Return to Reading | Special Education | Courses Index
[1] Courses in Elementary, Literacy, and Special Education (ELSE)
5311 READING/LITERACY INSTRUCTION This course is the first part of a two-semester sequence that prepares graduate students to teach reading in the early and middle childhood education classroom. This first course develops a knowledge base related to emerging literacy and the specific competencies necessary for successful reading instruction within a variety of classroom situations and diverse populations, including students with special needs or disabilities. Research-based concepts of human growth and development related to theories of language acquisition (receptive and expressive) and reading/literacy learning are presented to graduate candidates to prepare them for selecting materials, planning effective interdisciplinary instruction, and using ongoing interactive techniques to support and assess emerging literacy and reading processes. Prerequisites: Admission to graduate study.
5320 PRINCIPLES AND PRACTICE OF READING AND WRITING STRATEGIES This course is the second part of a two-semester sequence that prepares graduate students to teach reading in the early and middle childhood education classroom. The course develops a knowledge base related to the foundations of literacy learning and the specific competencies required for effective reading instruction. Lectures, group activities and online experiences are integral parts of the course that will be taught both on the university campus and electronically. Prerequisite: Admission to graduate school and completion of ELSE 5311 or equivalent.
6300 SPED 101 ACADEMY: PHILOSOPHICAL, HISTORICAL, AND LEGAL ASPECTS OF SPECIAL EDUCATION This course introduces the world of special education including the litigation and legislation, the characteristics of exceptionalities, assessment, IEP writing, and modifications and accommodations. Legal foundations and issues, special education terminology, and the practice of collaboration among professionals in providing appropriate services for children and students with disabilities are examined. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for candidates pursuing the MSE and Special Education MAT, GC/endorsement in Special Education K-12, the Special Education Resource endorsement, and the GC/endorsement in Integrated Early Childhood Education (B-K). This course may also be approved for other related disciplines.
6304 BEHAVIOR MANAGEMENT AND ANALYSIS IN SPECIAL EDUCATION This course examines the theory, research, and practice of managing the behaviors of students with disabilities. The course emphasizes synthesizing theoretical and functional principles of behavior management used and observed in the classroom. This course is designed to assist those candidates seeking initial license and those enhancing their knowledge. This course will also discuss assessment for educational planning, instructional methods, and intervention strategies for teaching students in K–12 with behaviors that affect their educational abilities. This course will be offered in an asynchronous online setting which will include compressed videos, access to online videos and trainings, and Blackboard. For some assignments, students may have to meet online or face-to-face in groups. Required course for the MSE in Special Education, the MAT in Special Education, the GC/endorsement in Special Education K-12, and the Special Education Resource endorsement. Field Experience is required.
6308 EDUCATIONAL ASSESSMENT IN SPECIAL EDUCATION This course examines the theory, research, and practices of testing students with disabilities in the classroom. Candidates will expand their data literacy and their professional knowledge, skills, and abilities regarding basic assessment and data-driven decision making. This course is designated as a special education core course designed to assist those candidates seeking special education licensure and those enhancing their knowledge. This course will be offered in an asynchronous online setting which will include compressed video, access to online videos and trainings, and Blackboard. For some assignments, students may have to meet online or face-to-face in groups. Required course for the MSE in Special Education, the MAT in Special Education, and GC/endorsement in Special Education K-12. Field Experience is required.
6309 SOLUTION-FOCUSED LEARNING This course is presented through solution-focused learning (AKA problem-based learning). Using detailed case studies and/or live families, candidates will seek to understand the problems, explore underlying issues, and find solutions that address the problems on an individual and or community level. In addition, the practice of collaboration among professionals in providing appropriate services for children and students with disabilities are examined. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the MSE in Special Education K-12 and the B-K endorsement. This course may also be approved for other related disciplines.
