Courses - Fall 2024
EDSP210
Foundations of Special Education: Inclusive Practices
Restriction: Sophomore standing or lower.
Credit only granted for: EDSP210, EDSP211 or EDSP470.
Students examine historical foundations of special education, including legislation; review components necessary for effective service delivery; and develop an understanding of the role of collaboration and consultation with parents, school personnel and other professionals.
EDSP211
Introduction to Special Education
Restriction: Sophomore standing or lower; and permission of EDUC-Counseling, Higher Education and Special Education department.
Credit only granted for: EDSP210, EDSP211 or EDSP470.
Students examine historical foundations of special education, including legislation; review components necessary for effective service delivery; and develop an understanding of the role of collaboration and consultation with parents, school personnel and other professionals.
EDSP220
Disability in Community: Access, Accommodation, and Adaptation
Examines the concept of disability in a variety of community settings. Drawing on classic and contemporary readings in psychology, sociology and special education, the course will couple conceptual and historical understanding of disability with first-hand service-learning experiences in the community. Students will develop a plan in several phases that encompasses principles of Universal Design for Living/Learning (UDL) to study and participate in community-based activities.
EDSP311
Opportunity for peer mentor training and field experience for national CRLA certification (crla.net) to become a certified peer mentor by learning about and providing inclusive support for students with intellectual disabilities (ID) in the inclusive post-secondary TerpsEXCEED program at UMD. Students will develop an understanding of disability inclusion and ways to support students and build friendships through a mentoring relationship. Direct application of content instruction with weekly field experience allows students to maximize peer mentoring scholarship-to-practice understanding and application. The course trains peer mentors who provide same-age academic, social, and career mentoring supports for TerpsEXCEED students with intellectual disabilities on campus.
EDSP321
The Young Child As Scientist
Credits:
3
Grad Meth:
Reg
Prerequisite: EDSP423, EDHD431, and EDSP315; and track 1: Must have completed EDSP430 and EDSP433; OR Track 2: Must have completed EDHD415 and EDHD424.
Corequisite: EDHD322, EDHD323, EDSP417, EDHD441, EDHD442, EDHD443, and EDHD444.
A theoretical and pedagogical framework for evidence-based inclusive science instruction in inclusive early childhood classrooms. Examination of principles of inquiry-based science learning and develop strategies for helping children acquire fundamental problem-solving skills that may be applied to understanding a wide array of science content. Assessment strategies for evaluating the achievement of science objectives, and the achievement for all children will be addressed. Includes field experience.
EDSP376
Fundamentals of Sign Language
Credit only granted for: EDSP376 or CHSE376.
Formerly: EDSP376.
Receptive and expressive skills in American Sign Language. Examination of the causes of deafness, characteristics of deaf education, and aspects of the culture of the deaf community.
EDSP400
Instruction of Students with Severe Disabilities I
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Must be in Special Education program.
Jointly offered with EDSP602.
Credit only granted for: EDSP400 or EDSP602.
Functional assessment procedures and instructional methods for students with severe disabilities.
EDSP401
Teaching Students with Disabilities in Elementary Classrooms
Credits:
3
Grad Meth:
Reg
Restriction: Permission of EDUC-Special Education department.
Credit only granted for: EDSP401 or EDSP499F.
Formerly: EDSP499F.
This course is designed for elementary education majors to prepare for teaching students with disabilities in elementary classrooms. The course examines the legal requirements for general education teachers in the public schools including best practices for participating in the Individual Education Program (IEP) team process, and understanding Response to Intervention (RTI) as a approach to the early identification and support of students with learning and behavior needs. Information is provided on the characteristics of students who have been identified as having high incidence disabilities (e.g., learning disabilities, attention deficit hyperactivity disorder, speech and language delays, emotional or behavioral disorders, and other health impairments). The course then provides information on universal design (UDL) principles for learning, instructional suggestions to include students with disabilities in the general classroom, co-teaching and methods for integrating technology and assistive technology to benefit all students.
EDSP404
Methods of Teaching Autistic Students
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Jointly offered with: EDSP604.
Credit only granted for: EDSP404 or EDSP604.
Characteristics of children and youth diagnosed with an autism spectrum disorder (ASD), assessment, and evidence-based instructional methods in teaching autistic students who come from diverse ethnic, cultural, and socio-economic backgrounds.
EDSP411
Foundations of Technology Integration for Curriculum Access
Credits:
3
Grad Meth:
Reg
Prerequisite: EDSP210 or EDSP470.
Restriction: Must be in Special Education program.
Addresses ways to integrate technology and Assistive Technology (AT) into content area instruction, use Accessible Educational Materials (AEM), and the Universal Design for Learning (UDL) framework to evaluate, analyze, and develop responsive instruction.
EDSP413
Principles and Practices in Positive Behavior Interventions and Classroom Supports
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Must be in Special Education program.
Jointly offered with: EDSP613.
Credit only granted for: EDSP413 or EDSP613.
Use of positive behavior supports to promote both classwide and individual student behavior skills through function-based behavior assessment, establishing classroom expectations, and examining common misbehaviors that often result in learning loss.
