Special Education

Chairperson: Kimberly Weber (Fall 2019)
                       
Anjali Barretto (Spring 2020)

The department offers one degree and one minor:

Bachelor of Education in Special Education
Minor in Special Education

The Department of Special Education offers a major and minor in Special Education that emphasizes learning experiences in applied settings. Public and private schools, as well as a variety of non-school settings, provide students the opportunity to combine academic training with practical experience. Candidates who earn the Bachelor of Education degree with a major in Special Education are prepared to work with individuals having mild to severe disabilities, such as learning disabilities, pervasive developmental disabilities, and behavior disorders. The major focuses on developing skills needed to function in a variety of classroom settings including but not limited to resource, a self-contained, and inclusionary. The Department of Special Education also prepares candidates who plan to work in non-school settings like clinics, workshops, homes, etc. The Special Education degree is also a great starting point for those seeking advanced degrees in physical therapy, occupational therapy, speech and language, or counseling.

State of Washington teacher certification requirements indicate that those seeking certification in Special Education also obtain an endorsement in a different content area.  Many candidates choose elementary or reading to fulfill this requirement although there are other options.  The Special Education Department has two different teaching endorsements that may be earned through completion of the B.Ed. The first endorsement is in Special Education and permits teaching special needs students preschool through beyond twelfth grade. The second endorsement is in Early Childhood Special Education and permits teaching special needs student’s birth through third grade. All students majoring in special education who wish to become endorsed to teach special education in the State of Washington must:

1. Complete required coursework in line with completing the Special Education Major with a grade of C or better.

  • Including EDSE 306 and EDSE 406 in-school practicum courses.

2. Pass the WEST-B or have equivalent test scores prior to being admitted to the certification program.  Those who have not completed this requirement are prohibited from student teaching.

3. Complete an application for and obtain acceptance into the teacher certification program.

4. Obtain and maintain WSP/FBI clearance throughout student teaching.

5. Create and maintain an eCertification PreResidency Clearance Account throughout the program.

6. Take a West-E in Special Education or another endorsement area prior to student teaching.

7. Receive a C or better for all courses required for certification.

 

The Early Childhood Special Education endorsement prepares candidates to serve young children with disabilities from birth through early school years (3rd grade). Candidates who wish to become endorsed in Early Childhood Special Education must complete all of the requirements above as well as the following:

1. Complete the series of four courses specifically addressing critical issues, background, and pedagogy for early development, methodology, physical development, and communication (EDSE 350, EDSE 351, EDSE 352, and EDSE 353) with a grade of C or better.

2. Complete student teaching in an Early Childhood Special Education classroom.

All Gonzaga University students may enroll in EDSE 150, 155, 225, 306, 335, 307, 320, 340, 344, 346, 406, 407, or 417. All other upper division courses require official acceptance into the major or minor in special education. Acceptance and continuance in the major or minor are dependent on an overall Gonzaga GPA of at least a 3.00; a 3.00 average or higher in EDSE 150, 320, 340; a minimum of 3.00 in EDSE 320; a pass and positive evaluations in EDSE 306, 307, 406, or 407; recommendation by the advisor; and approval by the faculty in the Department of Special Education.


B.Ed. Major in Special Education: 44 Credits

Lower Division
EDSE 150 Psychology of Children with Exceptionalities 3 credits
Upper Division
One of the following two courses: 1 credit
EDSE 306 In-School Experience: Elementary
EDSE 307 Special Education Application: Children
EDSE 320 Applied Behavior Analysis 3 credits
EDSE 340 Special Education Policies and Procedures 3 credits
One of the following four courses:
3 credits
EDSE 350 Early Childhood Special Education
EDSE 351 Physical Development
EDSE 352 Language and Communication
EDSE 353 Development of Children with Exceptionalities
 
One of the following two courses: 1 credit
EDSE 406 In-School Experience: Secondary
EDSE 407 Special Education Application with Adults
EDSE 410 Precision Teaching 3 credits
EDSE 417 Assessment in Special Education 3 credits
EDSE 451 Direct Instruction: Reading 3 credits
EDSE 452 Direct Instruction: Mathematics 3 credits
EDSE 465 Classroom Management 3 credits
One of the following three courses: 9-12 credits
EDSE 495 Extended Application of Special Education Experience
EDSE 496 Special Education Student Teaching Practicum
EDSE 497 Extended Special Education Student Teaching Practicum
EDSE Electives: 155 level or above 6 credits

