Department of Counseling and Special Education < Virginia Commonwealth University

This is the preliminary (or launch) version of the 2023-2024 VCU Bulletin. This edition includes all programs and courses approved by the publication deadline; however we may receive notification of additional program approvals after the launch. The final edition and full PDF version will include these updates and will be available in August prior to the beginning of the fall semester.

Colleen Thoma, Ph.D.
Professor and interim chair

The Department of Counseling and Special Education blends top-tier, accredited programs in counselor education and special education and disability policy to create a unique, interdisciplinary academic environment for students and faculty. The department’s primary mission is to prepare graduates to be leaders, ready to make a difference in people’s lives. Courses emphasize applicable learning, incorporating the practical tasks and situations students will be faced with on the job.

The nationally recognized faculty members provide guidance and support, allowing students to fully explore their areas of interest. The department provides the tools that help students examine, refine and challenge current methods and scholarship and to use evidence-based research. Learn more by visiting the Department of Counseling and Special Education webpage.

Counselor education (CLED)
Early childhood special education (ECSE)
Interdisciplinary developmental disability studies (IDDS)
Special education and disability policy (SEDP)

Counselor education

CLED 501. A Survey of the Counseling and Human Services Professions. 3 Hours.

Semester course; 3 lecture hours. 3 credits. An introductory course for any student interested in pursuing a career as a counselor or human services professional. Students will explore their personal motivation and interest in a counseling or human services profession as well as integrate professional concepts with personal style.

CLED 520. Diversity Issues in Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. This course provides an overview of diversity in age, religion, race, ethnicity, socioeconomic status, sexual orientation and gender identity in society. Students will examine how human relationships are influenced from a multicultural perspective.

CLED 600. Professional Orientation and Ethical Practice in Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: admission to counselor education program or permission of instructor. An introductory course for all students in counselor education that provides an overview of the counseling profession and explores ethical and legal standards in the counseling field. The course focuses on ethical standards of professional organizations, federal and state legal mandates and the application of ethical and legal considerations in counseling practice.

CLED 601. Theories of Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: admission to counselor education program or permission of instructor. Selected theories upon which counseling is based, with particular attention placed on the research underlying the theories. Primary focus on providing students with a theoretical foundation upon which to base their personal counseling approaches.

CLED 602. Techniques of Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Enrollment requires admission to counselor education program or permission of instructor. Theory and practice of counseling with emphasis on skill development.

CLED 603. Group Procedures in Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisites: CLED 600, CLED 601 and CLED 602. Analyzes the theories and practice of group work, the relationship of group activities to counseling, and specific skills in group techniques.

CLED 604. Practicum: School Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: CLED 603; and CLED 613 or CLED 622. Seminar and supervised field experience in individual and group counseling and classroom group guidance.

CLED 605. Career Information and Exploration. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: CLED 600 and 601. Designed to provide the potential counselor with an understanding of theoretical approaches to career development in grades K-adult. Emphasis will be given to the relationship between counselor and student(s) in the career development process. A review of occupational, educational and personal/social information resources will be made.

CLED 606. Assessment Techniques for Counselors. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: CLED 600 and 601. Principles and techniques involved in selecting, scoring and interpreting standardized and nonstandardized assessment instruments used by counselors.

CLED 607. Multicultural Counseling in Educational Settings. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: instructor approval. A study of personal, social, political, affective and behavioral considerations of diversity. Multicultural competencies including awareness, knowledge and skills in counseling are emphasized. Efforts will be made to provide school counselors and postsecondary student affairs professionals with practical skills, strategies and techniques for use when working with students and families from a variety of cultural backgrounds.

CLED 608. Practicum: College Student Development and Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: CLED 603, CLED 605 and CLED 660; and CLED 620 or CLED 631. Seminar and supervised field experience in student services in postsecondary educational settings.

CLED 609. Couples and Family Counseling Practicum. 3 Hours.

Semester course; 3 practicum hours. 3 credits. Prerequisites: CLED 640, CLED 641, CLED 644 and CLED 645. Enrollment is restricted to counselor education students. This course will provide counseling and leadership experiences for advanced counselor education students. The goal of the course is to integrate concepts and skills and provide a clinically oriented experience with supervision. The material presented in class will focus on basic competencies and techniques necessary to counsel and will be delivered through lecture, discussions and supervised practical application which takes place in a local school or agency. The practicum consists of a minimum of 100 hours, with 40 hours being direct service, which is a combination of classroom guidance, individual and small-group counseling.

CLED 610. Counseling in Elementary and Middle Schools. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: CLED 600 and 601. An intensive study of school counseling programs for children and young adolescents. Emphasizes the role of elementary and middle school counselors in developmental guidance. Methods for classroom guidance will be discussed.

CLED 612. Wellness Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students in the counselor education program or with permission of the instructor. A survey course that introduces various theories and strategies that support wellness, holistic health and development. Topics include counselor and client wellness, trauma-informed wellness practices, stress, coping and resilience.

CLED 613. Data-driven Comprehensive School Counseling Programs. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Enrollment restricted to students admitted to counselor education program or with permission of instructor. Considers the history of the pro¬fession, current issues and future trends. Addresses professional organizations and ethical guidelines and will focus on the role of school counselors in becoming advocates for students and leaders in the school environment.

CLED 615. Lifespan Development: A Gender Perspective. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Overview of human development theories and the impact of cultural gender messages on the developmental process.

CLED 620. Student Development Services in Higher Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisites: CLED 600 and CLED 601 or by permission of instructor. An overview of the organization and management of student services in postsecondary institutions. Areas such as admissions, career services, academic advising, residential life, financial aid, student development services, student union programming and management, and student activities are reviewed.

CLED 621. Secondary School Counseling Seminar. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: CLED 600 and 601. An advanced course designed to provide a means for intensive study of secondary school counseling. The approach will be to integrate professional knowledge and skills from various disciplines as they relate to the work of the secondary school counselor.