6314 DIAGNOSIS AND INTERVENTION OF READING DIFFICULTIES This course is intended to assist educators as reflective decision makers in the improvement of their skills in the assessment, prevention, and intervention of reading difficulties of their students. A major emphasis of the course is the investigation of diagnostic procedures and intervention strategies, including formal methods such as standardized tests and informal methods such as inventories, interactive assessments, portfolios, and checklists. Administration and interpretation of tests and use of results for planning instruction are stressed. Candidates work in the clinical setting as clinicians and as literacy coaches by evaluating elementary students in area schools and by providing tutorial assistance in a clinical setting. Records, reports, materials, and the procedures of operating a clinical reading program are addressed in a performance-based curriculum. Field Experience is required. This course is a requirement for the Dyslexia Therapist endorsement, the MSE in Reading, and the MAT in Special Education. Given the nature of this course, the delivery method will be in the distance education setting using the hybrid mode. Approximately 60% of the course will be delivered online with the remaining portion delivered in face-to-face meetings at prescheduled non-traditional times (e.g., evenings and/or weekends). Co/prerequisite: ELSE 6349.
6318 MODIFICATIONS IN THE GENERAL CLASSROOM Mashburn Institute Curriculum.
6320 LEARNING STRATEGIES FOR EXCEPTIONAL LEARNERS Mashburn Institute Curriculum.
6325 TEACHING CHILDREN WITH ATTENTION DEFICIT DISORDERS This course examines the characteristics, assessment, and management of Attention Deficit Disorders (ADD). It provides training in the development of behavioral and academic intervention techniques designed to meet the educational needs of children with ADD.
6327 EDUCATIONAL PROGRAMMING FOR YOUNG CHILDREN This course examines curricula issues, instructional strategies, learning environments, instructional arrangements, and management techniques for meeting the needs of children birth through kindergarten in inclusive settings. Emphasis is placed on skills needed by educators to be successful in various communities and school settings. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the B-K endorsement and may also be approved for other related disciplines.
6328 STRATEGIC INSTRUCTION MODEL/CONTENT ENHANCEMENT ROUTINES This course examines use of the Strategic Instruction Model (SIM) in a diverse school setting. Guiding philosophies, research base, and use of the model will be investigated. Additionally, the course examines use of the model in collaboration with other professionals from the perspective as a teacher leader. This course will be offered in a distance learning setting. For some discussions and hands-on activities, candidates will meet face-to-face. It is believed that by using a variety of means of instruction, course objectives can be fully met.
6329 INSTRUCTIONAL FACILITATION / TEACHER LEADERSHIP This course examines the various roles of an instructional facilitator. It includes an in depth examination of the function of an instructional facilitator as a resource provider, collaborator, change agent, learning facilitator, school leader, and learner. It examines the implementation and ongoing support needed to sustain a school-based facilitating initiative. It explores the principle of partnership learning and learning structures. Presentation format will involve engaging interactions, cooperative learning, video analyses of model facilitation and inadequate facilitation, opportunities for reflection, assignments for skill development, role-play simulations, case investigations, demonstration of coaching principles and techniques, the evaluation of coaching model and behaviors, and trouble-shooting. Prerequisites: Admission into UCA Graduate School.
6333 MATH AND SCIENCE FOR DIVERSE LEARNERS This course develops a knowledge base related to mathematical and science strategies and the specific competencies necessary for successful math and science instruction within a variety of instructional arrangements with diverse populations of exceptional learners. This course will be offered in an asynchronous online setting which will include compressed video, access to online videos and trainings, and Blackboard. For some assignments, students may have to meet online or face to face in groups. It is believed that by using a variety of means of instruction, course objectives can be fully met. Required course for the MSE in Special Education, the MAT in Special Education, and the GC/endorsement in Special Education K-12. Field Experience is required.
6335 TEACHING STUDENTS WITH AUTISM, PDD, AND OPPOSITIONAL DEFIANT/CONDUCT DISORDERS This course examines the characteristics, assessment and management of children and adolescents with Autism, Pervasive Developmental Disorders, and Oppositional Defiant/Conduct Disorders. It provides training in the development of behavioral and academic intervention techniques designed to meet these students’ unique and diverse educational needs.
6336 ADVANCED STUDIES IN GUIDANCE AND MANAGEMENT OF YOUNG CHILDREN This course examines the theory, research and practice of social and emotional learning among diverse populations of young children, including children with special needs. The course emphasizes synthesizing theoretical and functional principles of social and emotional development. The course also emphasizes the application and analysis of guidance and behavior management strategies used among teachers, school staff, administrators, and families. The course emphasizes a 3-tier model of guidance strategies, including universal strategies as well as individualized strategies for children with more complex behavioral needs. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the B-K endorsement and may also be approved for other related disciplines.
