Special Education (SPED)
SPED 525 FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12) (3)
Overview of trends and issues related to assessment in special education with review of specific assessment techniques. Emphasis on observation skills, administration procedures, interpretation of results, and how to use these to improve programming. Prerequisites: 6 units PSYC; 9 units SPED or consent of instructor.
SPED 527 CURRICULUM/METHODS OF SOCIAL EMOTIONAL AND MOTOR DEVELOPMENT FOR STUDENTS WITH DISABILITIES PREK-12 (3)
Social and emotional development of children across the lifespan with curricula and techniques to support social emotional needs of students with disabilities. Prerequisite: 6 units SPED or consent of instructor.
SPED 601 SPECIAL EDUCATION: CURRICULUM & METHODS OF INSTRUCTION FOR SECONDARY TRANSITION (3)
Methodologies for transition for students with disabilities from school to employment and adult life. Prerequisite: SPED 301 or consent of instructor.
SPED 603 INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES PREK-12 (3)
Theory and strategies for informal and classroom-based assessment with an emphasis on response to intervention. Prerequisite: SPED 301 and consent of department.
SPED 604 ACTION RESEARCH IN SPECIAL EDUCATION (3)
Engages educators in the design, implementation, and structured reflection of an action research project conducted within a classroom, school, or district. Grounded in fundamental concepts and practices in special education research, candidates apply systematic inquiry to address problems of practice and improve outcomes for students with disabilities. Emphasis is placed on data-informed decision-making, critical reflection, and the role of teacher leaders in advancing equitable, evidence-based practices.
SPED 605 WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES (3)
The role of the family system and the impact of having a child with a disability on that system. Practice in strategies for effective communication and family support. Prerequisites: SPED 301 and consent of department.
SPED 607 CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES (3)
Research and best practices for interventions and management strategies that support positive behaviors of students with disabilities. Prerequisites: SPED 301 and consent of instructor.
SPED 620 AUTISM FOUNDATIONS FOR THE TEACHER LEADER (3)
Provides a foundation in autism through a neurodiversity-affirming lens, preparing educators to understand, support, and advocate for autistic learners while developing their identity as collaborative teacher leaders.
SPED 621 FORMAL AND INFORMAL ASSESSMENT TECHNIQUES FOR AUTISTIC STUDENTS (3)
Information related to both formal and informal assessment for autistic students. Participants will improve observation skills, learn administration procedures, how to interpret assessment results, and use this information to improve programming.
SPED 622 NEURODIVERSITY-AFFIRMING PRACTICES FOR CONNECTION AND BELONGING (3)
Prepares educators to foster connection and belonging for autistic learners through neurodiversity-affirming, strengths-based practices. Emphasizing diverse communication styles, sensory needs, and authentic relationships, candidates explore strategies to support participation with peers, families, and interdisciplinary teams. Grounded in research and lived experiences, the course promotes inclusive environments that honor student identity, autonomy, and equity.
SPED 623 POSITIVE AND PROACTIVE APPROACHES TO BEHAVIOR SUPPORT (3)
Provides educators with an understanding of functional behavior assessment and the development of practical, proactive behavior support plans for classroom and home settings. Grounded in neurodiversity-affirming, strength-based practices, the course emphasizes behavior as communication and focuses on prevention, relationship-building and supportive environments. Students learn to design supports that promote social, communicative, and academic engagement while gostering regulation, autonomy, and student well-being.
SPED 624 EVIDENCE-BASED STRATEGIES AND INTERVENTIONS FOR AUTISTIC STUDENTS (3)
Provides in-depth information related to evidence-based practices for autistic students. Students will gain theoretical information, hands-on experience with implementation, and critical reasoning skills related to identifying appropriate instructional strategies for individual student learning profiles.
SPED 625 CURRICULUM AND METHODS OF INSTRUCTION FOR STUDENTS WITH ASD I (3)
Examination of the instructional strategies shown to be effective in promoting the academic success of students with autism spectrum disorders (ASD). Participants will examine methods in order to ensure access of the general education curriculum to students with ASD who exhibit mild to moderate impairments.
SPED 626 CURRICULUM AND METHODS OF INSTRUCTION FOR STUDENTS WITH ASD II (3)
Provides specific, evidence-based information regarding delivery of curricula, conducting assessments, and designing appropriate, individualized instruction for students diagnosed with autism spectrum disorder (ASD). Focus and materials are on students who need intensive supports due to the severity of their diagnosis of ASD.
