Special Education

Welcome to UAB where students become skilled, reflective educators through Special Education graduate degree programs in Collaborative Teacher (CT) K-12, Early Childhood Special Education (ECSE), and Visual Impairment (VI). These innovative program offer degrees and/or certification at three levels—alternative masters, traditional masters and specialist. 

The alternative masters program (AMP) is for graduate students who do not already hold teacher certification in elementary or early childhood education. To be eligible for seeking initial teacher certification at a masters level, applicants must have an undergraduate degree with a 2.75 GPA on their transcript from a regionally accredited college. They must have passed the Basic Skills test and the Praxis II exam in the targeted teaching field and also met other criteria stipulated by the ALSDE. Upon completing the AMP, candidates earn alternative Class A certification in this teaching field.

The traditional masters program (MAE) is for teachers who already hold Class B initial certification in any area of education. Upon completing the MAE, they earn Class A certification in the special education teaching field.

The Collaborative Teacher Autism Spectrum Disorders Educational Specialist (EdS) degree program is for teachers who already hold either an Alabama Class B or Class A certificate in any field of special education OR have at least 3 years of verified, full-time teaching experience with special populations and hold a valid Class A Professional Educator Certificate. 

The Collaborative Teacher:  Concentration in Reading Educational Specialist (EDS) degree program is for teachers who already hold either an Alabama Class B or Class A certificate in any field of special education OR general education who have at least 2 years of verified, full-time teaching experience with special populations or general populations and hold a valid Class A Professional Educator Certificate.  Individuals pursuing this certificate/degree must complete one of two tracks in this program.  The track selected depends upon the type of valid, prerequisite Alabama professional educator certificate held PRIOR to unconditional admission to the Class AA Program in Collaborative Teacher.  Track 1 is for candidates who DO NOT currently hold a valid Alabama Class A Certificate in Collaborative Teacher.  Candidates who must take this track of courses are those with a valid, prerequisite Alabama Class A Professional Educator Certificate in any teaching field (other than Collaborative Teacher).  To be eligible to pursue Track 2 courses, candidates MUST hold a valid, prerequisite Alabama Class A Professional Educator Certificate in Collaborative Teacher.

For detailed information regarding admission requirements for the School of Education graduate programs, please visit the Admissions Requirements website at https://www.uab.edu/education/studentservices/admission-requirements.

Master of Arts in Special Education Collaborative Teacher K-12

The MA.Ed. in Special Education degree for the Collaborative Teacher K-12 program requires a minimum of 33 hours. A minimum GPA of 3.25 is required.

RequirementsHours
ECT 620Formative and Summative Assessment3
ECT 621Program and Lesson Planning3
ECT 622Language and Communication Facilitation3
ECT 623Instructional Methods3
ECT 624Sensory, Health and Physical Methods3
ECT 625Positive Behavioral Supports3
ECT 626Assistive and Instructional Technology3
ECT 627Collaborative Processes3
ECT 628Legal Issues and Trends3
ECY 600Introduction to Exceptional Learner 13
ECT 631Practicum in Collaborative Teaching K-123
Total Hours33
1

 May not be required if previously completed

Master of Arts in Special Education Collaborative Teacher K-12 Fifth Year Alternative Masters

The MA.Ed. in Special Education degree for the Collaborative Teacher K-12 Fifth Year Alternative Masters program requires a minimum of 44 hours. A minimum GPA of 3.25 is required.

RequirementsHours
ECT 521Program and Lesson Planning3
ECT 523Instructional Methods3
ECT 529Teaching Literacy and Reading in Inclusive Settings 3
ECT 528Legal Issues and Trends3
ECT 520Formative and Summative Assessment3
ECY 600Introduction to Exceptional Learner3
ECT 531Internship in Collaborative Teaching K-126
ECT 532Student Teaching Seminar 1
EDU 500Education as a Profession1
ECT 522Language and Communication Facilitation3
ECT 524Sensory, Health and Physical Methods3
ECT 525Positive Behavioral Supports3
ECT 526Assistive and Instructional Technology3
ECT 527Collaborative Processes3
ECT 530Effective Teaching and Learning 3
Total Hours44
1

 May not be required if previously completed

Master of Arts in Early Childhood Special Education

The MA.Ed. degree in Early Childhood Special Education program requires a minimum of 39hours. A minimum GPA of 3.25 is required.

RequirementsHours
ECY 635Foundations of Early Childhood Special Education3
ECY 637Assessment in Early Childhood Special Education3
ECT 621Program and Lesson Planning3
ECY 636Early Intervention and Preschool Curriculum and Methods3
ECT 655Early Primary Curriculum and Methods3
ECT 625Positive Behavioral Supports3
ECT 654Communication and Technology Applications In Early Childhood Special Education3
ECT 627Collaborative Processes3
ECY 639Transdisciplinary Collaboration and Consultation in Early Childhood3
ECY 689Advanced Topics in Special Education1-6
EDR 652Pre and Early Reading Instruction3
ECY 600Introduction to Exceptional Learner 13
ECY 670Practicum in Early Childhood Special Education6
Total Hours40-45
1

 May not be required if previously completed

Master of Arts in Education in Special Education Visual Impairment P-12 Fifth Year Alternative Masters

The M.A.Ed. degree requires a minimum of 50 hours for the Special Education Alternative Master's for the Visual Impairment P-12 program. A minimum GPA of 3.25 is required.

