Houston Baptist University Catalog

Special Education ( EDSP ) Course Descriptions

  • EDSP 4181 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 4181 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP 4252 CLIN EXP:GEN SP EDUC

    EDSP 4252 Clinical Experiences in Generic Special Education
    Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302 and EDSP 4311 and EDSP 4319
    A field-based practicum which requires fieldwork in a generic special education setting. This course must be completed prior to student teaching.

  • EDSP 4281 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 4281 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP 4302 SURVEY: EXCEPTIONAL CHILD

    EDSP 4302 Survey of Exceptional Children
    Prerequisite(s): Admission to the Educator Preparation Program
    This course provides a survey of populations with exceptionalities. Cognitive, emotional, social, physical, and motivational characteristics as well as educational needs of children with exceptionalities are explored. Knowledge of professional, ethical and legal issues that apply to working with students with exceptionalities is also included. Students apply current and new knowledge regarding instructional planning, assessment and collaboration.

  • EDSP 4311 DIAG/PRESCRIPTIVE TCH:EXC CHLD

    EDSP 4311 Diagnostic and Prescriptive Teaching for Exceptional Children
    Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302
    This course focuses on the diagnostic-prescriptive approach to individualizing instruction which provides educators with a comprehensive method of assessing learning styles, identifying where breakdowns occur in the learning process, and developing appropriate programming related to the specific needs of learners. Key topics include response to intervention (RTI) approaches, the screening process for dyslexia, standardized and informal assessments, and data analysis as well as laws related to eligibility, ethics and parents’ rights. Students learn to write Individualized Educational Programs (IEPs) based on the diagnostic-prescriptive approach to individualizing instruction for students with exceptionalities. Further, interviews of experienced educators will be conducted regarding current issues and practices in assessment and intervention.

  • EDSP 4319 TCH STRATEGIES:SP EDUC

    EDSP 4319 Teaching Strategies in Special Education
    Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302
    All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to learner strengths and needs with typical and atypical exceptionalities. In this course, the educator examines research based instructional strategies to ensure student success across the curriculum, according to human growth and development. An investigation of characteristics associated with cross categorical learners, as defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004), and how they affect teaching and learning will also be covered. Further, educational implications for students with exceptionalities will also be addressed. The course also explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with exceptionalities; including the five components mandated by the State Board for Educator Certification in the screening process for Dyslexia. Also included is the importance of effective and positive collaborative relationships with all stakeholders to support development and educational progress. The educator also applies knowledge of characteristics of students with learning disabilities and how knowledge of professional, ethical, and legal issues applies to working with students. In addition, opportunities are presented in which the teaching professional applies current and new knowledge regarding instructional planning, assessment, and collaboration.

  • EDSP 4325 EDUCATING GIFTED LEARNERS

    EDSP 4325 Educating Gifted Learners
    Prerequisite(s): EDUC 4301 or EDUC 4311
    This course presents an overview of the intellectual and developmental characteristics of the gifted and talented as well as an introduction to identification techniques, instructional approaches, educational programs, and special problems. The course focuses on classroom educational practices designed to meet the unique needs of the gifted and talented students. Historical, legal, and conceptual foundations of gifted education are examined as well as current research relevant to the education of gifted learners.

  • EDSP 4351 EMERGENT LITERACY

    EDSP 4351 Emergent Literacy
    Prerequisite(s): Admission to Educator Preparation Program
    In this course students examine emergent literacy and explore ways to encourage the development of initial literacy. A wide variety of topics pertaining to the emergent reader and writer are included. (Offered also as EDEC 4351 and EDRE 4351.)

  • EDSP 4352 BEHAVIOR AND CLASSROOM MGMT

    EDSP 4352 Behavior and Classroom Management
    Prerequisite(s): Admission to the Educator Preparation Program and EDSP 4302
    Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all educators. This course helps educators create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. Through this course, the educator will also learn the ABC’s of behavior, function, and effective strategies for implementing a behavior intervention plan (BIP) for students that exhibit behavior deficits. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families.

  • EDSP 4353 FIELD EXP IN SPECIAL EDUCATION

    EDSP 4353 Field Experiences in Special Education
    Prerequisite(s): Admission to the Educator Education Program and EDSP 4302 and EDSP 4311 and EDSP 4319 and EDSP 4352
    Students will become knowledgeable about various methods of special service delivery to students with exceptionalities as they come in contact with a continuum of service delivery systems ranging from least restrictive (inclusive) to most restrictive (self-contained) environments. Observations, classroom assistance, instructional planning, classroom and individual instruction, and conference activities will be required. Students will create a Teacher Work Sample (TWS), which consists of a project demonstrating mastery of the components of effective instruction and student learning. Successful completion of the TWS is required for program completion.

  • EDSP 4381 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 4381 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP 5302 SURVEY: EXCEPTIONAL CHILD

    EDSP 5302 Survey of Exceptional Children
    Prerequisite(s): Admission to the Educator Preparation Program
    Students will determine the goals of instruction according to the needs of the various exceptionalities; they will develop an appropriate curriculum using the essential elements as a base. Students will learn the techniques of managing behavior, how to individualize instruction, how to apply methods of intervention, and how to evaluate adequacy of teaching. The future educator will learn how to arrange classrooms specific to management theories. Students must be computer literate. Fieldwork is required.

