- EPSE 565T: Inclusive Programming for Students Requiring Targeted Intervention (Tier II/III) Supports
- EPSE 585: Social-Emotional Development in Education
The class is intended to provide graduate students with an opportunity to become acquainted with some of the theoretical and empirical literature on social and emotional learning (SEL) and children, adolescents’, and educators’ social and emotional development in relation to education, broadly defined. Throughout the course we will use theoretical principles drawn from developmental and educational psychology to examine the mechanisms and processes that might promote or impede the development of social and emotional competence across childhood and adolescence. This course is relevant to students across a variety of disciplines who share an interest in both learning about children’s and adolescents’ social and emotional development and in findings ways to promote social and emotional competence, mental health, resiliency, and positive development.
- EPSE 565R: Developing Self-Regulating Learners
Across North America, self-regulation is being associated with the kinds of “21st century learning skills” that schools need to foster, if today’s learners are to experience success from primary grades through the adult years. Self-regulation is critical because it entails adaptive engagement in activity within particular environments (e.g., students’ successful navigation of work in classrooms and schools). Models of self-regulation describe how metacognition (e.g., understanding and building from one’s own strengths and challenges), motivation/emotions, and strategic action combine to ensure success across the lifespan in all sorts of different activities.
Participants in this course will explore different theoretical perspectives applied to the study of self-regulation, consider implications of research on self-regulated learning in educational contexts, and extend thinking about self-regulation to a variety of “activities” within and outside of school, from the early years through adulthood.
- EPSE 449: Education of Students with Autism
Course topics include the history, causes, and characteristics of autism spectrum disorder (ASD); assessment for screening, diagnosis, and program planning; early intervention; visual and environmental supports; including students with ASD in general education classrooms; and evidence-based communication and social skills interventions.
- EPSE 509: Organization of Special Education Services: Leading Inclusive Education
This course builds on EPSE 565 to explore leadership that supports inclusive education from both an informal (i.e.) collegial coaching, co-teaching, mentoring, etc.), and a formal perspective. The evolution of special/inclusive education and related policy and organisational structures are surveyed, and students explore models for leading inclusive classroom, school, or system level change in ways that empower them to contextualise current issues and serve as leaders/change agents into the future. Interactive opportunities will support learning in collaborative practice, facilitation, consultation, coaching and presentation skills. This course will emphasize current practices and services that school districts use to foster inclusion. It will also examine the historical context of inclusion as part of the process of change. This course will examine approaches which school leadership/educational professionals can effectively impact to create on-going opportunities for inclusive practices to accommodate our diverse student population.
- EPSE 575: Seminar in Instructional methods for Persons with Significant Learning Challenges
This course focused on the use of instructional techniques based on the principles of applied behaviour analysis, for individuals who are difficult to teach (such as individuals with developmental disabilities who experience significant learning challenges such as autism spectrum disorder, intellectual disability and Down syndrome).
- EPSE 565I: Conceptions of Inclusion
This course will empower participants to understand, critique, build from, integrate, and/or generate frameworks for promoting academic growth of diverse learners (e.g. UDL, RTI, Strengths-Based approaches, Differentiated Instruction).
- EPSE 512: Critical Issues in Special Education
This course introduced students to a sample of the variety of issues and problems in the field of Special Education. Students critically analyzed selected issues, problems and perspectives in special education, developed critical questions regarding these readings and shared a critically analyzed topic of interest.
- EPSE 403: Education of Students with Developmental Disabilities in Inclusive Settings
This course introduces students to intervention and program planning in regular education classrooms for students with developmental disabilities such as intellectual disabilities, autism and cerebral palsy. This online course appropriate for graduate students in education, social work, nursing or related fields who want a basic course in developmental disabilities. Finally, teachers and others who require practical information about including students with developmental disabilities in regular classrooms will find this course useful and may enroll as Unclassified students. This online course is intended to provide educators and others with information related to supporting individuals with developmental disabilities in inclusive school and community settings. By the end of the course, you will have learned:
- about the historical and other factors that contribute to attitudes about and services provided to people with developmental disabilities;
- how to develop individual education plans (IEPs) and adapt/modify curricula and instruction for students with developmental disabilities in regular classrooms;
- how to support the development of social relationships between students with disabilities and their peers; and
- how to implement instructional, communication, and behaviour support approaches for these individuals.
- EPSE 590: Graduating Seminar/Presentation
This seminar is the capstone experience for the M.ed. program. Students are assisted in the development of a professional e-portfolio that reflects their professional goals and objectives in an integrated way. Students are also supported in preparing a presentation of a topic related to their graduate work to other students, faculty, and the broader community.