Special Education

Courses

EDEX 537 Special Education Law and Processes PreK-8 3.0 Credits

This course focuses on special education processes available for students with disabilities in Pre-Kindergarten through grade 8. Specifically, this course provides an overview of child find, evaluation and education and IEP/IFSP development, implementation and monitoring concepts; as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed throughout the term.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: B] and EDEX 544 [Min Grade: B]

EDEX 538 Special Education Law and Processes 7-12 3.0 Credits

This course focuses on special education processes available for students with disabilities in Pre-Kindergarten through grade 8. Specifically, this course provides an overview of child find, evaluation and education and IEP/IFSP development, implementation and monitoring concepts; as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed throughout the term.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: B] and EDEX 544 [Min Grade: B]

EDEX 542 Fundamentals of Special Education 3.0 Credits

This course provides an overview of the essentials of special education for today's teachers. Specific emphasis is placed on the history of special education, purposes of formal and informal assessments and current research on inclusive classrooms. Additional focus will be placed on legal/ethical considerations in testing and the translation of data.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDEX 543 Emotional and Behavioral Support of Individuals with Disabilities 3.0 Credits

The focus of this course is on both low and high-incidence emotional and behavioral problems encountered in general and special education environments. Specific emphasis will be on understanding of characteristics and interventions that work with the most challenging students. The course also emphasizes behavior reduction strategies that are consistent with a positive behavioral support approach. Research in the area of behavior disorders will also be introduced. Field experience hours are required for this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: B] and EDEX 544 [Min Grade: B]

EDEX 544 The Inclusive Classroom 3.0 Credits

The focus of this course is to teach teachers how to manage instruction for students with diverse learning and behavioral profiles in the inclusive classroom by examining normal and abnormal cognitive, physical, social, behavioral and language development of children. The course will address curricular, environmental and instructional adaptations in addressing students' needs. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C]

EDEX 545 Teaching STEAM in an Inclusive Pre-K to 8 Environment 3.0 Credits

The focus of this course is the teaching of mathematics, science, technology and the arts to all students in an inclusive environment. STEAM is an educational approach that uses content for guiding students in inquiry, dialogue, creative and critical thinking. This course will teach instructional interventions and strategies for improving student understanding of complex concepts and fostering experiential and creative learning opportunities. Field experience hours are required for this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: B] and EDEX 544 [Min Grade: B]

EDEX 546 Literacy and Content Skill Development PreK-8 3.0 Credits

The focus of this course is literacy skill development in individuals at-risk for disabilities and with disabilities as well as causes and correlates of individual differences in reading ability. Research, theory, identification approaches and practical, research-supported instructional strategies will be provided for working with students. Field experience hours are required for this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 547 Special Education Processes PreK-8 4.5 Credits

This course focuses on special education processes available for students with disabilities in pre-kindergarten through grade 8. Specifically, this course provides an overview of child find, evaluation and education and IEP/IFSP development, implementation and monitoring concepts, as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed throughout the term.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 548 Emotional and Behavioral Support of Individuals with Disabilities 4.5 Credits

This course focuses on both low and high-incidence emotional and behavioral problems encountered in general and special education environments. Specific emphasis will be on the understanding of characteristics and interventions that work with the most challenging students. Research in the area of behavior disorders will also be introduced. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 549 Teaching Individuals with High Incident Disabilities 3.0 Credits

This course focuses on high-incidence disabilities, specifically learning disabilities and language disorders encountered in the general and special education environments. Additional emphasis is placed on an understanding of characteristics and interventions that support these students. Research-based instructional strategies and accommodations will also be discussed. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 550 Teaching Individuals with Low Incident Disabilities 3.0 Credits

This course focuses on curriculum development approaches, instructional strategies and accommodations for students with low incident and moderate/severe disabilities, with emphasis on age-appropriate functional education in school and community based programs. Additional emphasis is placed on disabilities such as low vision and blindness, hearing impairment and deafness and severe health and physical disabilities. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 551 Teaching Students with Autism Spectrum Disorder 4.5 Credits

