M.S. Curriculum and Instruction - Special Education Online

Duration: 7 weeks   |   Credit Hours: 3

This course is designed to provide a historical and conceptual foundation in the discipline of curriculum and instruction for those beginning their graduate work. It will cover the historical and philosophical beginnings of the traditional content taught in the public school systems in the U.S., from pre-kindergarten through completion of the academic core of post-secondary schooling. Examination of key components of the purpose and methods of instruction will punctuate the historical context to identify specific C&I elements in some of the following eras: ancient and pre-modern contributions, Pre-Colonial and Colonial American schooling, early foundations of instruction in the U.S., implications of modern C&I, and trends in post-modern C&I. A major element of the course will be the development of a research topic and subsequent student project focusing on the topic. Pre-requisites: Graduate Standing

Duration: 7 weeks   |   Credit Hours: 3

Engage in critical analysis of education’s place in today’s rapidly changing local and global society with a focus on comprehending education from historic, philosophic, social and cultural perspectives and the impact of those perspectives on current practice. Evaluate curricular and instructional perspectives and ways of viewing educational history from a theoretically informed lens. Critically examine the practices and policies used in schooling to enact decisions on curricular reforms in schooling with a critical understanding of diversity, social inequity, and equal educational opportunities. Pre-requisites: Graduate Standing

Duration: 7 weeks   |   Credit Hours: 3

This course is a thorough treatment of various standard, research-based techniques for evaluation of instruction (i.e., authentic assessments, alternative assessments, qualitative and quantitative testing methods, and non-specific measurement methods). In addition, this course explores the concepts behind assessment, identifies various assessment tools and incorporates models of assessment appropriate for a variety of instructional settings. Pre-requisites: Graduate Standing

Duration: 7 weeks   |   Credit Hours: 3

This course is a general survey of theories of learning as they apply to the modern classroom. The course is designed to acquaint students with major historical and modern theories and their proponents of how children learn together, with implications for schools in modern society. Pre-requisites: Graduate Standing

Duration: 7 weeks   |   Credit Hours: 3

This course provides the competencies required for critical understanding, evaluation and utilization of published educational research. The course addresses quantitative and qualitative research methods. Topics include problem formulation and refinement; research design; sampling; measurement and data collection; data-analysis techniques; and the inference process.

Duration: 7 weeks   |   Credit Hours: 3

This course addresses teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding the teacher-leader’s sphere of influence beyond the walls of the classroom. Teachers explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher-development cycle. Various forms of collaboration with colleagues are addressed, and diversity—as well as interpersonal and communication skills—are emphasized. Pre-requisites: Graduate Standing

Duration: 7 weeks   |   Credit Hours: 3

A survey of special education as seen from the perspective of normal psychomotor, cognitive, social and behavioral norms with the focus on a basic overview of the federally determined categories of disabling conditions. Also includes an overview of the national legislation; litigation and advocacy trends; the Texas Rules and Regulations for Special Education as well as research in the field.

Duration: 7 weeks   |   Credit Hours: 3

Focus will be on legal issues relating to mild disabilities. Research topics in specified Supreme Court cases will be required. Important aspects of IDEA will be discussed. The educational focus will be on inclusion within the mainstream program, and cooperative service programs involving regular and special education teachers, consultative teaching, and content mastery programs. May be taken concurrently with EDSE 5305. Prerequisites: EDSE 5305.

Duration: 7 weeks   |   Credit Hours: 3

Focus will be on legal issues relating to moderate, severe and profound disabilities. Research topics in specified Supreme Court case will be required. Important aspects of IDEA will be discussed. The educational focus will be on resource room and self-contained programs as well as special schools, hospitals or other long-term program. May be taken concurrently with EDSE 5305. Prerequisites: EDSE 5305.

Duration: 7 weeks   |   Credit Hours: 3

Each student will demonstrate mastery of major concepts and techniques of effective classroom and behavior management of exceptional students experiencing academic and/or behavioral difficulties.

Duration: 7 weeks   |   Credit Hours: 3

This course is designed to develop the knowledge and skills needed to effectively collaborate and consult with families, school personnel and community members in educational settings. Other topics include team membership, co-teaching, supervision of paraprofessionals, partnerships with families and development of interagency agreements to address the needs of individuals with disabilities.