Graduate Courses in Special Education

To view current and future course schedules on-line go to http://webcampus.stthomas.edu/.

CIED 500 Principles of Educational Research (3 credits)
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

EDLD 622 Research Design, Analysis and Critique II (3 credits)
This course is the second in the three-course M.A. and Ed.S. research sequence. While it assumes familiarity with historical and qualitative research, it focuses on quantitative data collection within the organizing principle of survey research. The approach taken remains grounded in EDLD 621’s emphasis on qualitative and practitioner-oriented approaches to research.

EDLD 770 Professional Assessment and Planning for Administrative Licensure (2 credits)
This course is designed to accomplish three goals:

• Analyze and pre-assess the student experiences in leadership in a critical manner
• Acquaint the student with the phenomenon of leadership
• Set professional goals

The means by which this analysis is undertaken is important to success in the course. The student will analytically and critically reflect upon his/her own capabilities in reference to specific leadership competencies.

EDLD 809 Politics in Education (3 credits)
Students are presented with an analysis of how public policy, governmental agencies and interest groups affect education at the national, state and local levels. Particular emphasis is placed on policy development and the relationship of policy to administration. Selection and use of databases for policy development and analysis are studied.

EDLD 820 School Law (3 credits)
Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline and landmark school law cases.

EDLD 845 Communication, Conflict and Decision Making (3 credits)
This course examines strategies for analyzing and dealing with conflict between individuals and groups, effective communication processes and decision-making strategies. The theoretical foundations of particular strategies are emphasized. Students use case studies, simulations and exercises to practice problem analysis and resolution, negotiation, collaborative relationship and team building.

EDLD 874 Principalship K-12 (3 credits)
This course examines the mission of the school and focuses on the attributes, knowledge and skills a person needs to be a principal. Emphasis is placed on the importance of ongoing education and the development of professional networks. Students have an opportunity to assess their skills as a basis for selecting elective courses appropriate to their needs. Recent national studies on elementary and secondary education are reviewed and an in-depth analysis of those issues relating to the secondary school will occur.

LHDT 544 Computers for Instruction and Presentation (3 credits)
A course for those wishing to learn how to use microcomputers as effective learning tools. This course assumes no previous knowledge of computers or their operation. Students have ample opportunity to learn about the computer’s instructional capabilities.

SPED 550 American Sign Language (ASL) (3 credits)
Students learn the basics of manual communication. The course includes receptive and expressive readiness activities, sign vocabulary, ASL grammatical structure, receptive and expressive finger spelling and conversational behaviors.

SPED 630 Athletic Programs for People with Disabilities (3 credits)
A review of the history, growth and scope of athletic programs for persons with disabilities. The course also will review program innovations for students with other health impairments who do not qualify for DAPE. (PHED 351 is currently recommended for physical education students.)

SPED 645 Educational Assessment (3 credits)
Examination of the technical adequacy and educational viability of assessment instruments in determining screening, eligibility, student progress monitoring and data-based instructional planning practices for students with mild and moderate educational disabilities. Practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation as well as attention to informal and observational assessment data collection and reporting.

SPED 670 Special Learning and Behavioral Problems for the Middle School (2 credits)
An examination of techniques and strategies for dealing with special learning and behavioral problems typical of those encountered in the middle-school classroom.

SPED 698 Topics: Standards of Effective Practice for Special Educators
This graduate level course in the Special Education Department is solely designed for students without a prior teaching license seeking a Special Education license. This course assesses students’ evidence toward meeting the required Minnesota Standards of Effective Practice.

The course provides individual guidance to enable the Special Education licensure students to:

• Identify and evaluate evidence that demonstrates their ability to meet the required Minnesota Standards of Effective Practice
• Complete the portfolio for meeting the Minnesota Standards of Effective Practice
• Develop a continued professional development plan as novice teachers

SPED 701 Fundamentals of Autism Spectrum Disorders (3 credits)
The purpose of this course is to provide an understanding of Autism Spectrum Disorders (ASD) and their effect on life and learning; as well as a comprehensive overview of the history, current thinking, issues and practices. Broad areas to be covered in this course include: origins and development of differential identification of ASD; the breadth and variability of ASD characteristics; how multiple disciplines interact around ASD issues; how ASD effects learning, socialization, perception, communication, sensory processing and thinking; role of comprehensive educational assessment, services and supports’; life span issues (from early childhood to adulthood); and, the perspectives of individuals with ASD, as well as their family members.

