SPED Courses

Identification and appraisal of developmental and educational needs of highly able learners.

Credits: 3

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.

Credits: 3

Identification, assessment, and needs of children with learning disabiliites.

Credits: 3

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. Pre-reqs: One of EPSE 306, EPSE 313. Co-reqs: One of EPSE 306, EPSE 313.

Credits: 3

Credits: 3

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.

Credits: 3

Credits: 3

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.

Credits: 3

Credits: 3

Planning elementary and secondary level programs for highly able learners.

Credits: 3

Credits: 3

Theories of learning and instruction; principles and practices of diagnosis and assessment as these relate to students with relevant special needs.

Credits: 3

Methods and programs for learning disabilities are reviewed. Practical experience in the development and execution of a remedial program is required. Pre-reqs: EPSE 316.

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 6

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.

Credits: 3

Introduction to social and psychological research on language and literacy development, including reading and writing, individual differences, cross-cultural trends, atypical development, and language changes that result from aging.

HDLC

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Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Pre-reqs: EPSE 449.

Credits: 3

Courses in various subject matter fields designed to bring professionals up to date in recent findings in the field. Many new courses or courses in development are offered first as EPSE 565 courses.

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Credits: 3

Historical and methodological foundations of contemporary studies on motivation. An interdisciplinary review, including how models of motivation differentially impact approaches to pedagogy, curriculum, and other aspects of learning in and beyond schools and communities of practice.

Section:

Credits: 3

Examines theoretical foundations and current research on the promotion and evaluation of social and emotional development and learning in schools and community settings, including cooperation, group interaction, moral education, and classrooms as social systems. Prerequisite: EPSE 505 or equivalent.

HDLC

Section:

Credits: 3

View full description of EPSE 590 Graduating Paper/Seminar.

EPSE 590 Statement of Focus Worksheet

EPSE 590 Registration Form 

Credits: 3

Most research in the social sciences (e.g., education, psychology) uses either correlation or quasi-experimental designs. Correlation designs are taught in EPSE 596. In EPSE 592, the focus is on experimental and quasi-experimental designs, how to analyze and interpret data obtained from such designs, and how to describe results from these analyses using proper format.

Researchers are frequently interested answering questions that involve comparing two or more groups (e.g., sex differences, compare age or education groups, compare control vs. intervention groups). The course will cover various analyses of variance (ANOVA) techniques designed to answer such questions (e.g., one-way ANOVA, two-way ANOVA, repeated measures ANOVA, mixed model ANOVA, ANCOVA) as well as their assumptions, nonparametric alternatives, and relevant effect size indicators. Other related topics, such as sample size and power calculations, three-way ANOVAs and MANOVA, may be included as time permits. Analyses will be conducted using SPSS.

Prerequisites: Successful completion of EPSE 482 or an equivalent course in undergraduate statistics. EPSE 483 is not an acceptable prerequisite course.

Credits: 3

Single subject research is a scientific methodology that allows researchers to conduct a true experiment with one or a small number of subjects. It has played a central role in the development of evidence-based interventions in the fields of special education, clinical psychology, school psychology, counselling psychology, rehabilitation sciences, and audiology and speech sciences. The course focuses on procedures and issues related to the design, implementation and analysis of single subject research. The course covers general methodological information as well as specific details about single subject research designs and the use of single subject methods in applied settings. Issues and applications of statistical procedures to single subject, time series data will also be introduced.

As a function of participating in the course, students will be able to: (a) design and apply single subject research procedures to address research questions and issues in special education, school psychology, counselling psychology, clinical psychology, rehabilitation sciences, or audiology and speech sciences; (b) analyze and interpret data collected with single subject research procedures; (c) discuss contexts in which statistical analysis of time series data is appropriate or necessary and describe methods for conducting such an analysis; and (d) design community-based single subject research that balances the need for scientific rigor with equal need for social relevance.

Prerequisites: Successful completion of EPSE 596 or an equivalent course or permission of the instructor.

Credits: 3

This is an introductory research course focusing especially on interpretive and critical approaches to social science and educational research, what is often called qualitative research. There are no prerequisites for this course so it is appropriate for both masters and doctoral students who are making an initial foray into qualitative research. As an introductory course, the purpose is to explore philosophical and practical aspects of research that will help students in deciding if this research approach ‘works’ for them and to open the door to more advanced course work in interpretive and critical research.

The course begins with a brief philosophical introduction to the foundational ideas in post-positivism and interpretivism that underpin alternative research methodologies and methods. Students will be encouraged to reflect on and come to new understandings about their epistemologies as they learn about interpretive research approaches. The course will provide hands-on activities in data collection and analysis methods that are generic for many interpretive research approaches—focusing especially on participant observation, individual and group in-depth interviewing, and material culture. While the course does not focus in depth on any specific methodology, students will be introduced to a wide range of methodological approaches. Other topics such as ethics and politics of research will discussed, particularly in relation to qualitative research. By reading exemplary examples of interpretive and critical research studies, students will be exposed to models for excellent research within this tradition.

Prerequisites: None

Credits: 3

EPSE 598 Field Experiences Advanced Masters Practicum in School and Applied Child Psychology. This practicum is for master’s students in School and Applied Child Psychology taking additional advanced practicum beyond the core masters practicum experiences.

Prerequisite: Admission to the School Psychology MA or MEd Program

Credits: 6