Courses

The listing of a course description here does not guarantee a course’s being offered in a particular term. Please refer to the published schedule of classes on the MyBU Student Portal for confirmation a class is actually being taught and for specific course meeting dates and times.

• WED SE 505: Self-Determined Transition Planning for Youth with Disabilities
  This course emphasizes self-determination as the foundation of successful transition and transition planning for youth with disabilities. Addresses legal requirements, outcomes and implications, and interagency and community resources to support employment, vocational, and other community-based goals.
• WED SE 507: Inclusive Pedagogy for Modified Curriculum 1
  Prerequisites: (SEDSE504) or consent of instructor. - In this course, students learn inclusive practices as they apply to the design, delivery, and modification of content area instruction for students with disabilities. Focuses on application with modified curriculum and alternative assessment.
• WED SE 508: Inclusive Pedagogy for Modified Curriculum 2
  Undergraduate Prerequisites: (SEDSE507) or consent of instructor. - Graduate Prerequisites: (SEDSE507) or consent of instructor. - This course builds deeper understanding of the application inclusive practices as they apply to the design, delivery, and modification of instruction for students with disabilities. Focuses on inclusive approaches for communication, life skills, and physical/sensory support needs.
• WED SE 510: Special Education: Curriculum and Instruction
  Designed to develop an understanding of the historical background and legal framework of special education, various disabilities (etiology, diagnostic criteria and process, and learner characteristics), and instructional practices and behavioral support strategies. For elementary and secondary content area teachers. 2 cr.
• WED SE 515: Assessment and Eligibility in Special Education
  Graduate Prerequisites: (SEDSE 706) - This course focuses on understanding and critiquing existing policies, practices, and outcomes related to assessment and eligibility determination processes for students referred to special education. Provides a practice-based focus on using culturally and linguistically relevant assessment practices and procedures.
• WED SE 533: The Families of Children with Disabilities
  Examines the nature of families and how families evolve with the presence of a child with a disability. Students will develop an understanding of family systems theory and evidence-based approaches to collaborating with families of children with disabilities. 4 cr.
• WED SE 534: Classroom and Behavior Management
  Designed to develop an understanding of strategies for effective?behavioral support?of students with/without disabilities. Positive Behavioral Intervention and Supports (PBIS) will be used as the framework for school- wide, classroom, and individualized approaches to provide positive and preventative supports. Prereq: SE 250 or SE 706. 2cr.
• WED SE 535: Understanding Autism
  Students will describe the defining characteristics, school experiences, and evidence- based practices for teaching and supporting individuals with autism spectrum disorder (ASD). The course includes perspectives from individuals with ASD and their families. 2 cr.
• WED SE 536: Assessment and Instruction of Students with Autism Spectrum Disorder
  Undergraduate Prerequisites: SED SE 535 - Students will develop knowledge and skills in assessment and instruction of students with autism spectrum disorder (ASD). Assessment practices including screening, diagnosis, and school-based progress monitoring of students with ASD. Instructional practices emphasize research-based interventions and participation in general education. Prereq: SE 535. 4 cr.
• WED SE 537: Assistive Technology
  Learners will examine legislation related to assistive technology; develop knowledge of AT for reading, writing, computer access, communication, daily living skills, and environmental control that address needs of students with various forms of disabilities; apply a systematic, collaborative framework to guide the AT selection process.
• WED SE 572: Culturally Relevant Approaches to Positive Behavioral Supports
  Prerequisites: WEDSE 250 or 706. This course critiques inequities in current policies, practices, and disproportionate outcomes related to school discipline and behavior for students with disabilities. Includes a practice-based emphasis on using positive, responsive, and reinforcing strategies that foster engagement, belonging, and well-being in schools.
• WED SE 580: Instructional Methods for Teaching Foundational Literacy Skills
  Graduate Prerequisites: WEDLR 551 - This course emphasizes high-leverage methods for designing and delivering foundational literacy skills instruction for students with and without disabilities. Includes a focus on data-based decision making in the context of multi-tiered systems of supports (MTSS).
• WED SE 584: Inclusive Pedagogy: Foundations
  In this course, students learn high-leverage and culturally relevant educational practices as they apply to the design, delivery, and adaptation of content area instruction. Focuses on bridging these approaches to provide access to the general curriculum for students with disabilities.
• WED SE 593: Practicum/Practicum Equivalent: Moderate Disabilities Licensure Tracks
  Students will demonstrate skills in planning, implementing, and evaluating instruction for students with moderate disabilities (PK-2, PK-8, or 5-12). Student teaching experience (300-hour minimum) and accompanying seminar. Only open to matriculated students who have completed prerequisites and meet all eligibility criteria.
• WED SE 594: Practicum/Practicum Equivalent: Students with Moderate Disabilities, 5-12
  Graduate Prerequisites: Open only to matriculated graduate students who have completed prerequ isites. - Students will demonstrate skills in planning, implementing, and evaluating instruction for students with mild/moderate disabilities, grades 5-12. Student teaching experience (300- hour minimum) and accompanying seminar. Only open to matriculated students who have completed prerequisites. 8 cr.
• WED SE 595: Practicum/Practicum Equivalent: Severe Disabilities Licensure Tracks
  Students will demonstrate skills in planning, implementing, and evaluating instruction for students with severe disabilities (PK-2 or all levels). Student teaching experience (300-hour minimum) and accompanying seminar. Only open to matriculated students who have completed prerequisites and meet all eligibility criteria.
• WED SE 596: Practicum with Students with Autism Spectrum Disorder
  Undergraduate Prerequisites: SED SE 535 - Students will demonstrate skills in planning, implementing, and evaluating instruction for students with autism spectrum disorders. Student teaching experience (150 hour minimum) and accompanying seminar. Only open to matriculated students who have completed prerequisites. 4 cr.
• WED SE 597: Practicum for Teaching Professionals-Moderate Prek - 8
  Students will demonstrate skills in planning, implementing, and evaluating instruction for students with moderate disabilities, grades PreK-8. Designed for practitioners. Student teaching experience (300-hour minimum) and accompanying seminar. Only open to matriculated students who have completed prerequisites. 4 cr.
• WED SE 598: Practicum for Teaching Professionals-Moderate 5-12
  Students will demonstrate skills in planning, implementing, and evaluating instruction for students with moderate disabilities, grades 5-12. Designed for practitioners. Student teaching experience (300-hour minimum) and accompanying seminar. Only open to matriculated students who have completed prerequisites. 4 cr.
• WED SE 601: Collaborative Approaches to Individualized Education Programming
  This course examines roles and responsibilities of interdisciplinary team members when collaboratively designing, implementing, and evaluating Individualized Educational Programs. Includes a focus on collaborative and culturally competent approaches to engaging with families and students in shared decision-making.