HIGH INCIDENCE
SPECIAL EDUCATION
Program Information and Student Handbook
Elementary Education/Early Childhood/Special Education Dept.
Campus Box 4037
Emporia State University
1 Kellogg Circle
Emporia, KS 66801-5415
Main Office Phone: 620-341-5445
Created: June 2015
Revised/Reviewed: March 2018
Revised/Reviewed: September 2018
Revised/Reviewed: March 2021
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Table of Contents
Special Education – High Incidence Concentration
Mission Statement ………………………………………………………………………………. 1
Disclaimer ………………………………………………………………………………………. 1
Program Goals & Objectives .…………………………………………………………………... 2
Program Overview ……………………………………………………………………………… 2
Application Process …………………………………………………………………………….. 2
Admission to the High Incidence Special Education Program ….….…………………………… 3
Seniors Earning Graduate Credit ……………………………………………………………….. 3
Degree Candidacy ……………………………………………………………………………… 4
Course Work for High Incidence Master’s Degree …………………..………………………… 5
Non-degree/Licensure Seeking Students ……………………………………………………… 5
Course Work for High Incidence Endorsement Only ………………..………………………… 6
Length of Program ……………………………………………………………………………… 7
Transfer Credit from Another Institution ……………………………………………………… 7
Retention …................................................................................................................................... 8
Practicum ….……………………………………………………………………………….…… 8
Degree Plan ……………………………………………………………………………………… 8
Intent to Graduate ………………………………………………………………………………. 8
Scholarships …………………………………………………………………………………........9
Waiver Requirements………………………………………………………………………….......9
Provisional Endorsement Requirements…………………………………………………………..9
High Incidence Special Education Endorsement Requirements ………………………………. 10
Praxis Test Information ………………………………………………………………………… 11
High Incidence Course Descriptions .………………………………………………………… 11
Capstone Course Application Form …………………………………………………………… 12
Autism Spectrum Disorders Certificate Program
Autism Spectrum Disorders (ASD) Program Overview ………………………………………. 13
Admission Requirements ………………………………………………………………………. 13
Advising & Plan of Study ……………………………………………………………………… 13
Certificate Completion ………………………………………………………………………… 14
ASD Contact Information ………………………………………………………………………14
ASD Course Work ………………………………………………………………………………14
ASD Course Scheduling ……………………………………………………………………….. 14
ASD Course Descriptions ……………………………………………………………………… 15
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EMPORIA STATE UNIVERSITY
High Incidence Special Education Mission Statement
The advanced program in High Incidence Special Education at Emporia State University is tied
directly to The Teachers College conceptual framework. Consequently, the mission of the high
incidence special education faculty is to develop The Professional, who provides service to
society; applies interdisciplinary scholarly knowledge; engages in effective practice; responds to
uncertainty and change; relies on self-reflection; and belongs to professional community.
Disclaimer
The program requirements contained within this document are subject to change and may be
revised as deemed necessary.
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Department of Elementary Education / Early Childhood / Special
Education Graduate Special Education, High Incidence Concentration
www.emporia.edu/highincidence
Program Goals and Objectives
Our graduates:
1. Provide service to society;
2. Apply
interdisciplinary scholarly knowledge;
3. Engage in theory-based effective practice and decision making;
4. Respond to uncertainty and change caused by different needs of students and a changing world
with new technologies that appear at an unprecedented rate;
5. Rely on self-reflection to evaluate, synthesize information, and make decisions about how to
modify teaching practices and appropriately assess student learning; and
6. Belong to a professional community of educators that work in schools to provide healthy
environments for learning and teaching.
Program Overview
The graduate program in high incidence special education at Emporia State University (ESU) is
designed to support the needs of the students, teachers, schools, and special education
administrators in Kansas and throughout the nation. The High Incidence Special Education
curriculum meets the endorsement standards in Kansas for two levels: Childhood (Grades K to 6)
and Adolescence (Grades 6 to 12).