CLED 622. School Counseling Services. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Enrollment restricted to students admitted to counselor education program or with permission of instructor. Focuses on the organization, administration and delivery of school counseling services in pre-K-12 schools.

CLED 630. Clinical Supervision in the Counseling Profession. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Selected theories upon which clinical supervision in the counseling field is based, with particular attention placed on the research underlying the theories. Primary focus on providing students with a theoretical foundation upon which to base their supervision practice.

CLED 631. American College and University. 3 Hours.

3 credits. Examines historical and contemporary foundations of American higher education through the study of leading developments and of contemporary issues relating to the curriculum, aims and objectives and current directions of American colleges, universities and other institutional settings of higher education. Crosslisted as: EDUS 631.

CLED 633. Academic Leadership in Higher Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Analyzes how leadership in higher education is similar to and different from leadership in other organizational settings; explores challenges for leadership (such as access, cost and social responsiveness) and examines emerging leadership roles at various levels of the academic organization. Crosslisted as: EDUS 633.

CLED 640. Marriage, Couples and Family Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. This course provides students with an overview of the processes and theories involved with counseling couples and families. The focus is on preparing students to think systemically and to learn about family concepts, development, dynamics, theories, assessments and techniques. Counseling experience and feedback from the instructor and classmates will be provided. Students will use critical reflection throughout the semester while meeting the requirements of this course.

CLED 641. Advanced Family Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: CLED 640. This course is designed to present the application of family counseling theory through systemic concepts, techniques and interventions utilized during family counseling sessions. The major emphasis is on basic relational processes (e.g., healthy family functioning, communication and conflict). In addition, the course addresses systemic perspectives for treatment planning and intervention for contemporary issues such as violence, addictions and abuse. Mock counseling experience and feedback from the instructor and classmates will be provided. Students will use critical reflection throughout the semester while meeting the requirements of this course.

CLED 642. Organization and Administration of Guidance Services. 3 Hours.

Semester course; 3 lecture hours. 3 credits. A study of organizational principles and procedures necessary for the effective administration of guidance services. Consideration is given to procedures used in establishing guidance programs or modifying existing ones (or both), including the study of various community resources that can contribute to more efficient guidance services.

CLED 644. Sexuality Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: CLED 640. This course is designed to present a foundational understanding for human relationships and sexuality, including sexual issues. Students will use critical self-reflection throughout the semester to examine their awareness, experience and values related to sexuality and the potential influence to counseling efforts.

CLED 645. Couples Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: CLED 640. This course is designed to present the application of couple and marital counseling theory through systemic concepts, techniques and interventions utilized during couples counseling sessions. The major emphasis is on basic relational processes (e.g., healthy couple functioning, communication, intimacy and conflict). In addition, the course addresses systemic perspectives for treatment planning and intervention for contemporary issues such as violence, addictions and abuse. Mock counseling experience and feedback from the instructor and classmates will be provided. Students will use critical reflection throughout the semester while meeting the requirements of this course.

CLED 650. Addiction Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. This course is an entry-level graduate course that provides counselors and other human service workers with an overview of the addictive process. Theories of addiction counseling and application of these theories will comprise a significant part of this course, particularly with how they apply to work with individuals, couples, families and groups. Co-occurring disorders, such as process addictions and mental illnesses will also be addressed. Students will develop conceptual knowledge, practical skills and self-awareness concerning the etiology of addiction, assessment strategies (including the use of wraparound assessment and intervention services), wellness strategies for facilitating optimal development and preventing clinician burn-out, and diagnosis and treatment planning. This will be accomplished through assigned readings, seminar discussions, videotapes, lectures, case presentations, guest speakers and student assignments.

CLED 660. Mental Disorders, Diagnosis and Treatment Planning. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisite: CLED 603. The course examines the history, paradigms, theory and practice of mental health diagnosis, with primary emphasis on the identification of issues related to thinking (cognition), feeling (affect) and acting (behavior) upon which diagnoses are based. The purpose of this course is for students to become familiar with the study of mental disorders and learn the system of classification of mental disorders, the DSM-5.

CLED 672. Internship. 1-6 Hours.

Semester course; variable hours. 1-6 credits. Must be repeated for a total of at least six credit hours. Enrollment requires completion of all other CLED courses required for program. Seminar and supervised field instruction experience for counselors in K-12 settings or professionals in postsecondary settings. Designed to extend professional competencies under supervision of an approved licensed professional school counselor (K-12 settings) or approved student services professional (postsecondary settings). A total of 600 clock hours is required.

CLED 720. Counselor Education Doctoral Seminar I. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Theories and skills of leadership, advocacy models, advocacy action planning and social change theories. Models and methods of program evaluation are examined and evaluations designed and implemented as part of leadership and advocacy efforts. Students demonstrate the ability to provide or contribute to leadership efforts of professional organizations/programs and to advocate for the counseling profession and its clientele.

CLED 721. Counselor Education Doctoral Seminar II. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Instructional theory, counselor education methods and multicultural pedagogy, and the roles, responsibilities and activities of counselor educators. Students demonstrate course design, delivery and evaluation methods. Students also develop their professional writing skills and demonstrate the ability to write for journals, newsletters, presentation proposals and grant proposals related to the teaching and training of counselors.

CLED 730. Advanced Counseling Theories and Practicum. 3 Hours.

Semester course; 3 lecture hours and 100 on-site hours. 3 credits. Pre- or corequisite: CLED 720. Restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Theories pertaining to the principles and practice of counseling, systems work, consultation and responding to crises, disasters and other trauma-causing events. Students demonstrate, at an advanced level, effective application of multiple counseling theories and interventions across diverse populations and settings, as well as advanced case conceptualization. This course includes a supervised 100-hour doctoral-level practicum.

