are emphasized. Effective teaching strategies for planning, implementing, and evaluating instruction based on appropriate assessment for elementary and secondary students with MR in special and regular education classes are investigated. Particular attention is given to the structure and details of the lesson plans necessary to meet the individual needs of students with MR. Practicum hours: 15.


Management and Strategic Instruction Practices for Students with Special Needs
Course Number SPE546
Credits 4.0

This course provides students with knowledge of physical and other health impairments with related discussions on how these disabilities impact an individual’s life. Students investigate means to enhance individuals’ quality of life through participation in home, school, and community activities. Special attention is given to accessibility to appropriate curricula, modifications, and adaptations. Section 504 plans are discussed. Practicum hours: 15.


Educational Implications for Students With Physical and Health Impairments
Course Number SPE 573
Credits 4.0

This Course Provides Teacher Candidates With Knowledge Of Physical And Other Health Impairments And The Impact Of These Disabilities On The Lives Of Individuals. Teacher Candidates Investigate Means To Enhance The Quality Of Life Of Individuals Through Participation In Home, School, And Community Activities. Special Attention Is Given To Accessibility To Appropriate Curricula, Modifications And Adaptations, And Effective Instructional Strategies To Meet Individual Needs. Practicum Hours: 15. Prerequisites: Fingerprint Clearance, Spe 522, And Spe 526.


Program description: The Master of Education in Special Education for Certified Special Educators (Not Eligible for Institutional
Recommendation) is a program designed for students interested in advanced studies in special education and
who are currently certified to teach special education. The format and courses of this regionally accredited
program are tailored to meet the needs of the adult learner and to maximize strengths that students already
possess. Courses are taught by experts in their respective fields who share knowledge and experience in areas of
learning disabilities, mental retardation, emotional and physical disabilities, and other physical and cognitive
impairments. Opportunities are provided to apply concepts, theories, and research throughout the program.
Assignments within each course guide students through observational and practice-based experiences. Students
must have access to a K-12 special education classroom to complete the program assignments. Graduates of the
program will be prepared to work with special needs populations and implement individualized educational
plans to accommodate various learning needs of students with special needs.

Special Education Courses at Liberty University Online

Program Name: B.S. in Special Education

Program description:

Special Education Courses by State & City

Top 20 US Special Education Schools (campus and online)

University of California-Berkeley
Total Programs 145
Number of Subjects 105
Rank in USA 6th
New York University
Total Programs 204
Number of Subjects 146
Rank in USA 13th
University of Virginia-Main Campus
Total Programs 106
Number of Subjects 103
Rank in USA 16th
Vanderbilt University
Total Programs 144
Number of Subjects 81
Rank in USA 17th
The University of Texas at Austin
Total Programs 169
Number of Subjects 141
Rank in USA 18th
University of Wisconsin-Madison
Total Programs 215
Number of Subjects 164
Rank in USA 23rd
University of Washington-Seattle Campus
Total Programs 243
Number of Subjects 168
Rank in USA 26th
Boston College
Total Programs 112
Number of Subjects 94
Rank in USA 29th
University of Minnesota-Twin Cities
Total Programs 279
Number of Subjects 183
Rank in USA 31st
Boston University
Total Programs 6
Number of Subjects 124
Rank in USA 32nd
Ohio State University-Main Campus
Total Programs 202
Number of Subjects 150
Rank in USA 33rd
University of Georgia
Total Programs 197
Number of Subjects 156
Rank in USA 38th
University of California-Davis
Total Programs 160
Number of Subjects 114
Rank in USA 41st
Michigan State University
Total Programs 220
Number of Subjects 164
Rank in USA 45th
George Washington University
Total Programs 194
Number of Subjects 171
Rank in USA 52nd
Rutgers University-New Brunswick
Total Programs 152
Number of Subjects 117
Rank in USA 55th
Northeastern University
Total Programs 10
Number of Subjects 126
Rank in USA 56th
Indiana University-Bloomington
Total Programs 162
Number of Subjects 121
Rank in USA 59th
Virginia Polytechnic Institute and State University
Total Programs 120
Number of Subjects 107
Rank in USA 61st
University of Connecticut
Total Programs 191
Number of Subjects 146
Rank in USA 63rd