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2020-2022 Graduate Catalog [ARCHIVED CATALOG]
Graduate Course Descriptions
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School Psychology |
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SPSY 610 - School Assessment II 3 Credits
508 Prerequisite(s): PSY 507 This course examines basic and advanced concepts and theories of psychological, social-emotional-behavioral, and educational assessment. It emphasizes the methods used for evaluating school aged children and the skills required for formulating, conducting, and reporting comprehensive psychological evaluations. This course is only open to School Psychology Majors. Special Permission to enroll in this course is required for other students.
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SPSY 805 - School Internship I 3 Credits
700 Prerequisite(s): 54 semester hours of selected coursework in School Psychology Students receive direct supervision from qualified School Psychologists in a public school setting for this full-time internship which is designed to provide students with a comprehensive set of activities related to the competent provision of psychological services in a school setting. Field supervisors meet with student interns for at least two hours weekly for individual supervision to review the quality of their professional work. The program supervisor meets with students on a regular basis to monitor the progress of the internship, and consults with the field supervisor regarding performance and problems that may arise. This course is only open to School Psychology Majors. Special Permission to enroll in this course is required for other students.
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SPSY 807 - School Internship II 3 Credits
701 Prerequisite(s): 54 semester hours of selected coursework in School Psychology Students receive direct supervision from qualified School Psychologists in a public school setting for this full-time internship which is designed to provide students with a comprehensive set of activities related to the competent provision of psychological services in a school setting. Field supervisors meet with student interns for at least two hours weekly for individual supervision to review the quality of their professional work. The program supervisor meets with students on a regular basis to monitor the progress of the internship, and consults with the field supervisor regarding performance and problems that may arise. This course is only open to School Psychology Majors. Special Permission to enroll in this course is required for other students.
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SPSY 503 - School-Based Consultation 3 Credits
Prerequisite(s): None This course is designed to teach the skills and methods of psychological and educational consultation as practiced in settings such as educational systems. Students are introduced to basic concepts in consultation, and relevant strategies promoting change in individuals, small groups, and large systems. It provides in class experiential components that assist students in learning about the process of consultation, specifically with culturally diverse populations.
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SPSY 702 - Seminar in Ethics & Professional Issues in School Psychology 3 Credits
604 Prerequisite(s): None This course represents an overview of the ethical and professional issues involved in psychological research, testing, instruction, and practice, with special attention to advocacy and ethical decision making regarding a variety of primary, secondary, and tertiary interventions. This course is only open to School Psychology Majors. Special Permission to enroll in this course is required for other students.
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SPSY 609 - Social and Personality Development 3 Credits
Prerequisite(s): None This course is a systematic review of research, major theories, and points of view in regard to major problems in the fields of social and personality development.
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SPSY 510 - The Psychology of Exceptional Children 3 Credits
Prerequisite(s): None This course is a study of the nature of all children who differ significantly from the typical child. Attention is directed towards gifted children as well as children with physical or mental handicaps, emotional disturbance, and speech and hearing problems.
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SPSY 800 - Thesis I 0 Credits
601 Prerequisite(s): None All degree candidates in the program are required to complete a research-based thesis. This is done under the guidance of a faculty member who has similar research interests.
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SPSY 801 - Thesis II 3 Credits
602 Prerequisite(s): None All degree candidates in the program are required to complete a research-based thesis. This is done under the guidance of a faculty member who has similar research interests.
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Special Education |
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SPED 522 - Behavioral Intervention and Classroom Management 3 Credits
Prerequisite(s): None Students gain familiarity with the effects of dysfunctional behavior on learning and the differences between behavioral and emotional disorders and other disabling or at-risk conditions. The course will present current research on behavioral interventions and management, along with appropriate ways to apply research findings in the classroom through research - supported instructional strategies and practices. Students will learn how to plan, organize, and implement individualized and group programs appropriate to the cognitive and effective needs of students who may require reinforcement systems, behavioral management plans, specific social skill instruction, or adjustments in their learning environment and curriculum.
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SPED 799 - Comprehensive Examination 0 Credits
699 Prerequisite(s): Advancement to Candidacy, Completion of all prerequisites, resolution of all Incomplete grades The comprehensive examination is a comprehensive test on the core concepts and issues within the discipline. The examination is a three hour test administered by the Graduate School.
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SPED 545 - Computers and Technology in Special Education 3 Credits
Prerequisite(s): None Students examine the current instructional applications available for use with computers and related technology in the elementary and middle school classroom and the benefits of computer-assisted instruction for exceptional students. The appropriate and effective integration of computers across the curriculum and the use of the classroom computer as a means of data analysis for instructional decision-making are emphasized. Assistive/augmentative technology and the evaluation of instructional software are covered in the course as well.
