Special Education and Education Leadership

• Special Education Programs
• Educational Administration Programs
• Compass to Campus Program

Introduction

The Department of Special Education & Education Leadership is comprised of three components: Special Education Programs designed to prepare teachers for P-12 schools or community-based agencies, Educational Administration Programs, designed to prepare leaders for school building and district levels, and Compass 2 Campus (C2C), a mentoring component.

Special Education offers professional education programs that lead to recommendation to the Office of the Superintendent of Public Instruction (OSPI) for residency teacher certification in the state of Washington. The programs include the following: (a) Special Education and Elementary Education (Dual Endorsement), (b) Special Education and Content (Dual Endorsement), and (c) Early Childhood Special Education P-3 and Early childhood Education P-3 (Dual Endorsement). Special Education also offers two additional non-certification Bachelor of Arts in Education: (a) Early Childhood Special Education, BAE and (b) Exceptionality and Disability, BAE. Furthermore, Special Education offers post-baccalaureate and endorsement options. (Please see program descriptions for further information.)

Educational Administration prepares teacher leaders, principals, superintendents, and district level leaders for a diverse society. Upon successful completion, candidates receive their master’s degree and/or are recommended for a Residency Administrator Certificate (Principal) or the Initial Administrator Certificate (Superintendent). Educational Administration programs focus upon application of theory to the building based environment. It is highly relational and professionally supportive.

The Western Washington University C2C program is designed to increase access to higher education by providing an opportunity for 5th-12th grade students from traditionally underrepresented and diverse backgrounds in Whatcom and Skagit counties to be mentored by university students. Through the courses and mentoring process, university students gain an understanding of the education system and the role education plays in a diverse society.

The courses of study in the Department of Special Education and Education Leadership are designed to prepare thoughtful, knowledgeable, and effective special education teachers, district and school leaders, and community leaders for a diverse society. Consistent with state and national standards, curricula for the programs are carefully sequenced, grounded in current research on effective teaching learning, and leadership. Two examples follow: (a) The sequence for Special Education includes a significant amount of training in best practices with an emphasis on Curriculum-Based Evaluation (CBE) and Response to Intervention (RtI). (b) Educational Administration grounds instruction upon common theories in ethical leadership, including resource management, professional growth of teachers, and community relations.

We, in the Department of Special Education and Education Leadership at Western Washington University, believe that all people can live, learn, play, and work together in inclusive communities. Our mission is consistent with the mission of Woodring College of Education:

• Construct, transform, and convey knowledge by integrating research, theory, and practice,
• Cultivate student growth through extensive community and school engagement in collaboration with exemplary practicing professionals,
• Act with respect for individual differences, including taking a strengths-based view,
• Develop collaborative partnerships that promote the learning and well-being of individuals, families, and the community,
• Evaluate processes and outcomes to ensure continual program improvements.

Information

Individuals interested in teacher certification can obtain information from the Website at wce.wwu.edu/admission. Inquiries should be directed to Woodring College Teacher Education Admissions, Student Services, Miller Hall 150, phone 360-650-3313, e-mail address TeacherEd.Admission@wwu.edu. Written inquiries may be addressed to Teacher Education Admissions, Western Washington University, MS-9090, 516 High St., Bellingham, WA 98225-9090.

Information about special education programs may be obtained by visiting the department Website at wce.wwu.edu/sped/special-education. Interested applicants are encouraged to visit the faculty regarding these programs. Appointments can be made by phone (360-650-3330), by visiting the department in Miller Hall 200, or by e-mail to Pam.Hamilton@wwu.edu.

Graduate programs in Special Education are currently in moratorium. Those persons interested in graduate programs in special education should consult the Graduate School   section of this catalog or contact the Graduate School at 360-650-3170, e-mail graduate.school@wwu.edu. Written inquiries may be addressed to the Graduate School, Old Main 530, MS-9037, Western Washington University, 516 High St., Bellingham, WA 98225-9037.

Information about Educational Administration Programs may be obtained by contacting Kimberly Caulfield, Program Manager at 360-650-3708 or at Kimberly.Caulfield@wwu.edu. Information can also be found on the program’s website at wwu.edu/edadmin.

