Special Education

• WED SE 250: Disability, Education, and Public Policy
  Students will examine how disabilities impact students, their families, and their educational/community participation; analyze the historical treatment of individuals with disabilities; discuss contemporary ethical issues; learn federal legislation; and develop a foundational understanding of inclusive educational practices. Effective Fall 2019, this course fulfills a single unit in the following BU Hub areas: The Individual in Community, Ethical Reasoning.
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  • Ethical Reasoning
• WED SE 315: Field Experience in Special Education: Severe Disabilities
  Undergraduate Prerequisites: SED SE250 - Designed to develop skills to work with students with severe disabilities, analyze students' learning profiles, examine service delivery models, and learn about instructional and?behavioral support strategies. 50 hours of fieldwork plus seminar. Prereq: SE 250. 2 cr
• WED SE 316: Fieldwork in Special Education: Severe Disabilities
  Undergraduate Prerequisites: SED SE315 - Through a second pre-practicum fieldwork experience and accompanying seminar, students further develop skills to work with students with severe disabilities, collect data, and plan and implement interventions with support. 50 hours of fieldwork plus seminar. Prereq: SE 315. 2 cr.
• WED SE 317: Fieldwork in Special Education: Autism
  Undergraduate Prerequisites: SED SE 250 - Designed to develop skills to work with students with autism spectrum disorder (ASD), analyze students' learning profiles, and learn about instructional and?behavioral support strategies. 50 hours of fieldwork plus seminar. Prereq: SE 250. 2 cr.
• WED SE 500: Directed Study
  For description, see SED AP 500. Prereq: Approval of advisor. Complete the online Directed study form. Wheelock Office of Records. Var cr.
• WED SE 502: Behavioral and Emotional Problems: Characteristics and Methods
  Introduces students to childhood emotional and behavioral disorders. Students will identify questions to ask if they believe a student may have an emotional/behavioral disorder, identify resources within the educational system and the broader mental health system, and discuss evidence-based interventions. 4 cr.
• WED SE 503: Learning Disabilities and Dyslexia: Assessment, Instruction, and Identification
  This course builds student knowledge of the etiology of learning disabilities, diagnostic models, and instructional methods, with a particular focus on screening, identification, instruction, and intervention for students with dyslexia.
• WED SE 504: Early Childhood Special Education: Policy and Practice
  This course addresses family-centered approaches to early childhood special education and transition for young children with disabilities. Includes policy, practice, and contextual factors as well as an emphasis on collaborative, inter-agency planning, programming, and the IFSP/IEP.
• WED SE 505: Self-Determined Transition Planning for Youth with Disabilities
  This course emphasizes self-determination as the foundation of successful transition and transition planning for youth with disabilities. Addresses legal requirements, outcomes and implications, and interagency and community resources to support employment, vocational, and other community-based goals.
• WED SE 507: Inclusive Pedagogy for Modified Curriculum 1
  Prerequisites: (SEDSE504) or consent of instructor. - In this course, students learn inclusive practices as they apply to the design, delivery, and modification of content area instruction for students with disabilities. Focuses on application with modified curriculum and alternative assessment.
• WED SE 508: Inclusive Pedagogy for Modified Curriculum 2
  Undergraduate Prerequisites: (SEDSE507) or consent of instructor. - Graduate Prerequisites: (SEDSE507) or consent of instructor. - This course builds deeper understanding of the application inclusive practices as they apply to the design, delivery, and modification of instruction for students with disabilities. Focuses on inclusive approaches for communication, life skills, and physical/sensory support needs.
• WED SE 510: Special Education: Curriculum and Instruction
  Designed to develop an understanding of the historical background and legal framework of special education, various disabilities (etiology, diagnostic criteria and process, and learner characteristics), and instructional practices and behavioral support strategies. For elementary and secondary content area teachers. 2 cr.
• WED SE 515: Assessment and Eligibility in Special Education
  Graduate Prerequisites: (SEDSE 706) - This course focuses on understanding and critiquing existing policies, practices, and outcomes related to assessment and eligibility determination processes for students referred to special education. Provides a practice-based focus on using culturally and linguistically relevant assessment practices and procedures.
• WED SE 533: The Families of Children with Disabilities
  Examines the nature of families and how families evolve with the presence of a child with a disability. Students will develop an understanding of family systems theory and evidence-based approaches to collaborating with families of children with disabilities. 4 cr.
• WED SE 534: Classroom and Behavior Management
  Designed to develop an understanding of strategies for effective?behavioral support?of students with/without disabilities. Positive Behavioral Intervention and Supports (PBIS) will be used as the framework for school- wide, classroom, and individualized approaches to provide positive and preventative supports. Prereq: SE 250 or SE 706. 2cr.
• WED SE 535: Understanding Autism
  Students will describe the defining characteristics, school experiences, and evidence- based practices for teaching and supporting individuals with autism spectrum disorder (ASD). The course includes perspectives from individuals with ASD and their families. 2 cr.
• WED SE 536: Assessment and Instruction of Students with Autism Spectrum Disorder
  Undergraduate Prerequisites: SED SE 535 - Students will develop knowledge and skills in assessment and instruction of students with autism spectrum disorder (ASD). Assessment practices including screening, diagnosis, and school-based progress monitoring of students with ASD. Instructional practices emphasize research-based interventions and participation in general education. Prereq: SE 535. 4 cr.
• WED SE 537: Assistive Technology
  Learners will examine legislation related to assistive technology; develop knowledge of AT for reading, writing, computer access, communication, daily living skills, and environmental control that address needs of students with various forms of disabilities; apply a systematic, collaborative framework to guide the AT selection process.
• WED SE 572: Culturally Relevant Approaches to Positive Behavioral Supports
  Prerequisites: WEDSE 250 or 706. This course critiques inequities in current policies, practices, and disproportionate outcomes related to school discipline and behavior for students with disabilities. Includes a practice-based emphasis on using positive, responsive, and reinforcing strategies that foster engagement, belonging, and well-being in schools.
• WED SE 580: Instructional Methods for Teaching Foundational Literacy Skills
  Graduate Prerequisites: WEDLR 551 - This course emphasizes high-leverage methods for designing and delivering foundational literacy skills instruction for students with and without disabilities. Includes a focus on data-based decision making in the context of multi-tiered systems of supports (MTSS).