RequirementsHours
ECT 521Program and Lesson Planning3
ECT 523Instructional Methods3
ECY 662Meth and Material for Teaching the Visually Impaired3
EDR 540Developmental Reading I3
ECT 527Collaborative Processes3
ECT 520Formative and Summative Assessment3
ECY 600Introduction to Exceptional Learner 13
ECY 687Early Childhood/Elementary School Student Teaching6
ECT 532Student Teaching Seminar 1
EDU 500Education as a Profession1
ECT 522Language and Communication Facilitation3
ECT 524Sensory, Health and Physical Methods3
ECT 525Positive Behavioral Supports3
ECT 526Assistive and Instructional Technology3
ECY 664Braille, Orientation and Mobility3
ECY 665Anatomy and Educational Implication of the Eye3
Advisor-approved EDF Elective (500 level or above)3
Total Hours50
1

 May not be required if previously completed

Master of Arts in Education in Special Education Visual Impairment P-12

The M.A.Ed. degree requires a minimum of 39 hours for the Special Education for the Visual Impairment P-12 program. A minimum GPA of 3.25 is required.

RequirementsHours
ECT 620Formative and Summative Assessment3
ECT 621Program and Lesson Planning3
ECT 622Language and Communication Facilitation3
ECT 623Instructional Methods3
ECT 624Sensory, Health and Physical Methods3
ECT 625Positive Behavioral Supports3
ECT 626Assistive and Instructional Technology3
ECT 627Collaborative Processes3
ECY 662Meth and Material for Teaching the Visually Impaired3
ECY 664Braille, Orientation and Mobility3
ECY 665Anatomy and Educational Implication of the Eye3
ECY 600Introduction to Exceptional Learner 13
ECY 686Practicum In Special Education: Visually Impaired3-6
Total Hours39-42
1

 May not be required if previously completed

Educational Specialist in Education with a Concentration in Collaborative Special Education K-12: Autism Spectrum Disorder

The Ed.S. degree for the Collaborative Special Education K-12: Autism Spectrum Disorder program requires a minimum of 36 hours. A minimum GPA of 3.50 is required.

RequirementsHours
ECT 700ASD: An Introduction3
ECT 701ASD: App of Assessment Inform3
ECT 702ASD: Tech and Comm Supp3
ECT 703ASD: Literacy and Instructional Content and Methods3
ECT 704ASD: Collaboration-Consultation3
ECT 705ASD: Accommodating the Needs of Diverse Learners on the Spectrum2
ECY 600Introduction to Exceptional Learner 13
ECT 710ASD: Practicum3
Data Based Decision Making with Field Experience and Research Project
EPR 700Data Based Decision Making3
EPR 700LField Experience/Data Based Decision Making1
EPR 700RSchool Based Problem Research Project/Data Based Decision1
Professional Leadership with Field Experience and Research Project
EDL 735Professional Leadership3
EDL 735LField Experience/Professional Leaderhip1
EDL 735RSchool Based Problem Research Project/Professional Leadership1
ECT 679Advanced Legal Aspects of Special Education3
Total Hours36
1

 May not be required if previously completed

ECT-Collaborative Teacher Educ Courses

ECT 520. Formative and Summative Assessment. 3 Hours.

In-depth analysis of testing, assessment, and accountability applied to special education. Analysis of applied issues such as standards-based reform, annual yearly progress, response to intervention, and program effectiveness. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities. [Course is for students in the Alternative Masters Program (AMP) only].
Prerequisites: ECY 600 [Min Grade: C]

ECT 521. Program and Lesson Planning. 3 Hours.

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 522. Language and Communication Facilitation. 3 Hours.

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. Includes an overview of normal and typical language development and research on effective naturalistic communication interventions. Candidates will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 523. Instructional Methods. 3 Hours.

This course provides information on research-based instructional strategies for equipping students with disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Particular emphasis will be placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming will be addressed. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 524. Sensory, Health and Physical Methods. 3 Hours.

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 525. Positive Behavioral Supports. 3 Hours.

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 526. Assistive and Instructional Technology. 3 Hours.

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 527. Collaborative Processes. 3 Hours.

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, agencies, paraprofessionals as well as other professionals.
Prerequisites: ECY 600 [Min Grade: C]

ECT 528. Legal Issues and Trends. 3 Hours.

This course explores current laws and trends relating to special education.
Prerequisites: ECY 600 [Min Grade: C]

ECT 529. Teaching Literacy and Reading in Inclusive Settings. 3 Hours.

The purpose of this course is to provide teacher candidates with an understanding of a balanced approach to literacy and research -based best practices for supporting literacy development among a diverse population of students. This knowledge affords teachers the ability to choose curricular goals, design instruction, promote student achievement, and assess and /or report student to a variety of stakeholders.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C]

ECT 530. Effective Teaching and Learning. 3 Hours.