CLED 740. Supervision in Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: CLED 730; pre- or corequisite: CLED 721. Restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Purposes, theoretical frameworks, models, roles of relationship, and practices of counselor/ clinical supervision. Students develop and demonstrate the application of theory and skills of clinical supervision as they refine their personal style of supervision.

CLED 750. Advanced Group Counseling. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: CLED 740. Restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Therapeutic factors of group work, theories of group work, including group counseling, evaluation of group work, group leadership characteristics, styles and behaviors. Students will demonstrate advanced group work skills and the ability to evaluate group climate, group leadership, group process and group outcomes.

CLED 760. Advanced Career Counseling and Development. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: CLED 740; pre- or corequisite: CLED 750. Restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Principles and practice of career counseling, career counselor supervision and career program development beyond the beginning level. Students will demonstrate advanced career counseling work with a client, and beginning-level career counseling supervision. Part of this course includes developing and writing an article for publication based upon a theory-based career intervention structured in social justice and advocacy.

CLED 770. Advanced Leadership in Social Justice and Advocacy for Counselor Educators. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students admitted to the counselor education and supervision track of the Ph.D. in Education program or requires permission of the instructor. An overview of social justice frameworks in U.S. educational, community and agency settings, emphasizing theoretical approaches, social change and advocacy important to counselor educators, counseling leaders and other helping professionals. Focus will include engaging in social justice activism through implementing a community-based project in counseling or a related field, with impact at the individual, institution, policy and/or political levels.

CLED 810. Counselor Education Doctoral Internship in Teaching. 1-3 Hours.

Semester course; 1-3 field experience hours. 1-3 credits. May be taken for a total of six credits. Enrollment is restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Supervised teaching experiences in counselor education and supervision. Internship is at the discretion and approval of the doctoral adviser and is based on student experience, training and career goals. The setting, goals, site supervisor and plan for the internship must be approved by the doctoral adviser. Students receive weekly supervision from their site supervisor and group supervision from a counselor education faculty member. Graded S/U/F.

CLED 811. Counselor Education Doctoral Internship in Research. 1-3 Hours.

Semester course; 1-3 field experience hours. 1-3 credits. May be taken for a total of six credits. Enrollment is restricted to students admitted to counselor education concentration of the Ph.D. in Education program. Supervised research experiences in counselor education and supervision. Internship is at the discretion and approval of the doctoral adviser and is based on student experience, training and career goals. The setting, goals, site supervisor and plan for the internship must be approved by the doctoral adviser. Students receive weekly supervision from their site supervisor and group supervision from a counselor education faculty member. Graded S/U/F.

CLED 815. Transdisciplinary Research in the Study of Mental Health and Wellness. 3 Hours.

Semester course; 3 seminar hours. 3 credits. Enrollment is restricted to doctoral-level students or by permission of the instructor. This course is designed to advance student learning on transdisciplinary science as it relates specifically to mental health and wellness and expand their understanding of the role of research in the addressing of social problems through an ecological lens. This course will also serve as an opportunity for students to practice transdisciplinary research skills; exercise critical evaluation of transdisciplinary research methods; and employ critical reflection to address research questions with a transdisciplinary approach. Content of this course will include an examination of philosophy, philosophical principles and traditional and current theoretical understanding of transdisciplinary research in mental health and wellness. Students will examine the rationale behind and the consequences of their notions of community mental health and wellness concerns, and explore the conditions that influence human behavior and change factors associated with mental health and wellness. Students will use critical reflection throughout the semester while meeting the requirements of this course.

Early childhood special education

ECSE 500. Language/Communication Intervention for Young Children with Disabilities. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Undergraduate students must have permission of the instructor prior to registration for this course. This course emphasizes how children learn to communicate and how to facilitate communication development. The course includes examination of language development, language differences and disorders, language facilitation, and relationship of language to literacy. Course content and assignments include information about evidence-based practices and promote critical reflection and problem-solving skills.

ECSE 501. Principles of Infant/Early Childhood Mental Health. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: ECSE 201, ECSE 202 and ECSE 303; or SEDP 501 or ECSE 541; or permission of instructor. Enrollment is restricted to students with a minimum of 60 credit hours (junior or senior standing) or graduate students. Non-degree seeking students may enroll in this course with permission of instructor. This course provides an introduction to issues related to infant and early childhood mental health. Parent-child attachment, risk, resilience, assessment and intervention strategies will be discussed through the lens of relationship-based practice.

ECSE 541. Infants and Young Children With Special Needs. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Course offered online. Undergraduate students must have permission of the instructor prior to registration for this course. This course focuses on the foundations for early intervention and education, with emphasis on early intervention research, typical and atypical development, family and community contexts for development, professional standard and current policy issues.

ECSE 542. Family/Professional Partnerships. 2 Hours.

Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Undergraduate students must have permission of the instructor prior to registration for this course. Theory and practice relevant to working with families of children with disabilities. Family-centered services and cultural sensitivity are emphasized. Provides an overview of family processes and reactions to having a child with a disability, strategies for helping family members support and work with their children, available community resources and legal rights of families and children with disabilities.

ECSE 601. Assessment of Infants and Young Children with Disabilities. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Provides knowledge and practical applications for the identification, placement and assessment for program planning and evaluation of children with disabilities ages birth through five.

ECSE 602. Instructional Programming for Infants and Young Children with Disabilities. 3 Hours.

Semester course; 3 lecture hours; 3 credits. Offered in hybrid format. This course provides the knowledge, skills and methods necessary to deliver effective education to infants, toddlers and preschoolers with disabilities and their families. The course includes readings, discussions and activities on topics central to understanding the conceptual and theoretical foundations underlying current educational curricula and methods. The course emphasizes blending recommended practices from early childhood education and early childhood special education, family-centered service delivery, cultural competence, inclusive placements, and research-based intervention. Course content and assignments promote critical reflection, collaborative decision-making and problem-solving skills to be used in planning and implementing programs for young children with special needs and their families.

