This course prepares educators to implement a Positive Behavioral Support System (PBSS). The evidenced-based PBSS components are designed to guide educators to teach preK-12 learners competencies in social, emotional, and behavioral self-management for consistent application in classrooms and school-wide.

In this course students will learn about the science and research methods of Applied Behavior Analysis (ABA) and how applying principles of behavior analysis can affect student behaviors. Students will be introduced to the history of ABA as well as the various strategies File Location: Provost>ACE Meeting Minutes> Curriculum and Assessment Committee 5 Focus of Study (9 Credits) Early Childhood Education SPED5073 Language: The Foundation for Reading Language forms the foundation for the acquisition of reading skills. In this course, atypical language development is contrasted with normal progression of linguistic skills to identify the type and cause of potential problems, addressing the difficulties associated with instruction and promoting practical methods for enhancing the required language skills needed for effective communication. Assessment, diagnostic, and development techniques for intervention and remediation are examined, including the exploration of augmentative language and the use of alternative and assistive technologies to support individuals with exceptional needs. SPED5083 Early Childhood Assessment and Intervention Focused on early childhood developmental issues, this course includes formal and informal approaches to assessing young children while diagnosing potential concerns which lead to informed instructional and intervention choices. Choices in curriculum are aligned to needs to enhance student achievement. RES5313 Research Methods for Early Childhood Education This methods course takes an action research approach, providing a systematic framework for that fall under ABA. While ABA is a part of the Functional Behavior Assessment (FBA) used in many schools today, there are other applications that are relevant to teachers, such as how to use ABA as a way to maintain skills that have been learned, how to use principles of ABA to observe student behaviors, how to determine which behavior to focus on, how to generalize behaviors to settings outside the classroom, and how to use ABA strategies as a teaching tool for both students with exceptionalities and their typically developing peers. Students will apply action research methods to support the utilization of ABA in the classroom. 

Students investigate developmental issues experienced by individuals across transitional stages throughout the life span. Characteristics of individuals demonstrating patterns of thought or behavior potentially contributing to the identification of learning disabilities are examined. Neurological impairments, which change the functionality of the brain, are surveyed for factors creating unique risks across cognitive and sensory, social and emotional, and behavioral areas and conditions which impact academic learning.

Student diversity impacts learning, the environment, and classroom behavior. This course examines the legal definitions, characteristics, prevalence, and educational adaptations for each primary category of exceptionality. Emphasis is placed on the accommodation and selective modification of curricula, materials, and procedures to meet the needs of diverse learners.

Data-driven instructional decision-making is critical to improve student outcomes for diverse learners across the continuum of disability in special and general education settings. This course focuses on conducting and analyzing ongoing student assessment and utilization of current research and theory as the foundation for driving instructional decisions and professional practices.

Collaboration between or among instructional personnel, student's home/family and the community is increasing in importance in meeting the diverse learning needs of students. This course addresses strategies and tools to build collaborative relationships between general and special education instructors, families, the community, advocacy, and other outside organizations to positively impact student outcomes.

Basic knowledge of statutory requirements, policy, and values are prerequisite to successful teaching in special education. This course focuses on federal legislation regarding identification, service provision, and current issues. Legal rights of students with exceptionalities and their parents, and the responsibilities of educators in addressing those rights are emphasized. Organizational policies and values associated with serving diverse learners also are emphasized.

In this course students will be presented with an overview of current special education professional standards and guidelines. They will also learn the 12 Special Education Professional Ethical Principles outlined by the Council for Exceptional Children (CEC). Students will discuss challenging ethical dilemmas in which they will have to practice professional ethics and sharpen their skills as advocates for students with disabilities and their families.

The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout, and as a result of the Master of Education in Special Education.

This course examines the major tenets of differentiated instruction in relation to the diverse needs of 21st century learners, establishing and authenticating the philosophy driving learning-centered teaching while exploring how neurological changes influence thinking. A range of instructional and assessment options are prospected to amplify the learning experience, exemplified by the Common Core State Standards (CCSS) and other state frameworks.

Exploring the impact of 21st century skills on traditional literacies, this course disseminates characteristics of the new literacies including visual, digital, critical, economic, and scientific as they influence sustainable learning in content areas while instruction shifts to accommodate these differences. By building connections and layering curriculum, this course probes effective frameworks to deliver a range of instructional options to brand the cognitive and affective domains.

Blending principles of thought with action, this course maximizes learning through integrated and inquiry-based experiences, enhanced creative expressions, and elements found in habits of the mind; applying brain-based research to augment instruction. Moving principles to form action, concepts of DI are infused into lesson plans by contrasting frameworks to deliver content, process and products, while influencing affective thought within the learning environment.

Language forms the foundation for the acquisition of reading skills. In this course, atypical language development is contrasted with normal progression of linguistic skills to identify the type and cause of potential problems, addressing the difficulties associated with instruction and promoting practical methods for enhancing the required language skills needed for effective communication. Assessment, diagnostic, and development techniques for intervention and remediation are examined, including the exploration of augmentative language and the use of alternative and assistive technologies to support individuals with exceptional needs.

Focused on early childhood developmental issues, this course includes formal and informal approaches to assessing young children while diagnosing potential concerns which lead to informed instructional and intervention choices. Choices in curriculum are aligned to needs to enhance student achievement.

This methods course takes an action research approach, providing a systematic framework for early childhood professionals to apply data-based decision making for the improvement of their practice. The course differentiates quantitative, qualitative, and mixed methods action research with a focus on application of results in the workplace. Emphasis is placed on development of a literature review featuring evidence-based strategies as a part of a research proposal.

This course prepares educators to assist challenging students through the use of evidence-based behavioral interventions. Response to Instruction and Intervention (RTI2) is a major focus of the course with major emphasis on strategic Tier 2. Tier 3 interventions for intensive student need and crisis management situations are also addressed.

This course examines formal and informal methods of diagnosing academic and socio-behavioral issues related to those potentially identified with special needs. Designed to model appropriate planning and program delivery, students explore methods and materials utilized in the diagnostic-prescriptive process to monitor progress, measure benchmarks and gather data for application, i.e. Individualized Education Plans. This includes evaluating procedures used in schools to determine eligibility for special education services guided by testing measures. Attention is given to selecting and adapting tests for a variety of disorders and aligning appropriate instructional methods to measure student success.

This course emphasizes the role of social skills instruction in effective classroom and school management. The Stop & Think program serves as a model in the course to assist educators in implementing a cognitive-behavioral approach to the teaching of social skills. Prevention of and response to student teasing, taunting, bullying, harassment, and physical aggression are a major course focus.

Exploring developmental and learning needs of children with exceptional learning abilities, the content will address the diverse needs of the gifted, students with exceptional needs, and children with learning disabilities. Strategies will be established to support a variety of learning needs while working with families to foster a consistent learning environment.

This course prepares students to implement a schoolwide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of emerging and developmental reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.