This course focuses on the effective teaching and learning of students with disabilities. Course work will focus on planning appropriate lessons that support the student, ways to engage all learners and analyze teaching effectiveness. Candidates will also learn ways of using feedback to guide further learning and ways of using assessment to inform instruction.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C]

ECT 531. Internship in Collaborative Teaching K-12. 3-9 Hours.

These courses are required in UAB’s Alternative Masters Program (AMP) for a Master of Arts in Education with Alternative Class A certification for teaching in the following areas: Collaborate Teacher K-12, Early Childhood Special Education,Visual Impairments P-12. The purpose of ECT 531 is to prepare teachers to use Best Practices for teaching within their content area. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a certified teacher shall require competence to teach as demonstrated in an internship of 15 weeks of full-time student teaching. Collaborative Teacher K-12 and Visual Impairments P-12 interns will have two placements to satisfy their K-12 and P-12 certification requirements (i.e., 7.5 weeks in a K-5 placement and 7.5 weeks in a 6-12 placement).

ECT 532. Student Teaching Seminar. 1 Hour.

This course will accompany student teaching/internship to support and extend the efforts of student teaching. The course will focus on the successful completion of edTPA assignments and submission.

ECT 554. Communication & Technology Applications In Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide information on communication facilitation and assistive and instructional technology applications for young children with delays or disabilities. The course examines (a) the use of various communication systems, (b) naturalistic communication strategies, (c) computer-based instruction and management systems to utilize assistive and instructional technology, (d) issues related to the integration of technology into instructional design, (e) a review and analysis of educational software, (f) an exploration of educational considerations of technology for young children with delays or disabilities, (g) an evaluation of assistive technology options, and (h) an overview of instructional and managerial computer applications. Candidates will incorporate evidence-based decision-making, IFSP and IEP development, and program planning to facilitate communication and provide instruction for young children with delays or disabilities and their families.

ECT 555. Early Primary Curriculum and Methods. 3 Hours.

Universal design, response to intervention, and co-teaching are central components of this course. This course provides information on providing evidence-based instructional strategies and support to young children (K-3) with delays or disabilities. The intent is to equip children (K-3) with the skills and knowledge that will help them thrive in the classroom, as well as other settings. Particular emphasis will be placed on applied teaching strategies for the acquisition and generalization of skills.

ECT 591. edTPA Seminar for Collaborative Teaching. 3 Hours.

This course will accompany student teaching/internship to support and extend the efforts of student teaching. The course will focus on the successful completion of edTPA assignments and submission.

ECT 601. Introduction to Technology in Special Education. 1 Hour.

Provides students with the knowledge and skills to begin the process of designing a standards-based electronic portfolio. Students will address the issues regarding the content and construction of electronic portfolios and the purpose of each stage of development. Issues related to formatting options will be demonstrated and critiqued. Students will be required to develop and demonstrate the requisite skills for creating and filing critical information in a digital format. Students will review numerous portfolios for discussion. The focus will be a standards based product which each student will begin during this course.

ECT 620. Formative and Summative Assessment. 3 Hours.

In-depth analysis of testing, assessment, and accountability applied to special education. Analysis of applied issues such as standards-based reform, annual yearly progress, response to intervention, and program effectiveness. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 621. Program and Lesson Planning. 3 Hours.

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 622. Language and Communication Facilitation. 3 Hours.

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. Includes an overview of normal and typical language development and research on effective naturalistic communication interventions. Candidates will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 623. Instructional Methods. 3 Hours.

This course provides information on research-based instructional strategies for equipping students with disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Particular emphasis will be placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming will be addressed. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 624. Sensory, Health and Physical Methods. 3 Hours.

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge that will help them thrive in the classroom and beyond the school day. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 625. Positive Behavioral Supports. 3 Hours.

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 626. Assistive and Instructional Technology. 3 Hours.

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 627. Collaborative Processes. 3 Hours.

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, agencies, paraprofessionals as well as other professionals.
Prerequisites: ECY 600 [Min Grade: C]

ECT 628. Legal Issues and Trends. 3 Hours.

This course explores current laws and trends relating to special education.
Prerequisites: ECY 600 [Min Grade: C]

ECT 631. Practicum in Collaborative Teaching K-12. 3-9 Hours.

The purpose of ECT 631 is to prepare teachers to use Best Practices for teaching within their content area. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a certified teacher shall require competence to teach as demonstrated in a focused practicum experience. Field experience is required.

ECT 650. Masters Seminar in Collaborative Teaching. 3 Hours.

A diagnostic and evaluation course designed to ensure that students have acquired basic competencies in historical, philosophical, legal, and assessment foundations in special education. Competencies addressed in this course also include research, writing, speaking, and computer literacy.

ECT 651. Assessment Foundations in Special Education. 3 Hours.

Designed to prepare special education teachers to assess children and youth in a manner that reflects federal and state mandates and regulations. Students are prepared to appropriately select, administer, and interpret assessment instruments designed to answer questions related to eligibility determination and, intervention programming.
Prerequisites: ECT 650 [Min Grade: C]

ECT 652. Char of Chldren/Yth w/Learning and Behv Disabilities. 3 Hours.

