Prerequisites: Admission to the Teacher Education Program. This course provides an introduction to the terminology, identification, and issues commonly encountered when addressing the needs of diverse students with disabilities in inclusive classrooms. Emphasis will be placed on inclusion, diversity issues, federal and state legislative mandates, parental involvement, and individualized education programs. Applicable strategies for the successful inclusion of all students that enhance collaboration among relevant stakeholders will be provided.

Prerequisites: SPEC ED 3318 and admission to the Teacher Education Program. This course builds on foundational skills for developing an inclusive program that meets the needs of students with disabilities. The course will emphasize research-based instructional, behavioral, and individualized education program (IEP) writing strategies used to assist students with disabilities. Students take this during the same semester as their Practicum 1 course.

Prerequisites: SPEC ED 3318 and admission to the Teacher Education Program. This course focuses on language acquisition of children with disabilities and techniques/strategies to be employed by general and special education teachers. Emphasis on meaningful culturally responsive strategies to support children's language and communication development. Discuss use of assistive technology and alternative and augmentative communication. Clinical hours required to complete course assignments.

Prerequisites: Admission to Teacher Education Program or consent of instructor. This course establishes healthy and culturally appropriate teacher-student relationships that build successful classroom community and enhance student learning. Teacher candidates develop a culturally appropriate classroom management plan that includes rules, procedures, and expected behaviors and uses problem-solving strategies to resolve behavior problems. In addition, teacher candidates will develop skills to assess, design and implement extensive, individualized, positive behavioral supports. Emphasis is on the candidates developing the social competence of PreK-12 students within diverse inclusive classrooms and engaging families in supportive interactions.

Prerequisites: Graduate standing. This course focuses on language acquisition, speech and language disabilities, and evidence-based practices that can be employed by classroom teachers in inclusive classrooms. Emphasis is on identifying culturally responsive and research-based strategies to support language and communication development as well as the use of assistive technology and alternative and augmentative communication.

Prerequisites: Graduate standing. This course provides an overview of evidence-based practice for individual, classroom and school-wide positive behavior interventions. It presents strategies to enrich the school environment and facilitate student learning. The focus is on function-based assessment and interventions and the implementation of positive-behavior support practices to decrease challenging behaviors and increase appropriate behaviors in students of various ages and grade levels.

Prerequisites: Graduate standing. This course is designed for general educators, special educators, counselors, supervisors, and administrators, this course examines characteristics of students with disabilities and introduces instructional strategies to support inclusion and student success. It reviews the legal foundations and requirements of special education and the collaborative role of general and special educators in the implementation of individualized education programs (IEPs).

Prerequisites: TCH ED 3313 or equivalent course in psychology of the exceptional child; graduate standing. An advanced study of the theoretical and methodological problems related to autism and developmental (low-incidence) disabilities. Particular emphasis on the application of current research findings to issues confronting individuals with autism and developmental disabilities, and family-and community-systems dynamics. Required course for concentration area: Autism and Development Disabilities.

Prerequisites: SPEC ED 6610 with a grade of B or higher and teaching certificate, or consent of instructor. The course reviews functions of behavior as a foundation for understanding and completing functional behavior assessments; entails interpreting and graphing collected data; and incorporates intervention practice and applied curriculum modifications.

Prerequisites: SPEC ED 6641 with minimum grade of B or consent of instructor. This course provides instruction on research-based, single-case design in applied behavior analysis, measurement procedures in behavior analytical practice and research, and evaluation of research designs.

Prerequisites: SPEC ED 6641 and SPEC ED 6642 with minimum grade of B or consent of instructor. This course provides instructions related to behavior-change procedures for the acquisition of basic to complex skills and reduction of maladaptive behavior, as well as the methods for identifying evidence-based behavior interventions.

Prerequisites: SPEC ED 6644 with minimum grade of B or consent of instructor. This course provides instruction on evidence-based, best practice interventions in professionalism, staff training, monitoring, supervision, and the behavior analytical approach to staff management.

Prerequisites: SPEC ED 6641 and SPEC ED 6642 with minimum grade of B in both courses, or consent of instructor. This course provides students with opportunities to use principles and standards of behavior analysis in applied settings. Students develop skills in the areas of behavior observation and measurement in clinical settings.

Prerequisites: SPEC ED 6646 and SPEC ED 6653 with minimum grade of B in both courses. This course provides students with opportunities to use principles and standards of behavior analysis in applied settings. Students develop skills in the areas of behavior interventions to increase functional and communication skills.

Prerequisites: SPEC ED 6643 and SPEC ED 6644 with minimum grade of B in both courses. This course provides students with opportunities to integrate knowledge through developing, completing, and publicly presenting a thesis in ABA research. Students develop a proposal to replicate studies already published in the literature or to conduct a new research project. This course may be repeated for a maximum of seven credit hours.