The focus of this course is on students with an Autism Spectrum Disorder (ASD). Specific emphasis will be on the understanding of characteristics, instructional strategies, and interventions that work with the range of students with ASD. The course also emphasizes behavior reduction strategies that are consistent with a positive behavioral support approach for students with ASD. Research in the area of ASD will also be emphasized. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDEX 552 Integrating Technology for Learning & Achievement 3.0 Credits

This course is designed to teach educators how to integrate technology into instruction to support achievement in general and special education classes, specifically to support reading, writing and mathematics achievement. It also focuses on the use of technology for universal design for learning and using assistive technology with students with disabilities. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 553 Special Education Practicum PreK-8 4.5 Credits

This course will focus on effective instructional strategies to meet the learning needs of students with disabilities. Specific emphasis will be placed upon lesson planning, unit planning, grouping strategies and collaboration with other teachers and staff in all delivery settings. Students choose, evaluate and construct instructional materials. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 555 Teaching Students with Autism Spectrum Disorder 3.0 Credits

The focus of this course is on students with an Autism Spectrum Disorder (ASD). Specific emphasis will be on the understanding of characteristics, instructional strategies, and interventions that work with the range of students with ASD. The course also emphasizes behavior reduction strategies that are consistent with a positive behavioral support approach for use with students with ASD. Research in the area of ASD will also be emphasized. Field experience hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDEX 556 Characteristics & Methods: Autism 3.0 Credits

This course furthers the student’s understanding of the diagnosis of Autism. Students will explore current issues and best practices in providing educational services that meet the unique characteristics and needs of students with Autism. Current theories in the field of Autism will be a focus of the course. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 551 [Min Grade: C] or (EDEX 630 [Min Grade: C] and EDEX 631 [Min Grade: C] and EDEX 632 [Min Grade: C] and EDEX 633 [Min Grade: C])

EDEX 558 Characteristics & Methods: High Functioning Autism 3.0 Credits

This course furthers the student’s understanding of the diagnosis of High-Functioning Autism and how it is or is not different from Asperger’s Syndrome. Students will explore current issues and best practices in providing educational services that meet the unique characteristics and needs of students with High-Functioning Autism and Asperger’s Syndrome. Field experience hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 551 [Min Grade: C] or (EDEX 630 [Min Grade: B] and EDEX 631 [Min Grade: B] and EDEX 632 [Min Grade: B] and EDEX 633 [Min Grade: B])

EDEX 560 Communication & Language Interventions: Autism Spectrum Disorders 3.0 Credits

The focus of this course is on communication and language skills, deficits, needs, and interventions for students with Autism Spectrum Disorders (ASD). Students will gain an understanding of the development of communication and interventions for students with ASD who are non-verbal, limited verbal, or verbal. Social pragmatics will be covered. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 551 [Min Grade: C] or (EDEX 630 [Min Grade: C] and EDEX 631 [Min Grade: C] and EDEX 632 [Min Grade: C] and EDEX 633 [Min Grade: C])

EDEX 562 Behavior & Sensory Support: Autism Spectrum Disorders 3.0 Credits

The focus of this course is on specific behavioral and sensory issues of students with Autism Spectrum Disorders (ASD). Students will gain skills in research-based interventions for the behavioral issues and sensory needs of students with ASD. Close attention will be paid to prevention strategies that are effective for students with ASD. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 551 [Min Grade: C] or (EDEX 630 [Min Grade: C] and EDEX 631 [Min Grade: C] and EDEX 632 [Min Grade: C] and EDEX 633 [Min Grade: C])

EDEX 563 Special Education Practicum 7-12 4.5 Credits

The focus of this course is on instructional strategies to meet the unique learning needs of secondary students with disabilities. Lesson planning, unit planning and grouping strategies are key elements in this course. Collaboration with other teaching and non-teaching staff members in all delivery settings is emphasized. Students choose, evaluate, construct and implement instructional materials. A formal evaluation will be required. Emphasis will be placed on student transition post high school. Field observation hours are required.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 565 Teaching Secondary Mathematics in an Inclusive Environment 3.0 Credits

