Peggy Schaefer-Whitby
Program Coordinator
308 ARKA (410 Arkansas Avenue)
479-575-3302
Email: pschaefe@uark.edu

Degree Conferred:
M.Ed. in Special Education (SPED)

Graduate Certificates Offered(non-degree):
Applied Behavior Analysis (APBA)
Autism Spectrum Disorders (AUTS)

Admission Requirements for the Master of Education in Special Education:

  • A bachelor's degree from an accredited institution of higher education
  • A minimum 3.0 cumulative grade point average (GPA) during the last 60 hours of undergraduate work
  • GRE minimum scores for Verbal and Quantitative Reasoning at the 49th percentile and at the 54th percentile for Analytical Writing

Requirements for the Master of Education in Special Education: (Minimum of 36 graduate hours.)  All programs will require nine semester hours of core courses, three semester hours of cognate study, and 24 semester hours in special education.

This course work is selected by students and faculty according to the needs of the student and licensure.  Core course requirements can be satisfied by taking three hours from each of the areas listed below:

Select one from each of following categories:9
1.
Research Methods in Education (Sp, Su, Fa)
Statistics in Education and Health Professions (Sp, Su, Fa)
2.
Psychological Foundations of Teaching and Learning (Irregular)
Life-Span Human Development (Sp, Su, Fa)
3.
Historical Foundations of Modern Education (Sp, Su)
Philosophy of Education (Irregular)
Issues in Educational Policy (Sp, Su, Fa)

The M.Ed. in Special Education prepares teachers for teaching students with exceptionalities including (a) Disabilities or (b) Gifted Education. The M.Ed. in Disabilities requires a minimum of 21 credit hours in specific disability areas and three credit hours in research in special education. The program in Gifted Education requires a minimum of 36 credit hours including the following 21 credit hours of Gifted Education course work:

CIED 5803Nature and Needs of the Gifted and Talented (Fa)3
CIED 5813Curriculum Development in Gifted and Talented (Sp)3
CIED 5823Gifted and Talented (Structured) Practicum (Su)3
CIED 5833Gifted and Talented (Flex) Practicum (Fa)3
CIED 599VSpecial Topics (Sp, Su, Fa)3
SPED 641VSpecial Topics in Special Education (Irregular)1-3
CIED 6073Seminar in Developing Creativity (Irregular)3

Students should also be aware of Graduate School requirements with regard to master's degrees.

Graduate Certificate Program in Applied Behavior Analysis (APBA):

The Graduate Certificate in Applied Behavior Analysis is for those individuals who wish to pursue board certification in Behavior Analysis or to utilize behavioral theory in the area of autism or behavioral disorders. The program builds on candidate’s previous knowledge of effective teaching and behavioral strategies and extends knowledge and skills in the use of applied behavior analysis (ABA), positive behavior support (PBS), and functional behavioral assessments (FABs) in teaching persons with low incidence or severe disabilities. Classes emphasize the development and ethical use of behavioral change programs which are validated by systematic evaluation of the interventions used. Ethical, professional and legal standard are discussed and applied in the use of Applied Behavior Analysis.

Admission requirements for the Graduate Certificate program include:

  • A minimum 3.00 cumulative grade point average (GPA) during the last 60 hours of undergraduate work.
Program of Study:
SPED 6843Basic Principles of ABA (Fa)3
SPED 6853Behavioral Assessment in ABA (Su)3
SPED 6863Behavior Change Procedures and Supports (Sp)3
SPED 6873Measurement and Experimental Design (Fa)3
SPED 6883ABA Ethical, Professional, and Legal Standards (Fa)3
SPED 6893Practicum in Applied Behavioral Analysis (Sp, Fa)3

Candidates for the Graduate Certificate must have a B or better in the Program of Study.  Courses from other institutions will not be substituted for the required courses. As of 2015, those seeking to become a National Board Certified Behavior Analyst will be required to have a degree in Education, Psychology, or Applied Behavior Analysis.  Those with master's degrees in areas other than Education, Psychology, or Applied Behavior Analysis will need to consult with the Behavior Analyst Certification Board to determine if their degree program will be accepted.  However, the graduate certificate in ABA can be infused into a degree program if needed.

Graduate Certificate Program in Autism Spectrum Disorders (AUTS):

The graduate certificate in Autism Spectrum Disorders develops professionals in the area of autism spectrum disorders. The program recognizes students who take a concentrated core of courses focused on autism spectrum disorders. Students who earn the certificate develop knowledge and skills in the areas of characteristics, assessment, and educational interventions for individuals with autism spectrum disorders.

Admission requirements for the Graduate Certificate program include:

  • A minimum of a 3.0 cumulative grade point average (GPA) during the last 60 hours of undergraduate work.
Program of Study:
SPED 5143Teaching Communication Skills to Persons with Autism (Su)3
SPED 6803Teaching Students with Autism Spectrum Disorders (Fa)3
SPED 6813Characteristics and Assessment of Persons with ASD (Sp)3
SPED 6823Instructional Methods for Students with Autism Spectrum Disorders (Fa)3
SPED 6833Practicum in Autism Spectrum Disorders (Sp, Su, Fa)3

Curriculum and Instruction Courses

CIED 4083. Creativity in Daily Practice (Even years, Sp). 3 Hours.

Arts integration course including the ideas, design, and implementation of practices in the classroom, board room, and professional field that enrich the experiences of all stakeholders while building right-brain thinking skills for the new millennium. May be repeated for up to 6 hours of degree credit.

CIED 4433. The Moral Mind in Action (Fa). 3 Hours.

The Moral Mind in Action explores how people reason through moral dilemmas and prepares students to more effectively recognize and resolve moral problems. Best practices of teachers and administrators of K-16 character education programs are discussed.

CIED 4443. Moral Courage (Sp). 3 Hours.

Moral Courage explores the factors that support translating moral thinking into moral action. This course draws from the field of positive psychology to guide students as they leverage existing strengths and develop new strategies for acting with moral courage in their personal and professional lives. Best practices of teachers and administrators of K-16 character education programs are discussed.

CIED 5003. Elementary Education Seminar (Sp). 3 Hours.

This course is designed to synthesize the foundational content presented in the Master of Arts in Teaching core courses. It focuses on refinement of the generalized knowledge to accommodate specialized content children. Professional attitudes, knowledge and skills relevant to elementary students. Professional attitudes, knowledge and skills applicable to today's elementary educator are addressed. Prerequisite: Admission to the CHED M.A.T.