6338 INSTRUCTIONAL STRATEGIES AND ASSESSMENT OF YOUNG CHILDREN This course will examine key curriculum and instructional models and effective differentiated assessment strategies for young children. Planning, implementation, assessing learning and evaluating instructional effectiveness will be discussed for all young learners, including students with learning difficulties and other disabilities. Collaborating and conferencing with colleagues and others on using best practices to promote positive learning outcomes in various learning environments will be applied. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the B-K endorsement and may also be approved for other related disciplines.
6341 LITERACY STRATEGIES FOR THE EMERGENT AND EARLY READER This course will prepare reading specialist candidates to deliver developmentally appropriate curriculum, instructional strategies, materials, and assessments for emergent and early readers based on recent research and current practices in the field. This course is a requirement for the completion of the MSE in Reading. It may serve as an elective for several other master’s degree programs. This course will be taught in the distance education setting with synchronous and asynchronous delivery. Occasional face-to-face meetings may be required. Prerequisite: ELSE 6314.
6342 RESEARCH AND LITERATURE IN READING The investigation of the research on teaching and learning process of reading and related language arts. Requirements include completion of an action research project and submissions of an article for publication.
6343 CLINICAL PRACTICUM IN READING This course is intended to prepare reading specialists to diagnose and intervene with struggling readers through a case study under supervision. This course will include theory, demonstration, and practice/performance in group and individual procedures, strategies, and techniques of diagnosis and intervention of reading difficulties. This course is a requirement for the Dyslexia Therapist endorsement and for completion of the MSE in Reading. It may serve as an elective for several other master’s degree programs. This course will be taught in the distance education setting with synchronous and asynchronous delivery. Occasional face-to-face meetings may be required.
6344 PRACTICUM IN READING II (MIDDLE GRADES) Extension and further development of strategies learned in ELSE 6314 with emphasis on middle level (grades 3-8) literacy strategies and study skills under clinical supervision. Prerequisite: ELSE 6314 and consent of instructor.
6345 LEADERSHIP, SUPERVISION, AND PROFESSIONAL DEVELOPMENT IN LITERACY This course will prepare reading specialists to plan, organize, assess and supervise/coach reading programs in school systems. Candidates will use current research to evaluate issues and trends in curriculum planning, program assessment, and staff development. This course is a requirement for the completion of the MSE in Reading. It may serve as an elective for several other master’s degree programs. This course will be taught in the distance education setting with synchronous and asynchronous delivery. Occasional face-to-face meetings may be required.
6346 LITERACY STRATEGIES FOR THE ADVANCED READER This course will prepare reading specialist candidates to deliver developmentally appropriate curriculum, instructional strategies, materials, and assessments for transitional and fluent readers based on recent research and current practices in the field. This course is a requirement for the completion of the online master’s degree in Reading. It may serve as an elective for several other master’s degree programs. This course will be taught in the distance education setting with synchronous and asynchronous delivery. Occasional face-to-face meetings may be required.
6347 FOUNDATIONS OF DYSLEXIA AND THE LANGUAGE This course provides the opportunity for the graduate candidate to examine current research and best practices for teaching reading to students with dyslexia. A major emphasis of this course includes a thorough examination of the brain research behind dyslexia as well as diagnostic procedures and methods to improve reading abilities. Professional ethics will also be examined in relation to assessing and intervening with readers. This course is a requirement for the Dyslexia Therapist endorsement, the MSE in Reading, the MSE in Special Education, GC/endorsement in Special Education K-12, and the Special Education Resource endorsement. It may serve as an elective for several other master’s degree programs. It may serve as an elective for several other master’s degree programs. This course will be taught in the distance education setting with synchronous and asynchronous delivery. Occasional face-to-face meetings may be required.
6348 MULTISENSORY APPROACH TO LANGUAGE I This course provides candidates with current research and information concerning multisensory approaches to teaching the language in the areas of phonology, phonics, word recognition, handwriting, spelling, and written expression. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the Dyslexia Therapist endorsement and for completion of the MSE in Reading and the MAT in Special Education. It may serve as an elective for several other master’s degree programs. Given the nature of this course, the delivery method will be in the distance education setting using the hybrid mode. Approximately 60% of the course will be delivered online with the remaining portion delivered in face-to-face meetings at prescheduled non-traditional times (e.g. evenings and/or weekends). Pre-/co-requisite: Taken concurrently with or after successful completion of ELSE 6347.