  • EDSP 5311 DIAG/PRESCRIPTIVE TCH:EXC

    EDSP 5311 Diagnostic and Prescriptive Teaching for Exceptional Children
    Prerequisite(s): EDSP 5302
    The learning experiences in this course will contribute to the knowledge and skills of professional educators in developing and assessing programs for students who exhibit learning and behavior difficulties. Students will learn the diagnostic-prescriptive approach to individualized instruction. Students in the course will learn about comprehensive methods of assessing learning styles and to identify where the breakdowns can occur in the learning process. This course will assist educators in developing, administering and evaluating appropriate programming related to specific needs of learners. The screening process for dyslexia mandated by the State Board for Educator Certification is taught in this course.

  • EDSP 5319 TCH STRATEGIES:SP EDUC

    EDSP 5319 Teaching Strategies in Special Education
    Prerequisite(s): EDSP 5302 and EDSP 5311
    This course is designed to enable students to develop the expertise of the professional educator with the needs of the various student exceptionalities. Teachers seeking certification as Educational Diagnosticians will learn to apply specialized techniques of managing behavior, how to individualize instruction, how to apply methods of intervention, and how to evaluate adequacy of teaching. The practicing educator taking this course will be able to develop a comprehensive knowledge about classroom management theories as they relate to special education.

  • EDSP 5325 EDUCATING GIFTED LEARNERS

    EDSP 5325 Educating Gifted Learners
    Prerequisite(s): None
    This course presents an overview of the intellectual and developmental characteristics of the gifted and talented as well as an introduction to identification techniques, instructional approaches, educational programs, and special problems. The course focuses on classroom educational practices designed to meet the unique needs of the gifted and talented students. Historical, legal, and conceptual foundations of gifted education are examined as well as current research relevant to the education of gifted learners.

  • EDSP 5335 IDEN/EVAL IN EARLY CHILD

    EDSP 5335 Identification, and Evaluation in Early Childhood
    Prerequisite(s): EDSP 5302 and EDSP 5311
    This course involves an in-depth study of growth and development of the young child during infancy and early childhood. Additionally, this course emphasizes the acquisition of knowledge and identification of exceptionalities. It will include observations, screen, and assessment of young children, report writing, and identifying appropriate evidence-basaed interventions.

  • EDSP 5345 STUDENT EVAL TECHNIQUES

    EDSP 5345 Student Evaluation Techniques
    Prerequisite(s): Teaching experience and/or a course in instructional design, i.e. EDUC 6302 or EDUC 6312)
    This course is designed to enable the student to improve the design, construction, and validation of teacher-made tests, and to evaluate, select, administer, and interpret standardized tests for all levels of instruction. Also included is brief attention to the organization and management of schools and legal and ethical aspects of teaching. (Offered also as EDAD 5345 and EDUC 5345.)

  • EDSP 5351 EMERGENT LITERACY

    EDSP 5351 Emergent Literacy
    Prerequisite(s): EDUC 5313 or 6302 (or teacher certification)
    In this course students examine emergent literacy and explore ways to encourage the development of initial literacy. A wide variety of topics pertaining to the emergent reader and writer are included. (Offered also as EDEC 5351 and EDRE 5351.)

  • EDSP 5381 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 5381 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP 6181 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 6181 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP 6281 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 6281 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP 6305 INDIV PSYCHOLOGICAL EVAL

    EDSP 6305 Individual Psychological Evaluation
    Prerequisite(s): EDUC 6304
    Review of theory underlying individual ability tests, supervised practice in test administration, scoring, and interpretation. Skills in report preparation are addressed. The Wechsler scales are emphasized. (Offered also as EPSY 6305 and PSYC 6305.)

  • EDSP 6315 PRACTICUM IN DIAGNOSIS

    EDSP 6315 Practicum in Diagnosis
    Prerequisite(s): EDUC 6305
    Each student works under the supervision of a certified Educational Diagnostician five days a week during regular school hours for the length of the term that the course is offered at the university.

  • EDSP 6344 EDC APPRAISE:INDIV EXCEPTIONAL

    EDSP 6344 Educational Appraisal of Individuals with Exceptionalities
    Prerequisite(s): EDSP 5302 and EDSP 5311 and EDSP 5319 and EDSP 5335
    This course is an introduction to appraisal techniques and instruments used to identify the presence or absence of a specific disability. Administration, scoring, interpretation, preparation of written reports and the development of IEPs will be taught in this course. Students must be computer literate. (Offered also as EPSY 6344.)

  • EDSP 6345 ADV ASSESS:SPEC EDUC

    EDSP 6345 Advanced Assessment in Special Education
    Prerequisite(s): EDSP 5302 and EDSP 5311 and EDSP 5319 and EDSP 5335 and EDSP 6305 and EDSP 6344
    This course addresses the explosion of information related to assessment in special education and to the diverse populations served by special education. It examines advanced assessment techniques currently used by educational diagnosticians. The course will focus on developing proficiency in the administration and interpretation of instruments such as the following: The Stanford-Binet Intelligence Scale, the KABC, the Wechsler Achievement Test, the Bender Gestalt, the Test of Nonverbal Intelligence, the Woodcock Johnson Cognitive Battery, the UNIT, the KABC, Adaptive Behavior Scales, and the Vineland Social Maturity Scales. Students must be computer literate.

  • EDSP 6381 SPECIAL TOP/INDEPENDENT STUDY

    EDSP 6381 Special Topics/Independent Study
    Prerequisite(s): None
    Topics are selected on basis of student need and academic qualifications of staff. If regular lectures are not given, a minimum of 30 hours of work for each hour credit must be included.

  • EDSP Special Education 5335

    IDEN/EVAL IN EARLY CHILD