Faculty

GAIL COULTER (2008) Chair and Associate Professor. BA, MA, California State University-Chico; PhD, University of Oregon.
WARREN ALLER (1993) Senior Instructor. BS, University of Idaho; MEd, Western Washington University.
AUMONY DAHL (1999) Senior Instructor. B.A., Western Washington University; M.Ed, Western Washington University.
RICHARD HANSON (2009) Instructor. B.A., University of Puget Sound; BAE, Western Washington University; M.A. Western Washington University.
JOSEPH HUNTER (2012) Assistant Professor. BSEd, MSED, Southern Oregon State College; EdD, Portland State University.
KEITH J. HYATT (2002) Professor. BS, MS, University of Idaho; EdS, EdD, University of Nevada-Las Vegas.
BRIDGET KELLEY (1995) Associate Professor. BS, University of Pittsburgh; MEd, Arizona State University; PhD, University of Washington.
CHUCK LAMBERT (2004) Associate Professor. BEd, Gonzaga University; MA, San Francisco State University; PhD, Ohio State University.
DONALD E. LARSEN (2005) Associate Professor & Director of Education Administration (2005) BA, Seattle Pacific University; MA, Pacific Lutheran University; PhD, Washington State University.
JENNY PARKER (2003) Senior Instructor. BA, University of Washington; MEd, Antioch University, Seattle; PhD, University of Washington.
AARON PERZIGIAN (2015) Assistant Professor. BS, Edgewood College, MS, University of Wisconsin-Madison.
WAYNE T. ROBERTSON (1992) Senior Instructor. BAEd, MEd, Central Washington University; EdD, University of Washington.
LEANNE K. ROBINSON (2002) Professor. BAE, Central Washington University; MEd, Western Washington University; PhD, Washington State University.
ROGER H., SASNETT (2012) Assistant Professor, MEd, Central Washington University, PhD., Ohio State University.
LINDA SCHLEEF (1997) Senior Instructor. BAE, MEd, Western Washington University.
BETH STICKLEY (2003) Senior Instructor. BA, University of Northern Iowa; MEd, Western Washington University.
TRACY THORNDIKE (2005) Associate Professor. BA, MS, Western Washington University; PhD, University of Nebraska-Lincoln.

Special Education Programs

Students at Western Washington University may choose from five initial teacher preparation options that result in residency certification with an endorsement to teach special education in the state of Washington.

The No Child Left Behind “highly qualified teacher” requirement may impact the eligibility for certain teaching assignments in a core academic subject(s). Students are responsible for consulting with an advisor for further information on NCLB.

NON-TEACHER CERTIFICATION OPTIONS

The below programs do not lead to teacher certification. Graduates typically seek employment in private child development centers, government agencies, or in school district positions that do not require certification.

• Early Childhood Special Education BAE

Completion of this program results in a BA in Education only.  Students in this major typically seek employment in private child development centers and governmental agencies; they do not qualify for a teaching certificate

• Exceptionality & Disability BAE

Completion of this program results in a BA in Education. Students who complete this major typically seek employment in non-school settings, such as health and human services and non-profit organizations; they do not qualify for a teaching certificate.

TEACHER CERTIFICATION OPTIONS

• Early Childhood Special Education P-3 & Early Childhood Education P-3 (Dual Endorsement), BAE

Completion of this major and required professional education courses results in BA in Education with recommendation for a Washington State teaching certificate endorsed in Early Childhood Special Education P-3 and Early Childhood Education P-3.

• Special Education P-12 & Elementary Education  (Dual Endorsement), BAE

Completion of this program results in BA in Education with recommendation for a Washington State teaching certificate endorsed in Special Education P-12 and Elementary Education K-8

• Special Education P-12 plus Content Endorsement, BAE

Completion of this program results in BA in Education with recommendation for a Washington State teaching certificate endorsed in Special Education P-12 and a content endorsement(students must earn a second endorsement in an area other than Special Education, Early Childhood Special Education, Bilingual Education, or English Language Learner). View the list of options.

• Special Education & Content Endorsement for post-baccalaureates

Completion of this program results in recommendation for a Washington State teaching certificate with an endorsement in Special Education P-12 and a content endorsement (students must earn a second endorsement in an area other than Special Education, Early Childhood Special Education, Bilingual Education, or English Language Learner). View the list of options.

Teachers who hold a valid and endorsable Washington State certificate may earn an endorsement in Special Education (P-12) by completing core coursework requirements.

The Special Education and Early Childhood Education Special Education Majors are academically rigorous programs aligned with the content and performance standards of the Council for Exceptional Children.