CIED 5012. Measurement, Research, and Statistical Concepts for Teachers (Su). 2 Hours.

An introduction to constructing, analyzing, and interpreting tests, types of research and the research process, qualitative and quantitative techniques for assessment, and descriptive and inferential statistics.

CIED 5013. Measurement, Research and Statistical Concepts in the Schools (Su). 3 Hours.

An introduction to constructing, analyzing, and interpreting tests; types of research and the research process; qualitative and quantitative techniques for assessment; and descriptive and inferential statistics. Prerequisite: Admission to graduate school.

CIED 5022. Classroom Management Concepts (Fa). 2 Hours.

A number of different classroom management techniques are studied. It is assumed that a teacher must possess a wide range of knowledge and skills to be an effective classroom manager. Prerequisite: Admission to the M.A.T. program.

CIED 5032. Curriculum Design Concepts for Teachers (Sp). 2 Hours.

The design and adaptation of curriculum for students in regular and special K-6 classrooms. Theoretical bases and curriculum models are reviewed. Concurrent clinical experiences in each area of emphasis are included. Prerequisite: Admission to the M.A.T. program.

CIED 5043. Content Area Reading in Elementary Grades (Su, Fa). 3 Hours.

This course teaches the integration of reading and writing in the content areas. Reading and writing as integrated strands of the language process is presented in the context of instructional principles and suggested teaching practices. A solid research base is emphasized while keeping the focus on practical application. Prerequisite: Admission to the M.A.T. program.

CIED 5052. Seminar: Multicultural Issues (Su). 2 Hours.

This seminar provides an introduction to the major concepts and issues related to multicultural education. The ways in which race, ethnicity, class, gender, and exceptionality influence students' behavior are discussed. Prerequisite: Admission to the M.A.T. program.

CIED 5053. Multicultural Issues in Elementary Education (Odd years, Sp) (Su). 3 Hours.

This course provides an introduction to the major concepts and issues related to multicultural education in elementary classrooms. The ways in which race, class, gender and exceptionality influence students' behavior are discussed. Prerequisite: Admission to graduate school.

CIED 5063. Disciplinary and Interdisciplinary LIteracies in Education (Fa). 3 Hours.

This course teaches the integration of reading, writing, and new literacies within the discipline and across disciplines. Theory and strategy are presented as integrated strands of the language process as presented in the context of instructional principles and suggested teaching practices. A solid research base is emphasized while keeping the focus on practical application. Prerequisite: Admission to Teacher Education M.A.T. Program. May be repeated for up to 6 hours of degree credit.

CIED 5073. Action Research in Elementary Education (Sp). 3 Hours.

Provides the students with experience in conducting case studies and action research related to childhood education. In addition, students gain knowledge regarding practices used in ethnographic research. Prerequisite: Admission to M.A.T. program.

CIED 508V. Elementary Education Cohort Teaching Internship (Sp, Fa). 1-6 Hour.

Full-time student teaching in grades K-6 to be repeated both fall and spring semesters. Students will practice and master instructional strategies under the supervision of qualified mentor teachers and university faculty members. May be repeated for up to 6 hours of degree credit.

CIED 5093. Methods of Instruction for Middle Level I (Su). 3 Hours.

A study of methods and materials in the special content areas (math, science, English/language arts, and social studies). The planning of instruction, microteaching, and the development of middle school instructional materials are included. Prerequisite: Admission to M.A.T. program.

CIED 5103. Advanced Middle Level Principles (Sp). 3 Hours.

An in-depth examination of recent research on the major issues, practices, and policies for middle level education. Emphasis is on analysis of cutting edge issues germane to the life, education, and welfare of the early adolescent via the integration of theory and practice. Prerequisite: Admission to Masters of Arts in Teaching program.

CIED 5113. Reading in Middle Schools (Sp, Su, Fa). 3 Hours.

An overview of methods and materials for teaching reading to early adolescents. Reflective activities and site-based field experiences are integrated with course content to provide continuity between theory and practice. Portfolio expectations will be a primary means of course evaluation. Prerequisite: Admission to the middle level education program and CIED 3113.

CIED 5123. Writing Process Across the Curriculum (Middle Level) (Sp). 3 Hours.

This course will provide an overview of the research, and methods for incorporating writing across all curriculum. Writing as a process will be emphasized. Reflective activities and site-based field experience will be integrated into the course content. Prerequisite: Admission to M.A.T. Program.

CIED 5132. Research in Middle Level Curriculum and Instruction (Fa). 2 Hours.

An introduction to inquiry and research in middle level curriculum and instruction. It examines the principles, strategies, and techniques of research, especially qualitative inquiry. Practicum in educational research and evaluation is done as part of the class. Prerequisite: Admission to the MAT program.

CIED 5143. Internship: Middle Level (Sp, Su, Fa). 3 Hours.

The internship for middle level education is an extended field experience in which a pre-service teacher integrates knowledge and skills developed in education classes with practice in the field. Prerequisite: Admission to the M.A.T. program.

CIED 5162. Applied Practicum (Fa). 2 Hours.

Provides laboratory experiences for CIED 5173 (Literacy Assessment and Intervention) and CIED 5183 (Readings in Early Childhood Education). Corequisite: CIED 5183 and CIED 5173. Prerequisite: Admission to the M.A.T. program.

CIED 5173. Literacy Assessment and Intervention (Su, Fa). 3 Hours.

Focuses on assessment of young children's literacy skills. Techniques discussed include informal observation, miscue analysis, and portfolio assessment. Prerequisite: Admission to graduate school.

CIED 5183. Readings in Early Childhood Education (Fa). 3 Hours.

Will continue to develop understandings of classic studies and will explore the impact these have had on the most recent issues in early childhood education. Prerequisite: Admission to the CHED M.A.T.

CIED 5193. Methods of Instruction for Middle School II (Fa). 3 Hours.

Second special methods course for teaching at the middle level. Emphasizes further refinement of teaching skills and methods; the integration of the sciences, mathematics, and technology; science, technology, and society (STS) issues; and the integration of social studies and English language arts. Prerequisite: CIED 5093 and admission to the M.A.T. program.

CIED 5203. English Language Arts/Speech & Drama Methods of Instruction (Su). 3 Hours.