Application Process
Applicants must submit all required admissions documents and be accepted into the program by
the department prior to pre-enrolling in their second semester of study. Acceptance into this
program is a two-level process:
1. Students apply to be admitted to do graduate study at Emporia State at:
https://www.emporia.edu/graduate-school/
2. Students apply for admission into the High Incidence Special Education Program for
either degree candidacy or the endorsement only.
www.emporia.edu/highincidence
Students who have not enrolled for three-years and have been inactivated will be required to
reapply and obtain a new departmental approval/eligibility before they can continue in their
degree program.
Admission to the High Incidence Special Education Program:
1. Complete Emporia State University's Graduate School Application
Important: students in distance programs must submit a copy of the valid government-issued
photo identification (ID) that is acknowledged by the student’s signature. Government-issued
IDs include such documents as driver’s license, passport, military ID, permanent resident card.
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Students must also complete the ID Verification Form at:
https://www.emporia.edu/online-distance-education/admissions/graduate-admissions-process/
2. Hold a bachelor's degree from an accredited college or university and be eligible for a teaching
license.
3. Have a minimum grade point average of 3.00 based on a 4.0 scale (the average may be on the
total undergraduate record or on the last 60 hours).
4. Provide two letters of recommendation from professionals in the field of education,
psychology, or related disciplines supporting the person's request for admission, and address
the candidate's academic skills and personal attributes, strengths and/or weaknesses.
5. Submit a personal letter describing his/her preparation, ability, interests, goals, and reasons for
applying to the program.
6. Submit a signed copy of the Special Education Dispositions Assessment.
7. Provide two Disposition Assessments completed by professionals in the field of education who
are aware of the person's work with children in school settings.
8. Provide a copy of his/her current, valid teaching license.
After acceptance into the Graduate School has been completed, then the application materials will
be reviewed by the High
Incidence Special Education Admissions Committee for acceptance into
the High Incidence Program.
Application review will result in full acceptance, probationary acceptance, or denial. The faculty
admissions committee will determine probation status on a case-by-case basis.
ESU Seniors Earning Graduate Credit in the High Incidence Special Education Program
University policy indicates when undergraduates pursuing a bachelor's in science in education
are seniors (i.e. completed at least 90 credit hours). They can begin taking course work toward
the High Incidence Special Education Provisional endorsement accomplishing the following:
1) Completing a formal application for graduate study and submitting an official transcript.
2) Having a minimum overall undergraduate GPA of 3.25.
3) Prior
to actually enrolling in a 700 level course for graduate credit, the student must
complete a Request for Graduate Credit form through ESU Graduate office.
The form must include signatures from the student's advisor, the special education faculty
member or department chair in lieu of the course instructor, the graduate dean, and the
registrar. This form must be submitted to the graduate office prior to enrollment. Once this
form has been received and approved, the SD700 level classes will be flagged for graduate
credit.
4) Refer to Graduate Policy Handbook for additional information regarding this process.
5) Complete the application required for the high incidence special education program.
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Degree Candidacy (for Master’s Degree Seeking Candidates)
Degree candidacy is granted when a candidate admitted to graduate study has:
1. Successfully completed a minimum of six semester hours of course work in
the graduate
program of study; and
2. Filed a degree plan with the department no later than upon the completion of the 12 hours
of course work. The degree plan must be approved by the candidate's advisor and the
department chair. Candidates must have a grade of A or B on all courses on the plan of
study.
3. Candidates seeking the high incidence endorsement with a master’s degree must hold a
current Kansas teaching license. Students from other states must hold a current teaching
license in their respective state, and they must contact their state department of education
to ensure ESU’s program meets their state’s requirements. Students completing
endorsement program who wish to obtain endorsement for teaching high incidence
special education should contact the Teacher Licensure Officer in the Office of Field
Placement & Licensure within The Teachers College for initial advisement (620-341-
5412).
Courses for High Incidence Master’s Degree
SD 700
Characteristics of Students with High Incidence
Disabilities
3 hrs.
SD 702
Strategies for Students with High Incidence
Disabilities
3 hrs.
SD 799
Consultation and Collaboration
3 hrs.
SD 802
Seminar in Behavior Management
3 hrs.
SD 803
Promoting Literacy for Students with High Incidence
Disabilities
3 hrs.
