Special Education Program
Admitted Students | Current Students | Parents | Faculty & Staff | Alumni | Churches | Donors & Friends
Whitworth University Home Page Whitworth University Home Page
Information About:
Philosophy of Special Education
Master of Arts in Teaching
Special Education
Undergraduate Major, Minor
Endorsement in Special Education (MS Word)
Endorsement in Early Childhood Special Education (MS Word)
Specialty Endorsement in Deaf Education (MS Word)
Course Descriptions
Host Family Program
Autism Website (PDF)
Field Experiences
WEST-E Information
Literacy Center

  Related Links:
School of Education

Font size:
Medium Text Large Text

Print this page:Print this page


Whitworth Home Page >

Special Education Course Descriptions

ASL 101: Introduction to Sign Language and the Deaf; 4 credits (fall, spring, summer)
This is an introduction to American Sign Language, its history, the current state of the art, and receptive and expressive finger-spelling and sign language skills. American Sign Language is used to facilitate communication with persons who are hearing-impaired. Fall term. (Prerequisites: none)

ASL 102: Sign Language and the Deaf II; 4 credits (fall, spring, summer)
This is the advanced study of American Sign Language and the culture of the deaf. Students will enlarge their sign vocabulary, use the skill of finding an equivalent expression when translating or interpreting between English and ASL, and develop mental processing techniques for comprehending the meaning of unfamiliar signs. (Prerequisite: ASL 101)

EDU 320/EDS 520: Exceptional Learners and Inclusion; 3 credits (fall, spring, & summer)
[to be taken by all teacher-education students]

Provides an overview of exceptional children, gifted education, disabling conditions, legal issues, intervention strategies, family systems, and teaming approaches related to special education. An emphasis is placed on accommodations for high-incidence conditions. Students develop individualized education programs and complete a practicum experience in the school or home with persons who have disabilities. (Prerequisite: EDU 201 & EDU 202)

EDU 321/EDS 521: Intervention for Motivation and Behavior Problems; 3 credits (fall, spring)
[to be taken by all teacher-education students]

Students are introduced to behavior disorders, applied behavior analysis, data collection, and research design. Students plan an intervention, collect data, carry out the intervention, and evaluate its effect. Students also learn how to carry out a functional assessment and document learning. Field experience included. (Prerequisites: EDU 320/EDS 520)

EDU 322/EDS 522: Assessment and IEP Planning; 3 credits (fall)
Formal and informal assessments will be studied and practiced, including the Brigance, the Woodcock Johnson, the AAMR Adaptive Behavior Scale, the PIAT, and others. Students will study norm-referenced, criterion-referenced, curriculum-based, and functional assessments. Assessment will be integrated into development of Individualized Education Programs (IEPs). Students will implement assessment and IEP development with children and youth in special education settings. (Prerequisites: EDU 320/EDS 520)

EDU 323/EDS 523: Intervention for Academic Learning Problems; 3 credits (spring)
Special education methods and strategies to address Washington State Essential Academic Learning Requirements for students with learning problems in math, reading, language, writing, and spelling, particularly for students with mild disabilities. Includes classwide peer tutoring, active responding, guided notes, Precision Teaching, Direct Instruction, Success for All, and other relevant curriculum and data-based intervention approaches. (Prerequisites: EDU 320/EDS 520)

EDU 424/EDS 524: Early Intervention for Special Education; 3 credits (spring)
Instructional methods, management strategies, and interdisciplinary intervention techniques appropriate for working with children with disabilities from birth to age six in integrated settings. Also includes strategies for supporting families and developing Individual Family Service Plans (IFSPs). Will include practicum hours with very young children with disabilities. (Prerequisites: EDU 320/EDS 520)

EDU 426/EDS 526: Intervention for Severe Communication, Sensory, and Physical Problems; 3 credits (fall)
Methods and strategies for working with students who have severe and multiple disabilities will emphasize functional skills, augmentative communication, positioning and handling techniques, mobility, social skill development, and adaptive behaviors. Students will plan and implement programs. (Prerequisites: EDU 320/EDS 520)

EDU 430/EDS 530: Intervention for Autism Spectrum Disorder; 3 credits (spring)
Discussion of the diagnostic criteria and defining characteristics of autism spectrum disorders and related disabilities, as well as effective interventions and the impact of having a child with autism on a family (Prerequisites: EDU 321/EDS 521)

EDU 434/EDS 534: Early Speech, Language and Literacy: 3 credits (fall & spring)
Introduction to components of speech and language; and change involving second language acquisition whether oral or manual, with application to literacy and learning for students with disabilities. (Prerequisite: EDU 320/EDS 520).

