Course Descriptions
Special Education
MSE 7100
Foundations of Special Education: Historical, Legal, and Theoretical Perspectives
3 credits
This course sets the foundational groundwork and knowledge for teacher candidates in learning the science and art of teaching students with exceptionalities. The course covers historical, academic, and pedagogical theories and content for the teacher candidates. This course is designed as an introduction to special education for the graduate level student who wishes to gain a greater understanding of the intricacies of special education from a historical, legal, and theoretical standpoint. The course explores the history of special education in order to understand the ethical and moral responsibilities of working with individuals with special needs. As a result of history, legal perspectives are explored, especially the landmark federal law, IDEA. Theoretical concepts are introduced including current best practices in special education, as well as on overview of services including the development of an IEP.Prerequisite(s): MED 6102 E-Folio
MSE 7402
Applied Behavior Analysis
3 credits
This course focuses on understanding, interpreting and using behavior programming in classroom management. An awareness of the role of behavior modification and reinforcement principles, cognitive and humanistic theories, in concert with the affective domain and self-esteem strategies are stressed. Emphasis is on the teacher’s need to achieve maximum effectiveness in predicting and controlling behavior, while creating a learning environment that fosters active engagement for students with exceptional learning needs. This learning environment will encourage independence, self-motivation, self-direction, personal empowerment, and self-advocacy through the use of direct motivational and instructional strategies. The skills necessary to effectively manage the behavior of the children entrusted to their care, while providing guidance and direction to other individuals will also be addressed.
Prerequisite(s): MED 6102 and MSE 7403
MSE 7403
Diagnosis/Assessment/IEP Development for Exceptionalities
3 credits
Within this course, informal and formal assessments used in identifying exceptionalities are analyzed in detail. An emphasis is placed on the selection, administration, and interpretation of test results along with understanding the legal policies and ethical principles of measurement and assessment. Measurement theory and practices for addressing issues of validity, reliability, norms, and bias are also discussed. Concepts related to the use and limitations of various types of assessments are examined. The implementation of correction techniques for assessed weaknesses is explored and experience is gained with using formally evaluated strengths and weaknesses to develop an Individualized Education Program (IEP). Standardized and informal test results are evaluated and analyzed in relation to student achievement, curriculum development, and instructional improvement. Legal policies and ethical principles related to measurement and assessment are also included.
Prerequisite(s): MED 6102
MSE 7404
Assistive Technology
3 credits
This course is designed to help professionals in schools understand a range of assistive technology options for students with exceptionalities. The main focus of the course is on students with mild mental handicaps, learning disabilities, or emotional disturbances. The meaning of assistive technology and methods of assessing students to match them with appropriate assistive technology are emphasized.
Prerequisite(s): MED 6102
MSE 7405
Curriculum in Special Education
3 credits
A framework for understanding evidence-based instructional strategies to individualize instruction for teaching students with exceptional learning needs is provided. Content curriculum & instruction is aligned to the student's content certification subject area and/or grade level, as well as DE adopted CCSS or National Standards. The course places particular emphasis on portfolio assessment and learning styles. Students examine curriculum models and teaching techniques. The adaptations of the learning environment for students with exceptionalities is also a major focus of this 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. Students 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
This course focuses on the importance of family participation in the Individualized Education Program (IEP) planning processes. It focuses on the design and implementation of systemic processes, practices, and procedures to offer families of children with exceptionalities the routine support and partnership needed to meet their needs. The course will focus on the skills, knowledge and dispositions needed for coordinated planning and communication between teachers and early intervention staff. Partnering with community resources and agencies is also a critical element to the success of the collaboration between schools, families and those in surrounding communities.
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 can enhance the academic learning and everyday functioning of students with severe intellectual disabilities or ASD. The course will cover techniques that are useful for group as well as individualized instruction, and will include practices appropriate for special as well as inclusive environments. The course will also address such topics as: how to select and use developmentally-appropriate technology, team planning, assessment, finding and managing resources, and collaboration with all stakeholders (including families, regular education teachers, school leaders/supervisors, paraprofessionals, and specialists).