SD 820
Assessment in Schools
3 hrs.
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SD 708
or
SD 709
Supervised Practice, High Incidence Elementary I
or
Supervised Practice, High Incidence Secondary I
3 hrs. (either)
SD 808
or
SD 809
Supervised Practice, High Incidence Elementary II
or
Supervised Practice, High Incidence Secondary II
3 hrs. (either)
SD 721 Action Research in Special Education
3 hrs.
SD 899
Master’s Capstone Course in Special Education
3 hrs.
Electives required (approved by advisor)
6 hrs.
TOTAL CREDIT HOURS
36 hrs.
Successful completion of the PRAXIS II Exam required for high incidence endorsement
Non-degree/Licensure Seeking Student
(Endorsement-Only Student)
Students with at least a baccalaureate degree from a regionally accredited institution who desire
to enroll in graduate course work but are not seeking a degree or certificate are classified as non-
degree or licensure students. Students must hold a valid teaching license, have applied for a
valid license or have applied for reinstatement for a valid teaching license. Students are required
to pay an application fee and submit proof of baccalaureate degree by submitting official
transcript(s) from a regionally accredited institution. Faculty reserve the right to decide on the
applicability of course work taken prior to formal admission into a non-degree program.
A non-degree or licensure student, who wishes to enter a degree program at a later date, must
submit a new application and go through the admission review process. A maximum of 12
approved hours earned under this status may be applied to a degree program. Students
should check the graduate degree listing or contact the Teacher Licensure Officer within the
Teachers College (620-341-5412) for specific licensure programs offered at ESU.
Endorsement is recommended when a student is admitted to the program and has:
1. Filed a plan of study, which has been approved by the student’s advisor and ESU’s
Teacher Licensure Officer;
2. Earned a grade of A or B on all courses on the plan of study; and
3. Successfully passed the required state licensure exam (e.g. PRAXIS).
Courses for High Incidence Endorsement Only
Characteristics of Students with High Incidence
Disabilities
Strategies for Students with High Incidence
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Disabilities
Supervised Practice, Elementary High Incidence I
or
Supervised Practice, Secondary High Incidence I
SD 799
Consultation and Collaboration
Promoting Literacy for Students with High Incidence
Disabilities
Seminar in Behavior Management
Supervised Practice High Incidence Elementary II
or
Supervised Practice High Incidence Secondary II
Assessment in Schools
TOTAL CREDIT HOURS
24 hrs.
In addition to the successful completion of the above coursework, successful completion of the
PRAXIS II is required to add the High Incidence endorsement to one’s teaching license.
Length of Program
Requirements for the master’s, certificates and specialist in education graduate degrees must be
completed within seven (7) years from the date of the first enrollment. In the case of compelling
circumstances, the Department offering the degree may consider a petition for a one-year
extension of all requirements. The Graduate Council may consider a petition, with Departmental
approval, to validate course work in the ninth or tenth year, dating from the first enrollment.
Validation may be accomplished by examination or additional approved work. No transfer work
can be validated. No work over ten years old can be used to satisfy the requirements for graduate
degrees.
The Graduate Council may consider a petition, with departmental approval, to validate course
work in the ninth or tenth years, dating from the first enrollment. Validation may be
accomplished by certification of current competence with the subject matter either through
examination or through using the content on the job or additional approved work. No transfer
work can be validated. No work over ten years old can be used to satisfy the requirements for
graduate degrees at Emporia State University.
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Credit Transfer
Transfer Credit
from Another Institution
Graduate credit earned from nationally accredited institutions may be transferred for credit
toward the Master's Degree:
1) No more than nine (9) semester hours of credit may be transferred into the master’s degree.
2) A grade of B or higher must have been earned in all such transfer credit.
3) Official transcripts of all transfer work must be on file in the Graduate School prior to
submitting degree plans.
4) Transfer courses must be approved by the advisor, chair of the major department, and the
Dean of the Graduate School.
5) The transfer credit must be applicable toward a graduate degree at the university at which the
course work was taken.