This course provides an introduction to teaching English language arts (ELA) and speech/drama in the context of elementary, middle and high school settings. The topics, issues, methods, and materials encompassing philosophical, cognitive, and psychological dimensions of teaching the content area provide the major tenets of instruction.

CIED 5213. Issues and Trends in Literacy (Fa). 3 Hours.

This course provides an examination of practices to teaching literacy, broadly defined. The topics, issues, methods, and materials encompassing philosophical, cognitive, and psychological dimensions of teaching provide the major tenets of instruction. May be repeated for up to 6 hours of degree credit.

CIED 5223. Learning Theory (Su). 3 Hours.

This course provides the student with information about foundational issues in education, including history and philosophy of American Education, psychological and social theories of education, characteristics of learners, and learning processes. Prerequisite: Admission to M.A.T. degree program.

CIED 5232. Interdisciplinary Studies (Sp, Su, Fa). 2 Hours.

Introduction to the nature of interdisciplinary study: curricular content, course planning (topics and themes), instructional strategies, and evaluation and assessment. Prerequisite: Admission to the M.A.T. program.

CIED 5263. Assessment, Evaluation, and Practitioner Research (Fa). 3 Hours.

A study of assessment, testing, and evaluative procedures in classrooms including types of tests, abuses of tests, test construction, scoring, analysis and interpretation, statistical methods, and alternative evaluation and assessment techniques. Classroom-based data collection and analysis. Prerequisite: Admission to the M.A.T. program.

CIED 5273. Research in Curriculum and Instruction (Sp, Su, Fa). 3 Hours.

An introduction to inquiry and research in curriculum and instruction. It examines the principles, strategies, and techniques of research, especially qualitative inquiry. Qualitative method in assessment and evaluation are considered. Practicum in educational research and evaluation is done as part of the class. Prerequisite: Admission to the M.A.T. program.

CIED 528V. Teaching Experience (Sp, Fa). 1-6 Hour.

The teaching experience is an essential component of the Masters of Arts in Teaching degree. The two semester experience allows Teacher Candidates (TC) to make further application of theoretical principles of teaching and learning. Teacher Candidates will be assigned placement in area schools for both fall and spring semesters. The fall semester consists of a field experience including observation, co-planning, and co-teaching. The spring semester consists of an immersion experience for teacher candidates to plan and teach independently.Prerequisite: Admission to the M. A. T. Program. May be repeated for up to 6 hours of degree credit.

CIED 5293. Special Methods, Interdisciplinary Section (Sp). 3 Hours.

The third and final part of the middle level special methods course. Provides interns with the knowledge, dispositions, and skills for developing an interdisciplinary course of study in conjunction with the members of their interdisciplinary team. Prerequisite: CIED 5093 and admission to M.A.T. program.

CIED 5303. Adolescence and Learning (Sp). 3 Hours.

Study of the developmental characteristics (physical, emotional, social and intellectual) of early and late adolescence (ages 10-18; grades 5 to 12). The progression from early to late adolescence and the implications this evolution has for learning, motivation, instruction and classroom practices are emphasized. Prerequisite: PSYC 2003.

CIED 5313. Principles of Qualitative Research in Curriculum & Instruction (Fa). 3 Hours.

Designed specifically for aspiring qualitative researchers who wish to conduct research in settings unique to curriculum and instruction. Methods of research design, data analysis, and writing for publication will be emphasized. Strongly recommended for graduate students who are considering a qualitative thesis or dissertation in curriculum and instruction.

CIED 5323. Transition Planning for Persons with Disabilities (Sp). 3 Hours.

Prepares students to plan, evaluate, and implement transition programs within both regular and special classrooms at the elementary, middle and secondary school levels.

CIED 532V. Practicum in Special Education (Irregular). 1-6 Hour.

Supervised field experiences in special education programs, schools, institutions, and other facilities for exceptional children.

CIED 5333. Curriculum Theory and Development for Educators (Su). 3 Hours.

The design and adaptation of curriculum for students in regular and special K-12 classrooms. Theoretical bases and curriculum models are reviewed. Concurrent clinical experiences in each area of emphasis are included. Prerequisite: Admission to the M.A.T. program. May be repeated for up to 6 hours of degree credit.

CIED 5343. Analysis of Behavior for Teachers (Sp). 3 Hours.

An advanced course in managing behaviors in students with exceptionalities. Students are provided with experiences in applying theoretical bases of classroom management through identifying, assessing graphing, and analyzing behavioral data and implementing management plans. Ethical issues in the use of functional analysis are addressed.

CIED 5353. Teaching Students with Diverse Needs in Middle Education Settings (Irregular). 3 Hours.

To provide future scholar-practitioners with a knowledge base concerning the issues involved in the successful instruction of persons with special learning needs during middle school years.

CIED 5363. Methods and Assessment in K-12 Online Teaching (Fa). 3 Hours.

The study of curriculum, instructional methods and assessment techniques to facilitate student learning in K-12 virtual and hybrid teaching environments. Students enrolled in the course will be required to demonstrate knowledge of prevalent and relevant models of K-12 curriculum, web-based instructional methods, assessment techniques and utilize tools for the development and implementation of effective instruction in the K-12 virtual classroom.Prerequisite: Graduate standing.

CIED 5393. Introduction to Linguistics (Fa). 3 Hours.

This course is an introduction to human language. The goal is to understand what it means to speak a language, including an introduction to phonetics and phonology (specifically the sound system of American English), morphology (the rules of English at the word level), syntax (rules that govern sentence level language), semantics (meanings of words) and sociolinguistics (or the study of language use in its social context).

CIED 5403. Early Childhood Education: Rationale and Curriculum (Irregular). 3 Hours.

Rationale and curriculum of an early childhood education program, with special attention given curricular frameworks and professional organization policies.

CIED 5423. Curriculum and Instruction: Models and Implementation (Odd years, Sp). 3 Hours.

The study of models of curriculum and instruction and their implementation to facilitate student learning in a variety of instructional environments.

CIED 5433. Methods and Materials for Teaching Children's and Adolescent Literature (Irregular). 3 Hours.

Issues and trends in children's literature. Contemporary works are evaluated and reviewed based on changing social political conditions. Multicultural approach to children's literature is emphasized. Prerequisite: Undergraduate course in children's literature.

CIED 5443. Methods of Teaching Foreign Language K-12 (Fa). 3 Hours.

