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Elementary, Literacy, and Special Education (ELSE)

Return to Literacy with Dyslexia Endorsement | Special Education | Courses Index

[1] Courses in Elementary, Literacy, and Special Education (ELSE)

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 and diagnosis of reading difficulties of their students. A major emphasis of the course is the investigation of diagnostic procedures, including formal and informal methods. Administration and interpretation of tests and use of results for planning instruction are emphasized. Candidates work in the clinical setting as clinicians and as reading/literacy specialists by evaluating 1st-12th grade students. This course is a requirement for the Dyslexia endorsement and the MS in Literacy with Dyslexia Endorsement. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

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 EARLY LITERACY AND INTERVENTION This course will prepare 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. Candidates will be provided with current research and information concerning multisensory approaches to teaching the language in the areas of phonics, word recognition, spelling, and fluency. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the dyslexia endorsement and for completion of the MSE in Literacy with Dyslexia Endorsement. Prerequisite/concurrent: ELSE 6347. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

6343 PRACTICUM I: INTERVENTIONS FOR YOUNGER STUDENTS WITH DYSLEXIA/READING DIFFICULTIES This course is intended to prepare candidates to diagnose and intervene with early struggling readers through providing intervention. 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 endorsement and for completion of the MSE in Literacy with Dyslexia Endorsement. Prerequisites: ELSE 6343 must be taken after, and not concurrently with, ELSE 6347, 6341, 6346, and 6314. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

6344 PRACTICUM II: INTERVENTIONS FOR ADOLESCENTS WITH DYSLEXIA/READING DIFFICULTIES This course is intended to prepare candidates to diagnose and intervene with adolescent struggling readers through providing intervention. 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 completion of the MSE in Literacy with Dyslexia Endorsement. Prerequisites: ELSE 6344 must be taken after, and not concurrently with, ELSE 6347, 6341, 6346, and 6314. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

6345 LITERACY LEADERSHIP AND COACHING This course will prepare candidates to plan, organize, assess, and supervise reading programs in schools and other educational settings. Candidates will learn how to give and receive coaching as a reading specialist. Candidates will use current research to examine issues and trends in curriculum planning, program assessment, and staff development. This course is a requirement for the completion of the MSE in Literacy with Dyslexia Endorsement. It may serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

6346 ADOLESCENT LITERACY AND INTERVENTION This course will prepare candidates to deliver developmentally appropriate curriculum, instructional strategies, materials, and assessments for adolescent readers based on recent research and current practices in the field. Candidates will be provided with current research and information concerning multisensory approaches to teaching the language in the areas of fluency, vocabulary, comprehension, and writing. Multisensory teaching is one aspect of instruction for students with reading difficulties. This course will address how to incorporate appropriate multisensory tools for adolescents when needed. This course is a requirement for the Dyslexia endorsement and for completion of the MSE in Literacy with Dyslexia Endorsement. Prerequisites: ELSE 6347 (must be completed before, not concurrently with, ELSE 6346) and ELSE 6341 (may be taken concurrently with ELSE 6346). Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

6347 LANGUAGE AND LITERACY This course provides the opportunity for the graduate candidate to examine the psychological substructure of reading. Neural, perceptual, cognitive, and linguistic processes involved in reading development and disorders will be addressed. Current research findings are discussed and considered in the context of evidence-based practice in reading instruction. A major emphasis of this course includes an overview of the structure of the language and a deep dive into language acquisition and phonological awareness. This course is a requirement for the Dyslexia endorsement and the MSE in Literacy with Dyslexia Endorsement. It may serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

6348 MULTISENSORY APPROACH TO LANGUAGE I This course provides candidates with current research and information concerning the foundational aspects of the science of reading and multisensory approaches to teaching the language in the areas of phonology, phonics, word recognition, handwriting, and spelling. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the MAT in K-12 Special Education, the MSE in Special Education, and the graduate certificate in Special Education. It is a prerequisite for the K-12 Dyslexia endorsement and the MSE in Literacy with Dyslexia Endorsement for those who have not completed an Arkansas Division of Elementary and Secondary Education approved prescribed proficiency pathway. It may serve as an elective for several other master’s degree programs.

6349 MULTISENSORY APPROACH TO LANGUAGE II This course provides candidates with current research and information concerning the foundational aspects of the science of reading and multisensory approaches to teaching the language in the areas of fluency, vocabulary, comprehension, 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 MAT in K-12 Special Education, the MSE in Special Education, and the graduate certificate in Special Education. It is a prerequisite for the K-12 Dyslexia endorsement and the MSE in Literacy with Dyslexia Endorsement for those who have not completed an Arkansas Department of Elementary and Secondary Education approved prescribed proficiency pathway. It may serve as an elective for several other master’s degree programs. Prerequisite/concurrent: ELSE 6348.

6350 DISCIPLINARY LITERACY This course will prepare candidates to integrate literacy strategies into various disciplinary areas and also coach other teachers to do so. Candidates will learn current research and best practices in vocabulary and concept development, reading comprehension, grouping options, discussion strategies, intervention in content areas, and disciplinary writing. This course is a requirement for the completion of the MSE in Literacy with Dyslexia Endorsement. It may serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

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 LITERACY AND DIVERSITY This course will prepare candidates with an understanding of and respect for diversity in literacy education and differentiating literacy instruction for diverse students. This course is a requirement for the completion of the MSE in Reading. It may also serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).

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.