Speech-Language Pathology, MS

Department of Special Education, College of Education

Vision Statement

The mission of the Department Special Education and Communication Disorders is to prepare dedicated practitioners, reflective scholars, and responsible citizens who are unique in their ability to facilitate, design, implement, and evaluate programs for individuals with disabilities. This is accomplished by creating opportunities for the acquisition and maintenance of knowledge, skills, and dispositions as prescribed by the Council for Exceptional Children, the Council on Academic Accreditation in Audiology and Speech-Language Pathology, and state and federal regulations.

The master's degree education program in speech-language pathology at the University of Nebraska at Omaha is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA), of the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-2071 or 301-296-5700. The next CAA re-accreditation review will be in 2020. The program also is accredited by the Nebraska Department of Education and the Council for the Accreditation of Educator Preparation (CAEP).

Program Contact Information

Philip Nordness, PhD, Graduate Program Chair (GPC)
512 Roskens Hall (RH) 
402.554.3582
pnordness@unomaha.edu

Program Website

Admissions

Application Deadlines

  • Fall: January 15 for all application materials
  • A bachelor's degree in speech-language pathology or communication disorders or if bachelor's degree in another field, must have completed the following undergraduate courses or an equivalent of these courses in communication disorders.
  • Applicants are required to have a command of oral and written English.  Those who do not hold a baccalaureate or other advanced degree from the U.S., OR a baccalaureate or other advanced degree from a pre-determined country on the waiver list, must meet the minimum language proficiency score requirement in order to be considered for admission. 
    • A minimum score of 550 for the paper-based TOEFL, 80 for the internet-based TOEFL, 6.5 for the IELTS 53 for the PTE.  If scores are more than two years old you may be required to retake the TOEFL, IELTS, or PTE exam.

Program-Specific Requirements

  • Personal Fitness Statement (form is online with graduate application materials)

  • official GRE scores taken within the last 5 years; 
  • two letters of recommendation; 
  • statement of purpose (covering your long range goals in the profession, a summary paragraph of a research-based article in your area of interest, a brief description of what distinguishes you from other highly qualified applicants, and your experience with individual(s) with special needs)
  • The program may conduct applicant interviews.

Degree Requirements

  • In order to acquire the knowledge and skills requisite to the practice of speech-language pathology to function in a broad variety of clinical situations, and to render a wide spectrum of patient care, individuals must have skills and attributes in five areas: communication, motor, intellectual-cognitive, sensory-observational, and behavioral-social. These skills enable a student to meet graduate and professional requirements as measured by state licensure and national certification. (Council of Academic Programs in Communication and Sciences and Disorders, 2007).
  • Candidates must complete a speech-language-hearing screen within the first 30 days of enrollment.
  • Academic integrity is expected for all interactions and requirements. This includes, but is not limited to: original work on exams, accountability and completion of requirements, maintenance of confidentiality for individuals and class discussions when appropriate, and accurate citation for original work. Plagiarism will result in an automatic failing grade for the assignment. Please refer to the UNO Academic Integrity Policy for more specific descriptions of academic integrity violations.
  • The Praxis I - CORE Academic Skills for Educators test must be taken within the first 30 days of enrollment or the student will be prohibited from registering for classes. Scores must be sent to UNO directly from ETS, using code 6420.
  • A background check and Nebraska Adult and Child Abuse & Neglect Registry Release must be successfully completed prior to enrollment and prior to each externship.
  • Each candidate must take the Praxis II - Subject Assessment test. Scores must be submitted prior to applying for graduation. Scores must be sent to UNO directly from ETS, using code RA0174.
Required Courses
SPED 8240LANGUAGE DISORDERS IN SCHOOL-AGE CHILDREN3
SPED 8410MOTOR SPEECH DISORDERS3
SPED 8420VOICE DISORDERS3
SPED 8430FLUENCY DISORDERS3
SPED 8440APHASIA & RELATED LANGUAGE DISORDERS3
SPED 8500BASIC CLINICAL PRACTICUM IN SPEECH-LANGUAGE PATHOLOGY 12
SPED 8510EDUCATIONAL EXTERNSHIP IN COMMUNICATION DISORDERS 24
SPED 8520MEDICAL EXTERNSHIP IN COMMUNICATION DISORDERS 34
SPED 8540AUTISM SPECTRUM DISORDERS2
SPED 8560AUGMENTATIVE & ALTERNATIVE COMMUNICATION2
SPED 8570DYSPHAGIA3
SPED 8590LANGUAGE DISORDERS: BIRTH TO FIVE3
Electives
Student, in consultation with an advisor, will select an elective. The 3 hours of elective credit will be waived if the thesis option is chosen. The following list is a sampling of recommended electives:0-3
TEACHING STUDENTS WITH EXCEPTIONALITIES
HIGH INCIDENCE DISABILITIES
PROFESSIONAL COLLABORATION
SPECIAL NEEDS STUDENTS FROM DIVERSE COMMUNITIES
INSTRUCTIONAL STRATEGIES
CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS
MENTAL HEALTH AND AGING
LEGAL ASPECTS OF AGING
PROGRAMS AND SERVICES FOR THE ELDERLY
WORKING WITH MINORITY ELDERLY
READING AND WRITING INSTRUCTION FOR STUDENTS WITH DISABILITIES
SPECIAL EDUCATION LAW

