Inclusive Education (Special Education)

GDSE 582 (3) Special Topics in Inclusive Education (Ends Aug 2024)

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. GDSE 582 was formerly called EDPD 582; credit will not be granted for both courses. (45:0:0 for 1 weeks)

Prerequisite: Enrolment in Inclusive Education (Special Education) Graduate diploma or permission of instructor.

GDSE 582 (3) Special Topics in Inclusive Education (Effective Sep 2024)

A thorough examination of important and timely topics in inclusive education. Topics will vary by offering but will focus on current subjects and themes relevant to those in the field of special education, including current educators and practitioners. May be repeated for credit up to three times for different topics. GDSE 582 was formerly called EDPD 582; credit will not be granted for both courses. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 583 (3) Social and Emotional Development (Ends Aug 2024)

Issues regarding social and emotional development will be explored. This course will include an examination of critical issues related to supporting students with self-regulating challenges, as well as a survey of best practice models. Credit will only be granted for one of EDPD 583 or GDSE 583. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 583 (3) Social and Emotional Development (Effective Sep 2024)

Exploration of themes regarding social-emotional development and mental health. This course will include an examination of critical issues related to supporting students, as well as a survey of best practice models. Credit will only be granted for one of EDPD 583 or GDSE 583. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 584 (3) Assistive Technology and UDL: Foundations & Exemplary Practices (Ends Aug 2024)

This course explores Universal Design for Learning as a pedagogical framework for implementing assistive technology to engage and support all learners. A range of supportive digital technologies is introduced and demonstrated. Students will extend technical skills that facilitate the design and implementation of technology-enhanced curricula that support all learners. Credit will only be granted for one of EDPD 584 or GDSE 584. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 584 (3) Assistive Technology and UDL: Foundations & Exemplary Practices (Effective Sep 2024)

This course explores Universal Design for Learning as a pedagogical framework for implementing assistive technology to engage and support all learners. A range of supportive digital technologies is introduced and demonstrated. Students will extend technical skills that facilitate the design and implementation of technology-enhanced curricula that support all learners. Credit will only be granted for one of EDPD 584 or GDSE 584. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 585 (3) Collaborative Planning (Ends Aug 2024)

Students will participate in an exploration and examination of those communication and interpersonal skills needed to constructively respond to difficult situations. These skills support problem solving, conflict resolution and collaborative planning required to support teams working with special needs students. Roles and responsibilities of team members will also be explored. Credit will only be granted for one of EDPD 585 or GDSE 585. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 585 (3) Collaborative Planning for Student Success (Effective Sep 2024)

Students will participate in an exploration and examination of those communication and interpersonal skills needed to constructively respond to difficult situations. These skills support problem solving, conflict resolution and collaborative planning required to support teams working with special needs students. Roles and responsibilities of team members will also be explored. Credit will only be granted for one of EDPD 585 or GDSE 585. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 586 (3) Gifted Learners Investigation of Practice (Ends Aug 2024)

An overview of the characteristics and needs of gifted learners. Best practices are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for gifted learners. Credit will only be granted for one of EDPD 586 or GDSE 586. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 586 (3) Gifted Learners: Investigation of Practice (Effective Sep 2024)

An overview of the characteristics and needs of gifted learners. Best practices are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for gifted learners. Credit will only be granted for one of EDPD 586 or GDSE 586. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 587 (6) Developing Functional Curricula (Ends Aug 2024)

An overview of the needs of low incidence learners. Best practices and a range of teaching strategies are provided to encompass a supportive program. Participants will be involved in activities and learning re: assessment, IEP development, communication and social strategies, program planning, reporting practices and transitions Credit will only be granted for one of EDPD 587 or GDSE 587. (4:0:0 for 20 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 587 (6) Developing Functional Curricula (Effective Sep 2024)

An overview of the needs of low incidence learners. Best practices and a range of teaching strategies are provided to encompass a supportive program. Participants will be involved in activities and learning re: assessment, IEP development, communication and social strategies, program planning, reporting practices and transitions. Credit will only be granted for one of EDPD 587 or GDSE 587. (6:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 588 (3) Fetal Alcohol Spectrum Disorders: Investigation of Practice (Ends Aug 2024)

An overview of the characteristics and needs of students with FASD. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with FASD. Credit will only be granted for one of EDPD 588 or GDSE 588. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 588 (3) Fetal Alcohol Spectrum Disorders: Investigation of Practice (Effective Sep 2024)

An overview of the characteristics and needs of students with FASD. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with FASD. Credit will only be granted for one of EDPD 588 or GDSE 588. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 589 (3) Autism Spectrum Disorders: Investigation of Practice (Ends Aug 2024)

An overview of the characteristics and needs of students with ASDs. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with ASD. Credit will only be granted for one of EDPD 589 or GDSE 589. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 589 (3) Autism Spectrum Disorders: Investigation of Practice (Effective Sep 2024)

An overview of the characteristics and needs of students with ASDs. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with ASD. Credit will only be granted for one of EDPD 589 or GDSE 589. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 590 (3) Conference Related Special Project (Ends Aug 2024)

A variable content course focusing on the design, implementation and analysis of an application in the curricular area or specialty under study. Full attendance of a workshop/conference or presentation on a topic related to special education is required and must be pre-approved by faculty supervisor prior to attending. Credit will only be granted for one of EDPD 590 or GDSE 590. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

Co-requisites:

GDSE 590 (3) Conference Related Special Project (Effective Sep 2024)

A variable content course focusing on the design, implementation and analysis of an application in the curricular area or specialty under study. Full attendance of a workshop/conference or presentation on a topic related to special education is required and must be pre-approved by faculty supervisor prior to attending. Credit will only be granted for one of EDPD 590 or GDSE 590. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