Details the characteristics, needs, and concerns related to children and youth with mild learning disabilities, mental retardation, and emotional-behavioral disorders. Additional issues addressed in the course are due process, inclusion, collaboration, and diversity as they pertain to these populations of students. Field experience required.
Prerequisites: ECT 650 [Min Grade: C]

ECT 653. Characteristics of Students with Low-Incidence Disabilities. 3 Hours.

Details the characteristics, needs, and concerns related to children and youth with physical, health, sensory, and communication disabilities. Additional topics covered include positioning and handling, assessment, development of health care plans, and transdisciplinary collaboration. Field experience required.
Prerequisites: ECT 650 [Min Grade: C]

ECT 654. Communication and Technology Applications In Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide information on communication facilitation and assistive and instructional technology applications for young children with delays or disabilities. The course examines (a) the use of various communication systems, (b) naturalistic communication strategies, (c) computer-based instruction and management systems to utilize assistive and instructional technology, (d) issues related to the integration of technology into instructional design, (e) a review and analysis of educational software, (f) an exploration of educational considerations of technology for young children with delays or disabilities, (g) an evaluation of assistive technology options, and (h) an overview of instructional and managerial computer applications. Candidates will incorporate evidence-based decision-making, IFSP and IEP development, and program planning to facilitate communication and provide instruction for young children with delays or disabilities and their families.

ECT 655. Early Primary Curriculum and Methods. 3 Hours.

Universal design, response to intervention, and co-teaching are central components of this course. This course provides information on providing evidence-based instructional strategies and support to young children (K-3) with delays or disabilities. The intent is to equip children (K-3) with the skills and knowledge that will help them thrive in the classroom, as well as other settings. Particular emphasis will be placed on applied teaching strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming in all curricular areas will be addressed. Candidates will incorporate evidence-based decision-making, design instructional programs, provide instruction, and monitor the progress of children K-3 with delays or disabilities. The course also focuses on co-teaching and working as a member of the team along with paraprofessionals, related service personnel, general educators, and families.

ECT 657. Teaching in Inclusive Classrooms. 3 Hours.

Provides students with the knowledge and skills to teach learners with low-incidence disabilities in K-12 settings. Course content addresses issues related to positioning and handling, Alabama Extended Standards, IEP development, writing health care plans, assessment, and strategies for teaching reading, math, and writing.
Prerequisites: ECT 653 [Min Grade: C]

ECT 658. Curriculum in General Education. 3 Hours.

Prepares students to utilize the general education curriculum as the foundation for educational programming for children and youth with special needs. IEP writing, using the general education curriculum, team planning, state- and district-wide assessments, and curriculum accommodations and modifications are topics addressed in this course.
Prerequisites: ECT 650 [Min Grade: P]

ECT 659. Plan and Manage the Teaching and Learning Environment. 3 Hours.

Prepares students to plan and manage the teaching and learning environment effectively. The major emphasis of the course is on the elements of classroom design and preparation. Primary and secondary academic and behavioral interventions are presented. Outcomes expected for students are related to the creation and maintenance of positive, caring classroom communities that facilitate the academic and social development of children and youth with disabilities. Field experience required.
Prerequisites: ECT 650 [Min Grade: P]

ECT 660. Providing Positive Behavior and Social Support. 3 Hours.

Prepares students to plan and manage the teaching and learning environment effectively. The major emphasis of the course is on the elements of classroom design and preparation. Primary and secondary academic and behavioral interventions are presented. Outcomes expected for students are related to the creation and maintenance of positive, caring classroom communities that facilitate the academic and social development of children and youth with disabilities. Field experience required.
Prerequisites: ECT 650 [Min Grade: P] or ECY 635 [Min Grade: C]

ECT 661. Communication and Collaborative Partnerships. 3 Hours.

Provides an opportunity for students to develop the knowledge, skills, and ability to work collaboratively with professionals responsible for services provided to students with disabilities, their families, and their communities. Emphasis will be placed on blending general education, special education, and related services. The course consists of a series of topics and activities that are designed to provide an overview of collaboration and consultation, present issues related to diversity and inclusion, and highlight implications for special educators, general educators, related service personnel, students, the community, and families. Field experience required.
Prerequisites: ECT 650 [Min Grade: C] or ECY 635 [Min Grade: C]

ECT 670. Practicum in Collaborative Teaching: Grades K-6. 3 Hours.

Students seeking Collaborative Teacher certification, Grades K-6, are required to complete a practicum experience in a collaborative setting that includes children who present a wide range of disabilities. This practicum experience is tailored to the unique needs and experiences of students seeking this certification.

ECT 671. Practicum in Collaborative Teaching: Grades 6-12. 3 Hours.

Students seeking Collaborative Teacher certification, Grades 6-12, are required to complete a practicum experience in a collaborative setting that includes children who present a wide range of disabilities. This practicum experience is tailored to the unique needs and experiences of students seeking this certification.
Prerequisites: ECT 650 [Min Grade: C]

ECT 672. Internship in Collaborative Teaching: Grades K-6. 3,9 Hours.