6349 MULTISENSORY APPROACH TO LANGUAGE II This course provides candidates with current research and information concerning multisensory approaches to teaching the language in the areas of fluency, vocabulary, and text comprehension. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the Dyslexia Therapist endorsement and for completion of the MSE in Reading. It may serve as an elective for several other master’s degree programs. Given the nature of this course, the delivery method will be in the distance education setting using the hybrid mode. Approximately 60% of the course will be delivered online with the remaining portion delivered in face-to-face meetings at prescheduled non-traditional times (e.g. evenings and/or weekends). Pre-/co-requisite: Taken concurrently with or after successful completion of ELSE 6348.
6366 EDUCATIONAL PROGRAMMING FOR STUDENTS WITH MILD DISABILITIES K-12 This course integrates assessment with educational planning, instructional methods, learning environments, instructional arrangements, management techniques, materials, strategies, and intervention models for teaching students in grades K–12 with mild disabilities. This course will be offered in an asynchronous online setting which will include compressed video, access to online videos and trainings, and Blackboard. For some assignments, students may have to meet online or face-to-face in groups. Required course for the MSE in Special Education, the MAT in Special Education, the GC/endorsement in Special Education K-12, and the Special Education Resource endorsement. Field Experience is required.
6367 EDUCATIONAL PROGRAMMING FOR STUDENTS WITH SIGNIFICANT DISABILITIES K-12 This course examines the medical and psychological aspects of disabilities while integrating assessment for educational planning, instructional methods, materials, strategies, and intervention models for teaching students K–12 with significant (moderate to profound) disabilities. This course will be offered in an asynchronous online setting which will include compressed video, access to online videos and trainings, and Blackboard. For some assignments, students may have to meet online or face-to-face in groups. Required course for the MSE in Special Education, the MAT in Special Education, and the GC/endorsement in Special Education K-12. Field Experience is required.
6375 THE PRACTICE OF TEACHING DIVERSE LEARNERS This course provides candidates with a foundation in excellence in teaching students with exceptional learning needs. It focuses on an in-depth analysis of the Teacher Excellence and Support System (TESS) and the Council for Exceptional Children (CEC) standards. In addition, candidates will focus their attention on various learning theories in education. This course is offered as a combination of synchronous and asynchronous online classes and is required for all Special Education MAT candidates.
6379 READING IN THE CONTENT AREAS This course will present theory and strategies with philosophy and best practices of content area reading. The focus will be on the demands placed on students as they learn to read from subject matter textbooks and other material different from the narrative format encountered in the early grades.
6383 INDEPENDENT RESEARCH/TOPIC Qualified graduate students outline and spend a minimum of 54 clock hours per semester on a problem. A well-written report on the results of the research is required.
6384 RESEARCH-BASED BEST PRACTICES IN SPECIAL EDUCATION This course examines research based best practices in special education. This course will provide a 2-3 year rotation of focus on 1-2 best practices per year. Some research based best practices that will be explored in depth include: applied behavior analysis and positive behavior supports; inclusion, peer tutoring, co-teaching, Universal Design for Learning, and incorporation of assistive technology and Common Core; best practices in teaching students with autism, sensory processing disorders, and other high-number disabilities including involving applied behavior analysis and augmentative communication; current trends and best practices in all transitions K-12 students will need to understand. Professors will design a rotation after study of research-based best practices current in special education. This course will be offered in an asynchronous online setting which will include compressed video, access to online videos and trainings, and Blackboard. For some assignments, students may have to meet online or face to face in groups. It is believed that by using a variety of means of instruction, course objectives can be fully met. This course is required for completion of the MSE in Special Education K-12.
6600 SPECIAL EDUCATION MAT INTERNSHIP Special Education MAT Internship comprises the final semester of work in the MAT program in Special Education. The internship will be completed in candidates’ own classrooms. Such classrooms will be in public school settings that are accredited by the ADE or other private settings where content standards adopted by the State Board are taught and faculty are subject to an evaluation system that uses a framework substantially similar to TESS. All required courses in the program prior to Internship must be completed.