Students who have obtained a degree from a foreign university/college must have a transcript
evaluation from a recommended external source that is a member of National Association of
Credential Evaluation Services (NACES). Students will not be allowed to enroll until the
evaluation has been received in the Graduate School. Students with questions should consult
with the Office of International Education, Registration Office, or the Graduate School. All of
the usual criteria for transfer credits apply (approved by Graduate Council March
2005).
Retention
Candidates are required to earn a B or above on all courses. Candidates who earn a grade of C or
lower may retake the course one time only. Candidates can retake up to 25% of total courses on
their plan of study (i.e., Licensure students can retake up to two courses on their plans of study.
Master’s degree seeking students can retake up to three courses on their plans of study.).
Practicum
The practicum experiences allow candidates opportunities to demonstrate teaching competence
by integrating theory and practice. Candidates will apply, refine and synthesize knowledge,
technique, and skills learned in the coursework. Candidates must complete a planned sequence of
two supervised practicum experiences. Students must be admitted into the program to be eligible
to take practicum. Candidates must be employed as a K-12 teacher of record in a school setting
to complete the practicums. Para-educators must be employed in a K-12 school setting and
approved by their school administrators to complete internships.
Please review the practicum application form for further information about practicum
requirements. The practicum approval form must be submitted and approved before enrollment
in the practicum. Please contact Dr. Mari Caballero at [email protected]
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Degree Plan
A degree program plan must be completed and approved before the second term of enrollment.
Please refer to the graduate policy handbook for the specific requirements. Upon receiving the
acceptance letter, it is the student’s responsibility to contact the assigned advisor to develop the
plan of study.
Intent to Graduate
Notice of intent to graduate must be received by the Graduate School the semester preceding
graduation. The Intent to Graduate form is due the semester before you plan to graduate, March
1 for summer graduates, July 1 for fall graduates, and November 1 for spring graduates. Failure
to give notice of intent to graduate may cause a delay in graduation. The intent to graduate form
must be submitted through your Buzz365 account.
Scholarships Scholarships are available for students admitted into the Master of Science in
Special Education: High Incidence Concentration program. Here is the link to the website for
further information. https://emporia.scholarships.ngwebsolutions.com
Waiver Requirements
1. Be admitted into the Master of Science in High Incidence Special Education degree program
or High Incidence non-licensure Endorsement-Only program.
2. Have a completed and approved degree plan or plan of study (i.e., Edorsement-Only).
3. Be enrolled in at least one course during the same semester the waiver application is made by
the district cooperative.
4. Once Steps 1, 2, and 3 are complete your school district administration will submit the
paperwork for the waiver to the Kansas State Department of Education.
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Requirements for Provisional Endorsement in High Incidence Special Education
Provisional endorsement earned when the following courses are completed:
SD700 Characteristics of Individuals with High Incidence Disabilities
SD702 Strategies for Individuals with High Incidence Disabilities
SD708 Supervised Practice, Elementary High Incidence I
OR
SD709 Supervised Practice, Secondary High Incidence I
Under current Kansas regulation, the candidate may teach up to two years on a provisional
endorsement while working toward completion of the High Incidence course work within the
master's program. The provisional endorsement may be renewed once for an additional two years
if the candidate has completed an additional 50% of the remaining required course work.
Requirements for High Incidence Special Education Endorsement
Endorsement earned when the following courses are completed AND a passing score
on the PRAXIS is earned:
SD 700
Characteristics of Students with High Incidence
Disabilities
3 hrs.
SD 702
Strategies for Students with High Incidence
Disabilities
3 hrs.
SD 708
or
SD 709
Supervised Practice, Elementary High Incidence I
or
Supervised Practice, Secondary High Incidence I
3 hrs. (either)
SD 799
Consultation and Collaboration
3 hrs.
SD 803
Promoting Literacy for Students with High
Incidence Disabilities
3 hrs.
SD 802
Seminar in Behavior Management
3 hrs.
SD 808
or
SD 809
Supervised Practice High Incidence Elementary II
Supervised Practice High Incidence Secondary II
3 hrs (either)
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SD 820
Assessment in Schools
3 hrs.
TOTAL CREDIT HOURS
24 hrs.