SPED 627 CO-TEACHING AND INCLUSION FOR AUTISTIC STUDENTS (3)
Examines best practices for the meaningful inclusion of autistic students in general education settings through collaborative, neurodiversity-affirming approaches. Inclusion and the principle of least restrictive environment are explored within the context of disability rights and educational equity. Candidates engage in co-teaching and interdisciplinary collaboration, analyze factors that support or challenge inclusive practices, and design differentiated instruction to meet diverse learner needs. Emphasis is placed on understanding learner variability, fostering belonging, and building on strengths to support authentic participation and successful inclusive experiences.
SPED 628 INTEGRATING INSTRUCTIONAL AND ASSISTIVE TECHNOLOGIES TO SUPPORT AUTISTIC STUDENTS (3)
Focuses on the practical application of instructional and assistive technologies to enhance access, participation, and learning for autistic students within the general education curriculum. Grounded in neurodiversity-affirming and inclusive practices, candidates explore a range of tools and strategies to support communication, engagement, and independence. Emphasis is placed on selecting, implementing, and evaluating technologies that align with individual strengths, needs, and learning goals across educational settings. Prerequisite: consent of the department.
SPED 629 TRANSITION ACROSS THE LIFESPAN FOR AUTISTIC INDIVIDUALS AND THEIR FAMILIES (3)
Examines the practical application of legal and evidence-based practices that support successful transitions for autistic individuals across the lifespan. Candidates explore transitions from early intervention to school-age services, across educational settings, and into postsecondary, employment, and adult life. Emphasis is placed on person-centered planning, family partnerships, and interagency collaboration to support meaningful outcomes. Through applied learning, educators develop strategies that promote autonomy, self-determination, and inclusive participation in home, school, and community contexts.
SPED 630 CULTURALLY AND LINGUISTICALLY RESPONSIVE SPECIAL EDUCATION PRACTICES (3)
In-depth introduction to current research, trends, policies, and instructional practice related to educational placement and service delivery for students who are culturally and linguistically diverse and/or who have exceptionalities.
SPED 631 CLASSROOM STRATEGIES AND INTERVENTIONS FOR DIVERSE STUDENT POPULATIONS (3)
Overview of best practices for instruction and intervention for students who are culturally and linguistically diverse and/or who have special education needs. Addresses equitable practice, universal design for learning, response to intervention, and strategies for including second-language learners.
SPED 632 ASSESSMENT ISSUES FOR CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS (3)
Overview of educational assessment as it relates to culturally and linguistically diverse student populations, addressing the impact of variables such as language, culture, acculturation, and socioeconomic status in the assessment process. Emphasis will be placed on these and other factors impacting assessment, on informal and dynamic assessment procedures, and on the formal assessment and identification process for special education as it relates to diverse students.
SPED 633 SCHOOL, FAMILY AND COMMUNITY COLLABORATION FOR DIVERSE POPULATIONS (3)
Strategies and approaches for productively involving families, caregivers and appropriate community members in the identification and education of diverse learners, particularly those who are culturally and linguistically diverse and/or who have special education needs. Course topics include varied perceptions of disabilities and the education system, communication skills, human relations, counseling and conferencing with families and other stakeholders to support students through all stages of the educational process.
SPED 637 INCLUSION FOR THE CLASSROOM TEACHER (3)
Fundamental concepts in special education, including response to intervention, universal design for learning, legal requirements, characteristics of students with disabilities, and supports for inclusion. Prerequisite: student teaching or consent of instructor.
SPED 641 EDUCATION OF STUDENTS WITH DISABILITIES (SWD): METHODS OF INSTRUCTION (3)
Instructional interventions within a multi-tiered system of supports with emphasis on development of individualized education programs for students with disabilities. Prerequisites: 6 units in PSYC and 6 units in education.
SPED 643 MATHEMATICS METHODS IN SPECIAL EDUCATION (3)
Prepares teachers to teach mathematics to K–12 students with diverse learning needs. Grounded in evidence-based practices for teaching mathematics and current best practice for students with disabilities, the course emphasizes research-based instructional methods, cognitive learning principles, and assessment-driven differentiation. Focus areas include explicit instruction, number sense development, conceptual understanding, procedural fluency, and accommodations/modifications for IEP-aligned instruction across elementary and secondary grades.
SPED 644 UNIVERSAL DESIGN FOR LEARNING AND DIFFERENTIATED INSTRUCTION (3)
Examines applications of the Universal Design for Learning (UDL) framework to current instructional practices, with an emphasis on designing flexible goals, materials, methods, assessments, and learning environments that support variability among learners. Grounded in neurodiversity-affirming and inclusive practices, candidates learn to design and implement differentiated instruction that supports autistic students’ strengths, communication, sensory needs, and engagement. Through applied learning, educators develop strategies to promote access, participation, and meaningful learning across diverse educational contexts. Prerequisite: consent of department.
