Online Special Education Licensure Only Programs — Courses

EDPS 52400 will explore significant reading difficulties, such as dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Total Credits: 3

* Candidates completing this course will obtain a Orton Gillingham Certificate of Completion. This certificate may result in candidates ability to secure an additional Reading Credential within his/her state. Please check your state's Department of Education to see if your state provides this option. Seminar will take place in Week 1 of this course.

EDPS 56800 will introduce candidates to the historical perspectives and foundations of education policy, current issues, and research while exploring ethical guidelines, as well as the rights, roles, and responsibilities of stakeholders and organizations concerning individuals with exceptionalities. Candidates will analyze these social, legal and ethical issues from a comprehensive, life-long, cultural, and diverse perspective as it relates to their professional practice addressing the needs of learners with exceptionalities.

Total Credits: 3

EDPS 57701  will  explore  the 4 areas of child development and the milestones associated with Cognitive, Social/Emotional, Language and Communication, and Movement and Physical development. This foundation in typical development will allow candidates to better understand atypical development in relation to characteristics and etiologies of mild disabilities. Candidates will investigate the multiple impacts systems have on individuals with mild disabilities and their families.

Total Credits: 3

This course is designed to assist you with the completion of required documents that will help determine the appropriate clinical placement structure for your unique situation. This course includes two different process that are required in order to arrange clinical practice placements. The two processes include:

Clinical Practice Pre-Application Process
AND
Clinical Practice Application Process

Total Credit: 1

EDPS 51500 will introduce candidates to types, characteristics, strengths, limitations, theoretical approaches and research-based models of behavior intervention, motivation, and reinforcement techniques used with students with exceptional behavioral needs in school settings. Candidates will apply this knowledge to develop and implement a functional behavioral assessment and a behavior support plan.

Total Credits: 3

EDPS 56300 will  introduce  candidates to multiple methods of assessment and data sources to support data-based decision making for student with mild and intense intervention needs. Candidates will explore validity, reliability, formal and informal assessment types, as well as culturally and linguistically appropriate assessments to (a) guide eligibility, program, and placement decisions; (b) inform instruction of students with mild and intense intervention needs; and (c) minimizes bias in educational decision making.

Total Credits: 3

EDPS 56500 will explore research-supported general and specialized math curricula to prepare candidates to design and/or adapt math lessons and instructional materials to meet the math needs of students with exceptionalities.

Total Credits: 3

EDPS  55800 will explore a variety of resources, strategies, and techniques for promoting successful life transitions for students with mild and intense intervention needs before and throughout the school years and into postsecondary and adult settings.

Total Credits: 3

EDPS 52400 will explore significant reading difficulties, such as dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Total Credits: 3

* Candidates completing this course will obtain a Orton Gillingham Certificate of Completion. This certificate may result in candidates ability to secure an additional Reading Credential within his/her state. Please check your state's Department of Education to see if your state provides this option. Seminar will take place in Week 1 of this course.

EDPS 52700  will explore research-supported general and specialized literacy curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with exceptionalities.

Total Credits: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500).

Total Credits: 3

EDPS 56601 is a supervised 16- week teaching experience in special education. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisite: EDPS 56010)

Total Credits: 4

Explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.

Total Credit: 1

EDPS 56800 will introduce candidates to the historical perspectives and foundations of education policy, current issues, and research while exploring ethical guidelines, as well as the rights, roles, and responsibilities of stakeholders and organizations concerning individuals with exceptionalities. Candidates will analyze these social, legal and ethical issues from a comprehensive, life-long, cultural, and diverse perspective as it relates to their professional practice addressing the needs of learners with exceptionalities.

Total Credit: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500).

Total Credits: 3

This course is designed to assist you with the completion of required documents that will help determine the appropriate clinical placement structure for your unique situation. This course includes two different process that are required in order to arrange clinical practice placements. The two processes include:

Clinical Practice Pre-Application Process
AND
Clinical Practice Application Process

Total Credit: 1

EDPS 51500 will introduce candidates to types, characteristics, strengths, limitations, theoretical approaches and research-based models of behavior intervention, motivation, and reinforcement techniques used with students with exceptional behavioral needs in school settings. Candidates will apply this knowledge to develop and implement a functional behavioral assessment and a behavior support plan.

Total Credits: 3

EDPS 56300 will  introduce  candidates to multiple methods of assessment and data sources to support data-based decision making for student with mild and intense intervention needs. Candidates will explore validity, reliability, formal and informal assessment types, as well as culturally and linguistically appropriate assessments to (a) guide eligibility, program, and placement decisions; (b) inform instruction of students with mild and intense intervention needs; and (c) minimizes bias in educational decision making.