Exit Requirements

Non-Thesis Option
SPED 8510EDUCATIONAL EXTERNSHIP IN COMMUNICATION DISORDERS4
SPED 8520MEDICAL EXTERNSHIP IN COMMUNICATION DISORDERS4
Thesis Option
SPED 8510EDUCATIONAL EXTERNSHIP IN COMMUNICATION DISORDERS4
SPED 8520MEDICAL EXTERNSHIP IN COMMUNICATION DISORDERS4
SPED 8990THESIS1-6

SPED 8510 and SPED 8520 each will be taken once for four (4) credit hours each. Students must earn a grade of "B" or better in each of these courses, as students may not retake either course. Failure to achieve a grade of "B" or better in either course will result in automatic dismissal from the program. Withdrawal from 8510 or 8520 is contingent upon written permission of the advisor and current grade of B or better at the time of requested withdrawal. These varied practica are designed to provide the candidate with a wide range of clinical experiences with individuals across the age span, cultural backgrounds, cognitive levels, and disability categories.

**All student clinicians need to earn a B or higher in order to pass externships. Externships may not be retaken.

For the thesis option, candidates must complete 6 credit hours of SPED 8990.

All students will achieve a passing score on a final capstone/comprehensive exam. For students completing a thesis, the thesis defense will constitute the capstone experience.

All students must complete the exit survey prior to graduation.

Intervention Policy for Content and Clinicals

Every course assignment and all practica skills in the speech-language pathology program are connected to the Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) standards and reflect specific competencies. Intervention is required for any grade below a 'B' on any class or clinic requirement. Students will be required to meet with the instructor/supervisor to remediate any problem area. Please refer to a more detailed Intervention Policy in course syllabi.

In addition to the Quality of Work Standards set forth by the Graduate College, MS students in the speech-language pathology program may repeat only once a required course in which they receive any grade, including “W” or “I”. Withdrawal from courses or clinical experiences is contingent upon written permission of the advisor and current status of earning a grade of B or better at the time of requested withdrawal. Students may only withdraw from a total of three required courses (including the SPED 8500 clinical sequence) over the course of their program. If there are extenuating circumstances that require more than three withdrawals, this will require an appeal to the program director.

SPED 8000  SPECIAL PROJECTS (1-3 credits)

This course is designed to allow graduate candidates to pursue independent study of a topic under the direction and guidance of a faculty member. Topics studied and the nature of the learning activities is mutually agreed upon by the candidate and instructor.

Prerequisite(s)/Corequisite(s): Permission by the instructor. Not open to non-degree graduate students.

