EPSE Undergraduate Courses

UBC'S Faculty of Education offers undergraduate Bachelor of Education (B.Ed) degrees in elementary and secondary education only.  For information about these programs, contact the Teacher Education Office.  UBC does NOT offer an undergraduate degree in special education; the undergraduate courses  are open to students enrolled in the regular B.Ed. program or in one of the following post-B.Ed special education programs:
(a) Diploma in special education, (b) Master of Education (M.Ed), (c) Master of Arts (M.A.). To see the current course schedule go to the Course Catalog

EPSE 301 (3) Introduction to Educational Psychology
[3-0]

EPSE 303 (3) Teaching Highly Able Learners
Identification and appraisal of developmental and educational needs of highly able learners. [3-0]

EPSE 306 (2) Education during the Adolescent Years
Developmental characteristics of persons from pre-school age through adulthood. Physical, social, cognitive, moral, and emotional growth of both normal and exceptional children in grades 8-12. The teacher's role in assisting such students to deal with major developmental issues and problems. [2-0]

EPSE 312 (3) Introduction to the Study of Exceptional Children
An examination of all groups of exceptional children in terms of definition, incidence, characteristics, diagnosis and treatment. Prerequisite to most other courses in Special Education. Can be taken concurrently with several other introductory courses in Special Education. [3-0]

EPSE 313 (3) Educational Application of Developmental Theories
Theories of human development; physical, social, cognitive, moral, and emotional developmental characteristics from infancy to adolescence; implications for educational practice with students of different age and developmental status during the elementary school years. [3-0]

EPSE 314 (3) Introduction to the Education of the Visually Impaired.
An introductory course reviewing the identification and education of blind and partially sighted children. Designed to aid teachers to accommodate visually impaired children in the regular class setting. [3-0]

Prerequisite: EPSE 312.
Co-requisite: EPSE 312.

EPSE 315 (3) Language Disorders of Exceptional Children
The course deals with severe language disabilities in children. Emphasis is placed on theories of language acquisition as applied to assessment. [3-0]

Prerequisite: 1 of EPSE 312, EPSE 317.
Co-requisite: 1 of EPSE 312, EPSE 317.

EPSE 316 (3) Learning Disabilities
Identification, assessment and needs of children with learning disabilities. [3-0-0]

Prerequisite: 1 of EPSE 312, EPSE 317.

EPSE 317 (3) Development and Exceptionality in the Regular Classroom
The teacher's role in dealing with major developmental and special educational issues and problems within the regular classroom program, including working with supportive services, parents, and communities. Designated sections will focus on early childhood,middle childhood or adolescence. [3-0]

Prerequisite: 1 of EPSE 306, EPSE 313.
Co-requisite: 1 of EPSE 306, EPSE 313.

EPSE 320 (3) Foundations of Education for Students with Visual Impairments
This course is restricted to students enrolled in a program for Education of Visually Impaired children or those who hold the Diploma or its equivalent. [3-0]

EPSE 342 (3) Field Experiences with Individual Atypical Children
Supervised experience working with several atypical children in a community setting. Diagnosing needs, planning programs and integrating instruction and materials on an individual basis. [1-9]

Prerequisite: Permission of the department is required.

EPSE 344 (3) Programming in Special Education: Developing Perspective
An examination of the range of educational methodologies and teaching procedures and a discussion of their implications for the establishment of programs useful in working with exceptional children. The course comprises a practical examination and a detailed comparison of the major special educational methodologies. [3-1]

EPSE 348 (3) Family-Centred Practice for Children with Special Needs
Provision of appropriate supports to families of infants and young children with special needs. Application of the principles of family-centered practice for school-aged children is also included.

EPSE 390 (3/6) d Special Topics
A study of innovative practices, ideas, and theories in special education. The specific topics may change yearly to reflect changing priorities and interests in special education, and the specific interest and competencies of visiting and regular faculty. [3-0]

Prerequisite: 1 of EPSE 312, EPSE 317. Permission of the instructor is required.

EPSE 399 (3) Education and Culture in the Deaf Community
Designed for students intending to work with Deaf persons.

EPSE 401 (3) Instructional Design
Principles of instructional design and their application to the development, analysis, and evaluation of instructional plans for selected settings, instructional formats, and age groupings of learners. [3-0]

EPSE 403 (3) Education of Students with Developmental Disabilities in Inclusive Settings
[3-0]Intervention and program planning in regular education classrooms for students with developmental disabilities such as intellectual disabilities, autism, and cerebral palsy.

EPSE 406 (3)Typical and Atypical Development in Infants and Children
A review of typical development, and primary focus on issues of atypical development in infants and young children, including fetal alcohol syndrome, Down syndrome, cerebral palsy, autism, and vision or hearing impairments.

EPSE 408 (3) Educational Programming for Highly Able Learners
Planning elementary and secondary level programs for highly able learners. [3-0]

EPSE 410 (3) Assistive Technologies in Special Education
The use of microcomputers, adaptive technology, and software across age levels and areas of exceptionality in special education and health care settings. [2-1]

EPSE 411 (3) Augmentative and Alternative Communication for Individuals with Severe Speech and/or Physical Impairments
[3-0-0]

EPSE 415 (3) Technology for the Visually Impaired
Preparation of teachers to work with a variety of technological devices designed for students who are blind or visually impaired, e.g., computers, electronic reading devices, and closed circuit television. This course is restricted to students enrolled in a program for Education of Visually Impaired Children. [2-2]

EPSE 420 (3) Assessment of Infants and Young Children with Special Needs
Risk indicators, risk assessment, tools and instruments for informal assessment, interpreting standardized observational skills, and roles as IDP/SCC consultants.