Study of the methods and materials in the teaching of foreign language in K-12 settings as well as the theories of second language acquisition. Includes philosophical, cognitive, and psychological dimensions of teaching foreign languages. The planning of instruction, microteaching, and the development of instructional materials are included. Prerequisite: Admission to the MAT program. May be repeated for up to 6 hours of degree credit.

CIED 5453. Evaluation Techniques (Irregular). 3 Hours.

Evaluation of learning using traditional means of assessment as well as alternative or authentic assessment techniques.

CIED 5461. Capstone Research Seminar (Sp). 1 Hour.

This course provides students with basic knowledge and practical skills in understanding, utilizing and implementing a research design project with a focus in the discipline of curriculum and instruction with particular emphasis of some aspect of teaching and/or learning. As a part of this course students will design, conduct and report the results of an action research study undertaken in the teaching internship. Prerequisite: Admission to M.A.T. program. May be repeated for up to 2 hours of degree credit.

CIED 5483. Teaching Mathematics (Irregular). 3 Hours.

Content, methods, and materials for teaching multiple strands of elementary school mathematics. Emphasis on principles and procedures of a conceptual and integrated approach to learning mathematics. Prerequisite: Undergrad coursework in teaching elementary or early childhood mathematics.

CIED 5493. Teaching Social Studies (Irregular). 3 Hours.

Purpose, content, psychology, materials, and methods for teaching the social sciences in the elementary school. Emphasis on principles and procedures for combining the social studies with other areas of the curriculum in broad unit instruction. Prerequisite: Undergraduate coursework in teaching elementary or early childhood social studies.

CIED 5503. Teaching Science (Sp, Su). 3 Hours.

The influence of science on the community, on the home, and the child. Use of science in the living and learning of the child at school.

CIED 5513. Sound System of American English (Fa). 3 Hours.

This course will study the structure and development of American English (AE). Topics include: 1) the structure/systems of American English pronunciation, 2) vowels, 3) consonant system (including such features as minimal pairs, 4) prosody, intonation, rhythm, and stress, and 5) regionalism and social varieties, and 6) pedagogical approaches to teaching the features of American English.

CIED 5523. Instructional Practices in Teaching Foreign Language (Sp). 3 Hours.

A pedagogical studies course based on the theoretical and practical aspects of methods, techniques, and materials for effective teaching of foreign languages in K-12 schools. Prerequisite: Admission to M.A.T. Program. May be repeated for up to 6 hours of degree credit.

CIED 5533. Teaching Language Arts (Sp). 3 Hours.

The place of the language arts in the elementary curriculum. Exploration of materials, content, practices, and methods, used in reading, speaking, listening, and writing experiences.

CIED 5543. Structures of American English (Sp, Su). 3 Hours.

This course provides an introduction to the grammars of English, including (but not restricted to traditional, structural, and transformational-generative (universal grammar). It includes approaches to the teaching of all types of grammars.

CIED 5553. Social Justice and Multicultural Issues in Education (Su). 3 Hours.

This seminar provides an introduction to the major concepts and issues related to multicultural education and social justice in education and the ways in which race, ethnicity, class, gender, and exceptionality influence students' behavior. The course also examines the intersection of teacher and student perceptions of identity, schooling, and learning and the effects on educational systems.Prerequisite: Admission to MAT. May be repeated for up to 6 hours of degree credit.

CIED 5563. Teaching Internship/Action Research (Irregular). 3 Hours.

During this course, Master's candidates will be provided with classroom time to prepare to teach and then will be assigned to a classroom or classrooms. During this time the candidates will have an opportunity (under supervision) to observe, to teach and to participate in classroom activities. Additionally, candidates will research some area of their own pedagogy relevant to the experience.

CIED 5573. Foundations of Literacy (Sp, Su, Fa). 3 Hours.

Teaching of reading to children; techniques, research, and modern practices.

CIED 5583. Correlates of Reading Process (Irregular). 3 Hours.

The developmental program is emphasized through a student of the reading process. Learning theory and research are related to reading instruction and materials through the development and application of evaluative criteria based on an understanding of reading process. Prerequisite: CIED 5573.

CIED 5593. Advanced Diagnosis and Intervention (Irregular). 3 Hours.

Emphasizes the diagnosis and remediation of reading difficulties in the classroom setting. Students are expected to become familiar with cause of reading failure, diagnosis instruments and procedures, principles of report writing, and corrective instructional methods and materials. The course is open to graduate students with instructor's consent. Enrollment limited to 20. Prerequisite: CIED 5573.

CIED 5603. Innovations in School Education (Sp, Su, Fa). 3 Hours.

An examination of the change process in education with emphasis on those elements which support or hinder change in the schools, and the detailed study of schools innovations on national, state, and local levels.

CIED 5613. Contemporary Issues in Education (Odd years, Fa). 3 Hours.

A study of issues pertaining to the goals, objectives, organization, and curriculum of the schools with an analysis of the teacher's role in dealing with current concerns in these areas.

CIED 5623. The School Curriculum (Sp, Su, Fa). 3 Hours.

General principles and techniques of selecting and organizing curricular materials.

CIED 5633. Analysis of Instruction (Even years, Sp). 3 Hours.

A survey of the research and literature related to the systematic study of the field of teaching. An examination of the definitions of teaching and the knowledge base on which teaching is predicated. A study of the implications of the research of effective teaching and the key curricular and instructional issues.

CIED 564V. Science Instructional Strategies (Irregular). 1-6 Hour.

Methods and materials in teaching specific science content with a focus on that content and/or the pedagogical perspectives necessary for effective and engaging instruction. May be repeated for up to 6 hours of degree credit.

CIED 5653. Methods of Middle School Instruction (Su). 3 Hours.

Philosophy, rationale, and instructional practices of middle school instruction. Prerequisite: Graduate standing.

CIED 5663. Evaluation of Instruction (Even years, Su). 3 Hours.

Examination of methods and philosophies of evaluation. Consideration will be given to grading, techniques of grading, and construction of behavioral objectives and test items.

CIED 567V. Teaching Foreign Cultures in Social Studies Curricula (Sp, Su, Fa). 1-6 Hour.

Extensive examination of foreign cultures (West Europe, USSR, China, Latin America) and methods of teaching about them in secondary school social studies.

CIED 5683. Adolescent Literature (Sp, Su, Fa). 3 Hours.

Content course in adolescent literature including selection, reading, evaluation, and psychological basis of classic and contemporary works. Prerequisite: PSYC 3093 or equivalent.