SPED 702 Communication and Social Skills for Students with Autism Spectrum Disorders (3 credits)
The purpose of this course is to develop competencies in the areas of communication and social skills for people with Autism Spectrum Disorders (ASD). It is also to evaluate, identify needs, develop goals, design interventions, monitor effectiveness and adjust programming for individuals with ASD. Broad areas covered in this course include an overview of typical social/communication development, as compared and contrasted to the delayed and disordered social/communication development of individuals with ASD. Also included are: how communication and social differences impact learning and behavior; methods and tools for evaluating an individual’s social and communication skills; identifying educational needs in the social and communication areas; methods of teaching social skills to individuals with ASD; methods of teaching communication skills to individuals with ASD; and, methods for monitoring and evaluating progress in communication and social skills.

SPED 703 Methods and Materials for Students with Autism Spectrum Disorders (3 credits)
The purposes of this course are to: develop an understanding of ways that an ASD may effect an individual’s thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills and for students to develop the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Educational Plan (IEP) or individual Family Service Plan for an individual with ASD. Broad areas to be covered in this course include an overview of challenges/delays related to thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills for students with ASD. Also included are: the meaning of the “Restricted Repertoire of Activities and Interests” in individual’s with ASD and its implications; current best practices and methodologies for teaching students with ASD (including structured teaching, Functional Behavioral Assessment and Positive Behavioral Supports, Applied Behavioral Analysis, and Visual Strategies); and developing, implementing, and evaluating IEP’s for an individual with ASD.

SPED 704 Practicum: Autisum Spectrum Disorders (3 credits)
A practicum in an educational and/or community-based setting designed to provide students an opportunity to work with a range of students with autism spectrum disorders. Includes documentation of competencies and practical experiences gleaned from the student’s masters program.

SPED 705 Basic Skills Instruction: Mild/Moderate Disabilities (3 credits)
Research-supported theoretical foundations and skills for the instruction of students with mild-to-moderate disabilities in the basic skills. Emphasizes practical knowledge and application of theory in psychological processing and the basic skills of reading, written expression, spelling and mathematics. Students successfully completing this course and SPED 790 in a specific setting earn the UST Orton-Gillingham Certificate of Completion.

SPED 709 Assessment of Individuals with Developmental Disabilities (3 credits)
Characteristics of formal and informal assessment instruments and methodologies employed with students having developmental disabilities. Includes assessments for intellectual ability, adaptive behavior, general achievement, functional skills and the area of transition.

SPED 714 Collaboration Skills for School Professionals (3 credits)
Developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families and community members. Students explore the fundamentals of collaboration; applications of collaboration related to consultation, team membership, co-teaching, partnership with families, developing interagency agreements and supervision of paraprofessionals; and pragmatic aspects of collaboration. Consideration of current practices in collaboration used in program planning and implementation for students receiving special education services is a focus.

SPED 731 Planning and Administration: Special Education (2 credits)
A seminar reviewing current state-of-the-art special education programs at national, state and local levels. Emphasis is placed on understanding the regular and special educational systems statewide along with a review of legal issues, budget issues, national trends and state monitoring and evaluation of programs in special education.

SPED 733 Interventions: Emotional and Behavioral Disorders (3 credits)
Students in this course are given an opportunity to learn the effective application of research-based interventions designed to teach students with emotional and behavioral disorders in K-12 school settings. Interventions based on behavioral, psycho-educational and ecological theory are shared in order to prepare teachers to work with youth with emotional and behavioral disorders in educational settings. Prerequisites: SPED 752.

SPED 734 Practicum: Emotional and Behavioral Disorders (3 credits)
The practicum experience is designed to provide students an opportunity to work in an educational setting in which they develop skills in teaching students with emotional and behavioral disorders. Includes documentation of practical experiences gleaned from the student’s licensure program.

