Ed-Special Education (EDSP)
EDSP 2000 (s) Seminar (1-16 credits, max 99)
Credit arranged
EDSP 2040 (s) Special Topics (1-16 credits, max 99)
Credit arranged
EDSP 2990 (s) Directed Study (1-16 credits, max 99)
Credit arranged
EDSP 3000 Educating for Exceptionalities (3 credits)
Joint-listed with EDSP 5200
Introduction to the education of people with disabilities, primarily in the school setting. History and foundation of special education, areas of exceptionality, instructional practices, issues and trends, and law and legislation as it applies to persons with disabilities. Graduate and undergraduate students will use the same textbook, but graduate students will be required to complete an additional assignment. Typically Offered: Varies.
EDSP 3250 Supporting Student Behaviors in the Classroom (3 credits)
Emphasis on behavioral principles and their relationship to instructional strategies. Recommended Preparation: EDCI 2010. Typically Offered: Summer.
EDSP 3500 Language and Communication Development and Disorders (3 credits)
Overview of language, communication, and socio/emotional development and their interaction with cognitive and learning disabilities; legal and cultural issues; informal assessments and teaching strategies; models for collaboration with speech and language professionals. Typically Offered: Summer.
EDSP 3900 (s) Special Education Field Experience (1-3 credits, max 3)
Supervised observation and/or instruction with students with disabilities; group discussion sessions. Graded Pass/Fail.
EDSP 4000 (s) Seminar (1-16 credits, max 99)
Credit arranged
EDSP 4030 (s) Workshop (1-16 credits, max 99)
Credit arranged
EDSP 4040 (s) Special Topics (1-16 credits, max 99)
Credit arranged
EDSP 4050 (s) Professional Development (1-16 credits, max 99)
Joint-listed with EDSP 5050
Credit arranged. Professional development and enrichment of certificated school personnel. Credit earned will not be accepted toward graduate degree programs, but may be used in a fifth-year program. Additional projects/assignments required for graduate credit.
EDSP 4230 Collaboration (3 credits)
Strategies for developing and facilitating collaboration with schools, families, and community partners, including methods to increase successful collaboration and inclusion, interpersonal and intrapersonal dynamics that facilitate the collaboration process, problem solving teams, and effective models of collaboration. Typically Offered: Spring.
EDSP 4250 Evaluation of Children and Youth (3 credits)
Assessment procedures for determining eligibility and identifying educational needs of students with disabilities, legal issues including response to intervention and alternative assessment, and current trends. Typically Offered: Spring.
EDSP 4260 Developing Instructional Programs (3 credits)
Overview of assumptions, current trends, legal and cultural issues; application of learning principles and strategies for curriculum development; collaborative development of Individual Education, Instruction, and Transition Plans; methods for evaluating student progress and instructional effectiveness. Typically Offered: Spring.
EDSP 4300 Assistive Technology and Universal Design for Learning for PreK-12 (2 credits)
Joint-listed with EDSP 5300
This course is designed to introduce students to assistive technology (AT), instructional technology, and universal design for learning (UDL). Together, they provide a foundational environment in which all students, including those with disabilities, can survive and thrive in the general education setting. This course will increase participants’ understanding of the relationship between instructional design and technology and prepare for successful implementation. The course will move from individualized consideration of assistive technology to a naturally supported least restrictive environment. Prereqs for 4300: EDSP 3000, EDSP 3250, and EDSP 3500
EDSP 4480 Special Education Curriculum (3 credits)
Joint-listed with EDSP 5480
This course is designed to enable professional educators to assume leadership roles in the development and implementation of instructional programs and services for students with disabilities. Attention will be given to theoretical models, curriculum approaches, practices in developing curricula, the use of technology and assistive technology in instruction, techniques for delivering instruction in a variety of educational settings, and trends and issues in special education instruction. Prerequisites for 4480: EDSP 3000, EDSP 3250, and EDSP 3500
EDSP 4840 Special Education Internship II (1-15 credits, max 99)
Guided observation, supervised instruction, and comprehensive team and independent teaching in school settings.
Prereqs: Permission of division
Coreqs: Integrated course work and EDCI 4010
EDSP 4980 (s) Internship (1-16 credits, max 99)
Credit arranged
EDSP 4990 (s) Directed Study (1-16 credits, max 99)
Credit arranged
EDSP 5000 Master's Research and Thesis (1-16 credits, max 99)
Credit arranged
EDSP 5010 (s) Seminar (1-16 credits, max 99)
Credit arranged
EDSP 5020 (s) Directed Study (1-16 credits, max 99)
Credit arranged
EDSP 5030 (s) Workshop (1-16 credits, max 99)
Credit arranged
EDSP 5040 (s) Special Topics (1-16 credits, max 99)
Credit arranged
EDSP 5050 (s) Professional Development (1-16 credits, max 99)
Joint-listed with EDSP 4050
Credit arranged. Professional development and enrichment of certificated school personnel. Credit earned will not be accepted toward graduate degree programs, but may be used in a fifth-year program. Additional projects/assignments required for graduate credit.