ECSE 603. Integrated Early Childhood Programs I. 2 Hours.

Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Examines the needs, opportunities, resources and barriers to early intervention and inclusive early childhood programs in Virginia and local communities. State and federal laws and policies, research-based practices and local models will be studied to understand the context for systems change. A planning process that includes funding mechanisms, staffing patterns, curricula service models, family participation options, resource coordination and program evaluation procedures will be emphasized.

ECSE 604. Early Literacy and Augmentative Communication. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Designed to increase the professional knowledge and skills of early childhood special educators to meet the literacy needs of young children with disabilities through the use of technology.

ECSE 605. Integrated Early Childhood Programs II. 1 Hour.

Semester course; 1 lecture hour. 1 credit. Prerequisite: ECSE 603. Examines the needs, opportunities, resources and barriers to early childhood intervention and inclusive early childhood programs in Virginia and local communities. State and federal laws and policies, research-based practices, and local models will be studied to understand the context for systems change. A planning process that includes funding mechanisms, staffing concerns, curricula service models, family participation options, resource coordination and program evaluation procedures will be emphasized.

ECSE 641. Interdisciplinary Methods in Early Intervention. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course focuses on the nature and characteristics of major disabling and at-risk conditions for infants and young children and the influence of interdisciplinary teamwork in service delivery. Emphasis is given to the medical aspects of young children with disabilities and the management of neurodevelopmental and motor disabilities. Review of adaptive equipment and its safe use, as well as selection and implementation of appropriate assistive technology will be covered. The importance and role of collaborative planning teams that include families and professionals from various disciplines, including health care, will be discussed. Essential teamwork skills will be learned and students will reflect on the application of those skills in practice.

ECSE 672. Internship in Early Development and Intervention. 1-6 Hours.

Semester course; 1-2 field experience hours. 1-2 credits. May be repeated for a maximum of six credits. Designed to provide practical experience in different community programs that serve young children (birth to 5) from various cultural and linguistic backgrounds, who are at risk for or have developmental disabilities, and their families. These observation, participation and service-learning experiences are distributed across the graduate program, linked to other core content courses documented via portfolios and aligned with professional standards. This course includes site-based requirements.

ECSE 700. Externship. 1-6 Hours.

Semester course; 1-6 field experience hours. 1-6 credits. May be repeated for a maximum of nine credits. Enrollment requires permission of the department. Plan of work designed by extern with prior approval of the offering department. State certification or equivalent may be required for some externships. Off-campus planned experiences for advanced graduate students designed to extend professional competencies, carried out in a setting, under supervision of an approved professional. Externship activities monitored and evaluated by university faculty. This course includes site-based requirements.

Interdisciplinary developmental disability studies

IDDS 600. Interdisciplinary Studies in Developmental Disabilities: Teamwork in Serving Persons with Developmental Disabilities. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides information and activities on models of teamwork, group decision making, team process, leadership and communication and how they influence services for persons with disabilities and their families; content/discussion focuses on the roles and functions of individuals from various disciplines (including parents) as team members; includes case studies and simulations of interdisciplinary teamwork in action.

IDDS 601. Resilience: Models, Research and Applications. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Overview of resilience models and research across the life span in diverse populations. Interdisciplinary emphasis on applying this overview to prevention and intervention programs at individual, family, school, community and societal levels.

IDDS 602. Leadership in Developmental Disabilities. 2 Hours.

Semester course; 2 lecture hours. 2 credits. A team-taught seminar in leadership development with particular emphasis on issues related to children with developmental disabilities.

IDDS 603. Clinical and Community Services for Children with Neurodevelopmental Disabilities. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Team-taught by faculty from the Leadership Education for Neurodevelopmental Disorders (LEND) program using problem-based learning. Students will learn the interdisciplinary approach to services for children with neurodevelopmental disabilities with an emphasis on evidence-based practices, the medical home and sources of community support.

IDDS 604. Interdisciplinary Studies in Developmental Disabilities: LEND Seminar I. 4 Hours.

Semester course; 4 seminar hours (delivered online, face-to-face or hybrid). 4 credits. Enrollment is restricted to students who have applied to and been accepted as a trainee or fellow in the Va-LEND program. Provides information and activities on models of teamwork, group decision-making, interdisciplinary team process, communication strategies and leadership skills. Focus is on how teamwork and leadership influence services for children with developmental disabilities and their families.

IDDS 605. Interdisciplinary Studies in Developmental Disabilities: LEND Seminar II. 4 Hours.

Semester course; 4 seminar hours (delivered online, face-to-face or hybrid). 4 credits. Enrollment is restricted to students who have applied to and been accepted as a trainee or fellow in the Va-LEND program. Students will learn the interdisciplinary approach to services for children with neurodevelopmental disabilities with an emphasis on research and evidence-based practices, pertinent legislation, the medical home and sources of community support.

IDDS 672. Practicum in Disability Leadership. 1-4 Hours.

Semester course; 1-4 practicum hours. 1-4 credits. May be taken for a total of 4 credits. Study and integration of interdisciplinary practice in clinical or off-campus settings. Supervised by interdisciplinary faculty. Includes interdisciplinary clinical practice, family mentorship experience, disability policy activities, leadership project and professional development activities specific to leadership education for developmental disabilities. Trainees will have an opportunity to function as both team members and team leaders in addressing the needs of children with disabilities or other special health care needs and their families. This course includes site-based requirements.

IDDS 691. Special Topics in Developmental Disabilities. 1-3 Hours.