Prerequisite: All of EPSE 348, EPSE 406.

EPSE 421 (3) Assessment of Learning Difficulties
Theories of learning and instruction; principles and practices of diagnosis and assessment as these relate to students with relevant special needs. [3-0]

Prerequisite or Co-requisite: EPSE 316.

EPSE 423 (3) Learning, Measurement and Teaching
Theories of learning and instruction; principles and practices in the assessment of classroom learning. [3-0]

Prerequisite: 1 of EPSE 306, EPSE 313.

EPSE 425 (6) Provisions in the Education of the Visually Handicapped
Provisions, procedures and methodology in the teaching of specific curriculum for the blind and visually impaired. Life skills and adjustment to blindness. This course is restricted to students in a program of Education of Visually Impaired Children. [3-0]

EPSE 426 (3) Principles of Teaching the Hearing Impaired
An introductory course reviewing methods of teaching, administration, and organization of the educational program for the hearing impaired. Pre- or co-requisite: EPSE 312 or 317. [3-0]

Prerequisite: EPSE 312.
Co-requisite: EPSE 312.

EPSE 431 (3) Programming for Children with Specific Learning Disabilities
Methods and programs for learning disabilities are reviewed. Practical experience in the development and execution of a remedial program is required. [3-0]

Prerequisite: EPSE 316.

EPSE 432 (3) Classroom Management
[3-0-0]
Instructional and environmental strategies for preventing and responding effectively to behaviour problems in classrooms.

EPSE 433 (3) Assessment and Positive Behavioural Support in School and Community Settings
[3-0-0]
Conducting functional behaviour assessments and designing positive behaviour support plans for individuals with significant behaviour problems in home and school settings.

EPSE 436 (3) Survey of Behaviour Disorders in Children and Adolescents
[3-0]
Causes, assessment procedures, and general intervention approaches related to behaviour disorders such as attention deficit disorder, conduct disorder, and depression.

EPSE 437 (3) Interventions for Children and Adolescents with Behaviour Disorders
[3-0]
In-depth discussion of intervention strategies and systems used for school-wide and individual support for students with behaviour disorders. EPSE 436 is recommended but not required as a previous course.

EPSE 440 (3) Supporting Social and Communication Development in Infants and Young Children with Special Needs
Intervention and program planning for communication/language development, social/emotional development, and behavioural support.

Prerequisites: All of EPSE 348, EPSE 406, and EPSE 420.

EPSE 441 (3) Early Intervention for Infants and Young Children with Sensory Loss and Motor Impairments
Prerequisite: All of EPSE 328, EPSE 406, EPSE 420.
Intervention and program planning for young children with vision, hearing, and/or motor impairments.

EPSE 448 (3) Education of Students with Multiple Disabilities in Inclusive Settings
[3-0]
Intervention and program planning for students in regular education classrooms with vision, hearing, and /or motor impairments.

EPSE 449 (3) Education of Students with Autism
[3-0]
Introduction to autism spectrum disorders, including etiology; assessment; early intervention; and intervention approaches in the communication, self-management, literacy, and sensory domains.

EPSE 455 (3) Introduction to Orientation and Mobility for the Blind
Understanding the process of teaching independent travel to blind students, including orientation and mobility skills in school. Restricted to students enrolled in a program for Education of Visually Impaired Children or those who hold the Diploma or the equivalent. [2-2]

Prerequisite: EPSE 425.
Co-requisite: EPSE 425.

EPSE 461 (3/6) c Educational Diagnosis and Remedial Instruction
Interpretation of informal and standardized test scores in educational diagnosis; estimates of actual and optimum levels of individual achievement; individual differences as factors affecting performance; methods of encouraging the optimum achievement of individuals; methods and practice materials for remedial teaching.

EPSE 462 (3/6) c Human Development in Education
Investigates selected concepts of developmental theory in terms of their influence upon instructional practice. Particular emphasis is placed on social and intellectual development.

Prerequisite: 1 of EPSE 306, EPSE 313.

EPSE 481 (3) Introduction to Research in Education
The nature of scientific study and essentials of survey, experimental and other empirical research designs. Designed for students proceeding to graduate work.
Prerequisite: EPSE 482. May also be taken as a Co-requisite

EPSE 482 (3) Introduction to Statistics for Research in Education
Basic concepts and principles of descriptive and inferential statistics. Designed for students proceeding to graduate work involving quantitative methodology. [3-0]
Prerequisite: Proficiency in modern high school algebra.

EPSE 483 (3) Statistics in Education
Topical survey of various statistical methods used in research in Education. Designed to prepare students to read literature of empirical research. May not be used as prerequisite to EPSE 592. [3-0]

EPSE 484 (3) Nonparametric and Related Statistics
Distribution-free statistical techniques for analysis of ranked data, and analysis of discrete observations. [3-0]

Prerequisite: EPSE 482