EDSP 5190 Orientation to Autism Spectrum Disorder (3 credits)
As the number of students with Autism Spectrum Disorders (ASD) continues to rise, all teachers need to be prepared to work with students with ASD diagnosis. This class will assist teachers in identifying students with ASD and implementing evidence-based practices to foster their academic and social successes. The course will address characteristics, placement alternatives, instructional methods, curricular models, and issues applicable to the education of students with ASD. Students will also become familiarized with challenges faced by the families of people with ASD and life-span challenges. The course will also explain what ASD is and how it is defined in the Diagnostic and Statistical Manual V for the medical community. This course expands on the College of Education, Health and Human Sciences’ other special education courses focusing specifically on ASD.
EDSP 5200 Educating for Exceptionalities (3 credits)
Joint-listed with EDSP 3000
Introduction to the education of people with disabilities, primarily in the school setting. History and foundation of special education, areas of exceptionality, instructional practices, issues and trends, and law and legislation as it applies to persons with disabilities. Graduate and undergraduate students will use the same textbook, but graduate students will be required to complete an additional assignment. Typically Offered: Varies.
EDSP 5300 Assistive Technology and Universal Design for Learning for PreK-12 (2 credits)
Joint-listed with EDSP 4300
This course is designed to introduce students to assistive technology (AT), instructional technology, and universal design for learning (UDL). Together, they provide a foundational environment in which all students, including those with disabilities, can survive and thrive in the general education setting. This course will increase participants’ understanding of the relationship between instructional design and technology and prepare for successful implementation. The course will move from individualized consideration of assistive technology to a naturally supported least restrictive environment. Prereqs for 4300: EDSP 3000, EDSP 3250, and EDSP 3500
EDSP 5310 Single Subject Design Research (3 credits)
Prepares graduate students with knowledge and experience using single subject designs. Single subject designs are quantitative approaches that use specific design features to demonstrate experimental control and internal validity of observable and quantifiable behavior most often displayed and interpreted through line graphs and charts. External validity is demonstrated through replication.
Prereqs: EDSP 5400 or equivalent
EDSP 5400 Behavioral Analysis for Children and Youth (3 credits)
Application of learning theory to instruction; principles of behavior analysis with application to teaching; applied research techniques, ethical, legal, and cultural issues. Completion of field work in applied setting required. Typically Offered: Fall.
EDSP 5480 Special Education Curriculum (3 credits)
Joint-listed with EDSP 4480
This course is designed to enable professional educators to assume leadership roles in the development and implementation of instructional programs and services for students with disabilities. Attention will be given to theoretical models, curriculum approaches, practices in developing curricula, the use of technology and assistive technology in instruction, techniques for delivering instruction in a variety of educational settings, and trends and issues in special education instruction. Prerequisites for 4480: EDSP 3000, EDSP 3250, and EDSP 3500
EDSP 5490 Language, Communication, and Social/Emotional Enhancement (3 credits)
Overview of theory and research findings; discussion of current issues, rationale, and intervention programs and strategies with an emphasis on social relations and interactions, legal mandates, and cultural issues. Includes a field component and project. Typically Offered: Spring.
EDSP 5520 Principles of Leadership in Neurodevelopmental Disorders (3 credits)
Students are trained to move beyond discipline boundaries to provide optimal services to child and adolescents with special health care needs. Enhance skills in evidence-based practice via evaluating the validity of published research, understanding the role of outcomes-based information in decision making, and conduct meaningful, scientifically grounded research to improve systems of care to children with special healthcare needs.
EDSP 5530 Principles of Leadership in Neurodevelopmental Disorders 2 (3 credits)
Students are trained to move beyond discipline boundaries to provide optimal services to child and adolescents with special health care needs. Enhance skills in evidence-based practice via evaluating the validity of published research, understanding the role of outcomes-based information in decision making, and conduct meaningful, scientifically grounded research to improve systems of care to children with special healthcare needs.
EDSP 5540 Principles of Leadership in Neurodevelopmental Disorders Autism Enhanced 1 (2 credits)
This course is part of the proposed doctoral course work in special education. This course is offered with the assistance/support of the Utah Regional Leadership in Neurodevelopmental Disabilities program (URLEND) and the University of Utah Medical School, who offer some of the trainings/clinics that students enrolled in this course participate in. This course is taught in-load by faculty at the Center on Disabilities and Human Development and does not burden the college or department.
EDSP 5550 Principles of Leadership in Neurodevelopmental Disorders Autism Enhanced 2 (2 credits)
Students are trained to move beyond discipline boundaries to provide optimal services to children and adolescents with special autism spectrum disorders. Students will increase their knowledge of issues related to the definition, epidemiology, and prognosis of ASD; enhance their knowledge of screening and diagnostic measures for ASD; enhance their knowledge of interventions for ASD; engage in research related to ASD; and enhance their leadership skills in the area of ASD.
EDSP 5970 (s) Practicum (1-16 credits, max 99)
Credit arranged Graded Pass/Fail.
Prereqs: Permission
EDSP 5980 (s) Internship (1-16 credits, max 99)
Credit arranged. Supervised field experience in an appropriate public or private agency. Graded Pass/Fail.
Prereqs: Permission
EDSP 5990 (s) Non-thesis Master’s Research (1-16 credits, max 99)
Credit arranged. Research not directly related to a thesis or dissertation.
Prereqs: Permission
EDSP 6000 Doctoral Research and Dissertation (1-45 credits, max 99)
Credit arranged