Special Education (EDSE)

Graduate School of Education

401 Introduction to Special Education (3:3:0). Provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of and for individuals with disabilities ranging from mild and moderate to severe levels of varying disabilities. Includes the impact of disabilities on academic and social and emotional performances. Field experience is required.

402 Classroom Management and Applied Behavior Analysis (3:3:0). Focuses on identifying, recording, evaluating, and changing social and academic behaviors of special and diverse populations. Explores theories of classroom management and various approaches to management including use of technological advances. Emphasizes developing classroom and individual behavior management plans.

403 Language Development and Reading (3:3:0). Provides in-depth coverage of reading instruction for students with special needs. Topics include language development and emergent literacy skills, reading sub skills including auditory discrimination and phonemic awareness, decoding and word reading, reading comprehension, and use of technological advances in the teaching of reading.

414 Creating Environments and Adapting Curriculum for Diverse Learners (3:3:0). Provides students with an understanding of developmentally appropriate programs and practices for culturally, linguistically, and ability diverse young children. Students explore, plan, and implement curricula and environments using individually, age-related, and culturally appropriate methods and materials. Provides an understanding of the important role of play, active exploration, the construction and representation of knowledge, and social interaction with peers and family members.

415 Early Intervention for Infants and Toddlers with Disabilities (3:3:0). Explores current public policy initiatives for coordinating services for infants and toddlers. Covers models of services delivery and approaches to family-centered service.

422 Augmentative Communication (3:3:0). Focuses on alternative language, literacy, and communication techniques for children with severe language and speech impairments.

423 Language Acquisition and Communication for Diverse Infants and Toddlers (3:3:0). Provides students with an understanding of early language development in terms of each of the five major components of language. Speech, language, and communication are discussed, particularly in terms of their interrelatedness with cognitive and sociocultural development. The importance of adult-child interaction and the impact of bilingualism, cultural diversity, cognitive ability, and language disorder are explored.

424 Culturally, Linguistically, and Developmentally Appropriate Practices with Infants and Toddlers (3:3:0). Provides students with an understanding of culturally, linguistically, and developmentally appropriate programs and practices in community settings that provide services to infants and toddlers with varied abilities and their families. Students explore, plan, and implement developmentally supportive activities with infants and toddlers and their families. Students are expected to become familiar with the cultural context of the infants and toddlers with whom they are working. A special emphasis of this course is providing home-based services.

428 Elementary Reading, Curriculum, and Strategies for Mild Disabilities (3:3:0). Applies research on teacher effectiveness, teacher accountability, instructional approaches, and advances in technology at the elementary level for individuals with emotional disturbance, learning disabilities, and mental retardation. Includes curriculum and instructional strategies in reading, language arts, mathematics, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; and peer-mediated instruction including cooperative learning and peer tutoring.

429 Secondary Curriculum and Strategies for Mild Disabilities (3:3:0). Applies research on teacher effectiveness, teacher accountability, instructional approaches, and technological advances at the secondary level for individuals with emotional disturbance, learning disabilities, and mental retardation. Includes curriculum and instructional strategies in reading, language arts, math, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; peer-mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition to community, workplace, and post-secondary environments.

431 Transition and Community Based Instruction (3:3:0). Addresses issues in transition for youth with severe disabilities. Covers self-determination, development and implementation of a transition plan, post-secondary opportunities including education and community-based instruction, and vocational environments.

432 Positive Behavior Supports (3:3:0). Focuses on concepts and skills to design, implement, and evaluate behavior support programs derived from functional assessment; use effective teaching strategies; address relevant replacement skills; facilitate generalization and maintenance of skills and incorporate individually designed crisis intervention procedures.

434 Communication and Severe Disabilities (3:3:0). Introduces professionals to augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. Addresses the knowledge and skills needed to assess the potential AAC user, make team decisions, develop and implement instruction, and evaluate the effects of instruction, aimed at motivating, building, and expanding communication, choice-making, and social interaction.