CIED 5703. English Language Arts and Reading Standards: Contents and Quality (Irregular). 3 Hours.

This course will (1) examine the purposes, contents, and quality of K-12 English language arts and reading standards, (2) analyze their relationship to classroom and school district curricula, student assessment, educator licensing regulations, licensure tests, and professional development, (3) and explore educational, social, and political issues raised by ELA/R standards.

CIED 5713. Integrating the Elementary Curriculum (Su). 3 Hours.

This course focuses on meaningful integration of science, mathematics, literacy, social studies, art, and music in the elementary classroom. A strong foundation for integrating the elementary curriculum will be developed by providing students with theoretical frameworks, research, resources, and methods related to classroom practice. Strategies to coordinate the integration of these subject areas for the K-4 classroom will be modeled.

CIED 5723. Nature and Needs of Persons with Mild Disabilities (Fa). 3 Hours.

Educational, psychological, and social characteristics of individuals who have mild disabilities with emphasis on educational methods and modifications. Prerequisite: CIED 3023.

CIED 5793. Practicum in Literacy (Sp, Su, Fa). 3 Hours.

Laboratory experience in which students diagnose reading difficulties and practice remedial measures under the direct supervision of the instructor. Emphasis is given to continuous diagnosis and to the use of commercially produced materials and trade books in remediation. Enrollment limited to 15. Prerequisite: CIED 5593.

CIED 5803. Nature and Needs of the Gifted and Talented (Fa). 3 Hours.

Educational, psychological, and social characteristics of gifted and talented children. Prerequisite: Graduate standing.

CIED 5813. Curriculum Development in Gifted and Talented (Sp). 3 Hours.

Examines the various models for developing curriculum and providing services for students identified for gifted programs. Prerequisite: CIED 5803.

CIED 5823. Gifted and Talented (Structured) Practicum (Su). 3 Hours.

Supervised field experience in gifted education programs, schools, institutions, and other facilities for gifted/talented children. Prerequisite: CIED 5813.

CIED 5833. Gifted and Talented (Flex) Practicum (Fa). 3 Hours.

Students design and implement an individualized practicum experience (Type III Renzulli) that provides the opportunity to refine and enhance personal attitudes, beliefs, and skills in gifted education. Prerequisite: CIED 5823.

CIED 5843. Representations of American Education in Film (Irregular). 3 Hours.

This course provides an examination of students, teachers, administrators, schools, and schooling as they exist on the silver screen. Of particular interest is how film representations and misrepresentations potentially affect public perceptions of education. This course draws on educational theory and the field of cultural studies.

CIED 5853. Issues in Mathematics Education (Irregular). 3 Hours.

Study of research in mathematics education and applications to classroom teaching and learning. Emphasis will be given past and current research in the areas of students' cognitive development in mathematics, mathematics curriculum development, and teaching practices and assessment.

CIED 5863. Teaching Global Issues (Odd years, Sp). 3 Hours.

Global interdependence and its consequent issues have become an integral part of most social studies programs in American schools. Some schools developed specific courses, required or elective, and others include them in existing history, economics, government and civic courses. Secondary social studies teachers and their students explore these issues as part of current events discussions. Prerequisite: Graduate standing.

CIED 5923. Second Language Acquisition (Sp). 3 Hours.

This is one of four courses leading to Arkansas approved endorsement for teaching English as a Second Language (ESL). The course gives an introduction to the basics in research and learning theories involved in the acquisition of second languages and cultures, particularly ESL.

CIED 5933. Second Language Methodologies (Fa). 3 Hours.

This is one of a series of four courses leading to Arkansas approved endorsement for teaching English as a Second Language (ESL). The course introduces the basics in approaches, methodologies, techniques, and strategies for teaching second languages, especially ESL.

CIED 5943. Teaching People of Other Cultures (Sp). 3 Hours.

This is one in a series of four courses leading to Arkansas approved endorsement for teaching English as a Second Language (ESL). The course focuses on cultural awareness, understanding cultural differences, and instruction methods for integrating second cultures, especially the culture of the United States, into the curriculum.

CIED 5953. Second Language Assessment (Sp). 3 Hours.

This is one in a series of four courses leading to Arkansas approved endorsement for teaching English as a Second Language (ESL). The course introduces basic methods for testing, assessing and evaluating second language, especially ESL, learners for placement purposes and academic performance.

CIED 5963. Reading in Middle and Secondary Schools (Irregular). 3 Hours.

Methods and materials of teaching reading in secondary schools with emphasis on remedial and developmental reading problems of students.

CIED 5973. Practicum in Secondary Education (Sp, Fa). 3 Hours.

Students will engage in action research in a school setting to advance their knowledge of teaching and learning venues including schools and informal learning environments. Prerequisite: Permission.

CIED 5983. Practicum in C & I (Sp, Su, Fa). 3 Hours.

This course will provide degree candidates with advance knowledge of teaching in the elementary or secondary schools. This will be accomplished through a semester-long practicum during which an action research project will be designed, enacted, and reported. Prerequisite: Admission to the M.Ed. Program. May be repeated for up to 6 hours of degree credit.

CIED 599V. Special Topics (Sp, Su, Fa). 1-18 Hour.

May be repeated for up to 18 hours of degree credit.

CIED 600V. Master's Thesis (Sp, Su, Fa). 1-6 Hour.

This course is designed for students completing a thesis at the master's level in curriculum and instruction and related programs. It may be taken multiple times for 1-6 credits but no more than 6 credits will be counted toward the degree. Prerequisite: Graduate Standing. May be repeated for degree credit.

CIED 6013. Curriculum Theory, Development, and Evaluation (Odd years, Fa). 3 Hours.

Principles and concepts of curriculum and development, with an analysis of the factors basic to planning, the aims of the educational program, the organization of the curriculum, curriculum models, and elements desirable in the curriculum of schools including evaluation.

CIED 6023. Instructional Theory (Irregular). 3 Hours.

Study of psychological, anthropological, sociological, and educational theories of instruction and learning. Emphasis is placed on synthesizing a broad range of existing and emerging perspectives in understanding individual, interactional and contextual phenomena of instruction and learning. Prerequisite: EDFD 5373.

CIED 6033. Content Specific Pedagogy (Irregular). 3 Hours.

This course explores the relationship between the content of courses taught in schools and the pedagogical principles that the teaching of the content requires. Students will discuss and synthesize findings from the research literature and from personal investigation.