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SPED 520 - Instructional Methods and Curriculum Planning 3 Credits
Prerequisite(s): None Students gain familiarity with developmental curricula across cognitive, academic, language, and socio-affective areas as applicable to individuals with exceptional learning needs. Various instructional and remedial methods, techniques, and curriculum materials will be presented and practiced as well as techniques and strategies for modifying instruction and accommodating individual student needs. The characteristics of “typical” children with high incidence disabilities and the basic principles of effective instruction are discussed as they pertain to educational planning and instructional presentation.
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SPED 626 - Language and Reading Development 3 Credits
526 Prerequisite(s): SPED 511 Students compare, adapt, and conduct formal and informal assessments in oral and written language for use with mildly and moderately disabled elementary and middle school children. Methods, materials, and cognitive strategies and concepts are explored, adapted, and designed for classroom use in all language areas, with particular emphasis on reading.
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SPED 502 - Mathematics, Science, and Social Studies 3 Credits
Prerequisite(s): SPED 511 Students explore math, science, social studies research findings, effective teaching methods, various learning and cognitive strategies, curriculum content areas, assessment techniques and materials which can be designed or adapted for classroom use in instruction of mildly and moderately disabled elementary and middle school-aged children. Emphasis will be placed on the techniques that facilitate the development of concepts, with thinking skills and problem solving as the primary focus. Learning strategies instruction, instructional theory related to “Dimensions of Learning” model of instruction (Marzano), diagnostic prescriptive methods, authentic assessment procedures, and direct instruction are explored as they relate to special education. Attention will be given to the implementation of teaching behaviors that foster positive attitudes toward math, science, social studies, and encourage students to actively construct their own learning. Students will be encouraged to use reflection and inquiry to refine their knowledge and skill.
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SPED 629 - Multidisciplinary Team: Assessment, Collaboration, and Intervention 3 Credits
529 Prerequisite(s): SPED 511, 540 Students explore the contributions of various professional and auxiliary disciplines to individual educational programming and development of disabled children. Information from other disciplines and strategies for effective interdisciplinary communication are examined.
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SPED 539 - Partnerships in SPED 3 Credits
Prerequisite(s): None Students explore materials, concepts, and methods needed to maximize the productive integration of student, family, and community resources into the planning and implementing of programs for disabled children.
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SPED 517 - Physical, Recreational, and Pre/Vocational 3 Credits
Prerequisite(s): SPED 511 Students compare, adapt, and conduct formal and informal assessments in physical, recreational and pre/vocational development for use with mildly and moderately disabled elementary and middle school children. Physical, recreational, and pre/vocational methods, materials and cognitive strategies and concepts are explored, adapted, and designed for classroom use.
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SPED 615 - Practicum in Special Education I 3 Credits
515 Prerequisite(s): SPED 511, 520, 522, 545, 649 In accordance with Maryland Special Education teacher generic certification requirements for working with either elementary/middle or secondary/adult students, the Practicum Phases I and II provide supervised teaching experiences with students ages 5 through 21 who are receiving special education services. All students participating are required to complete practicum experiences, the first upon completion of the first 15 hours and the second at the end of the graduate program. Students demonstrate selected competencies under faculty supervision during fieldwork with disabled children at the elementary and middle school levels.
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SPED 715 - Practicum in Special Education II 3 Credits
516 Prerequisite(s): SPED 507, 502, 517, 626, 539 Students demonstrate selected competencies under faculty supervision during fieldwork with disabled children at the elementary and middle school levels.
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SPED 730 - Seminar in Special Education 3 Credits
530 Prerequisite(s): Successful completion of the Graduate Comprehensive Students review major topics, issues, and trends in special education and do an in-depth seminar paper in selected area. This course must be taken during the last six hours of the degree program.
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SPED 507 - Social, Emotional, and Aesthetic Curriculum 3 Credits
Prerequisite(s): SPED 511 Students compare, adapt, and conduct formal and informal assessments in social, emotional and aesthetic curriculum for use with mildly and moderately disabled elementary and middle school children. Social, emotional, and aesthetic methods, materials, and cognitive strategies and concepts are explored, adapted, and designed for classroom use.
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SPED 649 - Special Education Partnerships and Lifestyles 3 Credits
549 Prerequisite(s): None Students explore the concepts, methods, materials, assessment, and transition strategies used in recreational and life-centered career education for culturally diverse students with disabilities. In order to maximize the productive inclusion and collaboration of student, family, professional, and community for children and youth with mild or moderate special needs, effective instruction, behavioral management, and flexible programming designs are presented.
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SPED 511 - Special Education Perspectives 3 Credits
Prerequisite(s): None Students examine the historical development, the philosophies, research, legislation, and current difficulties that have emerged relative to the education of exceptional children. The characteristics of children with disabilities and the principles of effective instruction, management, and intervention are addressed as they apply to special education. Family empowerment concepts are explored relative to the diversity of our schools and communities. Professional, community, and parent organizations; local, state, and federal agencies dealing with exceptional children are also identified.
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