440 Characteristics of Students with Emotional Disturbance and Learning Disabilities (3:3:0). Covers theories and specific conditions in learning disabilities and emotional disorders. Includes the impact of these learning and behavioral differences on academic and social and emotional performances. Addresses diversity within student populations. Experiential, observational, and interactive strategies, including use of technological advances, are used to facilitate fulfillment of the outcomes established for the course. Field experience may be required.

442 Characteristics of Students with Mental Retardation (3:3:0). Covers theories and specific conditions in mental retardation and provides advanced study of persons with mental retardation, ranging in age from preschool to adult. Topics include historical development of the field of mental retardation; theoretical models of mental retardation; etiological factors; characteristics; models of assessment and intervention, including technological advances; and issues and trends, including legislation and litigation. Includes the study of the impact of mental retardation on academic and social and emotional performances. Field experience is required.

447 Medical and Developmental Risk Factors for Children with Disabilities (3:3:0). Examines the nature and causes of disabling and/or special health conditions. Examines screening and evaluation techniques, characteristics, and educational implications.

456 Language Development and Communication for Diverse Infants and Toddlers (3:3:0). Provides students with an understanding of early language development in terms of each of the five major components of language. Speech, language, and communication are discussed, particularly in terms of their interrelatedness with cognitive and sociocultural development. The importance of adult-child interaction and the impact of bilingualism, cultural diversity, cognitive ability, and language disorder also are explored.

457 Language Development and Emergent Literacy for Diverse Learners (3:3:0). Addresses first and second language acquisition and its application in the various contexts in which children develop. Explores the impact of disability and second language acquisition, and the inter-relationship of speaking, listening, and writing. Includes review of characteristics and etiology of children with language disabilities. Also addresses the diversity of communication styles in families, communities, and cultures. Field experience is required.

458 Physical and Sensory Disabilities: Developmental, Education, and Medical Aspects (3:3:0). Focuses on physical, sensory, medical, and health aspects of child development, including etiology and symptomatology of developmental disabilities affecting physical development. Emphasizes positioning, handling, adaptive strategies, and understanding of assistive technology devices. Focuses on the understanding of roles of related disciplines in collaborative planning and service delivery. Field experience is required.

459 Curriculum and Methods: Early Childhood Special Education (3:3:0). Emphasizes planning, organizing, implementing, and evaluating programs for young children with special needs.

500 In-Service Educational Development (1-6:0:0). See EDUC 500.

501 Introduction to Special Education (3:3:0). Provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of and for individuals with disabilities ranging from mild and moderate to severe levels of varying disabilities. Includes the impact of disabilities on academic and social and emotional performances. Field experience is required.

502 Classroom Management and Applied Behavior Analysis (3:3:0). Focuses on identifying, recording, evaluating, and changing social and academic behaviors of special and diverse populations. Explores theories of classroom management and various approaches to management including use of technological advances. Emphasizes developing classroom and individual behavior-management plans.

503 Language Development and Reading (3:3:0). Provides in-depth coverage of reading instruction for students with special needs. Topics include language development and emergent literacy skills, reading subskills including auditory discrimination and phonemic awareness, decoding and word reading, reading comprehension, and use of technological advances in the teaching of reading.

510/EDIT 510 Introduction to Assistive Technology (3:3:0). See EDIT 510.

517 Computer Applications for Special Populations (3:3:0). Prerequisite: Graduate standing or permission of instructor. Presents a lecture/laboratory course for teachers of special populations (e.g., children with disabilities, bilingual children) in applications of computer technology for instructional programs and computer skills. Students learn to use computer technology designed for special populations.

522/EDIT 522 Assistive Technology for Individuals with Sensory Impairments (2-3:2-3:0). See EDIT 522.

523/EDIT 523 Accessibility/Input Modification (1-3: 13:0). See EDIT 523.

524/EDIT 524 Assistive Technology for Individuals with Learning Disabilities (2:2:0). See EDIT 524.

525/EDIT 525 Software for Individuals with Special Needs (1-2:-1-2:0). See EDIT 525.

526/EDIT 526 Assistive Technology and the Internet (2:2:0). See EDIT 526.

