Course Descriptions
Special Education
MSE 7100
Foundations of Special Education: Historical, Legal, and Theoretical Perspectives
3 credits
This course is designed as an introduction to exceptional education for graduate level teacher candidates. Within the course, teacher candidates explore the history of special education through foundational legal and ethical concepts including court cases, federal and state law, as well as mandatory service provision. Best practices in exceptional education are also researched and applied to the field including the individualized education plan, least restrictive environment, high leverage practices and universal design for learning.Prerequisite(s): MED 6102 E-Folio
MSE 7402
Applied Behavior Analysis
3 credits
In this course, teacher candidates learn evidence-based practices to support students’ social-emotional, behavioral, and academic success. Teacher candidates reflect upon and develop their classroom management skills, emphasizing the importance of building relationships with their diverse students and families, by utilizing proactive strategies within a multi-tiered system of support. In addition, teacher candidates learn a culturally competent problem-solving approach to understand why challenging behaviors occur. More specifically, teacher candidates implement Applied Behavioral Analysis methodology, including the use of functional behavioral assessment tools to collect data and make data-based hypotheses regarding students’ behaviors. Teacher candidates purposefully select a variety of evidence-based practices to support students with the understanding that evidence-based practices are focused on building self-advocacy, independence, and self-determination. To demonstrate the culmination of knowledge and skills learned throughout the course, teacher candidates write an individualized Behavioral Support/Intervention Plan in which they are required to clearly outline the implementation of the selected evidence-based practices as well as plan for measuring goals, monitoring progress, and modifying supports as needed.
Prerequisite(s): MED 6102 and MSE 7403
MSE 7403
Diagnosis/Assessment/IEP Development for Exceptionalities
3 credits
Informal and formal assessments used in identifying exceptionalities are analyzed. An emphasis is placed on moving from test results and data to meaningful IEP goals with an understanding of the legal policies and ethical principles of measurement, assessment, and Individualized Education Program (IEP) development. Teacher candidates gain skills to develop a meaningful IEP. Utilizing case studies, strengths and weaknesses are analyzed, needs are identified, and appropriate accommodations, supports and specialized instruction are defined. The theory of self-determination is emphasized when building and developing transition goals and activities. Current and historical legal cases and regulations provide a framework for the work completed. Moving from plans to implementation with fidelity is addressed and analyzed.
Prerequisite(s): MED 6102
MSE 7404
Assistive Technology
3 credits
This course is designed to support educators and school professionals in understanding assistive technology for students with diverse learning needs. The primary focus is on students with cognitive, learning, or emotional challenges. The course explores the meaning of assistive technology and effective methods for assessing students to identify the most appropriate tools for their success. Participants will also receive specialized instruction in assistive devices, gaining valuable skills in this evolving area of special education.
Prerequisite(s): MED 6102
MSE 7405
Curriculum in Special Education
3 credits
This course provides candidates with knowledge and skills related to a variety of evidence-based instructional practices that will enhance academic learning and everyday functioning with special education students. The course will cover instructional strategies such as Universal Design for Learning (UDL) and high leverage practices (HLP) for teaching the common core standards in inclusive settings as well as group or individualized instruction in more restricted smaller settings. The course content will prepare candidates on the importance of family engagement, student surveys, interventions, progress monitoring, and instructional strategies to meet the needs of all students. Students will apply what they learn in real scenarios throughout the course.Prerequisite(s): MED 6102, MSE 7402, MSE 7403 and MSE 7901
MSE 7406
Transition Planning & IEP Implementation for Students with Disabilities
3 credits
The transition planning process is a critical component to meeting the needs of students with exceptionalities. This course will focus on the collaborative consultation in transition planning and establishment/measurement of postsecondary outcomes for students with disabilities. Elements of the course will include: establishment of a transition team; data collection strategies; approaches to transition planning (person-centered, family-centered, and person-family-centered); awareness and understanding of community and state agency resources; and postsecondary outcomes, services and supports. Key concepts will be addressed including self-determination, self-advocacy, and equity in transition planning. Teacher candidates will complete performance-based tasks that prepare them to plan and implement with fidelity, transition plans for students with disabilities.Prerequisite(s): MED 6102
MSE 7407
Teaming/Collaboration with Families & Communities
3 credits
Candidates in this course will focus on the skills, knowledge, and dispositions needed for coordinated planning and communication between teachers and early intervention staff. Throughout the course, you will explore the various ways in which effective collaboration leads to successful outcomes for young children. You will build a library of community resources that will be accessible to you for later use in partnership with families and community members. You will work with a family to develop a meaningful Individualized Family Service Plan (IFSP). Finally, you will collaborate with your classmates to conduct an IFSP meeting.
