Special Education Course Descriptions

18 SPED 7052: Advanced Assistive Technology and Universal Design (3 credits)

Using an ecological approach, this course expands foundational knowledge of assistive technology, Universal Design (UD), and Universal Design for Learning (UDL) to focus on current practices, considerations, barriers, and emerging research themes across the lifespan continuum. The course will cover legal requirements of AT in IDEA settings, provide overview of human-factors/performance assessment, technology abandonment and curriculum integration, funding, and technology outcomes measures. Time will be spent facilitating understanding the relationship among AT, UDL, and scientifically based instructional practices. Students will have hands-on experience establishing AT or UDL outcome measures.

18 SPED 7040: Transition Strategies for Individuals with Disabilities (3 credits)
This course will provide an introduction to historical and contemporary legislation, policies, methods, and service delivery for educational and transitional programming for students with disabilities. The course is designed to equip educators with the ability to plan and implement successful transitional life experience for all students and students with disabilities. The course content will focus on the concept of transition as a life-long process with emphasis on content topics including: theoretical perspectives and conceptual methods, quality of life, family issues, person-centered planning, self-determination, identifying appropriate formal and information transition assessments and incorporating assessment results into IEP planning, and major approaches for providing services and supports through collaboration with other educational and community agencies involved in the transition process.

18 SPED 7054: Advanced Strategies for Individuals with Disabilities (3 credits)
This course covers (a) advanced instructional strategies and curricular planning for children and youth with exceptionalities and (b) advanced methods in providing instructional best practices to the heterogeneous groups of students found in general education contexts.

C&I 7001: Educational Research for Masters Students (3 credits)
Students will explore the full range of educational research in current practice and develop an understanding of the role and limitations of research for informing educational practice. Students will select a topic of interest to them and conduct a literature review of this topic culminating in a final paper that demonstrates their knowledge of the literature, ability to read and synthesize research, and write according to standard protocols.

SPED 7092 Master’s Project Guidance: Special Education I (2 credits)
The Master’s Project is an online seminar course completed during a candidate’s final year of the program. This seminar facilitates participants’ development of skills related to critical self-reflection as individuals and as professional educators. The purpose of Project Guidance is to support candidates in generating a research validated (evidence-based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The design of the master’s project is to produce a well organized literature review reporting on the current status of literature-based knowledge about a topic. Candidates implement and collect data on the evidence-based practices in a classroom or a service-delivery context. The teacher candidates build the necessary skills to conduct an applied evidence-based master’s project. The purpose of this seminar is to support candidates in completing a research validated (evidence based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The master’s project is a culminating work of the master’s program.

SPED 7093 Master’s Project Guidance: Special Education II (1 credit)
Master’s Project II is the continuation of the Master’s Project I online seminar course designed to enhance the candidates knowledge base and assist with the final master’s project. This seminar facilitates participants’ development of skills related to critical self-reflection as individuals and as professional educators. The purpose of Project Guidance is to support candidates in generating a research validated (evidence-based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The design of the master’s project is to produce a well organized literature review reporting on the current status of literature-based knowledge about a topic. Candidates implement and collect data on the evidence-based practices in a classroom or a service-delivery context. The teacher candidates build the necessary skills to conduct an applied evidence-based master’s project. The purpose of this seminar is to support candidates in completing a research validated (evidence based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The master’s project is a culminating work of the master’s program.

SPSY 8010: Applied Behavior Analysis 1 (3 credits)
This course, the first in a sequence of courses in applied behavior analysis, provides an in-depth introduction to the philosophy, concepts, and principles of behavior analysis in general, and to applied behavior analysis in particular. The conceptual foundations developed in this course will be the basis for understanding academic and behavior problems in applied settings and in the development and implementation of: behavioral assessments, functional behavioral hypotheses, intervention procedures directly related to problem function, and data-based decisions about intervention effectiveness.