SPED 646 VARIABILITY, ASSISTIVE TECHNOLOGY AND EVIDENCE BASED PRACTICES ACROSS LEARNING ENVIRONMENTS (3)
Practical application of best practices differentiating instruction, using computer software to increase the access and learning of students with disabilities in general education curriculum. Lab/Class fee will be assessed. Prerequisite: consent of department.
SPED 647 LITERACY INSTRUCTION AND ASSESSMENT FOR SPECIAL EDUCATORS I (3)
Explores early literacy development, with a focus on foundational components aligned to the science of reading, including phonological awareness, phonics, and oral language. Emphasis is placed on developmentally appropriate practices, informal assessment tools, responsive instruction, and collaboration with families. Teacher candidates will begin to identify the component processes of reading and writing, examine how these processes are influenced by biological, cognitive, linguistic, and sociocultural factors, and identify best practices for educating students with and without disabilities in foundational literacy skills. Prerequisite: consent of department.
SPED 649 LITERACY INSTRUCTION AND ASSESSMENT FOR SPECIAL EDUCATORS II (3)
Evidence-based reading and writing instruction aligned with the science of reading to develop fluency, vocabulary, comprehension, and written expression. Teacher candidates will assess literacy using formal and informal tools, analyze student data, and differentiate instruction for students with and without disabilities within a multi-tiered system of support (MTSS). Emphasis is placed on responsive practices for diverse and multilingual learners, ethical data use, and collaboration with stakeholders to support literacy development in diverse classrooms.
SPED 651 CURRICULUM AND METHODS OF INSTRUCTION FOR AUTISTIC STUDENTS (3)
Provides evidence-based approaches to curriculum design, assessment, and individualized instruction for autistic students across educational settings. Emphasis is placed on supporting learners with high intensity support needs through strengths-based and individualized approaches that promote access to and participation in the general education curriculum. Candidates explore strategies for designing responsive instruction, implementing appropriate assessments, and adapting curricula to support meaningful learning outcomes. This course was previously offered as a special topic; students who have earned credit under that designation will not receive additional credit for SPED 651.
SPED 655 INTERVENTIONS FOR EFFECTS OF TRAUMA IN THE CLASSROOM (3)
The American Psychological Association defines trauma as “an emotional response to a terrible event”, which may impact emotions, relationships, physical symptoms and other areas of functioning (American Psychological Association, n.d.). This course will introduce a variety of intervention techniques that address students’ behavioral needs within the school setting. It will focus on developing interventions for individual students who have experienced trauma, as well as student groups and whole classes. Use of data to plan and measure the effectiveness of interventions is stressed. Comprehensive problem-solving models, designed across a myriad of behavioral excesses and deficiencies, will be addressed.
SPED 657 JUVENILE JUSTICE AND DISABILITY (3)
Overview of interaction between the U.S. juvenile justice and education systems, including analysis of their effects on students with disabilities and the school-to-prison pipeline. Best practices for supporting students with disabilities and disrupting the school-to-prison pipeline.
SPED 670 SPECIAL TOPICS IN SPECIAL EDUCATION (1-3)
Studies in selected content areas tailored to student needs. Prerequisites: vary according to area of concentration; consent of department.
SPED 695 INDEPENDENT STUDIES IN SPECIAL EDUCATION (1-3)
Independent study of special education related topics. Repeatable for a maximum of 6 units. Prerequisite: consent of department.
SPED 765 LEADING CHANGE IN AUTISM: ADVOCACY, LAW AND EDUCATION POLICY (3)
Federal and state laws, policies and regulations guiding provision of services for students with autism and related conditions; advocacy in fostering legal, policy and educational change.
SPED 797 CLINICAL EXPERIENCE I (3)
Supervised clinical experience working with students with disabilities. Experience is aligned with program curricula that encompass the curricula of the intended licensure area. Prerequisites: SPED MAT program admission only; consent of department. Clinical experience fee will be assessed.
SPED 798 CLINICAL EXPERIENCE II (3)
Clinical experience in a Maryland school classroom under the on-site supervision of a master teacher and with support from a university supervisor. Experience aligned with program curricula that encompass the curricula of the intended licensure area and includes documented observations and feedback. Corequisite: SPED 799. Prerequisites: SPED MAT program admission; SPED 797.
SPED 799 SEMINAR IN SPECIAL EDUCATION IN CLINICAL EXPERIENCE II (3)
Seminar held in conjunction with and must be taken at the same time as SPED 798. Theoretical and practical aspects of teaching; critical issues and topics; making the transition from professional pre-service teacher candidate to professional in-service teacher. Restricted to enrollment in MAT Special Education Program. Corequisite: SPED 798. Prerequisites: SPED MAT program admission; consent of department.