SPED 735 Practicum: Early Intervention (Ages: Birth to 3) (3 credits)
A practicum in a family, hospital, educational and/or community-based setting with infants and toddlers who have disabilities and their families. This experience requires planning, assessing and providing early intervention services. Students are expected to demonstrate competence in partnering with families in home and/or educational settings. Includes documentation of practical experiences gleaned from the student’s licensure program.

SPED 740 Methods: Early Childhood Special Education (3 credits)
This course is designed to facilitate development of effective teaching skills for professionals in Early Childhood Special Education (ECSE), birth-6. An emphasis is placed on using evaluation and assessment information to plan developmentally appropriate individualized programs in the least restrictive environment for children with a variety of disabling conditions. Emphasis is placed on activity and play-based intervention and special methods for use with children with motor, sensory, health, communication, social-emotional and/or cognitive disabilities.

SPED 741 Practicum: Early Childhood Special Education (Ages 3-6) (3 credits)
A practicum in an educational or community-based setting with pre-schoolers, including children with disabilities. This experience requires planning and implementing instructions for an early-childhood class with adaptations for children with disabilities; selecting appropriate individual objectives and embedding them in routines and curricular activities; and developing skills in assessment and evaluation. Includes documentation of practical experiences gleaned from the student’s licensure program.

SPED 742 Sensory and Physical Impairments (3 credits)
Provides an overall perspective of children with physical and sensory impairments. Familiarizes the learner with etiological factors of the impairments, as well as the educational, social and functional needs of these students. Educational implications are reviewed and discussed. Normal development also is explored.

SPED 743 Working With Families (3 credits)
This course emphasizes working with families, including, but not limited to, families in which children may be at risk for developmental delays or where children are disabled. Particular attention will be given to developing effective communication and collaboration skills with families, sensitivity to families’ needs and circumstances, and the development of programs and practices that provide appropriate family support.

SPED 744 Working with Infants, Toddlers and Families (3 credits)
Provides a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth - 3). Emphasis is placed on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transition to ECSE (ages 3-6) programs.

SPED 750 Survey of Exceptionality (3 credits)
Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. These include but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education and speech and language disorders.

SPED 751 Positioning and Handling and Augmentative Communication Strategies (3 credits)
A detailed discussion of normal gross motor, fine motor, oral motor and sensory development, followed by examination of the implications of the development of abnormal movement and sensory dysfunction. Current positioning and handling theories and techniques and feeding interventions are addressed. An overview of sensory defensiveness and optimal arousal states focuses on issues critical to successful learner performance. Practicum experience with classmate partners and children with physical or sensory impairment includes transfer and lifting techniques and equipment usage. Augmentative and Alternative Communication (AAC) is addressed in this course. This includes an examination of the principles and procedures involved in assessment as well as practical guidance on designing and implementing intervention strategies that meet AAC needs and improve the lives of individuals who have severe communication disorders.

SPED 752 Fundamentals of Emotional and Behavioral Disorders (3 credits)
Provides an introduction to the dynamics of emotional and behavior disorders, their effects on students’ education, legal responsibilities of schools, and collaboration among schools and other agencies who serve these youth. Theories, definitions and characteristics within the context of school, family and community settings are discussed.

SPED 753 Fundamentals of Developmental Disabilities (3 credits)
Definitions, prevalence, etiology, characteristics, assessments, programming, family issues, inclusion, collaboration, transition, adult services and national trends are reviewed and discussed. Legal issues regarding the rights of persons with developmental disabilities are reviewed, along with organizations providing support and advocacy services to families and educators.

SPED 754 Methods and Materials: Significant Developmental Disabilities (3 credits)
Covers philosophies, perspectives, methods and materials for supporting the learning of students with developmental disabilities who have extensive or pervasive needs for support. This includes: learning characteristics, curricular approaches and models, systematic instructional strategies, adaptations, friendships and other natural support networks, self-determination, use of technology, planning for transition and potential services for adults. Prerequisites: SPED 709, SPED 753.