SPED 8016  MENTAL HEALTH IN SCHOOLS: RISK FACTORS AND INTERVENTIONS (3 credits)

This course explores the role that educators and school mental health professionals play in identifying the risk factors and warning signs of children and youth with mental health concerns. Students will understand the risk and protective factors at the individual, family, school, and community level as related to children and youth¿s mental health. The course will provide an overview of externalizing and internalizing disorders as well as school-based and community- based treatments and interventions. (Cross-listed with COUN 4010, COUN 8016, and SPED 4010).

SPED 8030  TEACHING STUDENTS WITH EXCEPTIONALITIES (3 credits)

This course is designed to describe the characteristics and learning styles of students with various exceptional learning needs. This course also is intended to provide candidates with a knowledge base for the foundation of special education including the basic procedural flow of referral, identification and instruction and strategies for modifying the learning environment and individualizing instruction.

Prerequisite(s)/Corequisite(s): Graduate standing.

SPED 8046  WORKSHOP IN SPECIAL EDUCATION OR SPEECH-LANGUAGE PATHOLOGY (1-6 credits)

The purpose of this course is to provide workshops or special seminars in the area of special education and communication disorders. This course will prepare graduate candidates as dedicated practitioners, reflective scholars, and responsible citizens who can meet the challenges of their profession in a changing world. (Cross-listed with SPED 4040).

Prerequisite(s)/Corequisite(s): Must have graduate status and permission.

SPED 8100  RESEARCH PROJECTS (1-3 credits)

The purpose of this course is to allow candidates to participate in research activities other than those related to the thesis. Specific course content and type of research will be dependent on the nature of the intended research and must be approved by the supervising advisor and Department Chair prior to registration.

Prerequisite(s)/Corequisite(s): Graduate standing and admitted into a special education or speech-language pathology program of study.

SPED 8120  HIGH INCIDENCE DISABILITIES (3 credits)

This introductory course is designed to examine characteristics of learners with high incidence disabilities and the impact of those characteristics on learning. The focus will be on the manifestation of disabilities including learning disabilities, behavior disorders, mild to moderate intellectual disabilities, speech and language disorders, attention-deficit hyperactivity disorders, and autism spectrum disorders.

Prerequisite(s)/Corequisite(s): Graduate Standing.

SPED 8156  READING AND WRITING INSTRUCTION FOR STUDENTS WITH DISABILITIES (3 credits)

This course is designed to provide preservice teacher candidates and graduate candidates skills and strategies for instructing students with mild to moderate disabilities that struggle to acquire literacy skills. Emphasis is placed on diagnosis and assessment of specific reading and writing difficulties to determine effective instructional strategies. Instructional strategies will address modifications directed at teaching oral language, reading, writing, and spelling skills.

Prerequisite(s)/Corequisite(s): Admission to the Master of Science degree program in special education or permission of the instructor. Not open to non-degree graduate students.

SPED 8236  LANGUAGE DEVELOPMENT AND DISORDERS FOR TEACHERS (3 credits)

This course is designed to introduce the candidate to the nature and structure of language, current theories of language, normal first and second language development, language disorders, multicultural issues in language assessment, and contemporary classroom management of language deficits. The topics will be examined from an educational perspective to enhance the teachers knowledge of language and to facilitate classroom management of language deficits exhibited by exceptional children in grades pre-K through 12. (Cross-listed with SPED 4230).

Prerequisite(s)/Corequisite(s): Admission to Graduate College

SPED 8240  LANGUAGE DISORDERS IN SCHOOL-AGE CHILDREN (3 credits)

This course focuses on the relationship between spoken and written language and its role in language-based learning disabilities in school-age students. It addresses the characteristics of language and reading impairments; the subtypes of these disorders; and the different diagnostic strategies, assessment tools, and intervention approaches used with them. Various models of language and reading as they relate to development and disorders will be reviewed.