SPSY 8011: Applied Behavior Analysis 2 (3 credits)
This is the second course in the applied behavior analysis sequence and provides instruction in applying basic behavior principles to resolve behavior problems and foster prosocial behaviors in educational settings, including school-wide positive behavior approaches. Students will learn: basic principles of functional assessment of behavior problems, techniques of direct behavioral assessment used in functional assessment; assessment of reinforcers to use in interventions, clinical applications of behavior analytic interventions to reach socially meaningful outcomes, the rudiments of repeated measurement to make data-based decisions about intervention effectiveness, and evidence-based strategies to promote social competence, including school-wide approaches. Students will acquire basic knowledge of research procedures within applied behavior analysis and will use these principles to begin to analyze related research to guide professional practice.

SPED 6004: Autism Spectrum Disorders (3 credits)
This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual’s life, and the influence of autism on daily functioning at home, school, and in the community. Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.

SPED 7055: ASD: From theory to practice (3 credits)
Education professionals gain insights in the theories of Autism Spectrum Disorders (ASD). Based on theoretical understanding, professionals learn evidence based practices for students with ASD and implement these practices in their educational settings with support from instructors.

CSD 7013: Autism and other Developmental Disabilities (3 credits)
Assessment and development of communication intervention for individuals with Autism Spectrum Disorders and other developmental disabilities, including syndromes associated with communication disorders.

SPED 6004: Autism Spectrum Disorder (3 credits)
This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual’s life, and the influence of autism on daily functioning at home, school, and in the community. Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.

SPED 7056: Foundations, Trends, and Issues in Special Education Leadership (3 credits)
Students establish a foundational understanding of leadership practices within special education. Students gain understanding by studying how the field of special education leadership has evolved over time. Information presented in this course is contextualized through various topics including: – special education history, – special education/general education federal law, regulations, and policy, – leadership foundations and theory, and – professional and ethical leadership practices. From this course, students gain a foundational understanding of special educational leadership practices, professional and ethical leadership roles, and responsibilities within the field of special education. Students will demonstrate a knowledge base in historical perspectives in special education, leadership, and professional ethics, critical analysis and synthesis of information acquired through research and data. Themes for this course are hinged around the foundations and advocacy of leadership for the social and educational betterment for learners, families, and professionals.

SPED 7042: Transition to Work: Collaboration and Teaming (3 credits)
Transition planning and programming is a collaborative process in assessing the skills and needs, identifying transition goals and services, and developing and providing appropriate instruction, transition services, and a system of support. The course is designed to equip transition professionals with the knowledge and skills to identify and involve key stakeholders in transition process, including family, school, community and agency partners. This course will provide an overview of the role of community and state systems that support secondary transition for students with disabilities and examine best practices in interagency and community collaborations. Another main focus of this course is the strategies and practices to enhance partnerships with students and families in transition planning, including understanding the family system and culture, identifying best practices in working with families, and providing supports to students and families.

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  • Annie says:

    Is this program offered online?

  • Kyle Wallace says:

    Annie – This program is 100% online. Please fill out the lead form or contact an enrollment advisor at 800-226-0075 so that we may better assist you. Thanks!

  • Vicki says:

    I would like to sign up for only the Law course (SPED 601). Is this possible?

  • Jeannie Rosa says:

    Hello Vicki – Yes, we do offer each of our courses individually. One of our Enrollment Advisors will be contacting you directly to help answer any additional questions you may have. If you receive this response before we can get in contact with you, please feel free to contact us directly at 800-226-0075. Thank you! We are looking forward to speaking with you.

  • Brandy says:

    About how long does it take to complete this program?

  • Thomas Furio says:

    Hi Brandi. Thank you for your interest in the University of Cincinnati. Our Master of Education programs are designed to be two year, part-time programs. They are designed so that working professional teachers can be successful in completing the program. We also have graduate certificate programs that are one year in length. If this sound like a good fit for you, please contact me at 800-226-0075.

  • Lisa says:

    I would like to take SPED691 as soon as possible! When does the next class begin?

  • Jeannie Rosa says:

    Hi Lisa – It’s a pleasure to hear from you! The SPED691 course will be offered in the Spring Quarter 2012. Classes begin on March 26th. Please give me a call at 800-226-0075so that I can get you started with the process of signing up for this course. Take care, Jeannie

  • Wendy Miller says:

    I am an elementary physical education teacher with Canal Winchester Schools. I already have a masters degree. I am interested in a graduate certificate program in mild/moderate special education. How long would this take? Is it all online? Is there an internship requirement?