Certification

The Washington Administrative Code specifies the requirements for earning a Washington state teacher certificate. State-approved preparation programs and certification requirements align with Washington State K-12 Learning Standards, and require candidates to demonstrate that they have made a positive impact on student learning. First-level residency certification programs are designed around the standards of foundational knowledge, effective teaching and professionalism. Second-level professional certification programs are designed around the standards of effective teaching, professional development, and professional contributions. Teacher certificates are issued by the state, upon the recommendation of the regionally accredited college or university where the candidate completed a state-approved preparation program.

State requirements for teacher certification at the time of completion of a student’s program will supersede those outlined in this catalog. These changes may affect the time it takes for a student to complete the teacher education program.

Residency Teacher Certification

The first-level residency certificate is awarded to new teachers upon the completion of these general requirements:

• A baccalaureate or higher-level degree from a regionally accredited college or university
• A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodology, and an internship
• Evidence of good moral character and personal fitness

Candidates for residency certification must pass a content knowledge test to earn an endorsement. WWU requires submission of a passing content test score for each endorsement to be earned, before commencement of the student teaching internship. For current information on test requirements, registration, fees, and test dates and locations, refer to the Content Test Resource Website, wce.wwu.edu/cert/content-test-resource-site. Candidates for residency certification must also complete the state of Washington edTeacher Performance Assessment (edTPA) during the student teaching internship. Application for the residency certificate is made to Woodring College Teacher Certification, Student Services, Miller Hall 150, 360-650-4930, no later than three months prior to the start of the internship.

The first-issue residency certificate has no defined expiration date. It is valid until the teacher completes at least 1.5 years of successful teaching experience accumulated over a minimum of two years in a state-approved public, private or state-operated education program. A three year residency certificate is then issued by the state. The timeline for earning a second level professional certificate begins with the re-issued residency certificate.

Professional Teacher Certification

The second-level professional certificate is awarded to experienced teachers who hold a valid residency certificate, and who pass the Washington ProTeach Portfolio assessment or earn national board certification through the National Board for Professional Teaching Standards. For further information on professional certification requirements contact the Woodring College of Education certification officer at 360-650-4630, Miller Hall 150.

Endorsements

An endorsement identifies the subject matter a teacher is prepared and authorized by the state to teach. One qualifying endorsement is required for residency certification. Courses required for a teaching endorsement and the professional education sequence must be completed with a grade of C (2.0) or better.

Professional Program Requirements

Program Length

Time to completion of the Special Education major and teacher certification, after completion of all General University Requirements (GURs) or an Associate of Arts degree from a state of Washington community college, ranges from two to three years. Students earning both Special Education P-12 and Elementary Education endorsements should plan on approximately 10 academic quarters for completion. Western students who apply to Teacher Education programs should have satisfied most of the GURs. Transfer students from a community college should have satisfied all of the GURs and preferably have received an AA degree.

Admission Requirements

All applicants to the Woodring College of Education undergraduate and post-baccalaureate teacher education programs must be formally admitted to and currently enrolled at Western Washington University or must apply to Western for the same quarter they apply to teacher education. Woodring College teacher education program application materials are available in Miller Hall 150 and are also printable from wce.wwu.edu/admission.

The requirements listed below are minimum application criteria. Enrollment restrictions apply to teacher education programs. Meeting the following requirements makes the applicant eligible for admission consideration but does not guarantee admission. Students who meet all criteria are further evaluated to determine the most qualified applicants. Students will be evaluated on all information provided with the application, including required copies of transcripts from all prior colleges.

Application criteria:

• Completion of at least 45 quarter credits of college-level course work
• Cumulative grade point average of 2.75 or higher overall college-level course work or over the last 45 credits.
• Meet the basic skills requirement. This may be met by: a) Taking the Washington Educator Skills Test-Basic (WEST-B), b) SAT minimum scores, c) ACT minimum scores. See the WEST-B Website for details: wce.wwu.edu/admissions/west-b-requirement. Passing scores must be on file by the application due date.
• Completion of an English composition course with a grade of B- (2.7) or higher
• It is recommended that all students seek advisement from the special education department prior to submitting an application to best satisfy the admissions criteria. Experiences with children, strong interpersonal communication skills, and other skills helpful in teaching children are considered.

Advisement and Orientation

Upon acceptance, each student is assigned an advisor. Additionally, all accepted students must attend a required orientation. Students may be dropped from Special Education Programs for failing to attend the required orientation.

Program Continuation

Students admitted to the Woodring College of Education must meet specified requirements throughout the course of their teacher education program in order to remain in the program. These include all clearances and background checks.