Minor in Special Education: 23-24 Credits

Lower Division
EDSE 150 Psychology of Children with Exceptionalities 3 credits
Upper Division
One of the following two courses: 1 credit
EDSE 306 In-School Experience: Elementary
EDSE 307 Special Education Application: Children
One of the following two courses: 1 credit
EDSE 406 In-School Experience: Secondary
EDSE 407 Special Education Application with Adults
One of the following combinations: 3-4 credits
EDSE 320/ EDSE 320L Applied Behavior Analysis and Lab
3 credits
PSYC 470 Behavior Analysis (Psychology Majors)
4 credits
One of the following six courses: 3 credits
EDSE 340 Special Education Policies and Procedures
EDSE 410 Precision Teaching
EDSE 417 Assessment - Special Education
EDSE 451 Direct Instruction: Reading
EDSE 452 Direct Instruction: Math
EDSE 465/EDSE 465L Classroom Management and Lab
Any two EDSE courses not yet taken (including elective courses)
6 credits

EDSE 495 Extended Special Education Experience (180 hours)

6 credits
Lower Division
EDSE 150 Psych of Child w/ Exception
3.00 credits
This course covers litigation and legislation affecting students with special needs, the basic handicapping conditions and how they relate to the education process. Basic remediation strategies will be discussed, as well as historical, medical, and psychological perspectives of the various disabilities.
EDSE 155 Signing Exact English
3.00 credits
A basic SEE signing course where the student acquires the initial signs to help in working with students with hearing impairments and other disabilities.
EDSE 225 Adv Signing Exact English
3.00 credits
An advanced course in SEE signing. Specific techniques in teaching with special populations who require signing as a form of total communication.
Prerequisite:
EDSE 155 Minimum Grade: D
Upper Division
EDSE 306 In School Exp Elementary
1.00- 3.00 credits
Students spend 30 hours assisting a Special Education teacher in an elementary or preschool level classroom. Placements are arranged through the instructor. Students are required to obtain FBI clearance prior to placement approval.
EDSE 307 Special Education Application
1.00- 3.00 credits
Students complete 30 supervised hours working directly with the individuals with disabilities in non-school settings. Arrangements are made with the instructor.
EDSE 320 Applied Behavior Analysis
3.00 credits
The basic principles of learning and procedures of Applied Behavior Analysis are presented. Techniques of Behavior Analysis such as effective teaching of diverse populations, objective measurement, experimental design, evaluation, and social validity are discussed in detail. A variety of real-life situations are examined.
Concurrent:
EDSE 320L
EDSE 320L Applied Behavior Analysis Lab
.00 credits
This lab course is a co-requisite of EDSE 320. There are two primary components of the lab. One is to remediate and assist students with difficult concepts presented in EDSE 320 and the other is to focus on the development, implementation, write-up, and presentation of an applied research project.
Concurrent:
EDSE 320
EDSE 335 Autism
3.00 credits
This course presents the etiology, diagnosis, and treatment of autistic behavior. Emphasis is placed on the various successful remediation techniques with such children and youth.
EDSE 340 Spec Ed Policies & Procedures
3.00 credits
The legal and ethical questions regarding mainstreaming are examined in detail. Emphasis is placed on developing individualized education programs, communicating with parents and staff, and issues of due process. Recent research in mainstreaming is reviewed.
EDSE 344 Psy of Child Behav Disorders
3.00 credits
This course examines various behavior disorders in children. The various viewpoints as to cause and remediation are outlined. Practical solutions to behavior and emotional disorders are discussed in detail.
EDSE 346 Tchg Std w/ Lrng Disabilities
3.00 credits
The various practical classroom techniques to measure and remediate learning disabilities are presented. The course focuses on techniques of practical use for the special and regular classroom teacher.
EDSE 350 Early Childhood Special Ed
3.00 credits
This course overviews the principles and practical procedures involved in integrated preschool services for children with disabilities. Applied experience is provided in an integrated preschool setting. Prerequisite: Admission to the program.