SPED 755 Adolescents with Emotional and Behavioral Disorders (3 credits)
This course explores the unique strengths and needs of adolescents with emotional and behavioral disorders. Topics pertinent to adolescents and ideas for interventions designed to address school, home and community needs, including transitions, are addressed in the course.

SPED 756 Practicum: Developmental Disabilities (3 credits)
A practicum in an educational and/or community-based setting designed to provide students an opportunity to work with a range of students with developmental disabilities. Includes documentation of competencies and practical experiences gleaned from the student’s licensure program.

SPED 770 Acquisition of Speech and Language (3 credits)
Explores the normal developmental sequence of speech and language from birth to five years of age. Cognitive development is examined in terms of its impact upon the acquisition of language skills. In addition, deficits in language skills are examined in terms of the effects upon the acquisition of reading skills. Strategies for facilitating the development of language and communication skills are explored.

SPED 773 Practicum: Director of Special Education (3 credits)
Minimum of 200 hours under the direct supervision of a director of special education. Experience is based on the competencies required for licensure. Culminates in a portfolio documenting the competencies for licensure as directed by the Special Education Department. Includes documentation of practical experiences gleaned form the student’s licensure program.

SPED 775 Practicum: Mild Disabilities (3 credits)
A practicum in an educational setting where students with mild disabilities are present. Involves observing, assessing and providing appropriate instruction and intervention for students in classrooms and/or community settings.

SPED 778 Fundamentals: Preschoolers (3 credits)
Provides a foundation for working with preschoolers and their families in early childhood and early childhood special education programs. Emphasis is placed on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. Curriculum units will be created that enhance child development and are adapted for children with a variety of disabilities.

SPED 785 Behavior Management (3 credits)
This course explores the idea of positive behavior support for promoting acceptable behavior in school and other settings where individuals learn. This course, grounded in research based interventions, is designed to assess all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings.

SPED 786 Fundamentals of Learning Disabilities (3 credits)
This course includes theoretical and practical knowledge about the field of learning disabilities. This course emphasizes school-based definitions, criteria, characteristics and etiology, as well as community and family support systems. It includes an analysis of current trends at the local, state and national levels for students with learning disabilities.

SPED 787 Assessment Strategies: Early Childhood Special Education (3 credits)
Examines and provides practice in the use of formal and informal assessment and evaluation procedures for young children with disabilities. Emphasis is placed on norm-referenced and criterion-referenced measures, observation formats, parent interviews and family assessment, ongoing evaluation, report writing, and developing IEPs and IFSPs. Students develop a comprehensive assessment portfolio of a young child.

SPED 788 Instructional Strategies: Mild/Moderate Disabilities (3 credits)
Increase the knowledge and understanding of the academic, social, and functional needs of children who have been identified as having a mild-moderate disability. Current state-of-the-art learning strategies as well as the more traditional remedial approaches to the education of children identified as learning disabled or as having an emotional or behavioral disorder as well as children with developmental disabilities are examined. IEP development as well as instructional strategies and techniques that work in the classroom are a primary focus.

SPED 790 Practicum: Learning Disabilities (3 credits)
A practicum in an educational setting where students with learning disabilities are present. Involves observing, assessing and providing appropriate instruction and intervention for students in classrooms and/or community settings. Includes documentation of practical experiences gleaned from the student’s licensure program.

SPED 794 Learning Disabilities: Adolescent to Adult (3 credits)
This course studies the impact of learning disabilities on adolescents and adults. It explores transitions from childhood to adulthood, and focuses on the unique challenges for persons who have sustained learning disabilities over time. The course addresses appropriate definitions, criteria, characteristics, intervention and integration of people with learning disabilities into the mainstream of school and society.

SPED 799 Special Education Final Project (1 credit)
The purpose of the final project is to give candidates for the master of arts degree opportunities to integrate what has been learned in their program and apply that knowledge in useful and creative ways. Beyond the demonstration of this knowledge in teaching, candidates should also demonstrate the ability to influence professionals in their field of choice. This can be demonstrated through design and implementation of innovative curricula, adapted instruction, in-service programs or through more formal research projects. Through the final project, candidates have the opportunity to provide leadership in their field and to take an active advocacy role for persons with disabilities.