Semester course; 1-3 lecture hours. 1-3 credits. Prerequisite: Permission of graduate faculty adviser, course faculty coordinator, and director of preservice training at the Virginia Institute for Developmental Disabilities. Explores specific interdisciplinary content and issues in the field of developmental disabilities and examines the practice approaches of multiple disciplines.

IDDS 692. Directed Study in Developmental Disabilities. 1-4 Hours.

Variable hours. 1-4 credits. Prerequisite: Permission of graduate faculty adviser and director of preservice training at the Virginia Institute for Developmental Disabilities. Provides an independent study in a specific area of interdisciplinary practice in developmental disabilities developed under the supervision of a member of the graduate faculty.

Special education and disability policy

SEDP 501. Characteristics of Individuals with Disabilities: ____. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course prepares candidates to understand how exceptionalities can interact with multiple domains of human development to influence an individual’s learning in home, school, community and throughout life. Candidates will gain an understanding of the characteristics between and among individuals with and without exceptionalities. Course content focuses on the identification and characteristics of individuals with exceptionalities as defined under the Individuals with Disabilities Education Improvement Act. This course also provides information on educational, psychosocial and behavioral interventions that serve as adaptations to the general curriculum and/or home/social expectations. Candidates gain an understanding of the impact of related medical conditions and differentiated evidence-based interventions on the development and learning of young children and/or students with or at risk for disabilities. In addition, candidates gain understanding of child abuse recognition and prevention, with particular focus on issues and strategies unique to working with young children and students with disabilities. Throughout this course, candidates will consider beliefs, traditions and values across and within cultures that influence relationships among and between young children, students and their families. Further, this course will emphasize the importance of interdisciplinary collaboration for promoting the well-being of individuals with exceptionalities across a wide range of settings and collaborators. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester.

SEDP 502. Supervision Seminar I. 1 Hour.

Semester course; 1 lecture hour. 1 credit. This course emphasizes effective techniques to use when working with special education and general education teachers, instructional assistants, parent and students with disabilities. Participants will examine the different roles of the special educator. Class members are encouraged to introduce topics for discussion based on their teaching experiences. Problem-solving strategies will be developed to address the issues raised during class. The course will provide the special educator with an understanding of the Individualized Education Program process from fostering consensus to developing the IEP. Emphasis will be placed on understanding the impact of the student’s disability in accessing the general curriculum. Developing a data-driven IEP based on standards will also be emphasized.

SEDP 503. Supervision Seminar II. 1 Hour.

Semester course; 1 lecture hour. 1 credit. This course emphasizes effective techniques to use when working with special education and general education teachers, instructional assistants, parent and students with disabilities. Participants will examine the different roles of the special educator. Class members are encouraged to introduce topics for discussion based on their teaching experiences. Problem-solving strategies will be developed to address the issues raised during class. The course will provide the special educator with an understanding of how to implement mandates in the classroom as related to the state assessment program. Participants will learn why there is an emphasis on the development of standards-based IEPs and how they are integrated in daily classroom instruction. Participants will also learn about the different SOL participation options and how to use criteria to determine the appropriate option.

SEDP 505. Theory and Practice of Educating Individuals with Special Needs. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Not for certification or endorsement in special education. In-depth study of past and current philosophies and approaches to serving students with special needs in educational settings. Attends to specific ways school services and classroom practices of general education teaching can assist in meeting these needs in today's schools through collaboration and inclusion.

SEDP 531. Educational Foundations for Collaboration and Universally Designed Learning. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Focuses on providing candidates with the knowledge of the foundation for educating students with disabilities, as well as the principles and processes for collaboration and consultation with educational colleagues, community professionals and families. Covers the historical, philosophical and sociological foundations underlying the role, development and organization of public education in the U.S. Discussions and readings will focus on creating and maintaining inclusive schools, effective communication strategies for building successful collaborative teams and universally designed instructional strategies to use in co-taught classrooms.

SEDP 532. Understanding Autism Spectrum Disorder. 3 Hours.

Semester course; 3 lecture hours. 3 credits. This course presents an introduction to autism spectrum disorder. The course will include a discussion of the core behavioral and secondary characteristics and how they impact the individual across the lifespan, from infancy through adulthood. Family concerns and considerations will be discussed in the context of age, development and need for support. The course will also describe the qualities of intervention strategies and will outline ways to evaluate practices and make sound intervention decisions.

SEDP 533. Assessment of Individuals with Disabilities: ____. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide knowledge and practical applications of screening and assessment of young children and students at risk for and with disabilities/delays. Teacher candidates will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of young children and students with disabilities. Teacher candidates will gain knowledge of measurement principles and practices to administer assessments and interpret results. This course will emphasize examination of both formal and informal assessments and their use in data-driven decision-making related to educational placement, intervention planning and IEP/IFSP development. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester.

SEDP 600. Language/Communication Intervention for Young Children and Individuals With Severe Disabilities. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Enrollment requires permission of the instructor. An intensive study of the developmental sequence of language/communication acquisition and intervention strategies for individuals with severe language delays or deficits, severe intellectual disabilities and/or other severe multiple disabilities.

SEDP 601. Instructional Methods and Programming for Individuals with Disabilities: ____. 3 Hours.

Semester course; 3 lecture hours (delivered as online, face-to-face or hybrid course). 3 credits. This course provides the knowledge, skills and methods necessary to plan and deliver effective instruction to individuals with disabilities. Course content is focused on how to collaborate with families and other professionals to deliver instruction that improves the outcomes of young children and students. Teacher candidates will develop skills to plan and deliver instruction in a variety of educational settings and learning environments. This course builds teacher candidates’ cultural competence and emphasizes the use of recommended practices and evidence-based interventions to support the social, emotional and/or academic growth of individuals with disabilities. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester.

SEDP 602. Methods II: Teaching Students in Special Education - General Education. 2 Hours.