Prerequisite(s)/Corequisite(s): Graduate standing in Speech-Language Pathology and a course in later (school age) language development. Not open to non-degree graduate students.

SPED 8300  READINGS IN SPECIAL EDUCATION (1-3 credits)

Reading and discussion of current methodological developments, research, and innovations in special education.

Prerequisite(s)/Corequisite(s): Admission to the graduate program in special education. Not open to non-degree graduate students.

SPED 8396  HEARING SCIENCE (3 credits)

This course is designed for undergraduate majors in speech-language pathology and audiology and for graduate candidates in education of the deaf/hard of hearing. The course will include basic terminology, anatomy and physiology of the hearing mechanism, acoustics and physics of sound, the processes of human hearing, elements of basic hearing measurements, psychophysics. This course will prepare speech-language pathology candidates as dedicated practitioners, reflective scholars, and responsible citizens who can meet the challenges of their profession in a changing world. (Cross-listed with SPED 4390).

Prerequisite(s)/Corequisite(s): Admission to Graduate College

SPED 8410  MOTOR SPEECH DISORDERS (3 credits)

This course is designed to integrate background information from neurophysiology related to motor speech disorders (MSDs). The term motor speech disorders refers to speech deficits and differences resulting from injury to the human nervous system. This course will focus on acquired and developmental movement-based disorders of speech production that impact one or more of the following subsystems of speech: respiration, phonation, resonation, and/or articulation, including the dysarthrias and apraxia of speech. This course will entail clinical description and characteristics of the impairments as well as the psychosocial changes in life activities and participation of individuals who live with MSDs.

Prerequisite(s)/Corequisite(s): SPED 4470 or SPED 8470 or equivalent; graduate standing in Speech-Language Pathology. Not open to non-degree graduate students.

SPED 8420  VOICE DISORDERS (3 credits)

The purpose of this course is to provide candidates the opportunity to study the disorders of voice in depth so that they are able to effectively orchestrate caseloads including this disorder type. Voice disorders of both organic and functional etiology will be studied. Candidates will have opportunities to conduct instrumetal voice evaluation techniques. The disorders will be discussed to cover the range of topics including etiology, symptomology, assessment and diagnosis, prognosis, and treatment, both medical and non-medical. Phonatory and resonatory aspects will be included.

Prerequisite(s)/Corequisite(s): Graduate standing in Speech-Language Pathology. Not open to non-degree graduate students.

SPED 8430  FLUENCY DISORDERS (3 credits)

This course examines the types and causes of rate, rhythm, and stress pattern differences as they relate to child, adolescent, and adult fluency disorders.

Prerequisite(s)/Corequisite(s): Graduate standing in Speech-Language Pathology. Not open to non-degree graduate students.

SPED 8440  APHASIA & RELATED LANGUAGE DISORDERS (3 credits)

This course is designed to integrate background information from neurophysiology to aphasia and related disorders such as right hemisphere syndrome, traumatic brain injury (TBI), and dementia. The term aphasia refers to linguistic deficits resulting from injury to the human nervous system. This course will focus on acquired cognitive and linguistic-based disorders of the human communication system and will entail clinical description and characteristics of the impairments as well as on the psychosocial changes in life activities and participation of individuals who live with aphasia and/or related disorders.

Prerequisite(s)/Corequisite(s): SPED 4470, SPED 8470 or equiv; grad standing in SLP. Grad SLP admits who haven't completed the pre-req SPED 4470 can enroll in SPED 4470/8470 while co-enrolled in SPED 8440 with permission from student's advisor. Not open to non-degree graduate students.

SPED 8470  NEUROPHYSIOLOGY OF SPEECH AND LANGUAGE (3 credits)

The purpose of this course is to provide speech-language pathology graduate candidates an introduction to human neuroanatomy and neurophysiology of the speech, language and hearing mechanisms, across the lifespan. Emphasis is placed on developing an understanding of the neurophysiological underpinnings of human communication and its disorders. Ultimately, the course will prepare speech-language pathology graduate candidates as dedicated practitioners, reflective scholars, and responsible citizens who can meet the challenges of their profession in a changing world.