The focus of this course is the teaching of mathematics to all students in an inclusive environment. Mathematics and problem-solving are critical life skills and students with disabilities often struggle to master these key skills. This course will teach instructional interventions and co-teaching strategies for improving student understanding of mathematics and fostering problem-solving learning. Field experience hours are required for this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: B] and EDEX 544 [Min Grade: B]

EDEX 566 Literacy and Content Skill Development 7-12 3.0 Credits

The focus of this course is literacy skill development of adolescents at-risk for reading disabilities and adolescents currently identified with reading disabilities. The course will teach a variety of instructional interventions and strategies for improving student comprehension in the content areas. The course will also focus on improving vocabulary, fluency, and motivation in adolescents who struggle with reading. Writing strategies and Common Core standards will be addressed. The course ends with progress monitoring tools in order to determine the success of the interventions and strategies. This course requires a field experience.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: B] and EDEX 544 [Min Grade: B]

EDEX 567 Special Education Processes 7-12 4.5 Credits

This course focuses on the special education processes available for students with disabilities in grades 7 through 12. Specifically, the course provides an overview of the child find system, evaluation, education and transition processes in the development of an Individualized Education Program (IEP), and implementation and monitoring concepts as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 570 Integrating Assistive Technology for Individuals with High Incident Disabilities 3.0 Credits

This course is designed to teach educators how to integrate assistive technology into instruction to support achievement in general and special education classes for students with disabilities in high incidence programs.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 552 [Min Grade: C]

EDEX 572 Integrating Assistive Technology for Individuals with Low Incident Disabilities 3.0 Credits

This course is designed to teach educators how to integrate assistive technology into instruction for students with low incidence disabilities, including communication impairments, intellectual disabilities, autism, and physical disabilities.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 552 [Min Grade: C]

EDEX 576 Special Education Practicum PreK-8 3.0 Credits

The focus of this course is on instructional strategies to meet the unique learning needs of students with disabilities. Lesson planning, unit planning and grouping strategies are key elements in this course. Collaboration with other teaching and non-teaching staff members in all delivery settings with also is emphasized. Students choose, evaluate, and construct instructional materials. This course has a stage III field experience and candidates will be observed by a university supervisor a minimum of three times during the term.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 577 Special Education Practicum 7-12 3.0 Credits

This course is designed as a 3.0 credit course. The first 3 credits of this course will be made up of 30 hours of class time which will be delivered using either a traditional face to face or on-line format. Additionally, activities that include 30 hours of field experience will be required. The field experience for this course must be in an inclusive setting or a special education classroom. A total of three observations by a university supervisor are required for this course.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 542 [Min Grade: C] and EDEX 544 [Min Grade: C]

EDEX 600 Family, School and Community Engagement in Special Education 3.0 Credits

This course is designed to provide an understanding of how to effectively implement the spirit of the Individuals with Disabilities Education Act (IDEA) and Section 504, using a collaborative approach among families, educators, and service providers. Specifically, this course focuses on the structure and operation of efficacious collaborative teams, facilitating co-educator partnerships and integrating internal and external supports through positive family engagement.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: (EDEX 547 [Min Grade: B] or EDEX 567 [Min Grade: B]) and EDEX 710 [Min Grade: B]

EDEX 601 Special Education Advocacy 3.0 Credits

This course is designed to provide students with an opportunity to explore and master collaborative advocacy practices critical to the special education process.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: (EDEX 547 [Min Grade: B] or EDEX 567 [Min Grade: B]) and EDEX 600 [Min Grade: B] and EDEX 710 [Min Grade: B]

EDEX 602 Special Education Dispute Resolution and Skills Training 3.0 Credits

This course is designed to provide a comprehensive understanding of special education dispute resolution opportunities and training in the communication skills necessary to successfully participate within each of those opportunities.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: (EDEX 547 [Min Grade: B] or EDEX 567 [Min Grade: B]) and EDEX 600 [Min Grade: B] and EDEX 710 [Min Grade: B]

