All classes are taught through Blackboard, which you can access through the FHSU website. Below you will find information about each course taught in the SPED program. There will be periodic Zoom sessions in each of the courses.  

Program Requirement Courses

SPED 701: Legal and Professional Issues in Special Education

This course will focus on legal and professional issues in special education. Emphasis is on children and youth and the provision of educational and related services for these individuals. (Offered as 8 weeks in spring,  summer, and fall.)

SPED 802: Theories of Exceptionalities and Diversity

This is a foundational special education course. It entails the theoretical perspectives of individual variance. This course describes procedures for identifying students with exceptionalities relevant to cognitive, social, motor, communication, and affective behavior. It also examines the biological and cultural factors as well as family dynamics that impact children with exceptionalities. ( (Offered as 8 weeks in spring,  summer, and fall.)

SPED 803: Special Education Research (required for a master's degree, not an endorsement) 

SPED 803 Special Education Research is a study of the nature and complexities of the educational research processes. Candidates will be provided opportunities to acquire familiarity and knowledge of the most basic concepts and principles of improving schools through research. Candidates will study how to identify, delineate, operationalize, and write a research proposal. Upon course completion, candidates will be critical consumers of educational research as applicable in their school contexts. (Offered as 8 weeks/twice in spring, 16 weeks in spring, 8 weeks in summer, 8 weeks/twice in fall, 16 weeks in fall.)

SPED 804:Behavior Management in Schools/Practicum

This course focuses on various aspects of human behavior and is designed to prepare special education teachers with knowledge and skills to effectively manage and promote prosocial skills of students who present challenging behaviors—both those with and without disabilities. Students will learn how to conduct a functional behavior assessment and implement a behavior intervention plan. As a practicum course, candidates will be working with students with high incidence needs, designing, implementing and behavior management practices.  (Offered as 8 weeks in spring and fall; not offered in summer.)

SPED 805: Assessment and Lab in Special Education

This course prepares students to plan, use and report on formal and informal assessments with individuals with high incidence exceptionalities.  Students will gain knowledge and skills in analyzing data from standardized tests and curriculum-based measurements.  Students will also acquire skills in using assessments to make decisions that will improve instructional and learning outcomes. Candidates will be working with students with high incidence needs, designing, implementing and evaluating instructional practices. (Offered as 8 weeks in spring, summer, and fall.)

SPED 806: Methods and Materials for Exceptional Students

The purpose of this course is to help special educators make appropriate decisions regarding the use of evidence-based instructional practices in literacy, math and content-area learning for students with exceptionalities. The decision-making process ensures that all students receive the needed instructional practices and supports to be successful and achieve their potential. (Offered as 8 weeks in spring,  summer, and fall.)

SPED 808: Assessment in Low Incidence Special Education (Required for students in Low Incidence Program)

This course prepares candidates to plan, use and report on formal and informal assessments with individuals with low incidence disabilities. Candidates will gain knowledge and skills in analyzing data from standardized tests, alternate assessments, and progress monitoring measurements. Candidates will also acquire skills in using assessments in making collaborative decisions that will improve instructional and learning outcomes.  (Offered as 8 weeks in spring, and fall.)

SPED 822 (High Incidence): Strategies in High Incidence Special Education/Practicum 

The purpose of this course is to help special educators make appropriate decisions regarding the IEP process in regards to their students with high incidence needs. The decision-making process ensures that all students receive the needed instructional practices and supports to be successful. As a practicum course, candidates will be working with students with high incidence needs, designing, implementing and evaluating instructional practices. Prerequisites: SPED 801, SPED 802, SPED 804, SPED 805, SPED 806, SPED 832, SPED 860, SPED 867  (Offered as 16 weeks in spring, and 16 weeks in fall; not offered in summer.)

SPED 823: Autism Spectrum Disorder and Leadership (Required for Low Incidence Maser's Degree and Endorsement/Non-degree)

This course provides an overview of autism spectrum disorder and leadership competencies. It includes an outline of the nature of autism spectrum disorder (ASD) in terms of etiology, characteristics, trends, legal guidelines and supports for students. It also focuses on the principles of leadership and individuals’ motivational capacities. The course will examine one’s leadership journey as well as the communication, behavioral, and social-emotional needs of individuals with ASD from infant to adulthood. (Offered as 8 weeks in spring, 8 weeks in summer, and 8 weeks in fall.)

SPED 824: Strategies for Leaders and for Working with Individuals with Autism Spectrum Disorder (ASD) (Required for Low Incidence Master's Degree)

This course focuses on two main areas: (i) ways to become effective leaders; and (ii) strategies for working with students with autism spectrum disorder. Students will learn and utilize leadership skills such as communication, collaboration, and conflict resolution strategies. Additionally, the course will delve into  strategies and technological considerations for working with students with ASD as related to communication, emotional, behavioral, and social skills. It includes learning on Augmentative Assistive Technology (AAT), Individualized Education Plan (IEP) and instructional strategies for students with ASD. (Offered as 8 weeks in spring, 8 weeks in summer, and 8 weeks in fall.)