Requirements Upon Program Admission

• Institutional Application for a Teacher’s Certificate and Character and Fitness Supplement, and fingerprinting by the Washington State Patrol as described below under Character and Fitness
• Woodring College of Education Professionalism Orientation
• Woodring College of Education Prevention of Sexual Harassment Training
• Woodring College of Education Blood-Borne Pathogens Training

Character and Fitness

The Washington Administrative Code requires applicants for teacher certification to give evidence of “good moral character and personal fitness.” Students provide evidence of character and fitness through two separate but related processes:

• Institutional Application for a Teacher’s Certificate and Character and Fitness Supplement, provided to students upon acceptance into the program. The application for certification requires candidates to answer questions regarding professional fitness, criminal history and personal conduct. Students with “yes” responses must report to the certification officer in Miller Hall 150 and gain character and fitness clearance before registering for classes.
• Washington State Patrol and FBI background checks through a fingerprinting process. Procedures and fee information are provided to students upon acceptance into the program

No student in a teacher education program may participate in a University-sponsored activity in the public schools until cleared by the Washington State Patrol, or in some cases, investigated and then cleared by the Washington State Office of the Superintendent of Public Instruction. Clearances are valid for specified time frames. Students must maintain character and fitness clearance until they have been recommended for a residency teacher certificate following completion of the teacher education program.

In addition to the Washington state character and fitness requirements noted above, students must abide by the Woodring College of Education conduct policies acknowledged in the Student Conduct Requirements and Agreement, which is submitted with program application materials. Students must also abide by the Department of Special Education Professionalism Expectations document provided at the mandatory orientation.

General Retention Requirements

• Students must maintain at least a 2.75 quarterly GPA beginning the quarter they are notified of admission to Special Education. This requirement applies even to quarters when no education courses are being taken. Students who fail to meet this standard will receive a letter advising them they have been dropped from the program

• Students must earn a grade of C (2.0) or better in the professional education sequence and in all courses required for the endorsement and the academic major. If a grade earned is below a “C” in endorsement or major courses, the student will need to retake the course. It will be based on a space available during Phase III
• Students must understand and demonstrate a high level of competence in use of the English language. Those who have difficulty in their verbal and/or written communications should expect to seek remediation before beginning the internship
• Students must complete all certification and endorsement course work prior to the internship
• Students who interrupt enrollment in a teacher education program for more than two consecutive quarters (summer quarter not included) must meet all program admission, completion and certification requirements in place for the quarter in which they expect to return

Program Completion

To qualify for program completion and recommendation for state of Washington residency certification, students must complete the following requirements and assessments:

• A baccalaureate or higher-level degree from a regionally accredited college or university
• A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodology, and an internship
• Evidence of good moral character and personal fitness
• Passing score on the state-required content knowledge test(s) for each endorsement, such as West E and/or NES
• Completion of the education Teacher Performance Assessment (edTPA).
• Successful completion of the student teaching internship as shown by performance on the WWU Intern Development and Evaluation System (IDES)

Other Special Education Information

Internship

An important experience for teaching certification candidates is the student teaching internship. During the internship, students teach under the direct supervision of a certified teacher in a school setting. The internship(s) involve intensive practice in integrated methods, content area knowledge, and classroom organizational strategies. Students enroll in either SPED 496, or 498, or 499.

Early Childhood Special Education majors seeking certification are required to complete one quarter of internship for 16 credits.

Students completing the Special Education and Elementary Education Dual Endorsement program must complete two internships, one in a Special Education setting and one in a general elementary education classroom. The one quarter Elementary internship is completed after the one quarter Special Education internship.

Students completing SPED plus Content Endorsement, complete one internship.

The Office of Field Experiences (OFE) is the service agency of the Woodring College of Education that seeks placements for prospective interns. Students apply for their internship around January prior to a fall internship start quarter, or April prior to a winter or spring internship start quarter. Specific dates for informational meetings and application deadlines are published on the OFE Website, wce.wwu.edu/ofe/office-field-experiences.

Students must have completed Prevention of Sexual Harassment Training, blood-borne pathogens training, a residency teacher certificate application packet including credit evaluation, and Washington State Patrol/FBI fingerprinting before OFE will seek an internship placement.

Before commencement of the internship, passing scores on the WEST-E for each endorsement must be submitted, all education and endorsement course work and practica must be completed, and fingerprint/character and fitness clearance must be valid. Students who interrupt enrollment for a quarter or more must meet the deadline for filing a returning student application.