Semester course; 2 lecture hours. 2 credits. Delivered as online, face-to-face or hybrid course. Prerequisites: SEDP 601 and acceptance for teacher preparation if in the M.Ed. program. Provides a study of instructional strategies and organization of activities with focus on elementary and secondary students with high incidence disabilities (in grades K-12) including curriculum, media, materials and physical environment. Candidates will use the foundation from Methods I as a context for developing skills necessary to provide the most effective classroom instruction for secondary students. A continued focus will be on assessing and monitoring student performance, adapting instructional interventions based upon students' response to intervention, and selecting evidence-based practices that have the greatest likelihood of success.

SEDP 603. Theories, Assessment and Practices in Literacy Development for Individuals with Exceptionalities: ____. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to prepare teacher candidates to instruct and support individuals with exceptionalities in developing necessary skills for lifelong literacy. Teacher candidates will understand literacy development, including emergent literacy skills, and the impact of disabilities and delays on learning and progress in this domain. This course will emphasize assessment as the basis for designing instruction and interventions. A variety of strategies, methods and supports will be discussed, analyzed and applied to address a variety of reading, language and/or communication needs. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester.

SEDP 604. Characteristics of Students With Severe Disabilities. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Enrollment restricted to students who have been admitted to the Virginia Consortium for Teacher Preparation in Special Education Adapted Curriculum. Examines nature and causes of disabling or special health conditions. Covers screening and evaluation techniques, characteristics and educational implications.

SEDP 607. Math Methods and Online Education. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Students will be introduced to current theory and best practices of mathematical instruction from K-12. They will be able to relate their learned knowledge of number and number sense; computation and estimation; measurement and geometry; probability and statistics; and patterns, functions and algebra to their instruction. Students will identify the risk factors associated with mathematics disabilities and learn intervention strategies to address the needs of students with disabilities.

SEDP 610. Teaching Strategies for Students with Severe Disabilities. 3 Hours.

Semester course; 3 lecture hours. 3 credits. This course is designed to provide instruction in teaching methods for individuals with severe behavior, learning or emotional disabilities. Emphasis will be placed on instructional program development, task analysis and methods of precision teaching.

SEDP 611. Secondary Education and Transition Planning. 2 Hours.

Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Explores the literature, research, issues and trends that are relevant to high school-aged students with high incidence disabilities as they prepare for their transition to life after high school. Focus is on providing candidates with the ability to prepare their students and work with their families to promote successful student transitions throughout the educational experience including postsecondary training, employment and independent living that addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations. The full range of functioning is addressed in the areas of education, employment, social/emotional functioning, personal and daily living issues.

SEDP 612. Assessment and Curriculum for Students with Severe Disabilities. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Addresses functional assessment strategies, IEP development, and curriculum organization and implementation for students with severe disabilities. Emphasizes educating learners in the least restrictive environment using a transdisciplinary team approach.

SEDP 616. Introduction to Disability Studies, Community Services and Business Networks. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Examines disability history, theory and current thinking in the field of disability studies. Changes in philosophy, legislation and policy over the past four decades will be examined to trace the paradigm shift that led to our current conceptualization of disability. Students will investigate the community services and resources available to support adults with disabilities, as well as new trends in business partnerships and employment service models that promote the economic self-sufficiency of adults with disabilities.

SEDP 619. Multicultural Perspectives in Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Designed to enhance cultural competence in diverse classrooms and schools. Major considerations include race, ethnicity, linguistic, gender, abilities and sexual orientation differences. Key concepts include structural, curricular and instructional facets of working successfully in diverse educational settings. Personal and theoretical constructs of race, ethnicity, culture, disability and other related concepts are explored. This course is delivered online.

SEDP 621. Applied Behavior Analysis: Principals, Procedures and Philosophy. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Designed to provide an overview of the basic principles and procedures of applied behavior analysis. Factors and principles that contribute to improved performance as well as development of interfering behaviors are identified. Further procedures that can be used to minimize interfering behavior, improve performance, teach new behaviors and increase the probability of behaviors occurring under appropriate circumstances are described.

SEDP 622. Ethics and Professional Conduct for Behavior Analysts. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisite: SEDP 621. Provides an overview of the professional conduct standards consistent with the practices of applied behavior analysis and outlines how to provide ethical and responsible behavioral programming. The Virginia Behavior Analyst Licensure law, the Behavior Analyst Certification Board's Guidelines for Responsible Conduct and Disciplinary Standards, as well as the Association for Positive Behavior Supports Standards of Practice are reviewed and used to guide course content. A focus is placed on developing and implementing ethical behavioral programming that promotes the improvement as well as the dignity of the person receiving intervention. Ethical conduct as it relates to colleagues, the field of ABA and society also is discussed.

SEDP 623. Applied Behavior Analysis: Empirical Bases. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisite: SEDP 621. Provides information on the basic content of applied behavior analysis and how to implement the core principles in real-life situations. Participants will be instructed on how to implement behavioral procedures and develop behavioral programs for individuals who may need to increase positive skills or reduce interfering behavior. Participants also will be instructed on single-subject design, the research methodology used in the field of ABA and its applications in real-life situations.

SEDP 624. Applied Behavior Analysis: Applications. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisite: SEDP 621. Discusses the various applications of the field of applied behavior analysis and expands the capability to deal with more complex behavioral situations, enabling the ability to relate to more sophisticated professional issues and environments. Specifically, the course demonstrates how ABA is applied in real-world situations to make socially significant changes by minimizing interfering behavior, improving performance, teaching new behaviors and increasing the probability of behaviors occurring under appropriate circumstances. This course also provides a foundation for giving appropriate support to those implementing the behavior plan.

SEDP 625. Applied Behavior Analysis: Assessments and Interventions. 3 Hours.

