Special Education and Multiple Abilities Courses
Introduction to programs and problems of children and youth who deviate from the norm in physical, mental, emotional, and social characteristics.
Comprehensive study of diagnosis and assessment, emphasizing concepts of tests and measurements, formal and informal assessment, test administration, and use of diagnostic results in educational intervention.
Concepts and principles of behavior change and management; practical experience in developing plans to prevent and remedy behavior problems. Research project required.
This seminar examines and critiques current research and research problems in special education.
This is an introductory course for teacher educators in the fundamentals of assistive technology identification, consideration, and implementation.
Examination of the effects of an exceptional child on the family, and the various approaches to intervention with the family.
Introduction to various direct and indirect service delivery models for students with mild disabilities; consultant techniques demonstrated.
This course provides information on language, communication, and literacy interventions for children with language delays or developmental disabilities, including children from diverse cultural and linguistic backgrounds. Intervention and instructional strategies will be examined and current research on the efficacy of child language intervention strategies will be discussed.
This course provides an introduction to autism spectrum disorder with an emphasis on both clinical practice and research. The course will cover topics related to a range of ages, from early childhood to adulthood, and will focus on etiology, diagnosis and assessment, treatment and intervention, family support and advocacy.
This course focuses on evidence-based practices for individuals with autism spectrum disorder (ASD). The course will offer an overview of the characteristics of individuals with ASD in order to provide a foundation for how these characteristics may influence the selection of appropriate goals and intervention strategies. The course focuses on specific-based instructional practices for individuals with ASD.
This course assesses behavior changes in individuals with autism through the use of a single subject research methodology. It includes the application of behavioral measurement, single subject research designs, and methods of data analysis. Autism intervention research is critically examined and a single subject research proposal is developed.
An introductory course to the field of early childhood special education, including rationale, legal issues, and characteristics of children from birth through kindergarten.
This course is an examination of the developmental domains (cognitive, communicative, social-emotional, motor, approaches to learning) central to the healthy growth of children in the early childhood years. The course will also examine the historical and theoretical underpinnings that form the basis for current-day early childhood education approaches to learning, while also exploring a variety of early childhood educational settings, including the home, group care contexts, and the community. Students will also research the social, economic, and political influences on early childhood education.
Involves a demonstration of teaching expertise of candidate with students identified with severe/profound and/or multiple disabilities in special and general education classrooms.
Selection, administration, and interpretation of assessments of young children (birth through kindergarten).
Use of curricula, materials, and management techniques for young children (birth through kindergarten) with disabilities.
Fourteen week split internship providing supervised teaching experience in classrooms for young children. Offered spring and fall only. Application for internship must be made the semester prior to internship (excluding summer term) through Office of Educational Field Experience.
Examination of the nature of youth with high potential in multiple areas. Contemporary theory, research, and the relationship between definition/identification and educational planning are considered.
Use and evaluation of teaching-learning methods for education of the gifted and talented, including consideration of roles, expectations for learning, and organizational procedures.
A guided sequence of exercises and experiences leading to increased personal creative behavior, with emphasis on methods for nurturing creative talent in students of all ages.
Examination of a variety of administrative designs, curriculum options, instructional models, and strategies to meet the unique cognitive and affective needs/abilities of special populations of gifted students.
Survey of existing thinking-skills programs and techniques for creating new programs for thinking. Emphasis is on integrating thinking skills into gifted education and regular education.
This course will explore current research, psychological theory and practical counseling techniques relevant to the social and emotional components of giftedness. Some topics include perfectionism, gender issues, underachievement, and special populations.
This course will outline instructional and managerial techniques that can be used in the grade level or heterogeneous classroom to address the individual lerning needs, strengths, styles, and preferences of all students.
This course is designed to ensure that students acquire critical knowledge in the instruction of children and youth with autism spectrum disorder. The course competencies reflect basic standards and competencies derived from the Alabama Administrative Code and the Council for Exceptional Children Standards for Advanced Preparation in Autism Spectrum Disorder and Developmental Disabilities.
Intensive, supervised teaching experience in programs for gifted and talented.
An intensive study of the background and current perspective on mild disabilities. Emphasis on developing professional knowledge base.
Designed to develop skills in the use of curriculum, materials, and strategies for students with disabilities at the elementary school level.
Designed to develop skills in the use of curriculum, materials, and strategies for students with disabilities at the secondary level.
An intensive study of the background and current perspective on severe disabilities. Emphasis is on developing professional knowledge.
Emphasizes educational programming, subject matter, professional responsibilities of teachers and related service personnel, curriculum development, communication, and physical management and handling procedures of individuals with severe disabilities.
Involves a demonstration of teaching expertise of candidate with students identified with severe/profound and/or multiple disabilities in special and general education classrooms.
Involves a demonstration of teaching expertise of candidate with students identified with severe/profound and/or multiple disabilities in special and general education classrooms.
Focuses on the strategies, methods, curriculum, and measurement for facilitating an effective transition from school to adulthood of adolescents with disabilities.
Intensive, supervised teaching experience in a special education program.
Required for all first-year doctoral students; diagnostic in function. Activities include examination of career goals and assessment of skills in written and oral presentations. Offered fall semester.
Course structure, lecturing and other delivery techniques, student evaluation, and practicum supervision are included among topics that are reviewed to develop skills in college training. Offered fall semester.
Focuses on the unique aspects of the exceptional population in relationship to typical statistical and research design procedures. Offered spring semester.
May be repeated for credit. Selected topics, review and critique of current literature, research problems, and methodology.
Designed for advanced graduate students. Students practice effective supervision skills or college teaching skills under the direction of the course instructor.
Intensive investigation of a specific aspect of special education, by one student under the supervision of a faculty member in the student's area of concentration.
For doctoral students, an opportunity to initiate, develop, and successfully defend a dissertation topic dealing with a problem of magnitude in the field of special education.
Training in human-relations techniques and administrative strategies designed to facilitate communication and interaction with individuals and groups in special education programming.
Theories and types of training and development programs will be reviewed and analyzed, needs assessments will be explored and conducted, and professional development sessions will be developed, facilitated, and evaluated.
This course is designed to instruct the ethical, legal, and leadership principles that govern the field of special education. It includes emphasis on preparing for administrative positions in special education programs in local education agencies.
Discussion of current research and investigation of major issues in the education of young students with disabilities, focusing on best practices, assessment and learning, programming, evaluation, community involmement, and facilitation.
This course assists leaders in early childhood special education in applying studies in basic disciplines to the development and implementation of appropriate curriculum for young students with disabilities. It includes emphasis on application of diverse teaching models and the use of a variety of program alternatives and skills in designing, managing, and evaluating program alternatives.
Discussion of current research and investigation of major issues in the education of students with disabilities, focusing on best practices, assessment and learning, programming, evaluation, community involvement, and facilitation.
This course assists leaders in collaborative education in basic disciplines to the development and implementation of appropriate curriculum for students with disabilities. It includes emphasis on application of diverse teaching models and the use of a variety of program alternatives and skills in designing, managing, and evaluating progam alternatives.
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