Prerequisite(s): MED 6102
MSE 7409
Methods of Instruction in Academic Standards and Functional Skills
3 credits
This course provides candidates with knowledge and skills related to a variety of evidence-based instructional practices that will enhance the academic learning and everyday functioning of students with severe intellectual disabilities or autism spectrum disorders (ASD). The course will cover instructional strategies for teaching the common core standards in inclusive settings as well as group or individualized instruction in more restricted smaller settings. The course content will prepare candidates on the importance of family engagement, preference assessments, assessments, and instructional strategies to meet the needs of students with severed disabilities and or autism spectrum disorders. Students will apply what they learn in real scenarios throughout the course.
Prerequisite(s): MED 6102, MSE 7501
MSE 7501
Introduction to Autism & Severe Disabilities
3 credits
This course introduces issues related to the identification and assessment of students with autism spectrum disorder or severe disabilities. The concepts of inclusion and non-categorical educational identification and teaching are emphasized. It also presents identification instruments, assessment systems and their relation to theoretical models about these disabilities, reviews the relationship between assessment and educational planning. A clinical component of observation and analysis of severe disabilities is included.
Prerequisite(s): MED 6102
MSE 7502
Educating Preschoolers with Special Needs
3 credits
The first few years in a child’s educational career is a significant time for learning. This course is designed to provide candidates with information about preschoolers with a variety of exceptionalities and equip them with the tools and strategies necessary to plan for and make curriculum accessible to all learners. Candidates will investigate screening tools, measures of assessment, and methods of teaching to understand the importance of designing instruction that is engaging and developmentally appropriate. Furthermore, candidates will learn about policies and procedures in Special Education and the importance of partnering with families and related service provides to ensure student success.
Prerequisite(s): MED 6102
MSE 7506
Functional Communication for Individuals with Autism and Severe Intellectual Disabilities
3 credits
As an active participant in this course, you will learn about various evidence- based practices for teaching students with Severe Disabilities and Autism. These will include Functional Communication Training (FTC), Augmented and Alternative Communication, collaboration and communication with families, utilizing preference assessments, and instructional strategies for teaching students with Autism and severe disabilities in an inclusive setting. Throughout this course, you will apply these skills by observing students and developing appropriate communication plans. The course will culminate by incorporating functional communication throughout an IEP with a focus on supporting a student as they transition into adulthood based on a case study provided.