EDSP417
Reading Diagnosis and Assessment
Credits:
3
Grad Meth:
Reg
Prerequisite: EDSP423, EDHD431, and EDSP315; and track 1: Must have completed EDSP430 and EDSP433; OR Track 2: Must have completed EDHD415 and EDHD424.
Corequisite: EDHD322, EDHD323, EDSP321, EDHD441, EDHD442, EDHD443, and EDHD444.
Reading Diagnosis and Assessment prepares teacher candidates to assess children in general and special early childhood educations settings in the areas of reading and writing in order to plan for instruction. The course will focus on diagnostic, screening, progress monitoring, and outcome assessments in early and beginning literacy. The course is designed to provide participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings. Includes field experience.
EDSP420
Child Development, Birth to Three Years
Credits:
3
Grad Meth:
Reg, Aud
Prerequisite: EDHD210, EDHD220, and EDSP211.
Corequisite: EDHD314 and EDHD425.
Cross-listed with: EDHD434.
Credit only granted for: EDHD419A, EDSP420 or EDHD434.
Formerly: EDHD419A.
Designed to provide students with an understanding of child development theory and research, as well as knowledge about typical and atypical development of children from birth to three years of age. The course emphasizes learning for children with and without disabilities, and for children who are at risk due to poverty and other environmental factors. The course will introduce how children develop and the challenges they face within the domains of physical, cognitive, language, social, and emotional development, with particular attention paid to the impact of risk factors on development. Students will become familiar with delays and differences in development that may occur as the result of disability. Finally, students will learn the effects of cultural and linguistic differences on growth and development. Information about theory and research in child development for children with and without disabilities will be enhanced through a series of observational experiences, which will build upon concepts addressed during class. Includes field experiences.
EDSP425
Pre-Internship I
Credits:
1
Grad Meth:
Reg
Corequisite: EDSP451 and EDSP400.
Restriction: Must be in the Special Education major.
This required EDSP field placement is a 3-hour per week seminar and field placement that meets across 15 weeks. Opportunities are provided to observe and participate in instructional experiences under the guidance of an assigned Host Teacher (HT) in a four-week experience in a high incidence placement AND a four-week experience in a low incidence (LI) placement. The purpose is to provide each special education teacher candidate (TC) with practical experience to complete field-based requirements and begin to meet the CEC Initial Preparation Standards (2012). Furthermore, since EDSP 425 is the first internship experience in the Special Education Program in the College of Education at University of Maryland, teacher candidates will become familiar with the Special Education Program, College of Education, Maryland State Department of Education (MSDE), Counsel for Accreditation of Educator Preparation (CAEP), and Council for Exceptional Children (CEC) expectations and requirements for graduation and teacher licensure.
EDSP443
Language and Literacy Acquisition in Children with Disabilities
Credits:
3
Grad Meth:
Reg
Restriction: Must be in Special Education program.
Additional information: This course is the first of four reading courses required by the Maryland State Department of Education for teacher certification in Special Education.
Language and literacy acquisition and characteristics of typical and atypical language development in supporting students with reading and writing disabilities.
EDSP451
Curriculum and Instruction: Elementary/Middle Special Education
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Must be in Special Education program.
Jointly offered with EDSP652.
Credit only granted for: EDSP451 or EDSP652.
Methods for instruction of students with disabilities in the general education curriculum. Collaboration with other professionals is included.
EDSP452
Internship I: Elementary/Middle Special Education
Restriction: Must be in Special Education program.
Jointly offered with EDSP692.
Credit only granted for: EDSP452 or EDSP692.
Field experience in elementary/middle school special education.
EDSP470
Introduction to Special Education
Restriction: Must not have completed EDSP210.
Credit only granted for: EDSP210, EDSP211 or EDSP470.
Designed to give an understanding of the needs of all types of exceptional children.
EDSP476
Communicating with Sign Language
Credits:
3
Grad Meth:
Reg, P-F, Aud
Prerequisite: EDSP376 or CHSE376.
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Credit only granted for: EDSP476 or CHSE476.
Formerly: EDSP476.
Intermediate level receptive/expressive skills in American Sign Language. Aspects of the culture, history, and research perspectives of the deaf community.
EDSP484
Reading and Writing Instruction in Special Education II
Credits:
3
Grad Meth:
Reg, Aud
Prerequisite: EDSP416.
Restriction: Must be in Special Education program.
Jointly offered with EDSP684.
Credit only granted for: EDSP484 or EDSP684.
Focus on the development of reading and writing programs for students in special education. Builds on foundations established in EDSP416.
EDSP489
Field Experiences in Special Education
Credits:
1 - 4
Grad Meth:
Reg, P-F, Aud
EDSP490
Teacher Candidate Research Seminar in Special Education
Credits:
3
Grad Meth:
Reg, P-F, Aud
Restriction: Must be in Special Education program.
Study of current issues and research concerning the education of students in special education.
EDSP498
Special Problems in Special Education
Credits:
1 - 6
Grad Meth:
Reg, P-F, Aud
Special education majors only.
