Special Education - Evidence Based Practices Emphasis Requirements (MSE)
Students in this program will develop graduate-level knowledge and expertise in areas that match their professional development needs. Students are required to identify at least one focus area, which will determine the courses they need to complete based on that area. The list of 30 credit-hour courses includes options specific to one or more concentration areas.The selection of courses is determined by the concentration area or by the combination of focus areas. Once students are admitted to the program, their course plan is set, and their progress toward that plan is reviewed with them at least once per semester during the advisement period.
| Code | Title | Units |
|---|---|---|
| Major Requirements | ||
| Select one course sequence for 6 credits | 6 | |
| REFLECTIVE PRACTICE AND ACTION RESEARCH and APPLIED FIELD ACTION RESEARCH IN SPECIAL EDUCATION | ||
| ASSESSMENT OF DYSLEXIA AND LANGUAGE BASED LEARNING DISABILITIES and PRACTICUM IN STRUCTURED LITERACY | ||
| Select 30 units from the following: | 30 | |
| ADVANCED BEHAVIOR INTERVENTION STRATEGIES | ||
| EDUCATIONAL-DIAGNOSIS AND ASSESSMENT IN LD, E/BD, ID | ||
| LEGAL FOUNDATIONS OF SPECIAL EDUCATION | ||
| ADVANCED METHODOLOGY AND PRACTICES IN SPECIAL EDUCATION | ||
| PROMOTING REFORM THROUGH COLLABORATIVE LEADERSHIP | ||
| TRANSITION ASSESSMENT FOR STUDENTS WITH SPECIAL NEEDS | ||
| FOUNDATIONS OF AUTISM SPECTRUM DISORDER | ||
| METHODS FOR TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDERS | ||
| ADVANCED PRINCIPLES OF APPLIED BEHAVIOR ANALYSIS | ||
| ETHICS IN RESEARCH AND APPLIED BEHAVIOR ANALYSIS | ||
| PHILOSOPHY OF APPLIED BEHAVIOR ANALYSIS | ||
| ASSISTIVE TECHNOLOGY FOR INCLUSION | ||
| ASSISTIVE TECHNOLOGY AND NEURODIVERGENCE | ||
| ORGANIZATIONAL BEHAVIOR MANAGEMENT | ||
| SOCIAL AND EMOTIONAL LEARNING | ||
| FACILITATING SYSTEMS CHANGE FOR TRAUMA SENSITIVE SCHOOLS | ||
| BEHAVIOR ASSESSMENT | ||
| BEHAVIOR CHANGE PROCEDURES | ||
| NEUROLOGY OF DYSLEXIA & LANGUAGE BASED LEARNING DISABILITIES | ||
| SCIENCE OF READING I: PHONICS, LINGUISTICS, & INTERVENTIONS | ||
| SCIENCE OF READING II: VOCABULARY, COMPREHENSION, & WRITING INST | ||
| DISABILITIES: CHARACTERISTICS & ELIGIBILITY FOR SPECIAL EDUCATION | ||
| INSTRUCTIONAL STRATEGIES FOR THE INCLUSIVE CLASSROOM | ||
| PLURALISTIC RELATIONSHIPS: FAMILY, SCHOOL, & COMMUNITY AGENCY | ||
| CURRICULUM AND METHODS FOR LOW INCIDENCE DISABILITIES | ||
| SCHOOL-TO-ADULT LIFE TRANSITIONAL PROGRAMMING | ||
| WORKSHOP | ||
| Total Units | 36 | |