Semester course. 3 lecture hours. 3 credits. Pre- or corequisite: SEDP 621. Expands on basic content of applied behavior analysis and teaches how to implement behavioral procedures and develop behavioral programs for individuals with fundamental socially relevant behavioral needs. In this course, participants will learn how to implement behavioral assessments, select and develop intervention procedures, and compose instructions for implementation.

SEDP 626. Applied Behavior Analysis: Verbal Behavior. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Pre- or corequisite: SEDP 621. Further expands the participant's capability to use applied behavior analysis in complex behavioral situations and enables students to apply principles to sophisticated issues through analysis of language development. The course will provide information on verbal behavior and basic verbal operants and how to develop intervention procedures to teach diverse learners.

SEDP 630. Trends in Special Education. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Includes an overview of legislation and case law pertaining to special education, characteristics of individuals with and without exceptionalities including growth and development from birth though adolescence, mainstreaming, integration/inclusion, transition, and classroom adaptations for educating students with disabilities in least restrictive environments. Candidates will become familiar with the general characteristics of children with and without exceptionalities relative to age, varying levels of severity and developmental differences manifested in cognitive, linguistic, physical, psychomotor, social or emotional functioning.

SEDP 631. Behavior Support of Individuals with Disabilities: ____. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide an in-depth analysis of theoretical models, research and strategies for supporting positive behaviors of young children and students with exceptionalities. Emphasis is on developing, implementing and/or structuring environments and interventions to encourage adaptive behaviors and the social/emotional development of individuals with exceptionalities, and directly teach them to adapt to the expectations of differing environments. Course content focuses on conducting formal and informal assessments of behavior and environments to individualize and implement strategies to support the growth and development of individuals with exceptionalities. This course will help develop a candidate’s ability to examine the behaviors of students with special needs in a variety of settings, including an understanding and application of behavior management techniques and individualized behavioral interventions. Techniques and approaches taught will promote skills that are consistent with developmental milestones and/or standards and rules of a variety of educational environments, and will be diverse based upon developmental, cognitive, behavioral, social and ecological theory and best practice. Candidates will learn to integrate results of assessments to develop long- and shorter-term goals and objectives and integrate these into individualized service and behavior change plans. Focus will also be on how to consult and collaborate with colleagues and families to implement individualized plans across a variety of environments. Candidates will learn to evaluate young children’s and/or students’ behavior and environments, as well as reflect on their own role in contributing to and mitigating challenging behaviors. Candidates will also learn strategies to prevent and/or intervene safely with children who exhibit challenging behavior, as well as to facilitate positive behavior. A s part of the course requirements, candidates will also complete approved modules in child abuse and neglect recognition and intervention if not already completed. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester.

SEDP 632. Transition Strategies for Students with Disabilities. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Designed to provide knowledge of the special educator's role in preparing students with disabilities for post-secondary educational and vocational environments. Emphasis is placed on designing and modifying high school curricula involving students and their families in transition planning and helping students acquire the services needed to be successful in adult life.

SEDP 634. Assessment, Curriculum and Teaching Methods for Autism Spectrum Disorder. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: SEDP 532. Students will review assessment techniques and curriculum design, as well as the major methodologies to teach individuals with autism spectrum disorder from early intervention through transition to adult services in inclusive and specialized educational settings. This course will focus on scientifically based interventions that address the communication development and academic needs of the individual with autism spectrum disorder. Participants will be required to demonstrate knowledge of course goals by integrating content with students with autism spectrum disorder.

SEDP 635. Supporting Behavior and Social Skills for Autism Spectrum Disorder. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: SEDP 532. Students will review major methodologies needed to create a positive social and emotional learning environment for individuals with autism spectrum disorder from early intervention through transition to adult services in inclusive and specialized educational settings. This course will address the individual’s social, behavioral and sensory needs by focusing on the emerging best-practice interventions needed to teach social understanding and shape appropriate social behavior, build play and leisure skills, teach anger and stress management, procure sensory motor modulation, conduct functional behavior assessments, and provide positive behavior support. Participants will be required to demonstrate knowledge of course goals through integration with students with autism spectrum disorder.

SEDP 638. Instructional Design and Field Experience for Autism Spectrum Disorder. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisites: SEDP 532, 634 and 635. Students will focus on the integration of theoretical and practical concepts related to supporting individuals with autism spectrum disorder from early intervention through transition to adult services in educational settings. It provides the opportunity to apply knowledge of assessment, curriculum design, teaching methodologies and environmental and technological supports while working collaboratively with caregivers and educational teams to develop individualized programming. This course has a 20-hour field-based experience that is to take place in an educational setting. The field-based experience will be coordinated with the course instructor.

SEDP 641. Independent Study. 1-3 Hours.

Semester course; variable hours. 1-3 credits. Prerequisite: permission of instructor. An individual study of a specialized issue or problem in education.

SEDP 651. Topics in Education. 1-3 Hours.

Semester course; 1-3 credits. May be repeated for 9 credits. Check with department for specific prerequisites. A course for the examination of specialized issues, topics, readings or problems in education.

SEDP 655. Practicum A: Special Education in an Elementary Education Environment. 1 Hour.

Semester course; 1 practicum hour. 1 credit. Special education candidates will participate in 30 hours of supervised practicum activities within the public schools at the elementary level. The goal of this course is to provide special education candidates with real-world experience developing, implementing and monitoring progress of special education students within the general education environment. As part of the course, candidates will develop and implement an inclusive Universal Design for Learning unit plan within the academic (reading or mathematics) curriculum. The unit will include ties to the Virginia Standards of Learning, plan for collaboration with general education teachers, five traditional lesson plans, an online lesson, a unit assessment and Individual Education Program using collaboration with parents, general education teachers and the student. Additionally, the special education candidates will reflect on the effectiveness of the unit plan for students with special needs or other at-risk students. This course includes site-based requirements.