Prerequisite(s)/Corequisite(s): Graduate Standing Speech-Language Pathology Majors Only. Not open to non-degree graduate students.

SPED 8486  RESEARCH METHODS IN COMMUNICATION DISORDERS (3 credits)

This course will provide candidates with an introductory set of skills to interpret and evaluate research in communication disorders and closely related fields. In addition, this course will provide candidates with basic knowledge regarding research designs and analyses commonly used in communication disorders and related fields. The content addressed in this course will prepare candidates to judiciously evaluate evidence-based practice and apply the scientific method to clinical decision-making. It offers an opportunity to cultivate critical thinking skills imperative to becoming dedicated practitioners, reflective scholars, and responsible citizens who can adeptly meet the ever-evolving challenges of their profession. (Cross-listed with SPED 4480).

Prerequisite(s)/Corequisite(s): This course is designed for graduate and undergraduate students majoring in speech-language pathology and is a required course for speech-language pathology candidates.

SPED 8500  BASIC CLINICAL PRACTICUM IN SPEECH-LANGUAGE PATHOLOGY (2 credits)

These courses are designed to provide the speech-language pathology candidate with experiences of a clinical nature prior to intensive participation in practica in the educational, medical, clinical, and/or other rehabilitation settings.

Prerequisite(s)/Corequisite(s): Graduate standing in Speech-Language Pathology, 3.0 GPA overall. Permission from program faculty. Not open to non-degree graduate students.

SPED 8510  EDUCATIONAL EXTERNSHIP IN COMMUNICATION DISORDERS (4 credits)

This course is designed to provide the speech-language pathology candidate with experiences of a clinical nature in educational settings. The purpose of the course is to advance the candidate's skills in the evaluation and management of communication and swallowing disorders.

Prerequisite(s)/Corequisite(s): Three semesters of SPED 8500 unless otherwise indicated plus permission. Not open to non-degree graduate students.

SPED 8520  MEDICAL EXTERNSHIP IN COMMUNICATION DISORDERS (4 credits)

This course is designed to provide the speech-language candidate with experiences of a clinical nature in medical settings. The purpose is to advance the candidates' skills in the evaluation and management of communication and swallowing disorders.

Prerequisite(s)/Corequisite(s): Three semesters of SPED8500 unless otherwise indicated plus permission. Not open to non-degree students.

SPED 8530  SEMINAR IN SPEECH-LANGUAGE PATHOLOGY (3 credits)

This course is designed to provide intensive discussion of research or problems of current professional interest based on current literature in speech-language pathology. This course will prepare candidates as dedicated practitioners, reflective scholars, and responsible citizens who can meet the challenges of their profession in a changing world.

Prerequisite(s)/Corequisite(s): Graduate standing

SPED 8540  AUTISM SPECTRUM DISORDERS (2 credits)

This course is designed to familiarize candidates with the features of and interventions for individuals with autism spectrum disorders. The course will emphasize current research into various methodologies for social and communication skills.

Prerequisite(s)/Corequisite(s): Co-requisite: SPED 8560. Admission to the Graduate College. Not open to non-degree graduate students.

SPED 8556  SPECIAL NEEDS STUDENTS FROM DIVERSE COMMUNITIES (3 credits)

The purpose of this course is to study the impact of cultural and linguistic diversity on communication, learning, and behavior. The contrast between what is considered 'normal' language / learning development and in the presence of culturally and linguistically diverse (CLD) P-12 students will receive special emphasis. (Cross-listed with SPED 4550).

SPED 8560  AUGMENTATIVE & ALTERNATIVE COMMUNICATION (2 credits)

This course is designed to introduce the candidate to the nature and process of augmentative and alternative communication (AAC), current theories and models of AAC, basic elements of AAC systems, and contemporary AAC clinical practices and principles. Topics will be examined from educational and rehabilitational perspectives as they relate to assessment, prescription, implementation and evaluation. The course will emphasize practical solutions in AAC for children and adults using both high technology and other less-complex communication strategies. This content is intended to prepare candidates as dedicated practitioners, reflective scholars, and responsible citizens who can meet the challenges of their profession in a changing world.