CIED 6043. Analysis of Teacher Education (Odd years, Sp). 3 Hours.

This course examines issues, problems, trends, and research associated with teacher education programs in early childhood, elementary, special education, and secondary education. Prerequisite: CIED 6023.

CIED 6053. Curriculum and Instruction: Learner Assessment and Program Evaluation (Even years, Fa). 3 Hours.

This course provides an overview of designing, implementing and analyzing learner assessments as well as systemic and program evaluations in a variety of instructional environments. Prerequisite: Admissions to Ed.S. or Ph.D. program.

CIED 6063. Systemic Change In Education (Odd years, Sp). 3 Hours.

This course is designed to critically examine education and society and interplay their interdependence between them, to differentiate between meaningful and superficial change, and to explore the agents of change in a diverse and complex social environment. Prerequisite: Admission to Ed.S. or Ph.D. program.

CIED 6073. Seminar in Developing Creativity (Irregular). 3 Hours.

A study of the facets of creativity, how they can be applied to be used in one's everyday life, how they can be applied in all classrooms, and how to encourage the development of these in students.

CIED 6083. Piaget's Theory and Instruction (Odd years, Sp). 3 Hours.

Piaget's theory has been applied to classroom instruction in various settings. This course will investigate the theory in depth, study classroom application, and students will devise application. Prerequisite: CIED 6023.

CIED 6093. Vygotsky in the Classroom (Even years, Fa). 3 Hours.

This course introduces the cultural-historical theory of L. Vygotsky and considers its complexity. The comprehensive nature of Vygotsky's heritage and the importance of the sociocultural context for understanding his work is emphasized, as well as the implications of his theories for contemporary educational settings.

CIED 6113. Trends and Issues in Social Studies Education (Odd years, Sp). 3 Hours.

Analysis of social studies education including an examination of the historical, political and social issues that have shaped curriculum, pedagogy and the educator's role in the increasingly complex endeavor to prepare future citizens.

CIED 6123. New Literacy Studies (Odd years, Fa). 3 Hours.

In the past decade scholars have expressed an interest in the diverse literacy practices in which adolescents engage outside of school. In using new media, adolescents interweave multiple sign system, including word and image, to construct a narrative or communicate information. How do readers interpret these texts? What conventions do authors manipulate to influence the meanings they construct? This course aims to answer these and other questions. May be repeated for up to 12 hours of degree credit.

CIED 6133. Trends and Issues in Curriculum and Instruction (Fa). 3 Hours.

Analysis of trends and issues in curriculum and instruction with emphasis on political/social contexts and prevailing philosophies/theories/practices across disciplines. Prerequisite: Admittance in Ed.D, Ed.S. or Ph.D. program.

CIED 6143. Differentiated Instruction for Academically Diverse Learners (Even years, Su). 3 Hours.

Major focus of this course will be the examination of differentiated instruction, a teaching philosophy appropriate for a wide range of learners.

CIED 6153. Theories of Literacy Learning (Odd years, Sp). 3 Hours.

In this seminar, students consider theories of literacy learning and their implications for practice and research. Theories are viewed as historically and socially situated, and students reflect on how their own work might be situated within these theories. The ways in which theories support research methodology are also explored.

CIED 6163. Social and Emotional Components of Gifted and Talented Students (Even years, Su). 3 Hours.

Purpose of this course is to study the theoretical and practical aspects of those affective issues, behaviors, and experiences often associated with gifted and talented students.

CIED 6183. Theory and Research in Arts Integration (Sp, Su). 3 Hours.

Content course in arts integration including the pedagogy, design, and implementation of lesson plans which simultaneously address core curriculum learning targets and teach skills through the visual and performing arts in order to address the needs of the learners of the new millennium. Prerequisite: Instructor consent.

CIED 6233. Organization of Reading Programs (Sp, Su, Fa). 3 Hours.

Study of the problem of organizing the classroom, individual school, and school system, for the improvement of reading instruction. Emphasis is given to the development of program organization rationale based on requirements of the teaching-learning setting.

CIED 6313. Issues, History, and Rationale of Science Education (Irregular). 3 Hours.

This course is the foundation experience for those interested in the discipline of science education. It provides an overview of the fundamental issues in and vocabulary of science education. The course includes the research basis for science teaching, the literature of science education, and the issues and controversies surrounding the teaching of science.

CIED 6333. Nature of Science: Philosophy of Science for Science Educators (Irregular). 3 Hours.

The Nature of Science is a hybrid arena consisting of aspects of the philosophy, history and sociology of science along with elements of the psychology of scientific observations all targeting the complete understanding of how science actually functions. Prerequisite: Admission to grad school.

CIED 6343. Advanced Science Teaching Methods (Irregular). 3 Hours.

This course is designed for those educators who have had some previous instruction in science teaching methods and/or had some prior science teaching experience. Students will gain new or renewed perspectives with respect to their personal teaching ability while engaging in discussions and activities designed to assist others in professional grow in science instruction. Prerequisite: Admission to graduate school.

CIED 6443. Mixed Methods Research (Sp). 3 Hours.

This course will provide opportunities for students to acquire the skills, knowledge, and strategies necessary to design and implement a mixed methods research study. Emphasis is upon developing research questions, developing a research design, selecting a sample, and utilizing appropriate techniques for analyzing data.

CIED 6503. Effective Teaching: Concepts and Processes (Sp). 3 Hours.

This course is designed to assist students in examining a variety of effective teaching practices and conditions found in classrooms and in acquiring knowledge, concepts, and ideas about ways to effectively influence the interests, learning and development of students. Prerequisite: Admission to the Ph.D. program.

CIED 6533. Problem-Based Learning and Teaching (Irregular). 3 Hours.

A course in the design, development, and delivery of the problem-based learning (PBL) model. Theoretical cases and curriculum models will be centered on issues and models related to PBL.

CIED 6603. Multicultural Education (Su). 3 Hours.

This course is designed to trace, examine, discuss, and promote understanding of issues related to multicultural education, different views of multicultural education, and the impact of multicultural education upon the schooling process. Emphasis is upon schooling experiences of culturally diverse students, language issues, gender issues, and evaluation issues. Prerequisite: Admission to the Ed.S. or Ph.D. program.

CIED 660V. Workshop (Irregular). 1-18 Hour.

May be repeated for up to 18 hours of degree credit.

CIED 6623. Research Methods and Scholarship in Curriculum and Instruction (Even years, Fa). 3 Hours.

