1.1 Master's Program: Special Education (Montague)
| TX-Center on Disability and Development, UCEDD | |||
| Program Type | UCEDD | Fiscal Year | 2020 |
| Contact | Marcia Montague, Ph.D. | ||
| [email protected] | |||
| Phone | 979-458-0828 | ||
| Project Description | |||
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Project provides Master's students with specialized expertise in serving the inclusive education, social and behavioral support, and transition needs of students with DD and other disabilities. This project will be accomplished in collaboration with special education faculty at Texas A&M University. Each year, the project will admit 25 practicing education or human service professionals for advanced master's training. The project provides coursework and advising support services. The project staff and faculty assess student knowledge gains, satisfaction with program, and post-program impact using TAMU & NIRS evaluation instruments. Mission: Improve long-term outcomes for individuals with disabilities through high-quality service delivery in education and related community-based settings Emphasis: Prepare professionals with advanced skills in behavior analysis, positive behavioral interventions and supports, and special education in order to improve outcomes for individuals with disabilities This summer, we have 46 incoming students starting the program. (4 of these are ABA Certificate only students) - 37 students are continuing into year two (3 of these are ABA Certificate only students) - 2 have a delayed graduation yet are continuing and should graduate this summer or next year - 28 graduated in May Required courses in the Master's program include these: EPSY630 (Single Case) Teaches measurement, design, implementation, and analysis skills to conduct research with single-subject design; review and summarize the quality of single-case literature, plan and implement AB designs. Prerequisites: Approval of instructor and the department head. N=34; Spring 2020 SPED 601 (Assessment in School Settings with Anita L. McCormick) Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. Prerequisite: SPED 617 and SPED 699; graduate classification; approval of department head; approval of instructor. N=32; Summer 2019 SPED 601 (Assessment in School Settings with Marcia L. Montague) Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. Prerequisite: SPED 617 and SPED 699; graduate classification; approval of department head; approval of instructor. N=26; Summer 2019 SPED 602 (Ethics and Professional Conduct in SPED and ABA**) Focus on ethical and professional conduct required for special educators and behavior analysts; information required for certified behavior analysts; ethics required by the Behavior Analyst Certification Board; highly relevant for those working with children or adults with disabilities in any capacity. Prerequisites: SPED 620 and SPED 632 or approval of department head; graduate classification. N=35; Spring 2020 SPED 609 (Educating Individuals with Autism Spectrum Disorders**) Study of the incidence, prevalence, and characteristics of individuals with autism spectrum disorders, particularly for teachers, counselors, and related fields; research and best practices in assessment, treatment, and education; includes treatment of social, communication, academic, and behavior deficits with emphasis on behavior analysis. Prerequisite: SPED 628; Graduate classification. N=40; Summer 2019 SPED 617 (Adolescent Literacy for Students with Diverse Instructional Needs) Research-based strategies to teach reading and writing to 4th through 12th grade students with disabilities and other diverse instructional needs; emphasis on current issues, assessment, motivation, intervention, and content area issues and strategies. Prerequisites: SEFB 618; SPED 630; Graduate Classification. N=31; Spring 2020 SPED 620 (Bilingual Special Education) Topics concerning bilingual special education including history of the field, language acquisition, learning disabilities and language differences, assessment, policy development, individualized education plans, instructional strategies and parental involvement. Prerequisites: Graduate classification. N=3; Fall 2019 SPED 628 (Consultation in Special Education) Rationale, strategies, procedures and resources for providing consultation as systematic problem-solving to school procedures, and resources for improving services for children with disabilities, and those who are at-risk of school failure. Prerequisites: Graduate classification and approval of department head. N=35; Summer 2019 SPED 630 (Early Literacy for Students with Diverse Instructional Needs) Research-based strategies for teaching beginning reading and writing to pre-K through 4th grade students with disabilities, with an emphasis on current issues, assessment, prevention, and intervention. Prerequisite: Graduate classification. N=34; Fall 2019 SPED 632 (Transition Education and Services for Individuals with Disabilities) Current issues and practices related to the transition of students from school to adulthood; foundations of lifelong transitions; assessment of post-school goals and identification of effective transition services to promote employment, postsecondary education, and community living; partnerships with parents and service providers. Prerequisite: Graduate classification. N=32; Fall 2019 SPED 642 (Prevention, Support, and Intervention for Students with Emotional and Behavior Problems**) Effective management of challenging and severe behavior problems in education, clinic and community settings using prevention, targeted programming and individual interventions; includes methods for observing, assessing and analyzing challenging and severe behaviors. Prerequisites: Graduate classification and approval of department head. N=36; Summer 2019 SPED 699 (Advanced Applied Behavior Analysis**) Rigorous repertoire of knowledge and skill in behavior analysis; comprehensive and contemporary description of applied behavior analysis; application of principles and paradigms of theoretical and experimental aspects of behavior. Prerequisite: SEFB 618: Graduate classification. N=34; Spring 2020 SPED 689 (Introduction to Applied Behavior Analysis*) An overview of the theoretical underpinnings of applied behavior analysis (ABA), principles and procedures of ABA and an introduction to data collection, assessment of behavior and individualized interventions within an educational context; emphasis on the application of ABA principles in multiple contexts to provide behavioral support to a diverse range. N=50; Summer 2020 SPED 601(Assessment school setting) Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. Prerequisite: SPED 617 and SPED 699; graduate classification; approval of department head; approval of instructor. N=29; Summer 2020 |
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