Co-requisites:

GDSE 591 (3) Literacy and Numeracy in Inclusive Education (Ends Aug 2024)

Students will survey foundations and exemplary practices in the teaching of literacy and numeracy to students with learning exceptionalities. This course will explore best practice in math and reading in special education, as well as learning theories and strategies that best match the needs of students with exceptional learning profiles. Credit will only be granted for one of EDPD 591 or GDSE 591. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 591 (3) Literacy and Numeracy in Inclusive Education (Effective Sep 2024)

Students will survey foundations and exemplary practices in the teaching of literacy and numeracy to students with learning exceptionalities. This course will explore best practice in math and reading in special education, as well as learning theories and strategies that best match the needs of students with exceptional learning profiles. Credit will only be granted for one of EDPD 591 or GDSE 591. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 592 (6) Individual Assessment and Intervention Planning

An overview of principles of norm and criterion referenced assessment, including the administration and interpretation of Level B testing and planning for interventions. Credit will only be granted for one of EDPD 592 or GDSE 592. (8:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 593 (3) Planning for Inclusion: Differentiation (Ends Aug 2024)

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation Credit will only be granted for one of EDPD 593 or GDSE 593. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 593 (3) Planning for Inclusion (Effective Sep 2024)

An overview of the principles, processes, strategies, and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. Credit will only be granted for one of EDPD 593 or GDSE 593. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 594 (3) Learning Disabilities: Investigation of Practice (Ends Aug 2024)

An overview of the characteristics and needs of LD learners. Best practices in assessment and intervention are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Credit will only be granted for one of EDPD 594 or GDSE 594. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 594 (3) Learning Disabilities: Investigation of Practice (Effective Sep 2024)

An overview of the characteristics and needs of LD learners. Best practices in assessment and intervention are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Credit will only be granted for one of EDPD 594 or GDSE 594. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 595 (3) Working with High Risk, Marginalized and Vulnerable Youth (Ends Aug 2024)

An overview of the characteristics and needs of high risk, marginalized and vulnerable youth who are often not successful in traditional school structures and methodologies. An investigation of current and best practices in Alternative Education, with hands-on experience and practical knowledge and skills. Credit will only be granted for one of EDPD 582 or GDSE 595. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 595 (3) Working with High Risk, Marginalized, and Vulnerable Youth (Effective Sep 2024)

An overview of the characteristics and needs of high risk, marginalized, and vulnerable youth who are often not successful in traditional school structures and methodologies. An investigation of current and best practices in Alternative Education, with hands-on experience and practical knowledge and skills. Credit will only be granted for one of EDPD 582 or GDSE 595. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 620 (3) Inclusive Education (Special Education) (Ends Aug 2024)

An exploration of issues related to teaching students with diverse needs. Topics include the learning needs of students in the low- and high- incidence ranges, the roles and responsibilities of the special education teacher, provincial policies and procedures, and models to support students in inclusive classrooms Credit will only be granted for one of EDTE 620 or GDSE 620. (4:0:0 for 10 weeks)

Prerequisite: Admission to the Inclusive Education Graduate Diploma program or permission of the instructor.

GDSE 620 (3) Inclusive Education: Theory & Foundations (Effective Sep 2024)

An exploration of theoretical underpinnings and topics related to teaching students with diverse needs, including learning needs of students in the low- and high- incidence ranges, roles and responsibilities of teachers in the field of inclusive education, provincial policies and procedures, and models to support students in inclusive classrooms. Credit will only be granted for one of EDTE 620 or GDSE 620. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program or permission of the Chair.

GDSE 692 (3) Individual Intervention Planning (Ends Aug 2024)

An overview of evidence-based pedagogical perspectives for intervention planning of students with different learning needs. GDSE 692 was formerly called GDSE 592; credit will not be granted for both courses. Credit will only be granted for one of MEDS 610 or GDSE 692. (8:0:0 for 5 weeks)

Prerequisite: Admission to a Faculty of Education Graduate Program, completion of at least two IEGD or equivalent courses for LLLGD students, or permission of the instructor.

GDSE 692 (3) Individualized Intervention Practices (Effective Sep 2024)

An overview of evidence-based academic intervention practices of students with different learning needs, an exploration of how to link research to practice across all tiers of instruction, and an overview of pedagogical perspectives for intervention planning of students with different learning needs. GDSE 692 was formerly called GDSE 592; credit will not be granted for both courses. Credit will only be granted for one of MEDS 610 or GDSE 692. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program and completion of at least two Inclusive Education Graduate Diploma program courses or equivalent Literacy, Language, and Learning Graduate Diploma program courses; or permission of the Chair.

GDSE 693 (3) Individual Assessment (Ends Aug 2024)

An overview of principles of norm and criterion referenced assessment, including the administration and interpretation of Level B testing. GDSE 693 was formerly called GDSE 592; credit will not be granted for both courses. Credit will only be granted for one of MEDS 610 or GDSE 693. (8:0:0 for 5 weeks)

Prerequisite: Admission to a Faculty of Education Graduate Program, completion of at least two IEGD or equivalent courses for LLLGD students, or permission of the instructor.

GDSE 693 (3) Individual Assessment (Effective Sep 2024)

An overview of principles of norm and criterion referenced assessment, including the administration and interpretation of Level B testing. GDSE 693 was formerly called GDSE 592; credit will not be granted for both courses. Credit will only be granted for one of MEDS 610 or GDSE 693. (3:0:0)

Prerequisite: Admission to a Faculty of Education graduate program, GDSE 692, and completion of at least one additional course from the Inclusive Education Graduate Diploma program or equivalent Literacy, Language, and Learning Graduate Diploma program; or permission of the Chair.