In this course students will look at methods and practices in writing a successful dissertation proposal. Emphasis will be placed on research studies, collection of reliable and valid data, and analysis of data. Throughout the course, topics will focus on what scholarship looks like in curriculum and instruction. Prerequisite: Advanced standing in the doctoral program.

CIED 674V. PhD Research Internship (Sp, Su, Fa). 1-6 Hour.

This research internship is for doctoral level students in curriculum and instruction. The goal is provide research experience within the doctoral course of study. May be repeated for up to 6 hours of degree credit.

CIED 680V. Ed.S. Project (Sp, Su, Fa). 1-6 Hour.

Instructor permission required to register. Prerequisite: Instructor permission.

CIED 684V. PhD Teaching Internship (Sp, Su, Fa). 1-6 Hour.

This teaching internship is for doctoral level students in curriculum and instruction. The goal is to provide teaching experience within the doctoral course of study.

CIED 694V. Special Topics (Sp, Su, Fa). 1-6 Hour.

Discussion and advanced studies on selected topics in curriculum and instruction. Specific focus on recent developments. May be repeated for up to 6 hours of degree credit.

CIED 695V. Independent Study (Sp, Su, Fa). 1-6 Hour.

CIED 699V. Doctoral Seminar (Sp, Su, Fa). 1-3 Hour.

May be repeated for up to 3 hours of degree credit.

CIED 700V. Dissertation (Sp, Su, Fa). 1-18 Hour.

Dissertation. Prerequisite: Candidacy. May be repeated for degree credit.

Special Education Courses

SPED 4413. ABA and Classroom Management for Teachers (Fa). 3 Hours.

Students in this course will develop an understanding of the basic principles of Applied Behavior Analysis (ABA) and learn how to implement these principles across a Positive Behavior Support Model. Intervention plans include development of individual supports, classroom management supports, and whole school behavior supports.

SPED 4423. Technology for the Inclusive Classroom (Fa). 3 Hours.

A study of the use of instructional and assistive/augmentative technology for students with learning differences and special learning needs.

SPED 4433. Curriculum Development and Instructional Planning (Fa). 3 Hours.

Study of the research base for the design and adaptation of curriculum and instructional strategies for students with disabilities in general and special classrooms.

SPED 4443. Career Development and Transition Planning for Students with Disabilities (Fa). 3 Hours.

A study of career development theory and the research-based strategies for evaluating, planning, and implementing transition programs for students with disabilities.

SPED 4463. Teaching Students with Significant Disabilities (Sp). 3 Hours.

A study of methods and materials for teaching students (K-12) with severe disabilities, including severe mental retardation, serious emotional disturbance, other health impairments, multiple disabilities, and severe physical disabilities.

SPED 4483. Teaching Literacy Skills to Students with Disabilities (Sp). 3 Hours.

This course will offer a detailed study of how to systematically and explicitly teach essential reading skills to students with disabilities or those at-risk for learning difficulties.

SPED 4493. Introduction to Students with Autism Spectrum Disorder (Sp). 3 Hours.

The purpose of this course is to develop an understanding of autism spectrum disorders, understand the unique characteristics as they apply to the context of the classroom, be able to design an appropriate classroom setting, and use evidence based teaching practices for students with autism spectrum disorders.

SPED 5143. Teaching Communication Skills to Persons with Autism (Su). 3 Hours.

This course focuses on classroom and teaching strategies for the development of communication skills with students who have autism spectrum disorders. Students will learn the characteristics of typical language development, atypical language development in autism, functional communication training and behavior analytic approaches to teaching communication. Prerequisite: Admission to the Graduate School and acceptance into the Special Education ASD Graduate Certificate Program.

SPED 5173. Introduction to Dyslexia: Literacy Development & Structure of Language (Fa). 3 Hours.

This course focuses on the assessment of students with disabilities, literacy development, skills and intervention. Students will utilize foundational concepts of oral and written language including the structure of language to assess students' difficulties and plan appropriate instruction. Techniques discussed include informal observation, miscue analysis, multisensory teaching, and portfolio assessment. Prerequisite: Admission to graduate school.

SPED 5343. ABA and Classroom Management for Teachers (Irregular). 3 Hours.

Students in this course will develop an understanding of the basic principles of Applied Behavior Analysis (ABA) and learn how to implement these principles across a Positive Behavior Support Model. Intervention plans include development of individual supports, classroom management supports, and whole school behavior supports.

SPED 5543. Dyslexia Teaching Practicum (Sp). 3 Hours.

Provides the opportunity to demonstrate and refine teaching skills with dyslexic students and others with literacy learning disabilities through case studies and structured multi-sensory teaching of reading and writing skills with grades k-12 while simultaneously developing a professional portfolio. A minimum of 82 hours of field experiences with dyslexic students is required.

SPED 5633. Curriculum Development and Instructional Planning (Irregular). 3 Hours.

Study of the research base for the design and adaptation of curriculum and instructional strategies for students with disabilities in general and special classrooms.

SPED 5643. Individual Diagnostic Testing (Irregular). 3 Hours.

A study of various individual diagnostic tests used to identify students with disabilities and develop individual educational programs. Prerequisite: Admission to Graduate School.

SPED 5653. Individual Intelligence Testing (Irregular). 3 Hours.

A study of various individual intelligence tests, including the Wechsler series, and their use in schools to identify students with disabilities. Prerequisite: Admission to Graduate School.

SPED 5663. Teaching Science and Math to Students with Disabilities (Irregular). 3 Hours.

A study of content, methods, and materials for teaching science and math courses to students with diverse learning needs and how to adapt curriculum to meet diverse needs. Prerequisite: Admission to graduate school.

SPED 5673. Teaching Students with Disabilities in the Content Areas (Irregular). 3 Hours.

A study of content, methods, and materials for teaching content courses to students with diverse learning needs (K-12).

SPED 5683. Teaching Literacy Skills to Students with Disabilities (Irregular). 3 Hours.

This course will offer a detailed study of how to systematically and explicitly teach essential reading skills to students with disabilities or those at-risk for learning difficulties.

SPED 5733. Inclusive Practices for Diverse Populations (Su). 3 Hours.

An advanced study of the characteristics of persons with exceptional learning needs and the provision of appropriate instruction in the general education classroom including the use of current technologies including instructional media, social networking, and other educational technologies. Prerequisite: Graduate standing.