EDSP499
Workshops, Clinics, and Institutes in Special Education
Credits:
1 - 6
Grad Meth:
Reg, P-F, Aud
EDSP602
Instruction of Students with Severe Disabilities I
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Must be in Special Education (Master's) program.
Credit only granted for: EDSP400 or EDSP602.
Functional assessment procedures and instructional methods for students with severe disabilities.
EDSP604
Methods of Teaching Autistic Students
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Jointly offered with: EDSP404.
Credit only granted for: EDSP404 or EDSP604.
Characteristics of children and youth diagnosed with an autism spectrum disorder (ASD), assessment, and evidence-based instructional methods in teaching autistic students who come from diverse ethnic, cultural, and socio-economic backgrounds.
EDSP613
Principles and Practices in Positive Behavior interventions and Classroom Supports
Credits:
3
Grad Meth:
Reg
Restriction: Must be in Special Education (Doctoral) program; or must be in Special Education (Master's) program; or permission of instructor.
Jointly offered with: EDSP413.
Credit only granted for: EDSP413 or EDSP613.
Use of positive behavior supports to promote both classwide and individual student behavior skills through function-based behavior assessment, establishing classroom expectations, and examining common misbehaviors that often result in learning loss.
EDSP623
Challenges and Issues in Behavioral and Learning Disorders
Credits:
3
Grad Meth:
Reg, Aud, S-F
Prerequisite: EDSP470.
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Development and outcomes for students with behavioral and learning disorders for inclusive schools, discipline, professional development and ethics.
EDSP625
Evidence Based Practices for Individuals with Significant Disabilities
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Examine and apply empirical research aligned to current trends and areas of investigation in the field of students with significant support needs.
EDSP652
Curriculum and Instruction: Elementary Special Education
Credits:
3
Grad Meth:
Reg, Aud
Jointly offered with EDSP451.
Credit only granted for: EDSP451 or EDSP6 52.
Methods for instruction of students with disabilities in the general education curriculum. Collaboration with other professionals is included.
For EDSP majors only.
EDSP670
Single Case Research Designs in Education
Credits:
3
Grad Meth:
Reg, Aud, S-F
Prerequisite: EDSP600.
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Design, application, procedures, and analysis of single case research designs in special education to effectively evaluate instructional decisions.
EDSP671
Qualitative Methodologies in Special Education
Credits:
3
Grad Meth:
Reg, Aud
Prerequisite: EDSP600.
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Design and evaluation of qualitative research in special education across disabilities and ages.
EDSP678E
Seminar in Special Education; Leading Instructional Improvement in Special Education
Credits:
3
Grad Meth:
Reg, Aud, S-F
EDSP678Q
Seminar in Special Education; Organizational Leadership I: Change in Special Education
Credits:
3
Grad Meth:
Reg, Aud, S-F
EDSP678W
Seminar in Special Education; Critical Policy and Research to Practice Issues for Administrators
Credits:
3
Grad Meth:
Reg, Aud, S-F
EDSP684
Reading and Writing Instruction in Special Education II
Credits:
3
Grad Meth:
Reg
Prerequisite: EDSP616.
Restriction: Permission of EDUC-Counseling, Higher Education and Special Education department.
Jointly offered with EDSP484.
Credit only granted for: EDSP484 or EDSP684.
Development of effective reading and writing programs for students receiving special education services. Builds on the foundation established in EDSP 616.
EDSP690
Teacher Candidate Research Seminar in Special Education
Credits:
3
Grad Meth:
Reg, Aud
Restriction: Must be in Special Education (Doctoral) program; or must be in Special Education (Master's) program.
Required seminar for master's certification teacher candidates in special education focusing on research methods and applications with students having disabilities.
EDSP692
Graduate Internship I: Elementary/Middle Special Education
Credits:
2 - 4
Grad Meth:
Reg, Aud
Restriction: Must be in Special Education (Master's) program.
Credit only granted for: EDSP452 or EDSP692.
Field experience in elementary/middle school special education.
EDSP798
Special Problems in Special Education
Credits:
1 - 6
Grad Meth:
Reg, Aud
Special education majors only.
EDSP799
Master's Thesis Research
Credits:
1 - 6
Grad Meth:
S-F
Special education majors only.
EDSP860
Doctoral Research Seminar
Credits:
3
Grad Meth:
Reg, Aud
Issues and procedures relevant to conducting and analyzing research in special education.
EDSP888
Apprenticeship in Special Education
Credits:
1 - 8
Grad Meth:
Reg, Aud
EDSP888A
Apprenticeship in Special Education; Apprenticeship in College Teaching
Credits:
1 - 3
Grad Meth:
Reg
EDSP888M
Apprenticeship in Special Education; MidPoint Evaluation Capstone Proposal
Credits:
1 - 8
Grad Meth:
Reg, Aud, S-F
EDSP889
Internship in Special Education
Credits:
3 - 8
Grad Meth:
Reg, Aud
Special education majors only.
EDSP898
Pre-Candidacy Research
Credits:
1 - 8
Grad Meth:
Reg
EDSP899
Doctoral Dissertation Research
Credits:
6
Grad Meth:
S-F
Special education majors only.
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