EDU 436/EDS 536 Intervention through Positive Behavior Support; 3 credits (fall)
Overview of theory, research and methods related to establishing a system of Character Education in schools with detailed analysis and application of Positive Behavior Support. Emphasis and experience in community and professional collaboration to establish and sustain a positive school climate for ALL students and functionally analyze and treat severe behavior. (Prerequisites: EDU 320/EDS 520)

EDU 438/EDS 538 Early Intervention Methods; 3 credits (summer)
Using the Activity-Based Approach for linking assessment, goal development, intervention, and evaluation for infants, toddlers and preschool children with disabilities--while developing individualized IEP/IFSP goals, creating multiple and varied learning opportunities, and working as a team.

EDU 481/ EDS 581: Special Ed. Practicum at Early Childhood or K-8 Grade Level; 1 credit (fall, Jan, spring, summer)
30 hours in a special education classroom setting as a teaching assistant. (Prerequisites: EDU 320/EDS 520 & EDU 321/EDS 522)

EDU 482/EDS 582: Special Ed. Practicum at Middle or High School Level; 1 credit (fall, Jan, spring, summer)
30 hours in a special education classroom setting as a teaching assistant. (Prerequisites: EDU 320/EDS 520 & EDU 321/EDS 522)

EDU 483/EDS 583: Advanced Practicum in Special Education at Early Childhood or K-8 Grade Level; 4 credits (fall, Jan, spring, summer)
120 hours practicum experience in a special education classroom under the supervision of a cooperating teacher (Prerequisites: EDU 320/EDS 520 & EDU 321/EDS 522 & 481. Application and permission required.)

EDU 484/EDS 584: Advanced Practicum in Special Education at Middle or High School Level; 4 credits (fall, Jan, spring, summer)
120 hours practicum experience in a special education classroom under the supervision of a cooperating teacher. (Prerequisites: EDU 320/EDS 520 & EDU 321/EDS 522 & 482. Application and permission required. )

EDS 595: Exit Project; 0 credits, required for degree, (fall, Jan, spring, summer)
Students will finalize a research paper for formal presentation and submission for publication. Students will meet as a group one hour a week for peer and advisor feedback prior to the official presentation.

Other Electives Applicable to Special Education Endorsement or Graduate Degree

EDS 501 Beginning Sign Language and the Deaf; 4 credits (fall)
This is a study of the language acquisition for persons with hearing-impairments. Methods are covered for teaching those with hearing impairments. The history of sign language and the state of the art, as well as receptive and expressive finger-spelling and sign language skills, are covered. American Sign Language is used to facilitate communication with persons who have hearing impairments, communication disorders, and cognitive delays. Students will also prepare teaching sequences and materials. Fall term. (Prerequisites: none)

EDS 502 Advanced Sign Language and the Deaf; 4 credits (spring)
This is the advanced study of American Sign Language and the culture of the deaf. Students will expand and improve their manual communication skills, translating or interpreting abilities, and develop mental processing techniques for comprehending the meaning of unfamiliar signs. Students will also research educational aspects of deaf culture and sign language. (Prerequisites: ASL 101/EDS 501)

EDG 551 Educational Psychology of the Gifted 3 credits. (fall, odd years.)
This course covers the psychology of gifted students and the practical implications of program development and program options for the gifted child.

EDU 446 /EDU 546 Diagnosis and Treatment of Reading Disabilities 3 credits. (Jan) Identification of reading problems, study of diagnostic instruments and remedial procedures used in group and individual situations, and causes and types of reading retardation are covered in this course. Experience is gained in administering and interpreting standardized and informal tests. (Prerequisite: EDU 440)

 



Facebook Twitter YouTube Google+ Instagram Directions | Campus Map | Employment | Pod | RSS | Contact Us | Site Map Pirate Port
Copyright © Whitworth University. All Rights Reserved. | 300 W. Hawthorne Road, Spokane, WA 99251 | Campus Phone: 509.777.1000