SPED 5743. Teaching Persons With Physical and Health Disabilities (Sp). 3 Hours.

This course is an advanced course at the master's level in the specialty studies. The Scholar Practitioner model at this level will pursue an in-depth study of the characteristics, needs, and methods for teaching of persons with physical and health disabilities while emphasizing advance learning in the specialty studies and the social and behavioral studies in the substantive areas. Prerequisite: Graduate standing.

SPED 5753. Nature and Needs of Persons with Serious Emotional Disorders (Irregular). 3 Hours.

A survey of the educational, psychological, and social characteristics of individuals with serious emotional disorders. Four major categories of behaviors (personality disorders, pervasive developmental disorders, and learning/behavior disorders) are reviewed in relationship to identification, assessment, and program intervention within the public school setting. Prerequisite: CIED 3023.

SPED 5763. Teaching Individuals with Severe Disabilities (Sp). 3 Hours.

Methods and materials for teaching students with severe disabilities, including severe mental retardation, serious emotional disturbance, and severe physical disabilities.

SPED 5773. Methods for Young Children with Disabilities (Irregular). 3 Hours.

This course is one of the substantive core courses required of all students being recommended for the P-4 Instructional Specialist license. The Scholar-Practitioner Model at this level provides an introduction to the education of young children with special learning needs and a foundation for the developing professional.

SPED 5783. Professional and Family Partnerships (Sp). 3 Hours.

This course is an advanced course at the master's level in the specialty studies. The Scholar Practitioner model at this level will pursue an in-depth study of family-school partnerships from early childhood through the transition to adulthood while emphasizing advance learning in the specialty studies and the social and behavioral studies in the substantive areas. Prerequisite: Admission to graduate school.

SPED 5873. Assessment and Programming for Students with Disabilities (Fa). 3 Hours.

Methods and techniques of assessment of children in all areas of exceptionality with emphasis on diagnosis and classification.

SPED 5883. Research in Inclusive Education (Fa). 3 Hours.

Review of research in inclusive education including all areas of exceptionality and English language learners with emphasis on research-based practices.

SPED 5893. Organization, Administration and Supervision of Special Education (Irregular). 3 Hours.

Procedures, responsibilities and problems of organization, administration, and supervision of special education programs.

SPED 599V. Special Topics (Irregular). 1-6 Hour.

Discussion and readings on selected topics in special education. Special focus on recent and emerging topics in special education. Prerequisite: Admission to Graduate School and Special Education graduate program. May be repeated for up to 6 hours of degree credit.

SPED 605V. Independent Study (Irregular). 1-6 Hour.

Advanced studies on potential research topics for graduate students in special education. Prerequisite: Admission to the Graduate School and instructor consent. May be repeated for up to 6 hours of degree credit.

SPED 6403. Emerging Issues in Special Education (Irregular). 3 Hours.

A study in the complex issues with which professionals in the field of special education must be familiar and prepared to address.

SPED 641V. Special Topics in Special Education (Irregular). 1-3 Hour.

Discussion and advanced studies on select topics in special education. Specific focus will include evidence-based and emerging practices in special education.

SPED 6423. Philosophical and Sociological Bases of Special Education (Irregular). 3 Hours.

A study of the basic philosophical and sociological bases for current practices in special education.

SPED 6433. Legal Aspects of Special Education (Irregular). 3 Hours.

A study of litigation and legislation in special education, federal and state laws and court cases, and due process hearings.

This course is cross-listed with EDLE 6433.

SPED 6803. Teaching Students with Autism Spectrum Disorders (Fa). 3 Hours.

This course provide students with an understanding of individuals who have been diagnosed with autism spectrum disorders. The course provides a life-span perspective by focusing on preschoolers, school-aged children, and adults. Students will study the characteristics of these individuals and general educational strategies for their education.

SPED 6813. Characteristics and Assessment of Persons with ASD (Sp). 3 Hours.

This course provides an in-depth study of the characteristics and assessment of persons with autism spectrum disorders. It includes formal and informal assessment measures used to assist in the identification of students with ASD, as well as provide information for program development for this group of students.

SPED 6823. Instructional Methods for Students with Autism Spectrum Disorders (Fa). 3 Hours.

This course is designed to assist professional educators in planning and implementing instructional and support services for students with autism spectrum disorders. Students will learn how to participate in collaborative family, school, and community partnerships.

SPED 6833. Practicum in Autism Spectrum Disorders (Sp, Su, Fa). 3 Hours.

Supervised field experiences in programs, schools, and other settings for children with autism spectrum disorders.

SPED 6843. Basic Principles of ABA (Fa). 3 Hours.

Course provides information on: (a) the philosophical assumptions and principles of behavior analysis; (b) basic principles, processes, and concepts of applied behavior analysis; and (c) ethical and legal issues involved in its use.

SPED 6853. Behavioral Assessment in ABA (Su). 3 Hours.

Course content includes information on effective methods and the development of skills: (a) assessing, organizing, and interpreting behavior; (b) conducting task analysis and selecting intervention goals and strategies; (c) displaying data; and (d) making evidence-based decisions. Legal and ethical standards will be reviewed and applied to behavioral change procedures used.

SPED 6863. Behavior Change Procedures and Supports (Sp). 3 Hours.

Course content includes (a) information on behavior change procedures; (b) activities designed to acquire skill in developing and evaluating behavioral change programs; and (c) information and activities designed to acquire skills in providing and monitoring persons and systems providing support. Legal and ethical standards will be reviewed and applied to the course content.

SPED 6873. Measurement and Experimental Design (Fa). 3 Hours.

Course content includes information on and the development of skills in: (a) the measurement of the multiple dimensions of behaviors; (b) the use of methods of measuring behavior; (c) the experimental evaluation of interventions; and (d) the multiple methods of displaying and interpreting behavioral data. Legal and ethical standards will be reviewed and applied to the course content.

SPED 6883. ABA Ethical, Professional, and Legal Standards (Fa). 3 Hours.

Course content includes information on the ethical, professional and legal standards in special education and, specifically, the area of applied behavior analysis.

SPED 6893. Practicum in Applied Behavioral Analysis (Sp, Fa). 3 Hours.

This course is a supervised practicum that provides students with experience in applying the knowledge, skills, and dispositions by teaching individuals using Applied Behavior Analysis. Instructor approval needed for enrolling in the course. May be repeated for up to 18 hours of degree credit.