A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Every non-thesis student in the MA in Educational Studies - Inclusive 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.

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.

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 serves as the capstone course in the Master of Arts in Educational Studies - Inclusive 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.

This course covers the practical understanding and use of assessment devices and techniques for a diverse classroom. Students discuss issues about assessment and learn to read and understand assessment reports for diverse learners.

An examination of K-12 English Language Learners within the diverse classroom. The course focuses on understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling.

An examination of indigenous culture, worldview, and issues of diversity in education. The course includes a critical review of current social, economic, political, and ethical issues affecting indigenous and diverse classrooms. Understanding and integrating Indigenous epistemologies, pedagogical approaches, and learning resources, are necessary for diverse classrooms.

The traditional categories of Emotional Disorders and Behaviour Disorders (ED/BD) are examined. Included are the ED/BD concerns of students with DSM 5 diagnoses such as AD/HD, anxiety, and depression, as well as the ED/BD concerns of students with autism, intellectual disabilities and those identified with behavioural concerns. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and critically evaluated.

This course prepares students to evaluate and critique statistics and research methods in Education, 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.