OFE does not guarantee placements. Placement in a school is contingent on:

• Fulfillment of all program requirements (satisfactory academic work, education and endorsement program course work and training, practica, and faculty recommendations)
• Submission of passing scores on the state-required content knowledge test(s) for each endorsement
• Availability of placements and supervision in specific subjects and grade levels
• Acceptance by P-12 school personnel
• Fingerprint/character and fitness clearance through the point of certification

Students are required to interview with the public school teacher to whom they will be assigned, for final approval of placement. OFE will make every effort to arrange up to three initial interviews but does not guarantee an interview.

Any subsequent placement after a voluntary or non-voluntary withdrawal from an internship will be granted only by faculty recommendation following a case conference.

Time commitment to the internship requires seven clock hours daily Monday through Friday plus class preparation time, seminars and responsibilities outside of school. Students may not register for other course work or hold jobs or other time-demanding commitments without the approval of the department and OFE.

Placement locations are listed on the map available in the department office or the Office of Field Experiences. OFE reserves the right to place students anywhere within the WWU service area.

For further information, contact the Woodring College of Education, Office of Field Experiences, Student Services, phone 360- 650-3310, Miller Hall 150.

Educational Administration Programs

The Educational Administration Programs are designed to prepare principals, superintendents, and effective P-12 district level leaders for a diverse society. Upon successful completion of the program, candidates receive a master’s degree and/or are recommended for Residency Administrator Certificate (Principal), or the Initial Administrator Certificate (Superintendent). Consistent with national and state standards for P-12 school administrators, the program emphasizes leadership and management related to curriculum, school instruction, personnel, staff/community relations, financial and legal matters. Master’s and residency administrator certificate (principal) programs are offered in Bellingham, Bremerton and Seattle; the initial administrator certificate (superintendent) programs is offered in Everett. Candidates are directed to the Graduate School section of this catalog for more information; the program office is located in Miller Hall 417, phone 360-650-3708, toll-free 866-913-3323; e-mail EdAdmin@wwu.edu.

Note: Evidence of good moral character and personal fitness is required if the candidate does not hold a valid Washington educator certificate at the time of recommendation for the administrator certificate. Instructions and forms for a Pre-Residency Clearance and Fingerprinting Background Check are available through the certification office: https://wce.wwu.edu/cert/character-and-fitness.

Programs

• Early Childhood Special Education P-3 and Early Childhood Education P-3 (Dual Endorsement), BAE
• Early Childhood Special Education, BAE
• Exceptionality and Disability, BAE
• Special Education — P-12 and Elementary Education (Dual Endorsement), BAE
• Special Education — P-12 Outreach Program, BAE
• Special Education — P-12 plus Content Endorsement, BAE

• Educational Administration, Instructional Technology, MEd (In Moratorium)
• Educational Administration, Thesis, MEd
• Educational Administration, With Comprehensive Assessment, Non-Thesis, MEd
• Educational Administration, With Field Study and Comprehensive Assessment, Non-Thesis, MEd
• Initial Administrator Certificate (Superintendent)
• Residency Administrator Certificate (Principal)
• Special Education, Non-Thesis, MEd (Endorsement Optional) (In Moratorium)
• Special Education, Thesis, MEd (Endorsement Optional) (In Moratorium)

Courses

Courses numbered X37; X97; 300, 400 are described in the University Academic Policies  section of this catalog.

• C2C 201 - Compass to Campus: Youth Mentoring I
• C2C 202 - Compass to Campus: Youth Mentoring II
• C2C 203 - Compass 2 Campus: Youth Mentoring Toward Social Justice

Courses numbered X37; X97; 300, 400, 500 are described in the University Academic Policies  section of this catalog.

