SEOH Courses

EDP 596: Behavioral Interventions: Theory, Principles, and Techniques
Emphasizes theoretical foundations of the behavioral model with supporting research. Presents a variety of proactive techniques for increasing appropriate behavior and for prevention and reduction of problematic behaviors. Emphasizes positive, proactive treatment approaches using the least restrictive treatment model for individual and group interventions. Addresses applications for individuals with exceptionalities mild/moderate, moderate/intensive, and gifted.

EDP 656: Education of Individuals with Exceptionalities
Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals as exceptional, society's responses to exceptional individuals, and societal challenges to develop the human potential of all persons.

EDP 650A: Trends/Issues in Measurement
This course is designed to provide a thorough understanding of the assessment process in special education. Students will be exposed to several different standard forms of assessments and tests used to measure students abilities and aptitudes. We will gain an understanding of several statistical concepts underpinning assessments in an effort to gain a better understanding of how we make and interpret tests. Several tests will be examined as one major project to take place during the quarter. Current processes practices of RtI will be examined from an assessment point of view, and the students will identify roles within student centered teams.

EDP 571: Literacy Seminar: Clinical
Problem-based seminar designed to provide opportunities for students to learn, practice, and evaluate instructional approaches to teaching literacy skills (reading, writing, and spelling) to school-age children with written language disabilities. Students receive intensive training in literacy and work in tutorial settings. Seminar discussions focus on issues of literacy skills, and approaches for working with these children.

EDP 578: Collaboration & Social Skills
Students enrolled in this course will examine the impact of exceptionality on families. It emphasizes home-school relationships, resource development, and collaboration between professionals and parents. Emphasis is also given to communication, collaboration and conflict resolution skills. 578 explores the legal mandates for transition planning and need for community resources. It examines methods for developing social and affective skills in children and youth with exceptionalities.

EDP 650B: Assistive Technology
In this class students learn about consultation and collaboration with regards to assisted learning technologies available for exceptional students. Students will integrate information from readings and personal interviews to evaluate these technologies while focusing on special education teachers, administrators, parents and community agencies.

EDP 601: Advanced Educational Psychology
Educational psychology has been traditionally defined as the application of psychological theories, methods, and findings to the study of teaching and learning. This course offers an advanced seminar in educational psychology that prepares students to critically evaluate existing educational practices and to innovate sound approaches and interventions in light of theoretical and empirical findings. Beliefs and practices of the course participants will be assessed. Emphasis will be placed upon ideas, practices, and approaches in educational settings.

EDP 667: Behavioral Statistics I
This course focuses on the understanding and use of various statistical procedures in educational and psychological research. The statistical concepts and computer skills taught in this course are valuable in a variety of life and work applications, as well as in more advanced course work. Descriptive and inferential statistical analyses (correlation, t-test, ANOVA) and types of measures/variables (e.g., rank-order, continuous, dependent/independent) are key aspects of this course. The application and appropriate use of these statistical procedures in educational and psychological research are introduced through a critical analysis of research exemplars. Students will also apply the statistical techniques to data by running a series of computer exercises using the SPSS statistical analysis software.

EDP 651: Educational Research
Students will obtain knowledge and master concepts of research methodology, the purposes and uses of research, and the implementation of research. Students will utilize this knowledge by critiquing research examples in current literature, and creating a research proposal.

EDP 652: Educational Research Practicum
Practicum in research. Prerequisite: EDP 651.

EDP 586: Methods I:  Teaching Students with Mild/Moderate Disabilities
The content of this course will examine the roles assessment, instructional framework, and implementation of evidenced based practice have on the development and progress towards the academic and behavioral goals of students with mild to moderate disabilities. A lifespan view of intervention models that will support inclusive practices that provide access to general education curriculum will be explored.

EDP 591: Methods II:  Teaching Students with Mild/Moderate Disabilities
This course will examine the roles assessment, instructional ramework, and implementation of evidenced based practice have on the development and progress towards the academic and behaviorial goals or students with learning disabilities, mild cognitive disabilities and behavior disorder. A lifespan view of intervention models that will support inclusive practices that provide access to general education curriculum will be explored.

EDP 605F: Supervised Field Experience: Mild/Moderate Intervention Specialist (Student Teaching Practicum)
Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.

The Ohio Department of Education (ODE) requires a minimum of 12 semester hours of reading coursework (9 semester hours in the teaching of reading and 3 semester hours in the teaching of phonics) for Intervention Specialist licensure eligibility. Any student in need of additional coursework to satisfy the ODE requirement may take EDT 642 and/or EDT 646, reading courses available in the SEOH program format. Alternate courses may be taken in other formats from Miami or another accredited institution (with prior approval).

EDT 642: Phonics and Reading Improvement for the Reading Teacher
Examination of principles and practices of literacy development using phonics as a component of reading and writing instruction. Focused on instructional strategies, materials, and programs aimed at teaching phonics and spelling, targeting the specific needs of developing and struggling readers and writers.
EDT 646: Reading and Writing in Content Areas
Examination of the research, theory, curricula, and methods for integrating the teaching of reading and writing across the disciplines such as mathematics, science, social studies.
EDP 605F is 12 credits. All other courses are 3 credits.