Students in the 5th-year, nontraditional program are required to complete a 12-week internship that is to be divided between lower and upper elementary settings. This internship is designed to assist the prospective graduate in virtually all teaching responsibilities in collaborative settings.

ECT 673. Internship in Collaborative Teaching: Grades 6-12. 3-9 Hours.

Students in the 5th-year, nontraditional program are required to complete a 12-week internship that is to be divided between lower and upper secondary settings. This internship is designed to assist the prospective graduate in virtually all teaching responsibilities in collaborative settings.

ECT 676. Survey of Pervasive Developmental Disorders. 3 Hours.

An in-depth examination of the characteristics, needs, and other concerns of children and youth with pervasive developmental disorders. Topics also include interventions, collaboration, and functional life-skill programming.

ECT 679. Advanced Legal Aspects of Special Education. 3 Hours.

Provides students with an in-depth examination of legal information pursuant to individuals with disabilities. The Individuals with Disabilities Education Act and its related amendments, the Americans with Disabilities Act, and Section 504 of the Improvement Rehabilitation Act are major federal laws reviewed in this course. Special education litigation is also addressed during the course.
Prerequisites: ECT 650 [Min Grade: C]

ECT 685. Comm and Lang for Indiv w/Low Incidence Disibilities. 3 Hours.

This course is designed as an elective to extend the experiences and knowledge base of students in the area of communication and language development for individuals with low incidence disabilities. The disabilty areas of focus will be visual impairments, hearing impairments, dual sensory impairments, autism,cerebral palsy, and moderate to severe mental retardation. Students will explore the linkages between speech, languate and communication and relate them in application to alternative modes and/or indicators of inner, receptive and expressive language. There will be traditional academic tasks infused with technology and assistive technology applications, reinforced by hands-on learning experiences and field based learning.

ECT 700. ASD: An Introduction. 3 Hours.

The course provides candidates with an in-depth examination of the characteristics of individuals with autism spectrum disorders (ASD). Specific issues examined during the course include diagnostic and educational criteria as well as current research on etiology and medication. Additionally, the myriad challenges faced by individuals with ASD are examined. A broad overview of evidenced-based practices to support individuals with ASD is presented in the course. A developmental perspective of ASD across the life span is presented, and issues related to play and leisure, sexuality education, environmental supports, transition planning, and daily life skills are explored in the course. The nature and needs of individual with Asperger’s Syndrome are also addressed in this course.

ECT 701. ASD: App of Assessment Inform. 3 Hours.

Candidates taking this course are required to critically review, administer, and interpret the results of common standardized assessments given to individuals with ASD. Additionally, candidates are required to develop informal assessments to monitor the academic and behavioral progress of individuals with ASD. The CAPS/Ziggarut model will be used by candidates to conduct a comprehensive, developmental assessment in order to develop and implement an educational program for a student with ASD.

ECT 702. ASD: Meth Mod to Sev Function. 3 Hours.

Methods course, with special emphasis on low-functioning learners an Individuals with autism spectrum disorders. Particular attention is given effective practices and strategies for teaching and promoting functional and adaptive behavior that will enhance the learner¿s social responsibility and independent performance of daily activities.

ECT 703. ASD: Meth High Funct Learn- Asp. 3 Hours.

Methods course, with special emphasis on learners with higher functioning autism spectrum disorders and Asperger Syndrome. Particular attention is given effective practices and strategies for teaching and promoting social skill development and proactive social interactions. Autism Spectrum Disorders: Methods for High Functioning Learners and Asperger's Syndrome. Field experience required.

ECT 704. ASD: Collaboration-Consultation. 3 Hours.

This is a collaboration/consultation course designed to increase the candidate’s knowledge and skills in the areas of: (1) foundations of collaboration, consultation and teaming; (2) communication and problem-solving processes, (3) collaborative tools, technology and resources; (4) cultural and linguistic diversity issues related to collaboration; (5) collaboration in instructional and inclusive teams; (6) collaboration with families; and (7) consultation and collaboration with paraeducators, related service personnel, and other ancillary personnel. Leadership and advocacy as well as self-assessment/reflection of one’s collaboration and consultation skills are addressed in the course.

ECT 705. ASD: Accommodating the Needs of Diverse Learners on the Spectrum. 3 Hours.

In this course, candidates will learn a variety of teaching strategies to support students with ASD from diverse backgrounds and those with diverse learning needs to access the general education curriculum. Response to Intervention and differentiated instruction are central components of the course. Candidates will learn a variety of strategies for providing accommodations for students with ASD who present with behavior, communication, attention, and cognitive challenges in general education classroom settings. Strategies for supporting students in general education classrooms in the areas of literacy and math are covered in the course. Candidates will also acquire strategies for facilitating second language acquisition for English Language Learners.

ECT 706. ASD: Advanced Social and Behavioral Methods. 3 Hours.