SPED 832: Teaching Reading in Special Education (Required for students in High Incidence Program who begin program Summer 2021)

This course focuses on research-based instructional techniques and strategies in working with students with reading difficulties. Course addresses the elements of reading, intervention strategies, instructional materials, and assessments to identify students with reading difficulties. It will delve into meeting the instructional needs of students with dyslexia.  (Offered as 8 weeks in spring and fall; not offered in summer.)

SPED 839:  (High and Low Incidence): Practicum in Special Education II 

The purpose of this course is to help special educators make appropriate decisions regarding the IEP process in regards to their students with high or low incidence needs. The decision-making process ensures that all students receive the needed instructional practices and supports to be successful. As a practicum course, candidates will be working with students with high or low incidence needs, designing, implementing and evaluating instructional practices. Prerequisites: SPED 801, SPED 802, SPED 804, SPED 808, SPED 842, SPED 860, SPED 867  (Offered as 16 weeks in spring, and 16 weeks in fall; not offered in summer.)

SPED 842: Methods and Strategies in Low Incidence Special Education

The purpose of this course is to help special educators effectively plan to ensure their students with low incidence needs receive appropriate instructional programming through implementation of evidence-based practices to be successful in literacy, math and content learning. Teaching will be examined as a process consisting of instructional and evaluation practices as applied to individual programming for students. (Offered as 8 weeks in spring,  summer, and fall.)

SPED 849:  (Low Incidence): Practicum in Low Incidence Special Education 

The purpose of this course is to help special educators make appropriate decisions regarding the IEP process in regards to their students with low incidence needs. The decision-making process ensures that all students receive the needed instructional practices and supports to be successful. As a practicum course, candidates will be working with students with low incidence needs, designing, implementing and evaluating instructional practices. Prerequisites: SPED 801, SPED 802, SPED 804, SPED 808, SPED 842, SPED 860, SPED 867  (Offered as 16 weeks in spring, and 16 weeks in fall; not offered in summer.)

SPED 852: Strategies in Gifted Special Education (Required for students in Gifted Education Program)

This course will focus on legal and professional issues in special education. Emphasis is on children and youth and the provision of educational and related services for these individuals. (Offered as 16 weeks in fall only.)

SPED 853: Curriculum & Instruction for Gifted Special Education (Required for students in Gifted Education Program)

The purpose of the course is to evaluate best practices in program planning and the appropriate curriculum and instructional strategies for meeting the unique needs of the gifted and talented learner. Students will apply differentiated instructional strategies to design lesson plans which promote advanced cognitive skill, promote creativity and leadership, and address affective and character growth.   The purpose of the course is to evaluate best practices in program planning and the appropriate curriculum and instructional strategies for meeting the unique needs of the gifted and talented learner. Students will apply differentiated instructional strategies to design lesson plans which promote advanced cognitive skill, promote creativity and leadership, and address affective and character growth. (Offered as 16 weeks in spring only.)

SPED 855: Identification & Assessment for Gifted Special Education (Required for students in Gifted Education Program)

This course will examine a variety of assessment methods to both identify and to continuously monitor the progress of diverse students identified as gifted. Assessment methods included, but are not limited to: state/national referral and identification practices, formative assessment models, summative assessment models, progress monitoring models. Candidates will identify and articulate the roles of educators, parents, and the community in the assessment process, and demonstrate competency in communicating identification/assessment results successfully. (Offered as 8 weeks in summer only.)

SPED 859: Consultation and Collaboration in Gifted (Required for students in Gifted Education Program, not for those in High Incidence Program)

This course is designed to relate theory to practice in a realistic setting. The student is placed in a situation to obtain experiences relating directly or indirectly to the areas being studied. (Offered as 16 weeks in spring and fall; not offered in summer.)

SPED 760: Transition in Special Education - Early Childhood to Adulthood

This course provides an overview of the educational stages in special education from early childhood to postsecondary. The course will address different transition points for students with exceptionalities as students move from home to school, grade to grade, school to school, and school to community/post-secondary. A course focus is on working with students from pre-K to adolescence, collaborating with families and professionals, and preparing transition plans. This course will also highlight the importance of family and community engagement in the holistic development of children with special needs. Candidates will be working with students with high incidence needs, designing, implementing and evaluating transition practices. (Offered as 8 weeks in spring and fall; not offered in summer.)