527 Adapted Sports, Recreation, and Leisure (1:1:0). Introduces tools for adapting sports, recreation, and leisure activities to promote the benefits of active participation, relaxation, health, and wellbeing for individuals with differing abilities. Students participate in simulations, research, and design. Knowledge and awareness components of this course may be delivered via distance education.

528 Low-Tech Assistive Technology Solutions (1:1:0). Focuses on functional applications of low-technology solutions within the areas of self-care; mobility and transfer communication; stability and support; sports, recreation, and leisure; and academic and work environments. The course includes exploration and opportunities to design and create low-tech devices for children and adults. Knowledge and awareness components of this course may be delivered via distance education.

530 Policy Perspectives Affecting Diverse Young Learners and Their Families (3:3:0). Provides students with an understanding of both historical and current trends and issues involving legislation and policy in early childhood education, bilingual education, early childhood special education, and multicultural education. Focuses on the historical role of social advocacy, the development of advocacy skills, and collaboration and consultation with other professionals and staff in the field of early childhood education.

531 Transition and Community-Based Instruction (3:3:0). Addresses issues in transition for youth with severe disabilities. Covers self-determination, development and implementation of a transition plan, post-secondary opportunities including education/community-based instruction, and vocational environments. This course is equivalent to EDSE 544 for students in the severe disabilities program.

532 Positive Behavior Supports (3:3:0). Designed for professionals working with individuals with severe disabilities. Focuses on concepts and skills needed to design, implement, and evaluate behavior support programs derived from functional assessment. Covers effective teaching strategies; addresses relevant replacement skills; facilitates generalization and maintenance of skills; and incorporates individually designed crisis intervention procedures. This course is equivalent to EDSE 620 for students in the severe disabilities program.

533 Curriculum and Assessment in Severe Disabilities (3:3:0). Addresses best practices in curriculum and assessment for individuals with severe disabilities. Covers the design of assessment/evaluation techniques and procedures for the severe needs population, including adaptations and accommodations. Covers IEP formulation and implemen tation with linkage to assessment. This course is equivalent to EDSE 649 for students in the severe disabilities program.

534 Communication and Severe Disabilities (3:3:0). Introduces professionals to augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. Addresses the knowledge and skills needed to assess the potential AAC user, make team decisions, develop and implement instruction, and evaluate the effects of instruction, aimed at motivating, building, and expanding communication, choice-making, and social interaction.

540 Characteristics of Students with Emotional Disturbance and Learning Disabilities (3:3:0). Covers theories and specific conditions in learning disabilities and emotional disorders. Includes the impact of these learning and behavioral differences on academic and social and emotional performances. Addresses diversity within student populations. Experiential, observational, and interactive strategies, including use of technological advances are used to facilitate fulfillment of the outcomes established for the course. Field experience may be required.

542 Characteristics of Students with Mental Retardation (3:3:0). Covers theories and specific conditions in mental retardation and provides advanced study of persons with mental retardation, ranging in age from preschool to adult. Topics include: historical development of the field of mental retardation; theoretical models of mental retardation; etiological factors; characteristics; models of assessment and intervention, including technological advances; issues and trends, including legislation and litigation. Includes the study of the impact of mental retardation on academic and social and emotional performances. Field experience is required.

544 Adaptive Methods and Transition for Secondary Education (3:3:0). Provides an overview of career, transition, and vocational planning programs for students with special needs. Special consideration is given to legislative requirements, training and placement options, adapting curriculum content, scheduling, and personal relationships. Field experience in public schools may be required.

547 Medical and Developmental Risk Factors for Children with Disabilities (3:3:0). Examines the nature and causes of disabling and/or special health conditions. Examines screening and evaluation techniques, characteristics, and educational implications.

551 Classroom Management: Theory and Practice (3:3:0). Focuses on identifying, recording, evaluating, and changing social and academic behaviors of diverse student populations. Explores theories of classroom management and presents various approaches to instructional, behavioral, and environmental management. Addresses the development of Individualized Education Programs and their impact on management issues. Field experience in public schools may be required.

553 Teaching Mathematics to Students with Special Needs (3:3:0). Covers techniques for assessing and remediating difficulties in mathematics.