A major focus of this course is the utilization of applied analysis to support students with ASD who present behavioral challenges. Development of behavioral objectives, data collection procedures, single-subject design and functional behavior assessment are addressed in the course. Strategies for addressing antecedents to behavior and consequences of behavior are explored. Generalization and self-monitoring/self-regulatory strategies are addressed. Candidates will learn a variety of positive environmental supports and classroom management strategies. Strategies for facilitating the development of social skills, including the use of social stories and video modeling, are addressed in the course.

ECT 707. Autism Spectrum Disorders: Transition and Life Skills Programming. 3 Hours.

The transition needs of individuals with ASD from preschool, middle school, high school and post-secondary settings is examined in this course. Transition models, assessment and planning are core components of the course. Facilitating the development of self-advocacy and self-determination skills in individuals with ASD are addressed. Independent living skills and transition to community are included in the course. Transition education curricula and instructional strategies for facilitating successful employment and post-secondary education are addressed in the course. Interagency and interdisciplinary collaboration as well as job placement, training, and supervision, are components of this course.

ECT 708. Autism Spectrum Disorders: Legal, Ethical, and Professional Issues. 3 Hours.

This course has three major components. First, special education legislation and case law related to the IDEA, Section 504, the ADA, FERPA, and the Elementary and Secondary Act are explored. Second, this course requires candidates to examine ethical issues in special education and to develop a personal code of ethics in special education based upon the Alabama Code of Ethics for Educators and the Council for Exceptional Children Code of Ethics. Third, the professional leadership skills of candidates in this course are developed. Development of candidates’ teacher leadership, mentorship, and advocacy skills is undertaken during in the course.

ECT 710. ASD: Practicum. 3 Hours.

To meet the requirements of this course, candidates will engage in a variety of integrated experiences in applied settings, including K-6, 6-12, and community settings. Please refer to the clinical and field experiences handbook for specifics regarding practicum requirements.

ECT 711. ASD: K-6 Internship. 3 Hours.

To meet the requirements of this course, candidates must complete an in-depth clinical experience in a K-6 setting that includes children and youth with ASD. Please refer to the clinical and field experiences handbook for specifics regarding internship requirements.

ECT 712. ASD: 6-12 Internship. 3 Hours.

To meet the requirements of this course, candidates must complete an in-depth clinical experience in a 6-12 setting that includes children and youth with ASD. Please refer to the clinical and field experiences handbook for specifics regarding internship requirements.

ECT 720. Universal Design for Lrn. 3 Hours.

This course covers the following areas: Accommodations/Modifications, Differentiated Instruction, Behavioral Strategies, Positive Learning Environments, Student Engagement, and Demonstration Teaching.

ECT 720L. Field Experience. 1 Hour.

This course covers the following areas: Accommodations/Modifications, Differentiated Instruction, Behavioral Strategies, Positive Learning Environments, Student Engagement, and Demonstration Teaching.

ECT 720R. Action Research. 1 Hour.

This course covers the following areas: Accommodations/Modifications, Differentiated Instruction, Behavioral Strategies, Positive Learning Environments, Student Engagement, and Demonstration Teaching.

ECY-Special Education Courses

ECY 535. Foundations of Early Childhood Special Education. 3 Hours.

This is the introductory graduate course in the early childhood special education program, which is designed to provide an overview of the field of early intervention/early childhood special education (EI/ECSE) and address policy issues, the importance of collaboration, and future directions. Candidates must develop competencies in the areas of historical and philosophical foundations of EI/ECSE, federal, state, and local laws and legal requirements, characteristics of young children with known or suspected disabilities, family-professional partnerships, service delivery options, recommended practices, current policy issues and trends, and professionalism and ethics. Another important aspect of this course is professional development and life-long learning. Candidates must demonstrate a number of research and technology skills such as: accessing resources to support graduate studies; conducting reviews of the early childhood special education resources and literature; using American Psychological Association (APA) professional style writing; utilizing technology to support graduate studies; and identifying professional development resources for life-long learning. Course content and assignments are designed to promote critical thinking, problem solving skills, evidence-based practice application, and resource identification.

ECY 536. Early Intervention and Preschool Curriculum and Methods. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children (birth through five) with known or suspected disabilities and their families from a variety of social, ethnic, and racial backgrounds. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying current curriculum and methods for young children. Special emphasis will be placed on supporting families in all aspects of intervention. Attention will be given to developmentally and individually appropriate practices that facilitate inclusive environments. Candidates will be familiarized with instructional strategies and technologies. Course content and assignments will promote the use of critical thinking skills, problem solving, and technologies as they are applied to instructional programs for young children with known or suspected disabilities and their families. The course objectives will be assessed through completion of the course requirements and class participation. The content of this course is based on evidence-based practices, which integrate the best available research evidence with professional and family wisdom and values. Emphasized throughout this course are the following objectives: how to be a member of a transdisciplinary team in providing instruction, how to respond to cultural diversity, how to provide services in high-poverty communities and LEAs, and how to utilize evidence-based practices in all aspects of services. These priority areas will be addressed throughout the course.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C] and ECY 535 [Min Grade: C] and ECY 537 [Min Grade: C]

ECY 537. Assessment in Early Childhood Special Education. 3 Hours.

