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Year Course ID Course
2021-2022 EDUC 504

Evaluating Statistics and Research

This course prepares students to evaluate and critique statistics and research methods in Education and Counselling Psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature.

Course Credits: 3
2021-2022 EDUC 513

Current Issues and the Exceptional Child

This is the foundational course that covers current trends and issues which transcend any particular "category"ť of diversity. In particular, the course critically examines the current educational practice of "full inclusion"ť and lays the foundation for critically evaluating how content of subsequent courses might lead to more inclusive learning communities. This is the introductory course that brings together each new cohort in the master's program and so one important focus is the establishment of a cooperative learning community. This course also lays the groundwork for future work toward either a major project or thesis by introducing the basic elements of each as they relate to this program.

Course Credits: 3
2021-2022 EDUC 514

Assessment of Students with Learning Needs - Level B Assessment

The understanding, administration, scoring and interpretation of "Level B"ť (APA) tests for students with special learning needs, including tests of word reading, passage comprehension, arithmetic, spelling, and receptive vocabulary. This course covers the practical understanding and use of assessment devices and techniques. Students discuss recent litigation issues about assessment and learn to read and understand "Level C"ť reports (school psychologists, speech-language pathologists, etc.).

Course Credits: 3
2021-2022 EDUC 515

Field Based Assessments and IEP Development

In the authentic ecology of their professional placements, students focus on students with exceptional learning needs and apply the principles of assessment learned in the previous course segment to gather assessment data of various forms, including basic achievement and diagnostic tests. Based on these assessments (including formal tests as appropriate) students then apply the data in developing model Individualized Education Plans (IEPs). As members of the cooperative student cohort, students vet these data and plans among peers in the course.

Course Credits: 2
2021-2022 EDUC 516

Students with Diverse Cognitive Needs

This course builds upon the information presented in introductory courses to special education and, in conjunction with other courses in the program, examines in depth the unique learning characteristics and needs of persons who are on either end of the continuum of cognitive abilities, and those with at least average intellectual ability but who demonstrate learning disabilities. Also examined is the evolving discourse on neurodiversity and the challenges of students who fit the evolving description of those on the Autism Spectrum of Disorders (ASD) or Pervasive Developmental Disability Not Otherwise Specified (PDD-NOS). Given the wide range of challenges (behavioural, communication, social) they are critically examined in other courses; it is intended that there be continuity and overlap in the content of the various courses in the overall program.

Course Credits: 3
2021-2022 EDUC 517

Diverse Emotional and Behavioural Needs

Traditional categories of Attention Deficit Disorder (ADD) and ADHD as well as Emotional Disorders and Behaviour Disorders (ED/BD) are examined. In context, the issues pertaining to students with PDD-NOS are once again addressed, as many of the interventions transcend categorical boundaries. The course includes a critical review of the literature, building on students' extant knowledge and professional experience examining current best practice in each of the areas. Classroom intervention strategies are studied and critically evaluated and experts in the various areas are consulted to give perspective and lend authenticity to the information and suggestions. Authentic assessment data is utilized to collaboratively develop Individualized Education Plans (IEPs) and graduate students work collaboratively to develop intervention strategies for implementation of those IEPs.

Course Credits: 3
2021-2022 EDUC 518

Students with Diverse Sensory Needs

This course deals with students who have visual or auditory deficits, ranging from mild to profound in regard to hearing and partially sighted to blind in regard to vision. In addition to sensory components, the course addresses students with unique physical challenges and those who may have multiple disabilities or for whom the foregoing may have a cause and effect relationship to disorders of communication. Unique characteristics and learning needs of other low- incidence exceptionalities are also addressed.

Course Credits: 3
2021-2022 EDUC 519

Special Topics in Diversity

An examination of special topics or issues in diversity in education that are not considered in depth in other courses. This course is preparatory for commencement of the Knowledge Transition Project (EDUC 697).

Course Credits: 3
2021-2022 EDUC 599

Ethical Issues in Diversity

This course serves as the capstone course in the Master of Arts in Educational Studies - Special Education program. It reviews the current state of the field and addresses numerous ethical and moral issues such as the inherent value of life and of euthanasia. In addition, social role valorization is explored in the context of persons with special learning needs as well as related issues of diversity in culture and gender.

Course Credits: 3
2021-2022 EDUC 601

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on educating students to critically reflect on the methods themselves - their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

Course Credits: 3
2021-2022 EDUC 602

Advanced Statistics

This course is an examination of common parametric and non-parametric statistical techniques used in psychology education and other social sciences research, and principles of accurate application and interpretation of those techniques (e.g., effect size; power; sample size; implications of violations of test assumptions). Topics focus on multiple regression, different models of analysis of variance and covariance, and also include categorical data analysis, meta- analysis, and an introduction to interpretation of multivariate statistics. An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical theory.

Course Credits: 3
2021-2022 EDUC 603

Comprehensive Exam

Every non-thesis student in the MA in Educational Studies (Special Education) program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students co-create the exam syllabus from the beginning of the program so they can prepare for the exam as they complete the program requirements.

Course Credits: 3
Prerequisite(s): All course work must be completed before the comprehensive exam is written.
2021-2022 EDUC 697

Major Project

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in- depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research, theoretical and practice perspectives to a particular practice, focus or problem.

Course Credits: 3
Prerequisite(s): EDUC 601, 603, and 599 or permission.
2021-2022 EDUC 698

Thesis I

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the 198 University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. Students may choose their area of research with help from the program director and other faculty. This may occur at any time after their first semester in the program.

Course Credits: 3
Prerequisite(s): EDUC 601, (602), and permission
2021-2022 EDUC 699

Thesis II

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. This is the second phase of the thesis project. Students may choose their area of research with help from the program director and other faculty. This choice may occur at any time after their first semester in the program.

Course Credits: 3
Prerequisite(s): EDUC 601, 602, 698 and permission.