Total Credits: 3

EDPS 56500 will explore research-supported general and specialized math curricula to prepare candidates to design and/or adapt math lessons and instructional materials to meet the math needs of students with exceptionalities.

Total Credits: 3

EDPS 55800 will explore a variety of resources, strategies, and techniques for promoting successful life transitions for students with mild and intense intervention needs before and throughout the school years and into postsecondary and adult settings.

Total Credits: 3

EDPS 52400 will explore significant reading difficulties, such as dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Total Credits: 3

* Candidates completing this course will obtain a Orton Gillingham Certificate of Completion. This certificate may result in candidates ability to secure an additional Reading Credential within his/her state. Please check your state's Department of Education to see if your state provides this option. Seminar will take place in Week 1 of this course.

EDPS 52700  will explore research-supported general and specialized literacy curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with exceptionalities.

Total Credits: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs.  Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500).

Total Credits: 3

EDPS 57300 will explore instructional programs, interventions, services, and implications specific to independent living, career, education, and medical self-management procedures that support students with intense medical, physical, or chronic health care needs.

Total Credits: 3

EDPS 56601 is a supervised 16- week teaching experience in special education. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisite: EDPS 56010)

Total Credits: 4

EDPS 57600 will explore  research-supported general and specialized  content-area (Reading, Math, Writing, Science, Social Studies) curricula as well as functional and independent skill curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with intense intervention needs. (Prerequisites: EDPS 52000 & 57300)

Total Credits: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs.  Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500)

 Total Credits: 3

EDPS 56601 is  a supervis ed 16- week teaching experience in special education.   Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisite: EDPS 56010)

Total Credits: 4

Explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.

Total Credit: 1

*Official course number will be assigned upon approval from the Graduate School.

EDPS 56800 will introduce candidates to the historical perspectives and foundations of education policy, current issues, and research while exploring ethical guidelines, as well as the rights, roles, and responsibilities of stakeholders and organizations concerning individuals with exceptionalities. Candidates will analyze these social, legal and ethical issues from a comprehensive, life-long, cultural, and diverse perspective as it relates to their professional practice addressing the needs of learners with exceptionalities.

Total Credits: 3

EDPS 57701 will explore the 4 areas of child development and the milestones associated with Cognitive, Social/Emotional, Language and Communication, and Movement and Physical development. This foundation in typical development will allow candidates to better understand atypical development in relation to characteristics and etiologies of mild disabilities. Candidates will investigate the multiple impacts systems have on individuals with mild disabilities and their families.

Total Credits: 3

EDPS 56300 will  introduce  candidates to multiple methods of assessment and data sources to support data-based decision making for student with mild and intense intervention needs. Candidates will explore validity, reliability, formal and informal assessment types, as well as culturally and linguistically appropriate assessments to (a) guide eligibility, program, and placement decisions; (b) inform instruction of students with mild and intense intervention needs; and (c) minimizes bias in educational decision making.

Total Credits: 3

EDPS 51500 will introduce candidates to types, characteristics, strengths, limitations, theoretical approaches and research-based models of behavior intervention, motivation, and reinforcement techniques used with students with exceptional behavioral needs in school settings. Candidates will apply this knowledge to develop and implement a functional behavioral assessment and a behavior support plan.

Total Credits: 3

EDPS 56300 will introduce candidates to multiple methods of assessment and data sources to support data-based decision making for student with mild and intense intervention needs. Candidates will explore validity, reliability, formal and informal assessment types, as well as culturally and linguistically appropriate assessments to (a) guide eligibility, program, and placement decisions; (b) inform instruction of students with mild and intense intervention needs; and (c) minimizes bias in educational decision making.

Total Credits: 3

EDPS 56500 will explore research-supported general and specialized math curricula to prepare candidates to design and/or adapt math lessons and instructional materials to meet the math needs of students with exceptionalities.

Total Credits: 3

EDPS 55800 will explore a variety of resources, strategies, and techniques for promoting successful life transitions for students with mild and intense intervention needs before and throughout the school years and into postsecondary and adult settings.

Total Credits: 3

EDPS 52400 will explore significant reading difficulties, such as dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Total Credits: 3

* Candidates completing this course will obtain a Orton Gillingham Certificate of Completion. This certificate may result in candidates ability to secure an additional Reading Credential within his/her state. Please check your state's Department of Education to see if your state provides this option. Seminar will take place in Week 1 of this course.

EDPS 52700 will explore research-supported general and specialized literacy curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with exceptionalities.

Total Credits: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500).

Total Credits: 3

Explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.

Total Credit: 1

*Official course number will be assigned upon approval from the Graduate School.

Explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.

Total Credit: 1

EDPS 57300 will explore instructional programs, interventions, services, and implications specific to independent living, career, education, and medical self-management procedures that support students with intense medical, physical, or chronic health care needs.

Total Credits: 3

EDPS 52000 will explore the spectrum of typical and atypical human development as a foundation to study the characteristics and etiologies of individuals with intense intervention needs. Candidates will study the impact of ecosystems and their components (e.g., culture, language, communication, technology (e.g., AAC systems); socioeconomic, medical, physical, and health factors) on the educational outcomes of learners with intense intervention needs.

Total Credits: 3

EDPS 57600 will explore research-supported general and specialized content-area (Reading, Math, Writing, Science, Social Studies) curricula as well as functional and independent skill curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with intense intervention needs. (Prerequisites: EDPS 52000 & 57300)

Total Credits: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs.  Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500)

Total Credits: 3

Explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.

Total Credit: 1

*Official course number will be assigned upon approval from the Graduate School.

EDPS 56800 will introduce candidates to the historical perspectives and foundations of education policy, current issues, and research while exploring ethical guidelines, as well as the rights, roles, and responsibilities of stakeholders and organizations concerning individuals with exceptionalities. Candidates will analyze these social, legal and ethical issues from a comprehensive, life-long, cultural, and diverse perspective as it relates to their professional practice addressing the needs of learners with exceptionalities.

Total Credit: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs.  Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500)

Total Credits: 3

Explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn about various learning strategies and online resources that you can utilize in your courses.

Total Credit: 1

EDPS 51500 will introduce candidates to types, characteristics, strengths, limitations, theoretical approaches and research-based models of behavior intervention, motivation, and reinforcement techniques used with students with exceptional behavioral needs in school settings. Candidates will apply this knowledge to develop and implement a functional behavioral assessment and a behavior support plan.

Total Credit: 3

EDPS 56300 will  introduce  candidates to multiple methods of assessment and data sources to support data-based decision making for student with mild and intense intervention needs. Candidates will explore validity, reliability, formal and informal assessment types, as well as culturally and linguistically appropriate assessments to (a) guide eligibility, program, and placement decisions; (b) inform instruction of students with mild and intense intervention needs; and (c) minimizes bias in educational decision making.

Total Credit: 3

EDPS 56500 will explore research-supported general and specialized math curricula to prepare candidates to design and/or adapt math lessons and instructional materials to meet the math needs of students with exceptionalities.

Total Credit: 3

EDPS  55800 will explore a variety of resources, strategies, and techniques for promoting successful life transitions for students with mild and intense intervention needs before and throughout the school years and into postsecondary and adult settings.

EDPS 52400 will explore significant reading difficulties, such as dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

EDPS 52400 will explore significant reading difficulties, such as dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Total Credit: 3

* Candidates completing this course will obtain a Orton Gillingham Certificate of Completion. This certificate may result in candidates ability to secure an additional Reading Credential within his/her state. Please check your state's Department of Education to see if your state provides this option. Seminar will take place in Week 1 of this course.

EDPS 52700  will explore research-supported general and specialized literacy curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with exceptionalities.

Total Credit: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500).

Total Credit: 3

EDPS 57300 will explore instructional programs, interventions, services, and implications specific to independent living, career, education, and medical self-management procedures that support students with intense medical, physical, or chronic health care needs.

Total Credits: 3

EDPS 52000 will explore the spectrum of typical and atypical human development as a foundation to study the characteristics and etiologies of individuals with intense intervention needs. Candidates will study the impact of ecosystems and their components (e.g., culture, language, communication, technology (e.g., AAC systems); socioeconomic, medical, physical, and health factors) on the educational outcomes of learners with intense intervention needs.

Total Credits: 3

EDPS 57600 will explore research-supported general and specialized content-area (Reading, Math, Writing, Science, Social Studies) curricula as well as functional and independent skill curricula to prepare candidates to design and/or adapt instructional lessons and materials to meet the needs of students with intense intervention needs. (Prerequisites: EDPS 52000 & 57300)

Total Credits: 3

EDPS 56010 is a supervised clinical practice experience across two (2) special education settings, one at the elementary level (K-6) and a second experience at the secondary level (5-12) serving students with Mild and/or Intense Intervention Needs. Candidates assess, design and deliver lessons, manage student needs and behaviors, develop IEPs, integrate technology to enhance learning outcomes and communication, collaborate with families and colleagues, and analyze the experience of facilitating a classroom and caseload of students. (Prerequisites: EDPS 57600 and/or EDPS 52400; EDPS 52700; EDPS 56500)

Total Credits: 3