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: SPEC ED 3318 and admission to the Teacher Education Program; or consent of the instructor. This course provides evidence-based strategies that can be used across the lifespan to prepare people with disabilities for employment, higher education, and community inclusion. Strategies will be applicable to school and community environments and a wide range of stakeholders including educators, human service professionals, families, and advocates. Topics include transition planning, self-determination, person-centered planning, skills assessments, self-advocacy, and family and community collaboration.

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: TCH ED 3313 or an equivalent course in psychology of the exceptional child. Advanced study of characteristics of students with high-incidence and cross categorical disabilities and other pertinent issues including inclusion, assessment, and evaluation practices.

Prerequisite: Graduate standing. This course addresses the content, techniques, and special problems related to the assessment of children at risk for developmental delays in the birth to five year age range. Students gain experience in construction, administration and interpretation of assessment tools used with young children.

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: Graduate standing. This course focuses on the requirements, history, and evolution of laws impacting special education services; current legal requirements in providing a free appropriate public education (FAPE) to students with disabilities; and how to conduct legal research using a variety of sources.

Prerequisites: TCH ED 3313 or an equivalent course in psychology of exceptional children; graduate standing. Advanced study of the theoretical and methodological problems related to learning disabilities. Particular emphasis on the application of current research findings to the problems confronting learners with learning disabilities.

Prerequisites: SPEC ED 3313 or equivalent. Study of issues and concepts central to special education of young children with disabilities, and at-risk for disabilities, and their families. Focus on program models, screening and assessment procedures, and curriculum concepts. An ecological perspective is emphasized.

Prerequisites: TCH ED 3313 or equivalent and consent of instructor. Investigation of a selected problem related to the education of learners with disabilities. To be conducted under the direction of a graduate faculty member.

Prerequisites: SPEC ED 6437 with a grade of B or higher and a teaching certificate or consent of instructor. The course focuses on characteristics of children and youth with autism spectrum disorders (ASD); trends and issues connected with ASD; and effective practices and strategies for structuring, managing, and promoting functional/behavioral skills development and interaction among children and youth with ASD.

Prerequisites: Graduate standing. This course provides an overview of the basic principles and concepts of behavior analysis and an introduction to the functional approach of human behavior in the context of applied behavior analysis.

Prerequisites: SPEC ED 6641 with minimum grade of B or consent of instructor. This course provides instruction on the diverse methods of behavior assessment employed in behavior analytical applications, the considerations when selecting and prioritizing behavior goals for intervention, and the expectations when writing behavior intervention plans.

Prerequisites: SPEC ED 6641 with minimum grade of B or consent of instructor. This course provides a detailed look at the theories, philosophy, and principles of applied behavior analysis. The course focuses on the philosophical basis of applied behavior analysis and introduces advanced concepts and special topics in behavior analysis.

Prerequisites: SPEC ED 6644 and SPEC ED 6652 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 intervention to decrease maladaptive behavior and increase functional 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.