Successful completion of the PRAXIS II is required.
Contact the licensure officer at Emporia State University for additional information
regarding the High Incidence Special Education Endorsement. That office can be
reached by calling 620-341-5412.
Praxis Test Information
Students seeking the High Incidence endorsement must successfully pass the Praxis II test.
Praxis test information for the state of Kansas is available through the Educational Testing
Service (ETS) website via the following link: http://www.ets.org/praxis/ks. ESU must be a
score recipient. ESU’s code is 6335.
Currently, the Praxis test needed in order to be eligible for a High Incidence Special Education
endorsement in Kansas is test #5543 with a cut score of 155. Additional information about the
test can be obtained by accessing http://www.ets.org/praxis/ks/requirements. Please contact the
ESU Licensure Officer before signing up for the Praxis test to ensure that the same test is still
being required.
High Incidence Course Descriptions
Each graduate student in the high incidence program must have access to technology with
appropriate software and network connection to support his/her graduate work. Some examples
of technology used in courses might include live chat sessions and streaming videos. You will
also be required to videotape a teaching demonstration during both practicums. Contact the
specific course instructor to inquire about the frequency of live chat sessions and video review
(weekly, biweekly, etc.).
› SD 550 Survey of Exceptionality (or an approved survey course in special education) (3
hrs.)
(Prerequisite, PY100.) This course provides an introduction to each of the following
exceptionalities: gifted and talented, learning disabled, intellectual disability, behavior
disordered, visually impaired, hearing impaired, communication disordered, and physically
disabled and early childhood disabilities. Specific information presented for each exceptionality
includes the following: 1) etiology; 2) assessment/identification; 3) characteristics, and 4) basic
remediation/intervention techniques.
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› SD 700 Characteristics of Students with High Incidence Disabilities (3 hrs.)
This course provides an introduction to the following exceptionalities: learning disabled,
intellectual disability, behavior disordered, and other disability categories. Specific information
presented for each exceptionality includes the following: 1) etiology; 2)
assessment/identification; 3) characteristics, 4) basic remediation/intervention techniques.
Legislation pertaining to individuals with disabilities will also be emphasized.
› SD 702 Strategies for Students with High Incidence Disabilities (3 hrs.)
This course will provide the candidate with descriptions and applications of methods and
strategies for teaching students with high incidence disabilities in need of an adapted curriculum.
Candidates will participate in a variety of activities to demonstrate knowledge and skills to meet
the academic and behavioral needs of learners in primary through secondary levels. Candidates
will learn educational programming techniques, implementation, and evaluation of appropriate
interventions in a variety of roles including consultation and co-teaching.
› SD 708 Assistive Technology (3 hrs.)
(Prerequisites, SD700 and SD702; permission of instructor.) This course provides initial
organized observation and instruction of the student with special needs in various learning
situations. Candidates will participate in activities associated with the role of a professional
educator.
› SD 709 Supervised Practice, High Incidence-Secondary I (3 hrs.)
(Prerequisites, SD700 and SD702; permission of instructor.) This course provides initial
organized observation and instruction of the student with special needs in various learning
situations. Candidates will participate in activities associated with the role of a professional
educator.
› SD 721 Action Research in Special Education (3 hrs.)
An introductory graduate level course in research methodology designed to allow the student to
conduct action research in special education.
› SD 799 Consultation/Collaboration (3 hrs.)
Students will refine and practice effective communication skills. Current models of consultation/
collaboration will be presented and critical.
› SD 802 Seminar In Behavior Management (3 hrs.)
This course provides a practical guide to experienced teachers, teachers in-training, parents, and
paraprofessionals for applying behavior management techniques both in general and special
education settings and in the home. The course focuses on the principles of behavior
management and their application in the educational programs, as well as in the home. This
course will help the student become a critical thinker, creative planner, and effective practitioner.
› SD 803 Promoting Literacy for Students with High Incidence Disabilities (3 hrs.)