  • Jeannie Rosa says:

    Hello Wendy – It’s a pleasure to hear from you! We offer a Master’s in Special Education which takes two years to complete and it is all online. Please give me a call so we can discuss the details of the program together. I can be reached at 800-226-0075. Thanks, Jeannie

  • Patrick says:

    Will I need to do any type of field experience or is it strictly online. I live in northeast Ohio which is why I am asking.

  • Jeannie Rosa says:

    Hi Patrick – Any field experience required for our distance learning programs can be done in your area, even in your own school if you are currently teaching. To learn more or if you have any further questions please contact me at 800-226-0075. I look forward to speaking with you!

  • Nick says:

    Is the program available for international students?

  • Kyle Wallace says:

    Hi Nick, Yes, our program is open to international students. There may be a few additional steps to the application depending on where you earned your degrees. Please feel free to call or e-mail me and I will be happy to discuss program and application information with you. If you have further questions please feel free to contact us at (800) 226-0075 and we will be happy to assist you!

  • cindy says:

    what courses in special educ online program is being offered this summer 12

  • Amy says:

    Hello,

    Do I need to have a BA degree in education to get my Masters in Education? I have a BA in Psychology and a Masters in Human Services but would like to pursue my Masters in Special Ed since I have spent the last 6 yrs being a teaching assistant for children with autism.

    Thanks!

    Amy

  • Hello Amy, thank you for your interest. You do not need to have a Bachelor’s degree in education to be admissible into our programs. For answers to your additional questions please call our admissions office at (800) 226-0075.

  • Hello Cindy, please call our admission office at (800) 226-0075 and one of our admission advisors will be glad to answer your specific question.

  • Kristen says:

    I have a bachelor’s in business management but have a teaching license from an alternate route program. Can I apply for this master’s program?

  • Hello Kristen, thank you for your interest. Yes, your teaching license meets the requirements. Call our office at (800) 226-0075 and one of our Enrollment Advisors will assist you.

  • Charles says:

    Is it possible to finish this program in less that 2 years?

  • Hi Charles,

    That is a great question. Our programs are designed to take approximately 2 years complete without transferring in any credits. Please contact us at (800) 226-0075 to speak with an Enrollment Advisor to thoroughly answer all your questions.

  • Maya says:

    If I have a master of education from another school already, but have not completed student teaching, can I just student teach through the University of Cincinnati?

  • Bre says:

    Hello,

    I am a Head start preschool teacher with a Bachelors in early childhood from UC. I would like to get my masters degree in special education. The problem I am running into is I have no way of being able to take a semster off of work to do an internship. I really want to get the licensure with the degree (I already have my pre-k associate licensure in Ohio). So what can be done about this?

  • Thank you for inquiring about our Master’s in Special Education Plus Intervention Specialist Licensure. Unfortunately, you have to take a semester off to do the internship because it is a requirements for our program. Please give us a call at 800-226-0075, so we can discuss the program together.

  • Thank you for inquiring about our Master’s in Education in Curriculum & Instruction. Unfortunately, you can only transfer up to 9 credits into our program. The reason being is that you would need to get the student teaching approved through our program so that we are in compliance with the requirements of our program. Please give us a call at 800-226-0075 so we can discuss your options together.

  • Mandy says:

    Is it possible to complete just the licensure portion & then the masters later? I’m asking because I recently started another Masters/Licensure program which has to be completed all together, but I have soo many classes left!

  • Hello Mandy,
    Thank you for contacting us. We do offer the K-12 Intervention Specialist Licensure (Mild to Moderate). For more information, please contact the Assistant Associate Director of Special Education, Wendy Riordan, at riordawy@ucmail.uc.edu or 513-556-4189.

  • Lauren says:

    Does this program allow you to get your Masters in Special education and be ready to sit for the BCBA exam? I have my undergrad from UC in Early Childhood but I teach in Alabama. How would credits transfer? How long is the program? Thank you for your help!

  • Hi Lauren,

    The University of Cincinnati’s Master of Education in Special Education program is designed to prepare Special Educators to meet the unique needs of individuals with disabilities and is a good first step towards a doctoral program. However, this program does not prepare educators for the BCBA exam. Please contact an enrollment advisor at 1-800-226-0075 to learn more about the program outcomes.