The purpose of this course is to prepare the candidate with knowledge and practical applications regarding the screening and assessment of young children with known or suspected disabilities (ages birth through eight). Both child-level and family-level assessment procedures will be emphasized. The candidate completing this course will be prepared to make professional decisions regarding the screening, assessment, program planning, and progress monitoring of young children with disabilities. Course content and assignments will promote critical thinking and problem solving skills. The content of this course is based on evidence-based practices, which integrate the best available research evidence with professional and family wisdom and values. Emphasized throughout this course are the following objectives: how to be a member of a transdisciplinary team in providing services in the natural environment, how respond to cultural diversity, how to provide services in high-poverty communities and LEAs, and how to utilize evidence-based practices in all aspects of assessment. These priority areas will be addressed throughout the course.

ECY 538. Physical and Health Care Support in Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children with physical and health impairments. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying typical and atypical motor development and neurodevelopment. Candidates will become proficient in motor skill facilitation, positioning, handling, feeding and health care support. The course objectives will be assessed through completion of the course requirements and class participation.

ECY 539. Transdisciplinary Collaboration and Consultation in Early Childhood. 3 Hours.

This course is designed for students to develop the knowledge, skills, and ability to work collaboratively with other professionals who provide inclusive services to infants and young children with delays or disabilities and their families. Emphasis will be placed on working as members of teams, which include families, early childhood special education, and the related services of physical and occupational therapy. Topics include teamwork, group decision-making, team process, leadership, and communication, the evidence that supports these practices, and how such issues influence services for young children and their families. A significant portion of content/discussion will focus on the roles and functions of various disciplines (including family members) as team members. Case studies will be used in simulations of transdisciplinary teamwork in action.

ECY 562. Methods and Materials for Teaching Visual Impairments. 3 Hours.

Principles and procedures for developing and implementing curricula for persons who are blind, visually impaired or deaf-blind. Field experience required.
Prerequisites: ECY 600 [Min Grade: D]

ECY 564. Braille, Orientation and Mobility. 3 Hours.

Principles of teaching reading, transcribing and writing Braille; tests, curricula and technology for Braille literacy. Fundamentals in teaching spatial orientation and mobility for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: D]

ECY 565. Anatomy and Educational Implication of the Eye. 3 Hours.

Knowledge and evaluation of the visual system and use of low vision devices and other prescriptive devices for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: C] and ECY 661 [Min Grade: C] and ECY 662 [Min Grade: C] and ECY 663 [Min Grade: C] and ECY 664 [Min Grade: C]

ECY 572. Early Childhood/Elementary School Student Teaching. 3-9 Hours.

Provides individualized field-based experiences that will meet the unique needs of ECSE candidates in the 5th year, non-traditional program. Students complete internships in settings that include children who present a wide range of disabilities within the (0-3), (3-5), and (5-8) year age ranges. This internship experience is tailored to the unique needs and experiences of each student.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C] and ECY 535 [Min Grade: C] and ECY 536 [Min Grade: C] and ECY 537 [Min Grade: C] and ECY 538 [Min Grade: C] and ECT 555 [Min Grade: C]

ECY 600. Introduction to Exceptional Learner. 3 Hours.

An overview of exceptionality as it pertains to children and adults. Both high and low incidence populations will be examined. Each area of exceptionality will be reviewed in terms of etiology, diagnosis, prevalence, remediation, and educational strategies.

ECY 607. Counseling Parents of Exceptional Children. 3 Hours.

Dynamics of family life and parental and sibling reactions to handicapped individuals are addressed in this course. Prerequisite: ECY 600.

ECY 635. Foundations of Early Childhood Special Education. 3 Hours.

This is the introductory graduate course in the early childhood special education program, which is designed to provide an overview of the field of early intervention/early childhood special education (EI/ECSE) and address policy issues, the importance of collaboration, and future directions. Candidates must develop competencies in the areas of historical and philosophical foundations of EI/ECSE, federal, state, and local laws and legal requirements, characteristics of young children with known or suspected disabilities, family-professional partnerships, service delivery options, recommended practices, current policy issues and trends, and professionalism and ethics. Another important aspect of this course is professional development and life-long learning. Candidates must demonstrate a number of research and technology skills such as: accessing resources to support graduate studies; conducting reviews of the early childhood special education resources and literature; using American Psychological Association (APA) professional style writing; utilizing technology to support graduate studies; and identifying professional development resources for life-long learning. Course content and assignments are designed to promote critical thinking, problem solving skills, evidence-based practice application, and resource identification.

ECY 636. Early Intervention and Preschool Curriculum and Methods. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children (birth through five) with known or suspected disabilities and their families from a variety of social, ethnic, and racial backgrounds. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying current curriculum and methods for young children. Special emphasis will be placed on supporting families in all aspects of intervention. Attention will be given to developmentally and individually appropriate practices that facilitate inclusive environments. Candidates will be familiarized with instructional strategies and technologies. Course content and assignments will promote the use of critical thinking skills, problem solving, and technologies as they are applied to instructional programs for young children with known or suspected disabilities and their families. The course objectives will be assessed through completion of the course requirements and class participation.