Prerequisite(s): MED 6102, MSE 7501
MSE 7501
Introduction to Autism & Severe Disabilities
3 credits
This course provides an introduction to 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, and 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 field of early childhood education is growing and changing. For children who are exceptional, this is a significant time for learning. This class will provide the student with information about the development of preschoolers who have a variety of exceptionalities, and present them with strategies to plan for these children as they are included within an inclusive learning environment. The class will investigate methods of instruction utilizing a theme approach to learning and developmentally appropriate practice. This class will also provide information about the law, inclusion, assessment, theories, individual planning, partnering with parents, and specific learning disabilities.
Prerequisite(s): MED 6102
MSE 7506
Functional Communication for Individuals with Autism and Severe Intellectual Disabilities
3 credits
In this course students will learn identification methods and teaching strategies for students with Autism and severe disabilities. The concepts of behavioral principles, curriculum development, teaching alternative skills, and use of functional communication are addressed. A clinical component of observation and analysis of Autism and severe disabilities is included. Also, students are expected to develop an instructional lesson to promote a functional skill that can be used across environments, and to expand student learning.
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
Preschool teachers need to understand how formal and informal assessments, when developmentally appropriate in design and purpose, are beneficial for young children. This course focuses on understanding and using appropriate assessments when planning and implementing educational services and programs for very young children (ages 3-5). Students will learn the value of multiple assessments, how to select appropriate rating systems and measures, and how to record and apply results. The course will emphasize accommodations and modifications for children with exceptionalities, as well as how to build programs and services based on learning styles and strengths.
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
Teachers who practice differentiated instruction will plan, teach, and arrange the classroom environment to meet each child’s unique needs and interests. This course will focus on differentiating multiple elements including classroom content, processes, products, and the learning environment. The course will include teaching strategies in all subject areas designed to meet a variety of needs and to enhance student learning. Candidates with learn how to engage all students more effectively and set different expectations for task completion based on personalized learning needs.
Prerequisite(s): MED 6102
MSE 7607
Emergent Literacy for Young Children
3 credits
Children begin to learn language from the day they are born. Their speech and language skills become more complex as they grow and develop. This course will focus on how young children, birth to grade 2, learn to understand and use language to express their ideas, thoughts, and feelings, and to communicate with others. The course will also focus on early speech and language development, the skills that are important to the development of literacy (reading and writing), and the interaction with print that occurs in young children beginning at birth and continuing through the 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. Attention is focused on the learner and the interpretation of physiological, psychological, sociological, and educational factors, which influence reading achievement. Provisions are made for the identification, analysis and interpretation of informal and formal measures of reading performance and for the development of instructional strategies employed in the remediation process.
Students will complete performance tasks and assignments aligned to the appropriate grade level/subject area for their content certification.
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 DPAS II (Delaware Performance Appraisal System II). 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 exam and select Wilmington University as a score recipient. Passing scores are a prerequisite for entry into Practicum II. 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 Delaware Performance Appraisal System II. 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 Examination 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. MSE Practicum III placements are in inclusive learning environments serving students with identified / diagnosed learning needs. 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 Delaware Performance Appraisal System II. 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
Seminar I
3 credits
*This course requires Chair approval
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 Performance Appraisal System II.
Throughout each seminar candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8002
Seminar II
3 credits
*This course should be taken concurrently with MSE 8805
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 Performance Appraisal System II.
Throughout each seminar, candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8003
Seminar III
3 credits
*This course requires Chair approval
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 Performance Appraisal System II.
Throughout each seminar, candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities.
MSE 8004
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 Performance Appraisal System II.
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, procedures, and professional ethics. By examining current issues and decisive legislation in special education, the course provides candidates with the knowledge and skills to put research and policy into 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.
Note: Once candidates pay for the course, they will need to purchase an ETS voucher from the Bookstore to be used at ETS.org to activate a PPAT account. Successful completion of the PPAT is required for degree completion and conferral. College of Education's target score for the PPAT is 43 points. Additional details about the PPAT will be explained during the mandatory student teaching orientation.
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