SEDP 656. Practicum B: Special Education in a Secondary Education Environment. 1 Hour.

Semester course; 1 practicum hour. 1 credit. Special education candidates will participate in 30 hours of supervised practicum activities within the public schools at the secondary level. The goal of this course is to provide special education candidates with real-world experience developing, implementing and monitoring progress of special education students within the general education environment. As part of the course, special education candidates will develop and implement an inclusive Universal Design for Learning unit plan within the academic (reading or mathematics) curriculum. The unit will include ties to the Virginia Standards of Learning, plan for collaboration with general education teachers, five traditional lesson plans, an online lesson, a unit assessment and an Individual Education Program using collaboration with parents, general education teachers and the student. Additionally, the special education candidate will reflect on the effectiveness of the unit plan for students with special needs or other at-risk students. This course includes site-based requirements.

SEDP 658. Individualized Supports and Specialized Care of Students With Significant Disabilities. 3 Hours.

Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides an understanding of the unique physical, sensory, communication, and health and medical needs of students with significant disabilities; how these needs impact the educational program; how special education and related services are delivered; and how to design academic, functional and behavioral instruction and adaptations to meet those needs.

SEDP 700. Externship: ____. 1-6 Hours.

Semester course; 1-6 field experience hours. 1-6 credits. The externship experience for M.Ed. candidates requires the study and integration of theory with practice in a clinical setting supervised by an approved professional and university faculty member. This externship includes planned site visits by the university faculty member (at least four of the visits will be observations of the student in a teaching situation). During the semester-long externship, students are in classrooms with a set amount of hours spent supervised by a fully licensed, experienced teacher in direct teaching activities. M.Ed. candidates already teaching on a provisional license can do those field experience hours in their own classrooms, supported by a mentor special educator and the university faculty member. The supervision provided emphasizes effective techniques to use when working with special education and general education teachers, instructional assistants, parents and students with disabilities. This course is offered in multiple sections to accommodate specific program requirements across the concentrations offered in the M.Ed. in Special Education. See the Schedule of Classes for specific sections to be offered each semester. This course includes site-based requirements.

SEDP 705. Seminar on Disability Policy. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Discussion and examination of key federal and state issues that affect disability policy and program management. Includes an in-depth examination of IDEA, ADA and the Rehabilitation Act of 1973.

SEDP 706. Personnel Development in Special Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prepares individuals to effectively design, provide and evaluate personnel development programs that prepare professionals to maximize the developmental, educational, emotional and employment outcomes of individuals with disabilities.

SEDP 707. Critical Issues in Special Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Discussion and examination of controversial and/or critical issues in special education, as well as current IDEA definitions, referral and assessment methods and instructional models.

SEDP 708. Grant Writing in Special Education and Other Social Sciences. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Examines conceptual, empirical and practical issues in the preparation of grant proposals and in the conduct of interdisciplinary research in the social sciences that focuses on education and related issues in youth development, with a specific emphasis on youth with disabilities. Students will develop practical skills in establishing interdisciplinary research teams; interdisciplinary research design and grant proposal development; matching research questions to funding agencies and their priorities; working with community agencies and relevant stakeholders to secure their involvement in the research process; writing research or training grant proposals.

SEDP 709. Literature Reviews in Special Education and Other Social Sciences. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Provides in-depth, advanced instruction in the conducting of systematic literature reviews; instruction in how to create and refine a research question; instruction in defining and refining search terms; instruction in critically analyzing identified literature; and instruction in the writing and structure of a literature review.

SEDP 711. Doctoral Seminar in Single Subject Design. 3 Hours.

Semester course; 3 lecture hours. 3 credits. This course is intended to provide an overview of strategies for designing and conducting single subject studies that are relevant to education, special education, psychology and other related fields of inquiry. Its purpose is to provide doctoral students or advanced graduate students who are interested in applied research designs with an opportunity to acquire competencies related to planning, implementing and analyzing such research. The content of the course will focus on applications and interpretations of single-case research designs and the analysis of human behavior in educational and community settings. This course is designed as an initial course in single research design.

SEDP 771. Research Internship. 1-3 Hours.

Semester course; 1-3 research hours. 1-3 credits. May be repeated for a total of 3 credits. Enrollment requires prior approval of adviser. The research internship is designed to provide doctoral students with an opportunity to demonstrate competence at designing and conducting a pilot research study and disseminating research findings. Graded as S/U/F.

SEDP 772. Teaching Internship. 1-3 Hours.

Semester course; 1-3 internship hours. 1-3 credits. Enrollment requires prior approval of adviser. The teaching internship is designed to provide doctoral students with an opportunity to demonstrate competence in the activities related to the preparation of teachers of students with disabilities at the university level. Graded as S/U/F.

SEDP 773. Service/Policy Internship. 1-2 Hours.

Semester course; 1-2 hours of internship. 1-2 credits. Enrollment requires prior approval of adviser. The service competency is met through an internship that is designed to give doctoral candidates an intensive experience in which they can become actively involved in professional service to the field of special education and, in particular, in the development and implementation of local, state or national policy. Graded as S/U/F.

SEDP 890. Dissertation Prospectus Preparation. 1 Hour.

Semester course; 1 lecture hour. 1 credit. Prerequisite: SEDP 709 Students will receive guidance in the preparation of their dissertation prospectus, describing their plan for conducting an original research study as the final requirement for their Ph.D. in Special Education and Disability Policy. Graded S/U/F.

SEDP 899. Dissertation. 1-9 Hours.

Semester course; variable hours. Variable credit. May be repeated. A minimum of 9 semester hours required. Prerequisite: Successful completion of comprehensive examinations and approval of student's doctoral prospectus. Dissertation work under direction of dissertation committee. Graded as S/U/F.