ECY 637. Assessment in Early Childhood Special Education. 3 Hours.

The purpose of this course is to prepare the candidate with knowledge and practical applications regarding the screening and assessment of young children with known or suspected disabilities (ages birth through eight). Both child-level and family-level assessment procedures will be emphasized. The candidate completing this course will be prepared to make professional decisions regarding the screening, assessment, program planning, and progress monitoring of young children with disabilities. Course content and assignments will promote critical thinking and problem solving skills. The content of this course is based on evidence-based practices, which integrate the best available research evidence with professional and family wisdom and values. Emphasized throughout this course are the following objectives: how to be a member of a transdisciplinary team in providing services in the natural environment, how respond to cultural diversity, how to provide services in high-poverty communities and LEAs, and how to utilize evidence-based practices in all aspects of assessment. These priority areas will be addressed throughout the course.

ECY 638. Physical and Health Care Support in Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide candidates with the knowledge, skills, methods, and attitudes necessary to deliver effective intervention/education to young children with physical and health impairments. The course will include discussions and readings on topics central to an adequate understanding of the conceptual and theoretical foundations underlying typical and atypical motor development and neurodevelopment. Candidates will become proficient in motor skill facilitation, positioning, handling, feeding and health care support. The course objectives will be assessed through completion of the course requirements and class participation.

ECY 639. Transdisciplinary Collaboration and Consultation in Early Childhood. 3 Hours.

This course is designed for students to develop the knowledge, skills, and ability to work collaboratively with other professionals who provide inclusive services to infants and young children with delays or disabilities and their families. Emphasis will be placed on working as members of teams, which include families, early childhood special education, and the related services of physical and occupational therapy. Topics include teamwork, group decision-making, team process, leadership, and communication, the evidence that supports these practices, and how such issues influence services for young children and their families. A significant portion of content/discussion will focus on the roles and functions of various disciplines (including family members) as team members. Case studies will be used in simulations of transdisciplinary teamwork in action.

ECY 662. Meth and Material for Teaching the Visually Impaired. 3 Hours.

Principles and procedures for developing and implementing curricula for persons who are blind, visually impaired or deaf-blind. Field experience required.
Prerequisites: ECY 600 [Min Grade: C]

ECY 664. Braille, Orientation and Mobility. 3 Hours.

Principles of teaching reading, transcribing and writing Braille; tests, curricula and technology for Braille literacy. Fundamentals in teaching spatial orientation and mobility for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: C]

ECY 665. Anatomy and Educational Implication of the Eye. 3 Hours.

Knowledge and evaluation of the visual system and use of low vision devices and other prescriptive devices for persons who are blind, visually impaired or deaf-blind.
Prerequisites: ECY 600 [Min Grade: C] and ECY 664 [Min Grade: C]

ECY 670. Practicum in Early Childhood Special Education. 3-6 Hours.

Provides individualized field-based experiences to meet the unique needs of graduate candidates in ECSE. Students complete practicum experiences in settings that include children who present a wide range of disabilities within the 0-3, 3-5, 5-8 year age ranges. This practicum experience is tailored to the unique needs and experiences of each student.

ECY 672. Internship in Early Childhood Special Edu. 3-6 Hours.

Provides individualized field-based experiences that will meet the unique needs of ECSE candidates in the 5th year, nontraditional program. Students complete an internship in settings that include children who present a wide range of disabilities within the 0-3, 3-5, 5-8 year age ranges. This internship experience is tailored to the unique needs and experiences of each student.

ECY 686. Practicum In Special Education: Visually Impaired. 3-6 Hours.

Clinical experiences with persons who are blind, visually impaired or deaf-blind in various educational settings; demonstration of curriculum development, assessment, and teaching in structured situations.
Prerequisites: ECY 600 [Min Grade: C] and ECY 662 [Min Grade: C] and ECY 664 [Min Grade: C] and ECY 665 [Min Grade: C]

ECY 689. Advanced Topics in Special Education. 1-6 Hour.

A group seminar focused on transdisciplinary teaming in early intervention and early childhood special education. The course is designed for students representing the discipline of early childhood special education, general early childhood education, speech-language pathology, physical therapy, and occupational therapy.

Faculty

Causey, Cora, Instructor of Early Childhood and Elementary Education, 2014, B.A., (Birmingham Southern), M.A., Ph.D. (UAB)
Ennis, Robin, Assistant Professor of Collaborative Teacher Education K-12, 2015, B.A. (Birmingham Southern), M.Ed. (Vanderbilt), Ph.D. (Georgia State)
Hill, Kelly L., Temp Assistant Professor of English as a Second Language, 2015, B.S., M.A., Ed.S., Ph.D. (UAB)
Perry, Tonya, Associate Professor of Secondary Education, 2002, B.A. (North Carolina), M.A., Ph.D. (UAB), NBPTS
Voltz, Deborah, Professor of Special Education, 2013, B.A. (National College of Education), M.A. (UAB), Ed.D. (UAB)
Wang, Yu-Mei, Associate Professor of Early Childhood and Elementary Education, 2016, B.S. (Alabama State); M.A., Ed.S., Ph.D. (UAB)