This survey course is designed for students interested in developing a broad understanding of inclusion/mainstreaming students with disabilities and special health care needs in classroom settings. It includes an examination of the general education teacher’s role working with a team of collaborating professionals and family members of students with disabilities. This course also includes the professional, ethical, and legal foundations of special education services and inclusive practices that guide school policy and procedures. Students will be introduced to the categories of disabilities and the classification process, and state and federal special education laws and regulation. Effective practices such as differentiated instruction and accommodations, mainstreaming, inclusion, least restrictive environment, and the individualized education program (IEP).

This course provides an in-depth exploration of the principles and practices underlying inclusive curriculum development and instructional design, with a specific focus on supporting learners from early childhood through early adolescence. Students will examine frameworks that support equitable access to learning for all students, including those with diverse abilities and backgrounds. Emphasis is placed on Universal Design for Learning (UDL), differentiated instruction, and culturally responsive pedagogy across domains of development and various content areas. The course also addresses developmentally appropriate practices across all domains of learning—cognitive, social-emotional, physical, and language. Through an introduction to current research and practical application, candidates will learn to design instructional plans that promote engagement, accessibility, and academic success in inclusive educational environments. Please note: 20 hours of observation in schools are required. Alternative assignments will be available for students in Educational Studies or other majors.

The purpose of this course is to explore the theories and strategies of behavior management for students with disabilities in the pk-12 classroom setting. It covers broad conceptual and practical perspectives in addressing challenging behavior and behavior analysis. Topics include developing a positive atmosphere, using space effectively, time management, student accountability, behavioral intervention plans and functional behavior analysis, discipline models and/or specific techniques that promote the development of positive social interaction skills in classroom settings. Please note: This course was formerly EDST 3005 Classroom Management K-6 or EDSP 3005 Managing the Environment for Students with Disabilities. (Special Education majors are required to complete 20 hours of school-based observation. Educational Studies students will receive an alternative assignment in place of the field hours.) Prerequisites: EDSP 2025 Introduction to Special Education.

This course will introduce evidence-based components to support the development of curricula and the selection of appropriate instructional strategies for teaching prek-12 students with the full range of disabilities. Students will be presented with characteristics of the range of disabilities, and specific instructional strategies and methods linked to learning processes and human development. Students will approach curriculum and instruction through a Universal Design for Learning/neurodiverse perspective including how to provide differentiated instruction and supports that enhance the learning of all students. Prerequisites: EDSP 2025 Intro to Special Education.

This course introduces pre-service special educators to the principles and applications of instructional and assistive technologies that support students with disabilities in inclusive and specialized educational settings. Students will explore a range of tools—from low-tech supports to high-tech devices and digital platforms—that enhance access to curriculum, communication, and independence. Emphasis is placed on integrating technology into instruction using Universal Design for Learning (UDL), High-Leverage Practices (HLPs), and aligning supports with Individualized Education Program (IEP) goals. Legal and ethical considerations, including accessibility, equity, and data privacy, are also addressed.

This course provides a comprehensive overview of transition services for individuals with disabilities from early childhood through adulthood. Students will examine the continuum of support, beginning with early intervention, preschool special education, and school-age services, and extending through postsecondary transitions. A central focus is the development and implementation of Transition Individualized Education Programs (TIEPs), which guide students as they explore pathways such as Career and Technical Education (CTE), college, or entry into the world of work. The course also addresses college-based programs for individuals with intellectual disabilities, emphasizing inclusive practices and support systems. Legal frameworks are explored in depth, including the Individuals with Disabilities Education Act (IDEA), which governs school-based services, and the Americans with Disabilities Act (ADA), which ensures civil rights and access after graduation. Emphasis is placed on person-centered planning, family engagement, and the development of self-determination and self-advocacy skills appropriate to the student’s developmental level. Cultural responsiveness and interagency collaboration are integrated throughout to support equitable and effective transition planning. Prerequisites: EDSP 2025.

This course offers a practical approach to understanding Autism Spectrum Disorders (ASD) including assessment and progress monitoring, and a variety of practices that support inclusion of children in classroom environments. Students will review both theory and evidence-based practices as the foundation for success when working with young children with ASD, including the principles of mainstreaming, inclusion, individualized educations program (IEP), and Positive Behavioral Intervention Supports (PBIS).

Students have the opportunity to develop individualized studies with their mentor in Special Education (EDSP). Registration for this class must be approved by the student’s mentor.

This course focuses on understanding the role of assessment and purpose in the identification and progress monitoring of students with disabilities. This includes the process of identifying, assessing, and diagnosing students with disabilities as it relates to how to select and administer appropriate tests, interpret their results, and how the results impact the development of an individualized education plan (IEP). Students will use information gathered through an assessment to plan for or modify instruction with attention paid to error analysis and task analysis methods. Prerequisites: EDSP 2025 Intro to Special Education, EDSP 3025 Curriculum & Instruction for Students with Disabilities.