EDEX 610 Action Research for Special Education Teachers I 4.5 Credits

This course will introduce action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals are the improvement of practice, a better understanding of practice, and an improvement in the situations where practices are carried out. Findings are examined: to support school/instructional change.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 606 [Min Grade: B] (Can be taken Concurrently)EDUC 602 [Min Grade: B] and EDUC 604 [Min Grade: B] and EDUC 608 [Min Grade: B] and LING 560 [Min Grade: B]

EDEX 611 Action Research for Special Education Teachers II 1.5 Credit

In this second course in action research sequence, students will come to class with data from the classroom. The class will focus on the issues pertaining to the ethics of data collection, data anaylsis and interpretation, and writing the action research study.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 610 [Min Grade: C]

EDEX 630 Fundamental Elements of Behavior Change 4.5 Credits

This course is designed to provide students with an understanding of behavioral processes as described and defined by the behavior analytic orientation of psychology. Students will learn the terminology associated with operant and classical conditioning including understanding the difference between a procedure and a process, reinforcement, extinction, punishment, association, conditioned stimulus and unconditioned stimulus.

College/Department: School of Education
Repeat Status: Not repeatable for credit

EDEX 631 Measurement and Experimental Design 4.5 Credits

Graduate level intensive introduction to research methods in behavior analysis. The empirical methods of inquiry used in behavior analysis are substantially different than those used in traditional psychology. Course design provides knowledge of the concepts and issues related to single-subject design as used in applied behavior analysis research. Topics include the distinction between single subject and group research designs, issues related to reliability and validity, data collection and analysis techniques, treatment integrity and other ethical and professional issues.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 630 [Min Grade: B] (Can be taken Concurrently)

EDEX 632 Behavioral Assessment and Functional Analysis 4.5 Credits

Course provides knowledge and skills of behavioral assessment and methodologies for evaluating the effectiveness of interventions. First half of course explores range of assessment techniques in a variety of settings including direct observation/data collection methods, data analysis, functional assessment, stimulus preference and reinforcer assessments, and ethical and professional issues. Second half focuses on functional analysis and history of and variations to the methodology. Relationship between assessment techniques and development of least-restrictive but most effective behavioral intervention explored.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 630 [Min Grade: B]

EDEX 633 Behavioral Interventions 4.5 Credits

This course is designed to provide the student with advanced knowledge of behavioral interventions designed for both skill acquisition and reduction purposes. Considerations of ethical, social, and cultural variables affecting the selection and effectiveness of intervention strategies will also be highlighted. The course readings and writing assignment will provide students with the skills and opportunity to critically evaluate various intervention procedures and identify opportunities and methods to promote generalization and maintenance of treatment outcomes.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 630 [Min Grade: B]

EDEX 634 Consultation, Systems Change and Supervision 4.5 Credits

This course is designed to provide the knowledge and skills necessary to effectively consult with education, mental health and behavioral health staff working in community settings. The course is designed to familiarize students with theories and models of adult behavior change, and the procedures and processes used in an indirect-service delivery model. Students will be expected to apply the knowledge acquired through the consultative process and with a consultee.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 630 [Min Grade: B]

EDEX 635 Ethical Considerations and Professional Conduct 4.5 Credits

Addresses the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct, and the Behavior Analysis Certification Board’s Ethical Principles and Ethical Guidelines. These guidelines and principles are required readings for those engaging in psychological services and to sit for the National Certification in Behavior Analysis: 1. Ethical Principles of Psychologists and Code of Conduct and 2. Guidelines for Responsible Conduct for Behavior Analysts including Professional Disciplinary and Ethical Standards, Ethical Complaint Process, and summary of possible Disciplinary Actions.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDEX 630 [Min Grade: B]

EDEX 700 Practicum in Applied Behavior Analysis 1.0-4.0 Credit

This course is designed as a 1-4 credit practicum placement. Course instructors and the practicum coordinator will support the placement of Drexel ABA master’s students in mental health, behavioral health, educational and rehabilitation services settings in the region. In coordination and cooperation with agency staff responsible for the on-site supervision, students will contribute to the discussion and implementation of evidence-based behavior analytic practices within multi-disciplinary team settings. Students will be expected to keep a daily journal recoding their activities, complete a reflection paper and.

