Special Education
Welcome to UAB where students become skilled, reflective educators through Special Education graduate degree programs in Collaborative Teacher (CT) K-6 and/or 6-12, and Early Childhood Special Education (ECSE). These innovative programs offer degrees and/or certification at three levels—alternative master's, traditional master's and educational specialist.
The alternative master's 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 master's 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 Praxis Elementary Multiple Subjects exam in all three areas (math, social studies, and science) and have also met other criteria stipulated by the Alabama State Department of Education. Upon completing the AMP, candidates earn alternative Class A certification in this teaching field.
The traditional master's program (MAEd) is for teachers who already hold Class B initial certification in any area of education. Upon completing the MAEd, teachers earn Class A certification in the special education teaching field.
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 and Human Sciences 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-6 & 6-12
The MAEd in Special Education degree for the Collaborative Teacher K-6 & 6-12 program requires a minimum of 30 hours. A minimum program GPA of 3.25 is required.
| Requirements | Hours | |
|---|---|---|
| ECT 619 | Methods of Reading Assessment, Instruction, and Intervention | 3 |
| ECT 620 | Formative and Summative Assessment | 3 |
| ECT 621 | IEP Programming and Lesson Planning | 3 |
| ECT 622 | Language and Communication Facilitation | 3 |
| ECT 623 | Instructional Methods | 3 |
| ECT 624 | Sensory, Health and Physical Methods | 3 |
| ECT 625 | Positive Behavioral Supports 1 | 3 |
| ECT 627 | Collaborative Processes | 3 |
| ECT 628 | Legal Issues and Trends | 3 |
| ECY 600 | Introduction to Exceptional Learner 2 | 3 |
| ECT 631 | Practicum in Collaborative Teaching | 3 |
| Total Hours | 33 | |
- 1
Approved diversity course
- 2
May not be required if previously completed
Master of Arts in Special Education Collaborative Teacher K-6 & 6-12 Fifth Year Alternative Master's
The MA.Ed. in Special Education degree for the Collaborative Teacher K-6 & 6-12 Fifth Year Alternative Master's program requires a minimum of 40 hours. A minimum GPA of 3.25 is required.
| Requirements | Hours | |
|---|---|---|
| ECT 523 | Instructional Methods | 3 |
| ECT 524 | Sensory, Health and Physical Methods | 3 |
| EEC 521 | Methods of Teaching Foundations of Reading Development * | 3 |
| ECT 525 | Positive Behavioral Supports 1 | 3 |
| ECT 528 | Legal Issues and Trends | 3 |
| ECT 527 | Collaborative Processes | 3 |
| ECY 600 | Introduction to Exceptional Learner 2 | 3 |
| ECT 519 | Methods of Reading Assessment, Instruction & Intervention * | 3 |
| ECT 520 | Formative and Summative Assessment | 3 |
| ECT 521 | IEP Programming and Lesson Planning | 3 |
| ECT 522 | Language and Communication Facilitation | 3 |
| EEC 522 | Methods of Teaching the Development of Reading Comprehension * | 3 |
| ECT 531 | Internship in Collaborative Teaching | 6 |
| ECT 532 | Student Teaching Seminar | 1 |
| Total Hours | 43 | |
- 1
Approved diversity course
- 2
May not be required if previously completed
- *
Courses designated to meet Alabama Literacy Act guidelines
Master of Arts in Early Childhood Special Education
The MAEd degree in Early Childhood Special Education program requires a minimum of 36 hours. A minimum GPA of 3.25 is required.
| Requirements | Hours | |
|---|---|---|
| ECY 635 | Foundations of Early Childhood Special Education | 3 |
| ECY 637 | Assessment in Early Childhood Special Education | 3 |
| ECT 621 | IEP Programming and Lesson Planning | 3 |
| ECY 636 | Early Intervention and Preschool Curriculum and Methods | 3 |
| ECT 655 | Early Primary Curriculum and Methods | 3 |
| ECY 638 | Physical and Health Care Support in Early Childhood Special Education | 3 |
| ECT 625 | Positive Behavioral Supports 1 | 3 |
| ECT 654 | Communication and Technology Applications In Early Childhood Special Education | 3 |
| ECY 639 | Transdisciplinary Collaboration and Consultation in Early Childhood | 3 |
| or ECT 627 | Collaborative Processes | |
| or ECY 689 | Advanced Topics in Special Education/ School Psychometry | |
| EDR 652 | Pre and Early Reading Instruction | 3 |
| ECY 600 | Introduction to Exceptional Learner 2 | 3 |
| ECY 670 | Practicum in Early Childhood Special Education | 6 |
| Total Hours | 39 | |
- 1
Approved diversity course
- 2
May not be required if previously completed
Master of Arts in Early Childhood Special Education Fifth Year Alternative Masters
The MA.Ed. degree in Early Childhood Special Education Fifth Year Alternative Masters program requires a minimum of 37 hours. A minimum GPA of 3.25 is required.