• EDAD 300 - Directed Independent Study
• EDAD 400 - Directed Independent Study
• EDAD 500 - Directed Independent Study
• EDAD 501 - Introduction to Educational Research and Evaluation
• EDAD 512 - Policy Studies in Educational Administration
• EDAD 518 - Current Issues in Education
• EDAD 538 - Case Studies in School Administration
• EDAD 539 - Educational Leadership
• EDAD 540 - Political and Economic Forces Shaping Education
• EDAD 541 - Theory in Educational Administration
• EDAD 542 - Public School Organization and Administration
• EDAD 543 - Supervision in the Public Schools
• EDAD 544 - Collective Bargaining in the Public Schools
• EDAD 546 - Administrative Research Topics
• EDAD 547 - Readings in School Administration
• EDAD 548 - School Law
• EDAD 549 - Seminar in School Personnel Administration
• EDAD 550 - Developing Staff and Community Relations
• EDAD 551 - Systems Approach and Educational Management
• EDAD 552 - Planning for Curriculum Administration
• EDAD 553 - Administering Elementary and Secondary Schools
• EDAD 554 - Administration and the International School
• EDAD 555 - Seminar in Effective School Practices
• EDAD 556 - Field Study in Educational Administration
• EDAD 592 - Field Experience in Administration for the Principal
• EDAD 594 - Practicum in Action Research
• EDAD 640 - Current Topics in Education
• EDAD 641 - Improving Student Learning
• EDAD 642 - Effective School System Management
• EDAD 643 - Advanced Leadership Theory
• EDAD 644 - Public Policy Formulation and Practice
• EDAD 646 - Field Project in Educational Administration
• EDAD 647 - Seminar for School District Leaders
• EDAD 690 - Thesis
• EDAD 691 - Research Seminar
• EDAD 692 - Field Experience in Administration for the Superintendent

Courses numbered X37; X97; 300, 400, 500 are described in the University Academic Policies  section of this catalog.

• SPED 300 - Directed Independent Study
• SPED 301 - Educational Psychology I: Development and Individual Differences
• SPED 302 - Educational Psychology II: Motivation, Learning and Assessment
• SPED 310 - Education, Culture, and Equity
• SPED 360 - Introduction to Special Education
• SPED 363 - Secondary Students With Special Needs
• SPED 364 - Teaching Each Student
• SPED 400 - Directed Independent Study
• SPED 410 - Supportive Learning Environments
• SPED 420 - Effective Teaching
• SPED 430 - Problem Solving for Diverse Needs
• SPED 440 - School Practicum
• SPED 441 - Analysis and Strategies of Teaching
• SPED 442 - Clinical Practicum
• SPED 443 - Early Development Variations
• SPED 444 - Assessment and Intervention in Early Childhood Special Education
• SPED 460 - Interventions for Classroom Management
• SPED 464 - Disability Law and IEP
• SPED 465 - Norm Referenced Assessment
• SPED 466 - Assessment, Evaluation and IEP
• SPED 467 - Curriculum-Based Evaluation
• SPED 468 - Effective Collaboration with Families, Professionals and Community
• SPED 470 - Violent and Aggressive Youth
• SPED 471 - Interventions for Learning Problems
• SPED 472 - Behavior Assessment and Intervention
• SPED 473 - Promoting Resiliency in Vulnerable Students
• SPED 474 - Students With Complex Needs
• SPED 480 - Practicum II: Literacy I
• SPED 481 - Practicum III: Literacy 2
• SPED 482 - Practicum IV: Math
• SPED 483 - Reading Instruction for Students With Special Needs
• SPED 484 - Designing Written Expression Interventions
• SPED 485 - Designing Math Interventions
• SPED 486 - Case Study Applications in Special Education
• SPED 490 - Teaching Laboratory
• SPED 495 - Clinical Internship
• SPED 496 - Internship - Exceptional Children/Early Childhood
• SPED 498 - Internship - Exceptional Children/Elementary
• SPED 499 - Internship - Exceptional Children/Secondary
• SPED 500 - Directed Independent Study
• SPED 501 - Research in Special Education
• SPED 503 - Instructional Design for Diverse Learners
• SPED 510 - Secondary Students With Special Needs
• SPED 518 - Current Issues in Education: Special Education
• SPED 542 - Issues in Inclusive Early Education
• SPED 543 - Assessment of Young Children (Birth to 8 Years)
• SPED 544 - Inclusive Curriculum in Early Childhood
• SPED 560 - Literacy Instruction for Students With Special Needs
• SPED 562 - Learning Problems
• SPED 563 - Curriculum and Methods in Special Education
• SPED 564 - Social Skills
• SPED 565 - Communication and Collaboration in Special Education
• SPED 567 - Advanced Issues in Special Education
• SPED 568 - Curriculum-Based Evaluation and Decision Making
• SPED 570 - Violent and Aggressive Youth
• SPED 590 - Seminar in Demonstration Teaching and Supervision
• SPED 598 - Residency in Special Education
• SPED 599 - Internship: Exceptional Children
• SPED 690 - Thesis
• SPED 691 - Research Seminar