The focus of this course is to provide candidates with the background knowledge, current
research, and instructional design that make up a literacy program. The course content will cover
the critical elements of language and literacy; identifies and uses evidence-based interventions to
meet the instructional needs specific to reading, math and other content areas; and includes the
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principles of universal design for learning and the use of technology to support literacy and to
make data-based decisions.
› SD 808 Supervised Practice, High Incidence- Elementary II (3 hrs.)
(Prerequisite, permission of instructor.) This course provides organized observation and
instruction of the student with special needs in various learning situations. Candidates will
participate in activities associated with the role of a professional educator.
› SD 809 Supervised Practice, High Incidence-Secondary II (3 hrs.)
(Prerequisite, permission of instructor.) This course provides organized observation and
instruction of the student with special needs in various learning situations. Candidates will
participate in activities associated with the role of a professional educator.
› SD 820 Assessment in Schools (3 hrs.)
This course is a survey of the broad spectrum of psychological tests used in the assessment of
human potential and functioning. The focus is on the nature, use, and interpretations of various
methods of evaluation with specific reference to measurement in the areas of aptitude,
achievement, interest, personality, and intelligence. Analyzing data and the interpretation of test
results is a major emphasis.
SD 899 Special Education Capstone Course* (3 hrs.)
The High Incidence Special Education Capstone is the culminating course completed by students
seeking the master’s degree in the High Incidence Special Education Program. The Capstone will
integrate the knowledge gained from previous program courses by having students produce a
final portfolio. The course will provide a series of assignments to support students as they
develop their final portfolio. The final portfolio will be an applied one demonstrating the
students’ mastery of educational theory and pedagogical skills. Additionally, the final portfolio
must align knowledge from previous coursework with the students’ current or anticipated
professional responsibilities as special education teachers or as educational professionals in other
roles (e.g., general education teachers) who will be working with students with high incidence
disabilities. Students will deliver a public demonstration of the final portfolio at the end of the
Capstone semester.
Prerequisites:
To be eligible to take the Capstone course, students must have:
Submitted an application to take the Capstone course that a) has been approved by the
student’s advisor and b) includes the identification of a Capstone project
Completed all of the High Incidence Program Endorsement Courses with a grade of B or
higher*
Capstone Course Application Form: Contact Erin Tuttle at [email protected] or
620-341-5028
*The Capstone is completed during a student’s last or second-to-last semester. It is
possible to complete up to two other courses while taking the Capstone course.
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CERTIFICATE IN AUTISM SPECTRUM DISORDERS
Program Overview
The Teachers College at Emporia State University offers a graduate certificate program in
Autistic Spectrum Disorders (ASD). This interdisciplinary online program helps professionals
who work with persons with ASD and their family members develop the knowledge and skills
needed to do so effectively.
The ASD graduate certificate requires 12 graduate credit hours. It can be completed either
independent from or as a part of a master’s degree. The program is designed for the following
professionals:
1. Education (e.g., early childhood, general or special education)
2. Counseling (e.g., rehabilitative counseling, school counseling)
3. Psychology (e.g., school psychology)
4. Art therapy
Family members of persons with ASD who meet the program admissions requirements may also
complete the program.
Admission Requirements
1. Undergraduate (baccalaureate) degree in a related field of study from an accredited
college or university.
2. Admission to Emporia State University for graduate study.
3. Complete the online application form at: https://www.emporia.edu/graduate-
school/admissions-costs/graduate-school-admissions-requirements/
4. Pay application fee following the directions on the application form.
5. Submit official transcripts from each institution you have attended to the following
address:
Graduate School, Campus Box 4003
Emporia State University
1 Kellogg Circle
Emporia, KS 66801-5415
Advising and Plan of Study
Each student will be assigned an advisor in the student's main area of interest, background, or
specialization. The advisor and student will develop a plan of study including courses to be
taken. This plan of study will be submitted for approval by the director(s) of the ASD program,
and then forwarded for approval by the appropriate department chair.
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Certificate Completion
Completion of all courses in the student's plan of study will result in award of the graduate
certificate in Autistic Spectrum Disorders. The student will receive a certificate from the
university.
