Ed.S. Special Education Courses



  • This course addresses the historical evolution of educational services for individuals with disabilities within an ethic of justice framework. Critical analysis of the impact of events related to human rights and cross-cultural views of education and disability are emphasized. Candidates will examine ethical dilemmas from legal, theoretical, contextual and practical perspectives to expand their view of education as it applies to all students in diverse P-12 classrooms.

  • This course engages special education leaders in an in-depth analysis of controversial issues in special and general education. It encourages active debate in three broad areas: 1) special education and society, social policy, and practice; 2) inclusion, philosophies, and epistemologies; and 3) issues about exceptionality and critical considerations about specific issues in the field.

  • The focus of this course is inquiry of educational policies at the local, state, national and international level from multiple analytic perspectives. Analysis of the process of policy development and implementation will include both the benefits and unintended consequences of these policies. Impact of these policies on the education of students with disabilities will include attention to how educators can serve as advocates to correct and/ or support policies.

  • In this course candidates will apply a critical lens to collaboration among key stakeholders to promote equitable practices within culturally sustaining educational contexts, leading to improved outcomes for learners with disabilities. This course extends historical discourse on collaboration by requiring candidates to critically examine the dilemmas, tensions, challenges and questions relative to collaboration within their own work settings and to apply rational and logical thought to actualizing change when critically analyzing their own practice.

  • This course introduces the design and facilitation of learning environments that apply technology-enhanced instructional strategies to maximize student learning. Candidates will apply current research and instructional design principles to design a 21st century learning experiences for students.

  • The course deepens experienced educators’ knowledge of research-based best practices in diverse classrooms. This is an advanced course with in-depth study of classic and current research on learning theories and related topics in educational psychology as they relate to teaching and learning in schools. Focus is on those theories and research which have transformed and are reforming educational practice.
  • Curriculum Development for English Language Learners and Students with Exceptionalities prepares professional educators to examine the relationship between the research base and applied practice especially as they relate to diverse learners (academically and/or culturally and linguistically). Candidates will examine the characteristics and needs of English Language Learners and Students with Exceptionalities, explore evidence-based practices for specific populations, employ a curriculum decision-making process that aligns with the Georgia Performance Standards and the Common Core and translates to improved pedagogy and student achievement, and critically analyze existing curriculum guidelines as they relate to traditionally marginalized learners.
  • This seminar focuses on critically reviewing research and applying best-practices in formative assessment. Recent research reports effective use of formative assessment enhances student learning and teaching effectiveness. Specific topics include barriers and misconceptions to the formative assessment process, effective practices in formative assessment, theoretical underpinnings of formative assessment, relationships of formative assessment to self-regulated learning and learner autonomy. Additionally, attention will be paid to multicultural formative assessment procedures and concerns relevant to external assessment programs.
  • This course will serve as an introduction to qualitative research and methodologies. Methodological origins, theoretical frameworks, literature reviews, and basic methods of data collection and data analysis will be explored in conjunction with an analysis of relevant literature, educational research reports, and ethics in research. Students will apply basic skills of data collection and analysis. Students will differentiate between the types of qualitative research.
  • Candidates will demonstrate a functional understanding of the nature and design of quantitative research as applied to the educational arena including but not limited to the following topics; the nature and application of descriptive and basic inferential statistics including the concepts of variance, normal distribution, population, sample, power, effect size, hypothesis testing, parametric and nonparametric tests, interaction effects, validity, reliability; the strengths, weaknesses of quantitative research designs; the principles of data collection and analysis using computer software such as SPSS. Candidates will acquire and become proficient in analytical and interpretive skills; and will be prepared to conduct applied quantitative research that will bear positively on schools.