| Requirements | Hours | |
|---|---|---|
| Teaching Field Specific Methods Courses | ||
| ECY 536 | Early Intervention and Preschool Curriculum and Methods | 3 |
| ECT 555 | Early Primary Curriculum and Methods | 3 |
| Learner Development, Learner Differences, and Learning Environments | ||
| ECT 525 | Positive Behavioral Supports 1 | 3 |
| Professional Learning and Ethical Practice | ||
| ECY 535 | Foundations of Early Childhood Special Education | 3 |
| Leadership and Collaboration | ||
| ECT 527 | Collaborative Processes | 3 |
| or ECY 689 | Advanced Topics in Special Education/ School Psychometry | |
| Survey of Special Education Course (required if not completed previously) | ||
| ECY 600 | Introduction to Exceptional Learner 2 | 3 |
| Teaching Field | ||
| ECY 537 | Assessment in Early Childhood Special Education | 3 |
| ECT 521 | IEP Programming and Lesson Planning | 3 |
| ECT 554 | Communication & Technology Applications In Early Childhood Special Education | 3 |
| ECY 538 | Physical and Health Care Support in Early Childhood Special Education | 3 |
| EDR 652 | Pre and Early Reading Instruction | 3 |
| Internship | ||
| ECY 672 | Internship in Early Childhood Special Edu | 6 |
| ECT 532 | Student Teaching Seminar | 1 |
| Total Hours | 40 | |
- 1
Approved diversity course
- 2
May not be required if previously completed
Educational Specialist in Education with a Concentration in K-6 & 6-12 Collaborative Teacher in Reading
The EdS in Education with a concentration in K-6 & 6-12 Collaborative Teacher in Reading program requires a minimum of 30 hours. A minimum GPA of 3.50 is required.
| Requirements | Hours | |
|---|---|---|
| EDR 650 | Teaching Reading P-12 | 3 |
| EDC 695 | Coaching for Effective Instruction | 3 |
| EDR 655 | Reading Assessment and Evaluation | 3 |
| EDR 659 | Research and Problems in Reading | 3 |
| EDR 654 | Dyslexia Research, Education & Advocacy | 3 |
| ECY 600 | Introduction to Exceptional Learner 1 | 3 |
| EDR 690 | Internship in Reading | 3 |
| Total Hours | 21 | |
Track 1
| Requirements | Hours | |
|---|---|---|
| ECT 620 | Formative and Summative Assessment | 3 |
| ECT 621 | IEP Programming and Lesson Planning | 3 |
| ECT 623 | Instructional Methods | 3 |
| ECT 625 | Positive Behavioral Supports 2 | 3 |
| ECT 631 | Practicum in Collaborative Teaching | 3 |
| Total Hours | 15 | |
Track 2
| Requirements | Hours | |
|---|---|---|
| Collaborative Problem Solving with Field Experience and Research Project | ||
| EDC 707 | Introduction to Teacher Leadership | 3 |
| EDC 711 | Analysis and Evaluation of Teaching | 3 |
| Cultural and Linguistically Responsive Instruction with Field Experience and Research Project | ||
| EDC 732 | Culturally and Linguistically Responsive Instruction 2 | 3 |
| Data Based Decision Making with Field Experience and Research Project | ||
| EPR 594 | Introduction to Educational Research Design | 3 |
| Total Hours | 12 | |
- 1
Not required if previously completed
- 2
Approved diversity course
Graduate Certificate in Supporting Individuals with Exceptionalities
| Requirements | Hours | |
|---|---|---|
| Select four of the following courses | 12 | |
| Introduction to Exceptional Learner | ||
| Formative and Summative Assessment | ||
or ECT 620 | Formative and Summative Assessment | |
| Instructional Methods | ||
or ECT 623 | Instructional Methods | |
| Sensory, Health and Physical Methods | ||
or ECT 624 | Sensory, Health and Physical Methods | |
| Positive Behavioral Supports | ||
or ECT 625 | Positive Behavioral Supports | |
| Assistive and Instructional Technology | ||
or ECT 626 | Assistive and Instructional Technology | |
| Collaborative Processes | ||
or ECT 627 | Collaborative Processes | |
| Legal Issues and Trends | ||
or ECT 628 | Legal Issues and Trends | |
| Teaching Literacy and Reading in Inclusive Settings | ||
| Effective Teaching and Learning | ||
| Advanced Adapted Physical Education | ||
ECT-Collaborative Teacher Educ Courses
ECT 519. Methods of Reading Assessment, Instruction & Intervention. 3 Hours.
This 3-hour course will address knowledge and skills needed for selecting, administering, analyzing, interpreting, and discussing reading assessments. The foci of the course include utilizing the assessment data for the development of differentiated reading instruction, targeted intervention, and special education referral and review. Minimum grade of C required.
Prerequisites: ECY 600 [Min Grade: C] and ECT 520 [Min Grade: C]
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. IEP Programming 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. 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: Collaborative Teacher K-6, Collaborative Teacher 6-12, 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-6 and 6-12, and Visual Impairments P-12 interns will have two placements to satisfy their K-6 and 6-12 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 619. Methods of Reading Assessment, Instruction, and Intervention. 3 Hours.
This 3-hour course will address knowledge and skills needed for selecting, administering, analyzing, interpreting, and discussing reading assessments. The foci of the course include utilizing the assessment data for the development of differentiated reading instruction, targeted intervention, and special education referral and review. Minimum grade of C required.
Prerequisites: ECY 600 [Min Grade: C] and ECT 620 [Min Grade: C]
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. IEP Programming 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. 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 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 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 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 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 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 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 689. Advanced Topics in Special Education/ School Psychometry. 1-6 Hour.
This course is designed to help candidates be scholars in the field of school psychology/psychometry. Candidates will learn the steps to explore, build on, and write about the literature on a topic in school psychology/psychometry. In this way, they will understand how to create new areas of scholarship to extend knowledge on a topic in their discipline.