Prerequisite(s)/Corequisite(s): Graduate standing in Speech-Language Pathology program; co-requisite: SPED 8540.

SPED 8570  DYSPHAGIA (3 credits)

This course is designed to integrate background information from neurophysiology to dysphagia. The term dysphagia refers to swallowing disorders resulting from congenital birth anomalies (i.e., cleft palate, cerebral palsy, etc.) as well as acquired injury to the central nervous system (i.e., stroke, head injury, etc.). This course will introduce candidates to bedside, radiographic, and endoscopic assessment procedures as well as direct, indirect, and medical management techniques of dysphagia. Additionally, this course will provide clinical description and characteristics of swallowing impairments as well as on the psychosocial changes in life activities and participation of individuals who live with dysphagia.

Prerequisite(s)/Corequisite(s): SPED 4470 or equivalent, graduate standing in speech-language pathology. Not open to non-degree graduate students.

SPED 8590  LANGUAGE DISORDERS: BIRTH TO FIVE (3 credits)

This course is designed to provide candidates with knowledge about communicative disorders in young children within a multicultural and global framework. It will cover assumptions underlying current approaches to the evaluation and treatment of language disorders in the developing child. Major emphasis will be upon the theoretical foundations of the study and treatment of communication disorders in children from birth to age five.

Prerequisite(s)/Corequisite(s): SPED 4420 or equivalent. Admission to Graduate Program in Speech-Language Pathology. Not open to non-degree graduate students.

SPED 8646  METHODS AND MATERIALS IN SPECIAL EDUCATION (3 credits)

This course is designed to describe the various instructional methods that have been used successfully in supporting students with disabilities in a variety of settings. This course is also intended to provide pre-service and in-service candidates with knowledge and many evidence-based teaching strategies essential for modifying the learning environment and individualizing instruction for students with disabilities. In addition, teaching methods will focus on academic curriculum lesson planning, development of IEPs, selection of instructional methods and materials, and universal design for learning (UDL). (Cross-listed with SPED 4640).

Prerequisite(s)/Corequisite(s): Admission into a Special Education Master's program and SPED 8120. Not open to non-degree students.

SPED 8656  TRANSITION PLANNING (3 credits)

Curriculum oriented for teachers and related professionals to work with the career development and transition of individuals with disabilities within a multicultural and global society. Includes information for elementary through adulthood with emphasis on transition from high school to community living. (Cross-listed with COUN 8656, SPED 4650).

Prerequisite(s)/Corequisite(s): EDUC 2510 or SPED 1500. Not open to non-degree graduate students.

SPED 8670  MATH INTERVENTIONS (3 credits)

The purpose of this course is to prepare graduate candidates to teach, co-teach or consult in the area of mathematics interventions. Graduate candidates will examine and apply the existing research in mathematics instruction for students with exceptional needs.

Prerequisite(s)/Corequisite(s): Admission to the graduate program in Special Education. Not open to non-degree graduate students.

SPED 8700  SEMINAR IN SPECIAL EDUCATION (3 credits)

The seminar in Special Education is designed to be one of the very last courses taken by a master's degree candidate. Content covers a wide range of topics such as: 1) continuum of care; 2) educational and community service systems; 3) legislation; 4) family concerns; and 5) comparative special education. Each candidate develops a teaching module on one of the course topics, which is discussed and evaluated in class.

Prerequisite(s)/Corequisite(s): Graduate standing.

SPED 8716  INTERACTIONS AND COLLABORATION (3 credits)

This course is offered to investigate the building blocks of collaboration. Effective interpersonal communication and collaboration skills are presented as the foundation necessary to build relationships among school personnel, families and community members. (Cross-listed with SPED 4710).

