Extended Studies in Inclusive Education Course Offerings

EMTH 335

Mathematics in the Inclusive Classroom: Assessment and Intervention

This course will explore approaches to teaching and planning mathematics by using methods that accommodate diverse learning needs. Attention will be paid to authentic and informal assessment, such as progress-based monitoring, curriculum-based measurement, and error analysis. In additional, inclusive instructional approaches, such as cognitive strategy instruction and schema-based instruction will be emphasized, as well as techniques to individualize programs. ***Prerequisite: Enrollment in the Inclusive Education Certificate or enrollment in the (Inclusive)/Special Education Minor or enrollment in the Teaching Elementary School Mathematics Certificate or 6 credit hours in mathematics and mathematics education courses or permission of the instructor.***

EPSY 323

Designing Learning Environments for the Inclusive Classroom

A dynamic non-categorical approach to assessment and instruction for students with diverse learning styles and disabilities within the regular classroom.
***Prerequisite or Corequisite: EPSY 322, EPSY 400, or EPSY 418.***

EPSY 324

Individual Assessment and Differentiated Instruction in the Inclusive Classroom

A case study approach to assessment, instruction and evaluation of individual students with diverse needs. The emphasis is on effective collaboration to meet individual student needs.
***Prerequisite: EPSY 322, EPSY 400, or EPSY 418***

EPSY 326

Change, Collaboration and Consultation to Support Inclusive Education

The course explores theories and processes for planning, implementing and sustaining educational change. Course content includes processes for collaborating and consulting with teachers, families, paraprofessionals and other professionals to support inclusive education.
***Prerequisite or Corequisite: EPSY 322, EPSY 400, or EPSY 418.***

EPSY 328

Communication Disorders in the Inclusive Classroom

This course focuses on a range of communication disorders (including identifying characteristics). Educational implications are discussed and practical classroom management strategies presented.
***Prerequisite: EPSY 322, EPSY 400, or EPSY 418***

EPSY 329

Enhancing Inclusive Classroom Management

A dynamic, systemic approach to the development of a positive classroom environment. The course will address a range of theoretical and practical approaches for prevention and intervention for behavioural issues in the inclusive classroom with an emphasis on positive behavioural supports and interventions.
***Prerequisite or Corequisite: EPSY 322, EPSY 400, or EPSY 418.***

EPSY 330

Autism Spectrum Disorders in the Inclusive Classroom

An overview of the nature of autism spectrum disorders, the associated characteristics, and strategies for instruction and behavioural support. ***Prerequisite: EPSY 322, EPSY 400, or EPSY 418***

EPSY 333

Functional Behaviour Assessment and Positive Behaviour Support

This course provides the theoretical basis and extensive discussion and demonstration of current methods for conducting Functional Behaviour Assessments (FBA) and creating Positive Behaviour Supports (PBS) for persons who engage in challenging behaviours. Attention is paid to demonstrating how FBA and PBS planning can be effectively applied in inclusive education settings for students with a range of needs and characteristics.
***Prerequisite: EPSY 322, EPSY 400, or EPSY 418***

EPSY 401

Teaching Students with Specific Learning Disabilities

This course provides an understanding of the characteristics associated with Specific Learning Disabilities and considerations for instruction. Content includes effective instructional practices with an emphasis on reading and writing in K-12 inclusive settings.
***Prerequisite: EPSY 322 or EPSY 400 or EPSY 418***

ERDG 425

Culturally Responsive Literacy Education

This critical multicultural literacy assessment and instruction course examines the purposes of literacy and assessment and provides teachers with knowledge and experience to design and implement assessment and instruction within broader views of culture, literacy and assessment. Normally in this course, students engage in instructing school-aged learners.
***Pre-requisites: For Elementary students: One of ELNG 200, 205 or ELNG 325; and one of ERDG 215, 310 or 317; For Secondary students: ELNG 300 and 350***