Prerequisite(s): MED 6102, MSE 7501
MSE 7507
Competency-Based Practicum in Behaviorally-Based Teaching Techniques
3 credits
This course will provide the knowledge and skills necessary for teachers to implement developmentally and situationally appropriate, evidence-based interventions to children and adolescents with Autism Spectrum Disorders in a variety of educational settings. Students in the course will be expected to demonstrate satisfactory levels of proficiency in selecting, adapting, applying, and assessing the effectiveness of interventions such as (but not necessarily limited to): antecedent package, behavioral package, comprehensive behavioral treatment for young children, joint attention intervention, modeling, naturalistic teaching strategies, peer training package, pivotal response treatment, schedules, self-management, and story-based intervention. In addition to regularly scheduled class/seminar time, this course requires fifty (50) hours of supervised fieldwork in an approved setting
Prerequisite(s): MED 6102, MSE 7402, MSE 7501, MSE 7409, and MSE 7506
MSE 7603
Assessment of Young Children
3 credits
It is critical for educators to understand how both formal and informal assessments, when developmentally appropriate in design and purpose, are beneficial for early learners. In this course, candidates focus on choosing developmentally appropriate assessments and how to use assessment results when planning and effectively implementing educational services and programs for children ages three to five years old with various learning needs. Furthermore, candidates will research and utilize a variety of strategies related to assessment, recording and interpreting results, and using multiple assessment tools. In addition, candidates will learn how to operate in a strengths-based model, which requires them to use identified student strengths to develop accommodations and modifications that support young children in successful learning.
Prerequisite(s): MED 6102
MSE 7604
Technology for Instruction
3 credits
This course prepares candidates to successfully integrate digital media and technology into learner curricula. Through demonstrations, hands-on use, and application projects, candidates gain experience with the roles digital tools play to support teaching methods and learning strategies associated with a continuum of learning approaches and goals. Candidates develop skills in digital citizenship and copyright, HTML, creating an online presence, social learning and collaboration, differentiation using technology, digital storytelling, use of Web 2.1 tools (e.g., content management systems, social networks, e-portfolios), digital video, virtual worlds, and common software packages in order to design and formatively assess engaging learning communities. Embedded in the course are the skills needed to use close reading strategies both in personal use and in designing digital lessons around Common Core Literacy Standards with students. Candidates will also learn how to access and collect data as they move through the Delaware Performance Appraisal System II (DPAS II) training modules.
Prerequisite(s): MED 6102
MSE 7605
Differentiation of Instruction for Young Children
3 credits
In this course, candidates will learn about the elements of differentiated instruction including planning, utilizing developmentally appropriate strategies for young children teaching, and arranging the classroom environment to accommodate each child’s unique needs and interests. In additions, candidates will explore a variety of teaching strategies across developmental domains and will learn how to incorporate those strategies to meet a variety of needs and enhance learning for young children. Furthermore, candidates will learn how to engage young children more effectively and set expectations based on personalized learning needs. As a culmination of the course, teacher candidates will design a unit of instruction that emphasizes differentiation.
Prerequisite(s): MED 6102
MSE 7607
Emergent Literacy for Young Children
3 credits
A child’s journey to learning language begins the day they are born. Their literacy development progresses as they grow and develop. In this course, candidates will focus on language acquisition, more specifically, how young children birth to grade 2 learn to understand and use language to express their ideas, thoughts, and feelings when in communication with others. Teacher candidates will also learn about the skills most important to development of literacy, including early speech and language development, phonological processing, phonics and word recognition, and the interaction with print that occurs in young children beginning at birth and continuing through their preschool years.
Prerequisite(s): MED 6102
MSE 7901
Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors
3 credits
The nature of reading problems and the methods, techniques, and materials used in diagnosing and remediating reading-related difficulties are studied in detail. Focus is on the learner and the interpretation of physiological, psychological, sociological, and educational factors, which influence reading achievement. Practical experiences are provided as they pertain to the administration and interpretation of informal and formal measures of reading performance. Candidates will engage in the development of evidence-based instructional strategies employed in the remediation process. This course provides candidates with essential knowledge and skills related to appropriate assessment strategies and helps candidates understand how to equitably and effectively assess student learning. Course activities include a study of typical and atypical literacy development with attention to language-based learning disabilities. Candidates will complete performance tasks and assignments aligned to the appropriate grade level/subject area for their content certification. As part of this course, candidates are required to work one on one with a PK-12 student with mild to moderate exceptionalities. During the 25 hours of interaction, candidates will be engaged in informal reading assessment administration and interpretation. Candidates learn how to make data-driven decisions that align with both curricular goals and student instructional needs related to phonological processing, phonics and word recognition, fluency and automaticity development, orthographic processing or morphological awareness. Candidates will use data to reflect on the effectiveness and quality of their own teaching. Candidates learn how to use data to help solve instructional problems such as closing the learning/achievement gaps that are indigenous to most classrooms.