Prerequisite(s)/Corequisite(s): Admission to Graduate College

SPED 8720  INTERNSHIP IN SPECIAL EDUCATION (3 credits)

This special education internship course provides candidates with either inservice experience or placement in a school program for students with exceptionalities at an academic level commensurate with the candidate¿s desired level of endorsement (K- 6 or 7-12).

Prerequisite(s)/Corequisite(s): Admission to the graduate program in the desired endorsement, completion of 30 hours of required course work, and permission. Not open to non-degree graduate students.

SPED 8730  ADVANCED INTERNSHIP IN SPECIAL EDUCATION (3 credits)

This course provides candidates with a second semester of classroom experience teaching students with disabilities. This experience is for graduate candidates who are extending their initial endorsement to complete a PK-12 endorsement.

Prerequisite(s)/Corequisite(s): Admission to the graduate program in the desired endorsement and completion of SPED 8720 or equivalent. Not open to non-degree graduate students.

SPED 8806  SOCIAL AND EMOTIONAL DEVELOPMENT OF CHILDREN AND YOUTH (3 credits)

This course is designed to prepare teacher candidates and graduate candidates with the understanding of the psychological, biological and environmental factors that affect the social-emotional development of children and adolescents. Emphasis is placed on the interaction of these factors for children with exceptional learning needs and the implications for the learning environment. (Cross-listed with SPED 4800).

SPED 8810  RESEARCH METHODS IN SPECIAL EDUCATION (3 credits)

This course is designed to provide an examination of the theoretical approaches to conducting educational research, research design and analysis, and interpretation and evaluation of existing research in special education and related fields.

Prerequisite(s)/Corequisite(s): SPED 8120 or permission from the instructor. Not open to non-degree graduate students.

SPED 8816  BEHAVIOR INTERVENTIONS AND SUPPORTS (3 credits)

This course introduces a variety of practical interventions that teachers may use to support the positive classroom behavior of all students within a tiered model. Universal, targeted, and individualized strategies are presented. (Cross-listed with SPED 4810).

SPED 8820  CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS (3 credits)

This course is designed to assess and examine the causes and characteristics of behavioral disorders, which constitute internalizing, externalizing, and pervasive developmental disorders. Extensive use of the case study method will be used.

Prerequisite(s)/Corequisite(s): Admission to the Master of Science degree program in special education.

SPED 8830  INTERNSHIP IN BEHAVIORAL DISORDERS (3 credits)

This course provides candidates with either in-service experience or placement in a school program for students with Behavioral Disorders at an academic level commensurate with the candidate's desired level of endorsement (PK- 9, or 7-12).

Prerequisite(s)/Corequisite(s): Admission to the graduate program in special education with an emphasis in behavior intervention specialist, completion of 30 hours of the required coursework, and permission by the department. Not open to non-degree graduate students.

SPED 8840  ADVANCED PRACTICUM IN BEHAVIOR INTERVENTION SPECIALIST (3 credits)

This course provides candidates with additional experiences in working with students with disabilities who present challenging behaviors, including emotional disturbance and autism, at an academic level (PK-6, or 7-12) that is at a different level from their previous clinical practice or internship.

Prerequisite(s)/Corequisite(s): Behavior Intervention Specialist program and permission. Not open to non-degree graduate students.

SPED 8850  INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS (3 credits)

The focus of the course will be on instruction and interventions that are effective for students with behavior disorders such as explicit instruction, social skills support, supporting executive functions, and cognitive strategy instruction.

Prerequisite(s)/Corequisite(s): Graduate standing and successful completion of SPED 8820, not open to non-degree students.

SPED 8860  BEHAVIOR MODIFICATION (3 credits)

This course is designed to equip candidates with the skills necessary to assess, modify, and evaluate behavior in accordance with best practice and research-based approaches. In addition, this course will train candidates on how to conduct a functional behavioral assessment and create behavioral intervention plans in accordance with IDEA.

