In-depth study of a current and topical problem or issue in the education of exceptional children and youth. May be repeated to a maximum of nine credits. A title is assigned each time the course is offered.

Supervised pre-student teaching experiences with children having learning and behavioral disabilities, including practica experience with public school students in at least two different special education sites. Approximately two hours lecture-discussion and two three-hour observations and/or practica per week.

A survey of current status of the field of special education. Emphasis is on analysis of the major research literature pertaining to exceptional children and their education.

This course overviews the additional roles a behavior analysts serves in their community- specifically as a supervisor and consultant. Building on already established concepts and principles of behavior analysis, this course will employ ABA technologies to change and improve practitioner and caregiver behaviors. This course provides specific instruction on assessing skills, developing performance objectives, training, and performance feedback as components of a supervisor and consultant's job.

This course is designed for secondary teachers who encounter students who require special education services. As such, it is intended to provide an in-depth examination of issues in the education of individuals with disabilities. The course is organized in a seminar format with the intent of creating a dialogue among the participants and the instructors. Emphasis will be placed on the development of concepts and the acquisition of a body of knowledge, which relate to issues, processes, and procedures to facilitate the inclusion of all students and collaboration across disciplines.

This course examines factors that contribute to the reliable and valid measurement and diagnosis of students with mild disabilities. Emphasis is placed on evaluating standardized, norm-referenced instruments according to their technical characteristics and merits, developing curriculum-based measures for classroom use, and critiquing emerging systems of determining eligibility for special education. Prerequisites (s): EDS 528 or consent of instructor.

Intensive clinical experience with exceptional children in day and residential schools, hospitals and private agencies. Students engage in prescriptive teaching with persons with disabilities in individualized, small group and special class settings. Laboratory, 6-12 hours per week.

Intensive review of instructional programs designed for use with students with moderate and severe disabilities, including autism spectrum disorders. Emphasis is on leadership in assessment and developing individual education programs for students.

Intensive educational experience with students with moderate and severe disabilities in educational, residential and hospital settings. Site and practicum responsibilities will be based on students' competencies and area of interest. May be repeated to a maximum of 21 credits. While enrolled in this course, students will be required to apply for the Teacher Education Program.

Students will select from a variety of options that demonstrate leadership in the field of education. Between the course instructor and each students' masters' committee, students will complete a variety of activities and experiences that will assist them in completing the capstone requirement.