College/Department: School of Education
Repeat Status: Can be repeated 6 times for 28 credits
Prerequisites: EDEX 630 [Min Grade: B]

EDEX 710 School Law & Policy in Special Education 3.0 Credits

This course provides an overview of the legal rights of students and families in the field of special education. Students will explore the source, history, current status, and litigation affecting special education. This course relates equal protection and procedural due process to school practices and policies affecting students with disabilities.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 712 Instructional & Curriculum Leadership in Special Education 3.0 Credits

This course explores the administration of teaching/learning as a system in an inclusive school. Students learn leadership practices for universal screening, integrating assistive technology, research/evidence based-practices, and assessment systems responsive to and linguistic diversity. Special focus on leadership issues related to the urban, suburban, and rural context.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 714 Development, Supervision, & Support: Special Education Leadership 3.0 Credits

This course provides an overview of personnel functions: recruitment, selection, orientation, support, evaluation, and development; interpersonal skills; motivation/change theorie; and the utilization of technology in the process. In addition, it will look at the unique issues of co-leading personnel with other administrators, collective bargaining, and the grievance process.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 716 Organization & Administration of Special Education 3.0 Credits

This course is designed to provide an overview of the organizational practices for the administration of special education programs. Students will be introduced to special education revenue sources, compliance, child count, and budget monitoring as well as the special education plan.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 721 Supervisor of Special Education Internship: Special Education Leadership 1.0 Credit

The student will be required to log at least 75 hours of mentored leadership activities during each quarter to total at least 300 hours and compile activities in a portfolio. This is the first of a four-term internship. The focus is on legal and policy issues in special education leadership.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 722 Supervisor of Special Education Internship: Instructional Leadership 1.0 Credit

The student will be required to log at least 75 hours of mentored leadership activities during each quarter to total at least 300 hours and compile activities in a portfolio. This is the second of a four-term internship. The focus is on instructional leadership in special education leadership.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 723 Supervisor of Special Education Internship: Collaboration & Personnel 1.0 Credit

The student will be required to log at least 75 hours of mentored leadership activities during each quarter to toal at least 300 hours and compile activities in a portfolio. This is the third of a four-term internship. The focus is on collaboration and personnel issues: special education leadership.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX 724 Supervisor of Special Education Internship: Finance & Management 1.0 Credit

The student will be required to log at least 75 hours of mentored leadership activities during each quarter to total at least 300 hours and compile in a portfolio. This is the fourth of a four-term internship. The focus is on school resources in special education.

College/Department: School of Education
Repeat Status: Not repeatable for credit
Prerequisites: EDUC 544 [Min Grade: C]

EDEX I599 Independent Study in EDEX 12.0 Credits

Self-directed within the area of study requiring intermittent consultation with a designated instructor.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX I699 Independent Study in EDEX 12.0 Credits

Self-directed within the area of study requiring intermittent consultation with a designated instructor.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX I799 Independent Study in EDEX 12.0 Credits

Self-directed within the area of study requiring intermittent consultation with a designated instructor.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX I899 Independent Study in EDEX 12.0 Credits

Self-directed within the area of study requiring intermittent consultation with a designated instructor.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX I999 Independent Study in EDEX 12.0 Credits

Self-directed within the area of study requiring intermittent consultation with a designated instructor.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX T580 Special topics in EDEX 12.0 Credits

Topics decided upon by faculty will vary within the area of study.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX T680 Special topics in EDEX 12.0 Credits

Topics decided upon by faculty will vary within the area of study.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX T780 Special topics in EDEX 12.0 Credits

Topics decided upon by faculty will vary within the area of study.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX T880 Special topics in EDEX 12.0 Credits

Topics decided upon by faculty will vary within the area of study.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

EDEX T980 Special topics in EDEX 12.0 Credits

Topics decided upon by faculty will vary within the area of study.

College/Department: School of Education
Repeat Status: Can be repeated multiple times for credit

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