Detailed course offerings (Time Schedule) are available for
To see the detailed Instructor Class Description, click on the underlined instructor name following the course description.
T EDSP 513 Issues in Autism for Educators (3)
Prepares general and special education teachers to sere children who are diagnosed with Autistic Spectrum Disorder (ASD) in a variety of settings with a specific focus on inclusion and positive behavior supports. Offers specific and evidence-based information relevant to assessing, planning, and implementing interventions for children with ASD.
T EDSP 520 Multicultural Issues in Special Education (3)
Provides an analysis of multicultural and bilingual perspectives in education with an emphasis on issues relevant to special education. Addresses issues and trends affecting the education of diverse students in special education. Emphasizes research based practices for serving culturally and linguistically diverse students.
T EDSP 539 Introduction to Exceptionalities (3)
Provides an overview of all disabling conditions including low and high incidence disabilities. Examines the nature of various disabilities, program implications, and the continuum of delivery options available to special education students.
Instructor Course Description: Vanessa E. Tucker
T EDSP 541 Reading Methods and Interventions (3)
Utilizes theory, research, and validated methods for designing literacy instruction. Focuses on effective teaching for beginning and struggling readers. Includes instructional design, assessment, and monitoring progress with additional attention to reading in special education contexts. Offered: jointly with T EDUC 541.
T EDSP 542 Structuring The Classroom For Success (3)
Focuses on how to create a well-managed classroom and school environment that supports students' personal growth and promotes academic success. For teachers of at-risk/mainstreamed students Addresses alternative delivery systems and strategies for meeting individual needs.
T EDSP 543 Math Methods and Interventions (3)
Utilizes theory, research, and validated methods for designing effective mathematics instruction for academic interventions and support for students struggling in mathematics. Includes instructional design, assessment, and monitoring progress with additional attention to math learning in special education contexts. Offered: jointly with T EDUC 543.
T EDSP 544 Special Education Assessment and Evaluation (3)
Explores the main purposes for educational assessment of students with disabilities including the social, legal, and ethical considerations involved in educational assessments. Addresses the roles and responsibilities of each member of the assessment team. Discusses various measurements including standardized tests, norm, criterion referenced, and curriculum-based assessment.
Instructor Course Description: Vanessa E. Tucker
T EDSP 545 Introduction to Emotional Behavioral Disabilities (3)
Examines the theories relative to teaching children and youth with emotional behavioral disorders. Discusses factors such as family, biological, school, and other environmental influences. Addresses specific classroom strategies based on student assessment and evaluation, including functional behavior assessment and positive behavior intervention plans.
T EDSP 546 Collaborative Consultation (3)
Focuses on the need for collaboration between general and special educators brought on by current changes in both instructional delivery systems for students with disabilities, and in the law. Overview of the knowledge and skills necessary to become a full participant in school-based collaboration model.
T EDSP 547 Special Education And The Law (3)
Examines the complex set of laws, regulations, and court cases have built up in recent years that govern the education of students with disabilities. Comprehensive introduction to the legal issues in special education, approached through the larger context of education law.
T EDSP 548 Special Education Classroom Management (3)
Prepares special education teachers with skills in research-based problem prevention and problem-solving strategies that enable them to promote academic success for students with special needs. Addresses theoretical implications and applications of evidence-based behavior management strategies.
T EDSP 550 Special Education Principles and Practices I (3)
Provides in-depth exploration of disabling conditions with emphasis on the etiology of high incidence disabilities. Covers theoretical, conceptual and empirical bases to meet the needs of diverse students. Addresses legislation including the IDEiA, Section 504 of the Vocational Rehabilitation Act, and the Washington Administrative Code: Special Education Rules and Regulations.
T EDSP 551 Special Education Principles and Practices II (3)
Provides the knowledge and skills to design research-based program options for students with disabilities and to evaluate the efficacy of a continuum of service delivery options. Includes issues unique to special educators such as development and implementation of individual education and transition plans, scheduling, and working with paraprofessionals.
T EDSP 556 Social and Emotional Learning (3) Feuerborn
Prepares teacher to meet the social and emotional needs of primary and secondary students. Provides in-depth exploration of theory and practice including evidence-based assessment and supports across the universal, targeted, and intensive levels of prevention. Geared toward teachers interested in working with students who lack critical skills necessary for resiliency. Offered: jointly with T EDUC 556; Sp.
T EDSP 583 Response to Intervention: Academic Intervention Seminar (3)
Focuses on academic interventions for K-12 struggling students. Includes preparation, presentation, discussion, and evaluation of research papers.
T EDSP 584 Response to Intervention: Social, Emotional, Behavioral Supports and Intervention Seminar (3)
Focuses on social, emotional, and behavioral supports and interventions for K-12 struggling students. Includes preparation, presentation, discussion, and evaluation of research papers.
T EDSP 587 Special Education Field Experience and Reflective Seminar I (1-5, max. 5)
Observation and evaluation of research-based practices in assigned public school classrooms under University supervision with accompanying guided inquiry into the nature and social context of teaching and learning. Reflective seminar component draws heavily upon observations and experiences from interns' site placements.
T EDSP 588 Special Education Field Experience and Reflective Seminar II (1-5, max. 5)
Observation and participation practicum in assigned public school classrooms under University supervision with accompanying guided inquiry into the nature and social context of teaching and learning. Reflective seminar integrates evidence-based practices with experiences from interns' site placements. Prerequisite: T EDSP 587.
T EDSP 589 Special Education Field Experience and Reflective Seminar III (1-12, max. 12)
Culminating classroom internship in assigned public school classrooms under University supervision with accompanying guided inquiry into the nature and social context of teaching and learning. Experiences in the site placements focus on synthesis of planning, management, teaching and assessment of the learning environment. Prerequisite: T EDSP 588 or permission of instructor.
T EDSP 590 Special Education Reflective Seminar (1-3, max. 3)
Provides guided inquiry into the nature and social context of teaching and learning in the special education classroom, as contrasted with the more pragmatic content of other components of the Teacher Certification Program.
T EDSP 591 Special Topics in Education (1-9, max. 9)
Offered: jointly with T EDUC 591.
T EDSP 593 Practicum Seminar I (3)
Provides the background, knowledge, and opportunity to explore research-based practices with students in classrooms. Prerequisite: Completion of core and strand requirements or permission of instructor. Offered: jointly with T EDUC 593.
T EDSP 594 Special Education Seminar II: Collaboration In The Education Community (3)
Explores several avenues to successful collaborative problem-solving approaches to meeting the needs of students with disabilities who are receiving their instruction in the general-education classroom.
Instructor Course Description: Katherine M Bartlett
T EDSP 595 Induction Seminar For Special Educators (3)
Analyzes retention issues affecting beginning special education teachers. Synthesizes research-based skills and knowledge. Evaluates procedures for finding a mentor and best practices for long-term success. Examines support systems for special educators with regard to expectations of schools, legal expectations, and the needs of students in today's K-8 schools.