SPED 767 (High Incidence): Consultation and Collaboration in High Incidence 

This course focuses on ways to develop, improve and maintain: (a) effective collaboration in schools, (b) effective parent involvement, and (c) effective practices for working with para-educators. Candidates will gain experience in using principles, tools, and techniques of communication, collaboration and consultation as related to students with high incidence disabilities. Models, strategies, and barriers to building relationships related to colleagues and parent involvement in education will be explored. This course will challenge candidates to understand and prepare for how collaborative efforts in schools can produce more inclusive settings for diverse and exceptional learners.  (Offered as 8 weeks in spring,  summer, and fall.)

READ 851:  (High Incidence): Science of Language and Literacy 

This course is for students who have completed LETRS Volume 1. If students have not taken LETRS 1 Volume 1, SPED 832 Teaching Reading in Special Education is required.

Elective Courses

SPED 810: Technology in Special Education 

This course provides the study of the use of technology in the school, home and the community. Emphasis is placed on applications of assistive technology systems and devices that are productive for students with exceptionalities. (Offered as 8 weeks in spring, 8 weeks in summer, and 8 weeks in fall .)

SPED 823: Autism Spectrum Disorder and Leadership

This course provides an overview of autism spectrum disorder and leadership competencies. It includes an outline of the nature of autism spectrum disorder (ASD) in terms of etiology, characteristics, trends, legal guidelines and supports for students. It also focuses on the principles of leadership and individuals’ motivational capacities. The course will examine one’s leadership journey as well as the communication, behavioral, and social-emotional needs of individuals with ASD from infant to adulthood. (Offered as 8 weeks in spring, 8 weeks in summer, and 8 weeks in fall.)

SPED 824: Strategies for Leaders and for Working with Individuals with Autism Spectrum Disorder (ASD)

This course focuses on two main areas: (i) ways to become effective leaders; and (ii) strategies for working with students with autism spectrum disorder. Students will learn and utilize leadership skills such as communication, collaboration, and conflict resolution strategies. Additionally, the course will delve into  strategies and technological considerations for working with students with ASD as related to communication, emotional, behavioral, and social skills. It includes learning on Augmentative Assistive Technology (AAT), Individualized Education Plan (IEP) and instructional strategies for students with ASD. (Offered as 8 weeks in spring, 8 weeks in summer, and 8 weeks in fall.)

SPED 825: Assessment in Autism

The design of this course is to prepare special educators to understand and gain knowledge regarding the assessments used to identify students with autism.  Students will also acquire skills in using assessments to make decisions that will improve instructional and learning outcomes for P-12 students identified with autism.(Offered as 8 weeks in spring, and 8 weeks in fall.)

AEP 800: Innovative Technology Integration

This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of innovative, free webbased digital materials to be utilized in multiple settings. Through the tenets of andragogy, candidates are introduced to project-based learning which allows the candidate to develop customized projects integrating relevant research and best practices. These projects created can be replicated for immediate integrations into the classroom or worklplace. (Offered as 8 weeks/twice in spring, 8 weeks or 4 weeks/twice in summer, and 8 weeks/twice in fall.)

AEP 855: Educational Leadership

This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of educational organization leadership by examining leadership in a variety of settings and methodologies. Candidates are exposed to a wide range of activities that include theory and practical application. (Offered as 8 weeks/twice in spring, 4 weeks/twice in summer, 8 weeks/twice in fall, and 3 weeks during intercession.)

AEP 859: Curriculum and Evaluation of PK-12 Schools

This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of curriculum and evaluation. Key topics addressed in this course are: basic steps to revise or develop system-wide curricula; involving key stakeholders such as personnel; forming committees, reviewing facilities; and utilizing or allocating resources. (Offered as 8 weeks/twice in spring, 8 weeks or 4 weeks/twice in summer, and 8 weeks/twice in fall.)

AEP 867: Instructional Design and Assessment

This course is designed to assist prospective educational leaders in developing fundamental knowledge and application of instructional design (ID) models; to design peer review, and field test research-based instrutional units; and to assist learners to make sense of new information they receive, understood in the context of 21st century skills. (Offered as 8 weeks/twice in spring, 8 weeks or 4 weeks/twice in summer, and 8 weeks/twice in fall.)

AEP 880: Cultural Diversity

This course is intended to assist the classroom teacher to develop appropriate teaching strategies by alerting the teacher to needs of major cultures represented in school classrooms. The course will address: conflicts between traditional American culture and major diverse cultures, specific teaching approaches/strategies, and techniques for fostering growth of healthy self-concepts of culturally diverse students. (Offered as 8 weeks/twice in spring, 8 weeks or 4 weeks/twice in summer, and 8 weeks/twice in fall.)

READ 852:  Science of Language and Literacy II

This course is for students who have completed LETRS Volume 2.