Prerequisite(s): MED 6102
MSE 7991
Practicum I in Special Education
1 credit
Practicum I is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations.
Fieldwork is supported by 30 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the College of Education. Practicum I introduces the teacher candidate to essential content and pedagogical knowledge related to the components of professional practice, Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching and DTGSS (Delaware Teacher Growth Support System).
Practicum I provides the teacher candidate with opportunities to observe, describe, interpret, and understand all aspects of professional practice and to reflect on the personal and professional attributes required for success in teaching. Candidates in Practicum I focus on the development and characteristics of learners, individual learning differences, dispositions expected of professionals within the education field, learning environments and social interaction.
Candidates should take the appropriate Praxis II exams and select Wilmington University as a score recipient. ETS Vouchers may be purchased at the Wilmington University bookstore or directly through the ETS website.
Prerequisite(s): MED 6102. A Federal and Delaware CBC (Criminal Background Check) Report sent/delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD and a completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Program Chair approval is required for course registration.
MSE 7992
Practicum II in Special Education
1 credit
Practicum II is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions.
Practicum II requires the teacher candidate to implement, analyze and reflect on all aspects of professional practice in direct relation to current research, current professional standards and the DTGSS (Delaware Teacher Growth Support System). Candidates will learn to explore decision-making processes through the application of knowledge and skills gained in the prerequisite courses. Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students.
Candidates must take the appropriate Praxis II Content Knowledge Examinations by the end of the semester in which they are enrolled in Practicum II and designate Wilmington University as a score recipient. Praxis II must be passed prior to Student Teaching/Teaching Internship as a condition of entry into Student Teaching/Teaching Internship.
Prerequisite(s): MED 6102, MSE 7991. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
MSE 7993
Practicum III in Special Education
1 credit
Practicum III is a structured, field-based, semester-long exploratory clinical course that requires at least 60 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations.
Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum III is an extension of Practicum II in which the teacher candidate refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the DTGSS (Delaware Teacher Growth Support System). Candidates enhance instructional strategies, learning activities, classroom management skills and lesson planning through the application of knowledge and skills gained in the prerequisite courses.
Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons from full units within an approved classroom setting, as well as working with individual students.
Prerequisite(s): MED 6102, MSE 7991, MSE 7992. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
MSE 8001
Teaching Exceptional Children Seminar I
3 credits
Seminar I is a structured, field-based, semester-long course that requires ARTC teachers to describe, analyze, and reflect on classroom experiences in the role of teacher of record or Paraeducator, pursuing the ARTC Concentration of M.Ed. Special Education degree. Paraeducators or teachers are provided support and coaching by an ARTC Coach assigned to them at the start of their experience.
Seminar I is the start of a series of field-based courses in which the teacher refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Teacher Growth and Support System (DTGSS).
Throughout each seminar candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8002
Teaching Exceptional Children Seminar II
3 credits
Seminars II-IV are structured, field-based, semester-long courses that require ARTC teachers to describe, analyze, and reflect on classroom experiences in the role of teacher of record or Paraeducator, pursuing the ARTC Concentration of M.Ed. Special Education degree. Paraeducators or teachers are provided support and coaching by an ARTC Coach assigned to them at the start of their experience.
Seminar II-III-IV complete the series of field-based courses in which the teacher refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Teacher Growth and Support System.
