PROGRAM DESCRIPTIONS
MASTER OF EDUCATION
Students are encouraged to assume responsibility for planning their programs with the assistance of their faculty advisor. All programs are subject to the approval of the advisor. Basic requirements for a master's degree are on the following page. Full-time as well as part-time students are welcomed. required courses

DOCTORATE (Ph.D.)
As with the master's program, the doctoral program is also highly individualized. Each student's program is based on past experiences as well as plans for the future. Graduates of this program frequently assume positions of supervision in public schools, teaching at institutions of higher education, working with government agencies and/or conducting research. While in the program, students are expected to gain an in-depth understanding of all areas related to Special Education as well as participating in a variety of experiences related to their program (e.g., assisting with and/or teaching college-level courses, supervising field experiences, conducting research.) Full-time as well as part-time students are welcomed. required courses

ADMISSION
Admission is by application through the Office of Admissions of the College of Education and through the Graduate College.

 

REVISED MASTER OF EDUCATION SPECIAL EDUCATION (32 HOURS)

EDSP 5173
Collaboration for Lifelong Integration Explores collaborative approaches to working with families, general educators, related service providers, and personnel in other agencies to facilitate the integration of individuals with disabilities from birth through adulthood.

EDSP 5183
Advanced Assessment and Redemption Procedures Focus will be on innovative approaches to assessment and remediation of mild to moderate learning and/or behavior problems. Techniques, methods, and materials will be presented within a career/ecological framework and be research based.

EDSP 5143
Enhancement of Social and Task-Related Behavior Various theoretical approaches to teaching social competency; increasing and improving prosocial behavior of students with debilities and their peers; and improving learning behavior.

EDSP 5153
Instructional Modifications for Students with Disabilities This course is designed to develop instructional skills necessary to teach students with mild/moderate disabilities in varied instructional settings. Topics will include effective instructional techniques, strategies for modifying and adapting general education curriculum, and models for improving student academic performance.

EDSP 6123
Contemporary Issues/Research A seminar that examines critical issues influencing the field of special education and services for persons with disabilities.

EIPT 5033
Introduction to Research and Evaluation in Education An introduction to major methods of scholarship and research in education. The main goal for this class is to help students develop the knowledge and skill required for critical reading of research.

EDSP 5982
Directed Project (2 hours) Under the directed supervision of the student's advisor, the student conducts and applied project on a topic or challenge in special education related to the student's interest.

Electives
Minimum of 6 hours of electives in EDSP chosen with advisor approval. Additional 6 hours of electives chosen with advisor approval.

Thesis option 2 hours

 

REQUIRED DOCTORAL SPECIAL EDUCATION COURSES

Professional Seminar in Special Education
This professional seminar is the first course that special education doctoral students take and is offered every Fall semester. It is designed to explain the requirements and process for completing the special education doctoral program. Students develop professional goals and plans for attaining those goals. They are assisted in developing an advanced understanding of special education research and in improving their communication and professional writing abilities. One objective of this course is to develop a sense of collegiality among the first year cohort students.

Attitudes Towards Individuals with Disabilities
This course is designed to provide advanced graduate students with a detailed examination of the historical, current, and future perceptions held by different members of society regarding individuals with disabilities. These societal members include families, educators and other service providers, peers, and individuals with disabilities themselves. Perceptions of these groups are analyzed. How these perceptions have influenced service provision to individuals with disabilities are examined. In addition, methods in how to improve attitudes to enhance the services and opportunities for people with disabilities are presented. A major feature of this course is a discussion of the relationship of disability and cultural diversity.

Seminar in Applied Behavior Analysis (ABA) in Special Education
This seminar is designed to develop special education ABA research abilities in advanced graduate students. Upon completion of this course students will have the competencies needed to conduct dissertation research using ABA if they desire. Students: demonstrate understanding of behavior change principles and strategies; demonstrate understanding of the historical and philosophical foundations of applied behavior analysis; demonstrate an understanding of the ethics of behavioral research; demonstrate understanding of research literature; target, define, and measure behavior; visually depict data; compare and contrast single-subject research designs; design and implement a single-subject research project; analyze data; produce an APA formatted paper which includes the results of the project; and present the project to the class.

Seminar in Program Development
This course is designed to assist advanced graduate students in developing proposals for funding to support research, model demonstration, or personnel preparation projects. Students are taught how to conceive, develop, and review proposals. They must develop a proposal in their area of interest that may be the foundation of their dissertation research. They must consider the ethical aspects of their projects and submit required forms to the OU Institutional Review Board.

Seminar in Special Education Law
This course is designed to help advanced graduate students develop an understanding of the complexities of legislation and case law impacting education for individuals with disabilities. They develop comprehension of the process of how these laws are translated into regulations, policies, procedures, and practice.

Required Educational Research Courses
Research proficiency is considered demonstrated when the student completes the following courses or their equivalents (for a minimum total of 15 credit hours):
EIPT 5023 Quantitative Research Methods I (3 hours)
EIPT 6023 Quantitative Research Methods II (3 hours)
EIPT 6033 Research Methods in Education (3 hours)
EIPT 6043 Qualitative Research Methods I (3 hours)
EIPT 6083 Qualitative Research Methods II (3 hours)