555 Language Development and Emerging Literacy (3:3:0). Reviews major theories and stages of normal language development. Provides an overview of language disorders associated with various disabilities, techniques of language assessment, and strategies for language intervention. Emphasizes literacy and reading for ED/LD students.

556 Language Development and Communication for Diverse Infants and Toddlers (3:3:0). Provides students with an understanding of early language development in terms of each of the five major components of language. Discusses speech, language, and communication, particularly in terms of their interrelatedness with cognitive and sociocultural development. Explores the importance of adult-child interaction and the impact of bilingualism, cultural diversity, cognitive ability, and language disorders.

557 Language Development and Emergent Literacy for Diverse Learners Ages 3­5 (3:3:0). Prerequisite: Admission to a graduate program at George Mason University. Addresses first and second language acquisition and its application in the various contexts in which children develop. Explores the impact of disability and second language acquisition, and the inter-relationship of speaking, listening, and writing. Includes review of characteristics and etiology of children with language disabilities. Also addresses the diversity of communication styles in families, communities, and cultures. Field experience is required.

558 Physical and Sensory Disabilities: Developmental, Educational, and Medical Aspects (3:3:0). Prerequisite: Admission to a graduate program at George Mason University. Focuses on physical, sensory, and medical and health aspects of child development, including etiology and symptomatology of developmental disabilities affecting physical development. Emphasizes positioning, handling, adaptive strategies and understanding of assistive technology devices. Focuses on the understanding of roles of related disciplines in collaborative planning and service delivery. Field experience is required.

590 Special Education Research (3:3:0). Describes fundamental concepts and practices in educational research in special education. Specific applications of educational research methods to problems in special education will be covered. Emphasizes review and critique of special education research, and applied classroom research for teachers.

597 Special Topics in Education (3:3:0). See EDUC 597.

600 Workshop in Education (1-6:0:0). See EDUC 600.

610 Designing Adaptive Environments (2:2:0). Provides an overview of environmental adaptations for people with disabilities to increase their access to community, workplace, and school activities. The course covers legal issues within the ADA for adapting environments, and addresses programmatic and physical access issues. Knowledge and awareness components of this course may be delivered via distance education.

615 Early Intervention for Infants and Toddlers with Disabilities (3:3:0). Explores current public policy initiatives for coordinating services for infants and toddlers. Covers models of services delivery and approaches to family-centered service.

619 Introduction to Applied Behavior Analysis (3:3:0). Prerequisite: Admission to Applied Behavior Analysis Graduate Certificate Program (ABAC). Focuses on the basic principles and procedures of applied behavior analysis; on identification of factors that contribute to behavioral problems and improved performance; and on procedures that can be used to minimize behavioral problems, improve performance, teach new behaviors, and increase probability of behaviors occurring under appropriate circumstances.

620 Managing Severely Challenging Behaviors and Applied Behavior Analysis (3:3:0). Prerequisites: Graduate standing and permission of advisor. Focuses on applying behavior analysis principles and social learning theory to increase learning by students with special needs. Emphasizes single subject research designs.

621 Advanced Applied Behavior Analysis I (3:3:0). This course focuses on the basic content of applied behavior analysis and teaches course participants to implement behavioral procedures and to develop behavioral programs for clients with fundamental behavioral needs.

622 Augmentative Communication (3:3:0). Focuses on alternative language, literacy, and communication techniques for children with severe language and speech impairments.

623 Advanced Applied Behavior Analysis II (3:3:0). Prerequisite: EDSE 621. This course further expands on the basic content of applied behavior analysis and teaches course participants to implement behavioral procedures and to develop behavioral programs for clients with fundamental behavioral needs.

624 Seminar in Applications of Applied Behavior Analysis I (3:3:0). Prerequisites: EDSE 621 and 623. This seminar expands students' capability to deal with more complex behavioral situations and enables them to relate to more sophisticated professional issues and environments.

625 Seminar in Applications of Applied Behavior Analysis II (3:3:0). Prerequisites: EDSE 621, 623, and 624. This seminar further expands students' capability to deal with more complex behavioral situations and enables them to relate to more sophisticated professional issues and environments.