Throughout each seminar, candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8003
Teaching Exceptional Children Seminar III
3 credits
Seminars II-IV are structured, field-based, semester-long courses that require ARTC teachers to describe, analyze, and reflect on classroom experiences in the role of teacher of record or Paraeducator, pursuing the ARTC Concentration of M.Ed. Special Education degree. Paraeducators or teachers are provided support and coaching by an ARTC Coach assigned to them at the start of their experience.
Seminar II-III-IV complete the series of field-based courses in which the teacher refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Teacher Growth and Support System.
Throughout each seminar, candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8004
Teaching Exceptional Children Seminar IV
3 credits
Seminars II-IV are structured, field-based, semester-long courses that require ARTC teachers to describe, analyze, and reflect on classroom experiences in the role of teacher of record or Paraeducator, pursuing the ARTC Concentration of M.Ed. Special Education degree. Paraeducators or teachers are provided support and coaching by an ARTC Coach assigned to them at the start of their experience.
Seminar II-III-IV complete the series of field-based courses in which the teacher refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Teacher Growth and Support System.
Throughout each seminar, candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8005
Professional Growth Portfolio
0 credits
Professional Growth Portfolio is a non credit bearing course that enables M.Ed. Special Education Alternative Route to Teacher Certification (ARTC) Teachers who have completed their degree requirements but still remain under the state ARTC classification, pending completion of their final DPAS II cycle, to receive support and coaching from the WilmU ARTC program.
This coaching and support will cover all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II.
Candidates will continue to address their professional growth opportunities in the form of professional learning, additional coursework if needed, and ARTC Seminars.
Professional Growth plans are developed during their degree completion in the Seminar courses and through completion of the Praxis Performance Assessment for Teachers. Teachers will identify strengths, challenges, and opportunities for growth. Monitoring, analysis, and reflection of the growth plan will enable the teacher to demonstrate professional growth across areas of the teaching profession. This plan will align with and/or be included in the Component IV: Professional Responsibilities of the DPAS II evaluation cycle.
MSE 8102
Legislation and Implementation of Policy and Procedure
3 credits
Relevant laws and policies at federal and state levels are reviewed. Emphasis is on the implementation of mandates, policies, and procedures. The course discussion will focus on diverse and historical points of view, and human issues that have historically and continue to influence the field of special education and the education and treatment of individuals with exceptional learning needs. Understanding the interpretation of psychological and other special reports, the preparation of the special education teacher for multidisciplinary team meetings (MDT’s), and meeting with parents and other professionals to develop the Individualized Education Program (IEP) will be discussed (CEC Standard Six-Professional Learning and Ethical Practice).
Prerequisite(s): MED 6102, MSE 7403, MSE 7405, MSE 7901
MSE 8802
Student Teaching in Special Education
9 credits
This supervised field experience requires at least 80 full student teaching days. Areas of concentration are Special Education. Teacher candidates are placed with individual cooperating teachers or with teams of cooperating teachers in approved clinical settings. Teacher Candidates are monitored and supported by Wilmington University supervisors. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. A minimum of 15 clock hours is scheduled by the Wilmington University supervisors to address professional issues related to the clinical semester and to provide support and assistance with the completion of the required professional portfolio. Student Teaching is graded Satisfactory/Unsatisfactory.
Prerequisite(s): A new Federal and Delaware CBC (Criminal Background Check) Report sent / delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Student Teaching Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Program Chair approval is required for course registration.
MSE 8805
Performance Assessment
3 credits
This course provides candidates with essential knowledge and skills related to appropriate assessment strategies and helps candidates understand how to equitably and effectively assess student learning. Candidates learn how to make data-driven decisions that align with both curricular goals and student instructional needs, and to use data to reflect on the effectiveness and quality of their own teaching. Candidates learn how to use data to help solve instructional problems such as closing the learning/achievement gaps that are indigenous to most classrooms. The course aligns with the requirements of the PPAT, which will help the candidate to be prepared to meet data collection and analysis expectations that will be encountered during student teaching. This course must be taken concurrently with Practicum II.
Prerequisite(s): MED 6102