Contact Information
For more information please contact Dr. Marj Bock at [email protected]
Certificate in Autistic Spectrum Disorders Courses
Required Courses (6 credit hours)
Strategies for Students with Autism Spectrum
Disorders
Medical Aspects of Disability
Elective Courses (6 credit hours from the following)
Advanced Behavioral Interventions
Assistive Technology
Psychosocial Development and Disability
Behavior Analysis, Art & Play with the Child
with Autism
Seminar in Behavior Modification
Theories of Learning
Special Topics in Special Education
**This course is offered through the Art Therapy program.
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Course Scheduling
Fall
Theories of Learning
Special Topics in Special Education
Strategies for Students with Autism Spectrum
Disorders
Medical Aspects of Disability
Spring
Advanced Behavioral Interventions
Assistive Technology
Summer
Psychosocial Development and Disability
Behavior Analysis, Art & Play with the Child
with Autism
Seminar in Behavior Modification
Course Descriptions
› SD 760 Strategies for Students with Autism Spectrum Disorders (3 hrs)
This course will provide the candidate with descriptions and applications of methods and
strategies for teaching students with autistic spectrum disorders. Candidates will participate in a
variety of activities to demonstrate knowledge and skills to meet the academic, social, and
behavioral needs of learners in primary through secondary levels. Candidates will learn
educational programming techniques, implementation, and evaluation of appropriate
interventions in a variety of roles including consultation and co-teaching.
› RE 730 Medical Aspects of Disability (3 hrs)
Provides medical information about disabling conditions and introduces students to medical
terminology. Includes knowledge of the etiology, prognosis, methods of treatment, effects of
disabling conditions and implications for the rehabilitation professional. Relationships of other
health related personnel to medical services and comprehensive rehabilitation are also
emphasized.
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› SD 805 Advanced Behavior Interventions (3 hrs)
(Prerequisites; SD 802 or PY 851) This course provides a practical guide to experienced
teachers, teachers-in-training, parents, and paraprofessionals for applying behavior management
techniques both in general and special educational settings and in the home. The course focuses
on the principles of behavior management and their application in the educational programs, as
well as in the home.
› SD 720 Assistive Technology (3 hrs)
The purpose of this course is to explore the use of assistive technology to meet the needs of
students with exceptionalities and in the rehabilitation process. The course will address assistive
technology assessment procedures, differentiating instruction using assistive technology, using
assistive technology for students to compensate for their disabilities, assessing the effectiveness
of assistive technology, addressing the need for assistive technology through the I.E.P. process,
and applying assistive technology to daily living skills and rehabilitation goals.
› RE 732 Psychosocial Development and Disability (3 hrs)
This course focuses on understanding the psychosocial process involved in adjusting to
disability. The major characteristics of disability that impact adjustment will be explored as well
as stage theories typically cited when referencing the adjustment to disability. Social,
environmental, and political factors that impact how persons with disabilities are viewed in
society will be discussed. A developmental approach will be taken as life stages will be explored.
The impact that disability has on personality development, sexual functioning, families, and
social functioning will also be covered.
› CE 702 Behavior Analysis, Art, and Play with the Child with Autism (3 hrs)
This course concentrates on the use of Applied Behavior Analysis, Creative Arts Therapies, and
Play Therapy with individuals with diagnoses on the Autism Spectrum. Additionally it will
explore the history of these disciplines, their application to working with individuals with Autism
and combinational use of these techniques. This course is a broad overview and will not qualify
students as practitioners of any of the disciplines, however it will provide students with tools that
can be used in their professional interaction with individuals with Autism.
› PY 851 Seminar in Behavior Modification (3 hrs)
The course concentrates on the history, principles, procedures and applications of behavior
management techniques to settings such as schools, homes, day-care centers, hospitals,
businesses and industry. Additionally, functional behavioral assessment, behavioral intervention
plans, outpatients applications and self-management techniques are included.
› PY 722 Theories of Learning (3 hrs)
The major theories of learning are analyzed, compared, and evaluated in light of current
research.
› SD 703 Special Topics in Special Education (3 hrs)
(A sub-title will be assigned for each special topic offered.) The course will be taught on demand
to provide in-depth consideration of specialized topics and current issues in Special Education.