626 The Inclusive Classroom (3:3:0). Introduces participants to instructional procedures for facilitating inclusive instruction for students with disabilities in general education classes. Includes characteristics of students with disabilities and with effective strategies for adapting curriculum materials, designing instructional procedures, and evaluation methods to accommodate students with disabilities within general education inclusive environments.

627 Psychoeducational Assessment (3:3:0). Provides students with knowledge and experiential learning activities related to psychoeducational assessment of students with mild disabilities. Includes statistical and psychometric concepts in assessment. Addresses norm-referenced, criterion-referenced, and curriculum-based measurement, as well as informal testing. Provides experiences in administering, scoring, and interpreting academic and behavior assessment instruments commonly used in special education with an emphasis on writing reports and developing the Individualized Education Program using existing and emerging technologies. Considers use of assessment results for instructional and placement decisions.

628 Elementary Reading, Curriculum and Strategies for Mild Disabilities (3:3:0). Applies research on teacher effectiveness, teacher accountability, instructional approaches, and advances in technology at the elementary level for individuals with emotional disturbance, learning disabilities, and mental retardation. Includes curriculum and instructional strategies in reading, language arts, mathematics, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; and peer-mediated instruction including cooperative learning and peer tutoring.

629 Secondary Curriculum and Strategies for Mild Disabilities (3:3:0). Applies research on teacher effectiveness, teacher accountability, instructional approaches, and technological advances at the secondary level for individuals with emotional disturbance, learning disabilities and mental retardation. Includes curriculum and instructional strategies in reading, language arts, math, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; peer-mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition to community, workplace, and post-secondary environments.

633 Policy Perspectives Affecting Diverse Young Learners (3:3;0). Prerequisite: Admission to a graduate program at George Mason University. Provides students with an understanding of historical and current trends and issues involving legislation and policy in early childhood education, bilingual education, early childhood special education, and multicultural education. Focuses on the historical role of social advocacy, the development of advocacy skills, and collaboration and consultation with other professionals and staff. Addresses the continuum of services and the context of service delivery. Field experience is required.

648 Introduction to Psycho-Educational Assessment (3:3:0). Prerequisite: EDSE 540. Introduces basic statistical procedures and test characteristics. Appropriate terminology and practices related to formal and informal assessment are applied throughout the course. Students practice administering, scoring, and interpreting tests, including the impact of multicultural diversity on assessment.

649 Advanced Clinical Psycho-Educational Assessment in Special Education (3:3:0). Prerequisite: EDSE 648 is required for ED/LD students. Focuses on advanced issues in administering, scoring, and interpreting education evaluation instruments with an emphasis on writing reports and developing the Individualized Education Program. Considers using assessment results for instructional and placement decisions.

655 Curriculum Methods: Elementary ED/LD (3:3:0). Applies research on teaching effectiveness, teaching accountability, and instructional approaches with specific attention to reading, language arts, social skills, and cooperative learning. Field experience in public schools may be required.

656 Assessment of Diverse Young Learners, Ages 3­5 (3:3:0). Provides students with an understanding of the forms, functions, methods, and roles of assessment for planning and implementing effective early childhood programs for children ages 3 to 5 from diverse cultures and with varied learning needs. Students learn to use both qualitative and quantitative approaches to evaluation and assessment. They also learn about technological adaptations and gain an understanding of appropriate strategies for conducting, reporting, and decision making related to specific functions of assessment. The course also covers assessment strategies necessary for second language learners and adaptations for children with disabilities.

659 Curriculum and Methods: Early Childhood Special Education (3:3:0). Prerequisite: Permission of advisor. Emphasizes planning, organizing, implementing, and evaluating programs for young children with special needs.

661 Curriculum and Methods: Severe Disabilities (3:3:0). Focuses on current best practices in curriculum and methods for students with severe disabilities, including specific strategies for teaching students with severe disabilities, general strategies for working with heterogeneous groups of students in inclusive settings, and methods for adapting the general education curriculum to include students with severe disabilities.