Prerequisite(s)/Corequisite(s): Admission to the graduate program in special education. Not open to non-degree graduate students.

SPED 8870  AUTISM SPECTRUM DISORDERS: BEHAVIORAL SUPPORT AND INTERVENTIONS (3 credits)

This course is designed to provide information on the behavioral characteristics, instructional needs and necessary curriculum development specifically for children and youth with autism spectrum disorder (ASD).

Prerequisite(s)/Corequisite(s): Admission to the graduate program in special education. Not open to non-degree graduate students.

SPED 8900  SPECIAL EDUCATION LAW (3 credits)

The purpose of this course is to research and explore legal and policy issues affecting special education within our schools. Case law will be examined to ensure effective special education programs for children and youth with disabilities.

Prerequisite(s)/Corequisite(s): Graduate Standing. Not open to non-degree graduate students.

SPED 8910  ASSESSMENT IN SPECIAL EDUCATION (3 credits)

This course provides an overview of measurement and evaluation concepts, strategies, and techniques that are appropriate for students with special needs. Graduate candidates will implement and analyze formal and informal assessments using a systematic and comprehensive approach. Emphasis is placed on those assessment strategies that yield objective data regarding individual learning characteristics that provide a basis for educational decision making.

Prerequisite(s)/Corequisite(s): Graduate standing and SPED 8120

SPED 8920  SPECIAL EDUCATION LEADERSHIP (3 credits)

The purpose of this course is to examine special education administration and leadership issues. This course will focus on policies and procedures necessary to effectively provide leadership to programs for children and youth with disabilities.

Prerequisite(s)/Corequisite(s): Graduate standing. Not open to non-degree graduate students.

SPED 8930  INCLUSION/COLLABORATION PRACTICUM (3 credits)

This course provides candidates with a practicum experience in the inclusion/collaboration specialty area with emphasis across PK-12 settings.

Prerequisite(s)/Corequisite(s): Admission to the graduate program in inclusion/collaboration and permission by the department. Not open to non-degree graduate students.

SPED 8960  ADVANCED ASSESSMENT AND INTERVENTION (3 credits)

This course provides graduate candidates with in-depth practicum experiences in the administration and interpretation of standardized academic achievement measures, criterion-referenced tests, informal assessments, and progress monitoring with children experiencing learning difficulties. Emphasis is placed on utilizing assessment information in order to develop and monitor intervention plans.

Prerequisite(s)/Corequisite(s): Admission to the Master of Science degree program in special education; SPED 8910, SPED 8646, SPED 8156, and SPED 8970; or have permission from the instructor. Not open to non-degree graduate students.

SPED 8970  INSTRUCTIONAL STRATEGIES (3 credits)

This course is designed to prepare graduate candidates with in-depth information regarding effective teaching strategies for students with high-incidence disabilities. Primary emphasis is placed on providing students with theoretical and practical foundations in the design and implementation of cognitive strategy instruction and the use of evidence-based practices and the selection and monitoring of individualized interventions.

Prerequisite(s)/Corequisite(s): Admission to the Master of Science degree in special education, SPED 8120, SPED 8646 or equivalent or permission of the instructor. Not open to non-degree graduate students.

SPED 8980  PROFESSIONAL COLLABORATION (3 credits)

This course is designed to prepare candidates to work in collaboration with other professionals and parents to create a learning environment that enhances the potential for academic success and improvement of instructional practices. The focus will be on collaborative problem solving. (Cross-listed with TED 8850).

Prerequisite(s)/Corequisite(s): Admission to Graduate College.

SPED 8990  THESIS (1-6 credits)

This course is intended for all graduate candidates in the Department of Special Education and Communication Disorders who are seeking a Master of Arts degree. The candidate is expected to generate and complete an independent research project under the guidance of a thesis advisor.

Prerequisite(s)/Corequisite(s): Permission of Thesis Committee Chair and TED 8010. Not open to non-degree graduate students.