662 Consultation and Collaboration (3:3:0). Prerequisite: Teaching licensure or enrollment in a graduate degree program in education. Provides professionals in special education, regular education, and related fields with the knowledge and communications skills necessary to provide collaborative consultation and technical assistance to other educators and service providers.

665 Collaboration with Families of Children with Special Needs (3:3:0). Focuses on strategies for developing culturally appropriate family-professional partnerships to benefit children with special needs. Explores theories and research that support a family-centered approach. Includes a focus on family/professional rights and responsibilities in the special education process.

667 Cognitive Development of Diverse Young Children (3:3:0). Prerequisite: Admission to a graduate program at George Mason University. Explores conflicting views about how young children think and learn. Addresses cognitive theoretical approaches such as Piaget, Bruner, Vygotsky and other leading researchers and emphasizes their relevance to educational practice. Addresses the characteristics of children with cognitive disabilities, children from multilingual and multicultural backgrounds and those living in poverty, along with the educational implications of those characteristics. Field experience is required.

669 Interdisciplinary Approach for Children with Sensory and Motor Disabilities (3:3:0). Emphasizes positioning, handling, and adaptive strategies. Focuses on understanding the roles of related disciplines in collaborative planning and service delivery.

782 Comprehensive Topics in Special Education: Trends and Issues (3:3:0). Prerequisite: Majority of course work. Focuses on current trends and issues, as well as legislation and litigation concerning individuals with disabilities. Students take a series of exams addressing major trends and issues in special education.

790 Internship in Special Education (1-6:3:0). Prerequisite: Permission of advisor. Provides supervised internships that apply university course work to instruction of children and their families in school and community settings. Students enroll in two separate internships appropriate to the area of study for a total of six credits. Applications for field internships are due as follows: FallFebruary 15; SpringSeptember 15; and Summer­March 1.

791 Midpoint Portfolio (1:1:0). Prerequisite and Corequisite: Must be taken after completion of the fourth EDSE prefix course or concurrently with the fourth or fifth EDSE prefix course in the program. Provides an opportunity for students to develop their portfolio. Serves as the vehicle to assess whether they are meeting the standards of their professional organization, the Council for Exceptional Children.

792 Final Portfolio (1:1:0). Corequisite: Must be taken concurrently with last EDSE 790 internship and and or the last EDSE course in the program. Provides an opportunity for students to develop their portfolio. Serves as the vehicle to assess whether they are meeting the standards of their professional organization, the Council for Exceptional Children.

794 Special Topics (3:3:0). Provides advanced study of selected topics in education for students preparing for doctoral studies or who have been admitted to the Ph.D. program in education.

797 Advanced Topics in Education (3:3:0). See EDUC 797.

841 Intervention Research in Special Education (3:3:0). Prerequisite: Admission to the Ph.D. in Education program or permission of instructor. Provides advanced graduate students with opportunities for in-depth study, analysis, and discussion of original intervention research in special education. Emphasizes analyzing research methodology, coding original intervention research, analyzing results, synthesizing findings, formulating future research questions relevant to individuals with disabilities, and gaining an understanding of the submission process for conferences and publications.

842 Application of Research Methodology in Special Education (3:3:0). Prerequisite: Admission to the Ph.D. in Education program or permission of instructor. Provides knowledge and skills in the application of research methodology in special education. Topics include methods for conducting survey research, experimental/quasi-experimental research, research involving correlation and regression, and qualitative research. Emphasizes application to specific issues in special education research.

843 Leadership in Special Education Administration (3:3:0). Prerequisite: Admission to the Ph.D. in Education program or permission of instructor. Examines leadership issues and applies them to the administration of special education programs. Explores current challenges in the delivery of services for exceptional children through case studies and projects.

844 Current Issues in Special Education (3:3:0). Prerequisite: Admission to the Ph.D. in Education program or permission of instructor. Helps students develop an understanding of the role of convergent research evidence in addressing current issues in special education practice and policy. Familiarizes students with current issues in special education and the group experimental, single subject, and qualitative research designs used to address these current issues. Students evaluate research studies both in terms of their methodological strengths and weaknesses and their part in providing convergent bodies of evidence that can be used for defining practice and policy.