Prerequisite:
EDSE 150 Minimum Grade: D and EDSE 320 Minimum Grade: B
EDSE 351 Physical Development
3.00 credits
This course examines normal physical and neuro-motor development with an emphasis on methods for identifying and treating delayed or dysfunctional development. Applied experience is provided in an integrated preschool setting.
Prerequisite:
EDSE 150 Minimum Grade: D and EDSE 320 Minimum Grade: B
EDSE 352 Language and Communication
3.00 credits
This course examines the principles of normal language development as well as educational guidance for facilitating functional language development in infants, toddlers, and preschoolers. The focus is on intervention programs designed for enhancing generalization of functional language usage. Applied experience is provided in an integrated preschool setting.
Prerequisite:
EDSE 150 Minimum Grade: D and EDSE 320 Minimum Grade: B
EDSE 353 Dev of Child w/ Exception
3.00 credits
This course examines normal child development and etiology of exceptionalities from infancy through age six. History and philosophy of early childhood special education, as well as relevant legislation, are studied. Applied experience is provided in an integrated preschool setting.
Prerequisite:
EDSE 150 Minimum Grade: D and EDSE 320 Minimum Grade: B
EDSE 390 Directed Study
1.00- 3.00 credits
Topic to be decided by faculty.
EDSE 400 Tutoring and Proctoring
1.00- 3.00 credits
This course provides students the opportunity to work collaboratively and gives experience in teaching adults. Students may assume leadership roles and develop strategies for later application in training situations. In addition, teaching recently learned material reinforces the extension and generalization of their knowledge.
Prerequisite:
EDSE 320 Minimum Grade: B EDSE 320 Minimum Grade: D
EDSE 406 In School Experience Secondary
1.00 credit
The student spends 30 hours working in a special education classroom at the secondary level with emphasis in math and reading.
EDSE 407 Special Ed Applictn with Adlts
1.00- 3.00 credits
The student spends 30 hours working in environments serving adolescents or adults with developmental disabilities. Settings include group homes, sheltered workshops, supported work programs, and institutions.
EDSE 410 Precision Teaching
3.00 credits
This class covers the basic techniques and procedures of Precision Teaching (e.g., pinpointing, movement cycles, charting, etc.). Emphasis is placed on using the techniques of precision teaching to remediate and evaluate learning and behavior problems.
Prerequisite:
EDSE 320 Minimum Grade: B
EDSE 415 Psych of the Child w/ ADHD
3.00 credits
This class covers the historical and present treatment techniques dealing with the child with attention deficits and hyperactivity in the classroom and at home. Various assessment devices to determine ADHD are examined. Practical procedures that can be implemented in the school or home are strongly emphasized.
EDSE 417 Assessment-Special Education
3.00 credits
This course deals with various assessment procedures, such as psychometric testing, teacher constructed tests, achievement tests, and observational scoring. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom setting to remediate learning and behavior problems.
Prerequisite:
EDSE 320 Minimum Grade: D or PSYC 101 Minimum Grade: D
EDSE 427 Tchg Persons w/ Dev Disblty
3.00 credits
This course provides students with an understanding of state-of-the-science practices for serving individuals who have mental disabilities. The focus is on development of intervention within community, school, vocational, domestic, and social settings for both school-age students and adults.
Prerequisite:
EDSE 320 Minimum Grade: C
EDSE 432 CIS:
3.00 credits
The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.
EDSE 450 Special Education Seminar
1.00 credit
The purpose of this course is to review and reinforce information regarding student with disabilities and the laws and procedures that govern their education. Candidates will enhance skills through a seminar format in accordance to the mandates of the 2004 IDEiA and its linkages to regular education teachers.
Prerequisite:
EDTE 496E Minimum Grade: D or EDTE 496S Minimum Grade: D
Concurrent:
EDTE 495
EDSE 451 Direct Instruction-Reading
3.00 credits
This course covers how to teach special education and regular education pupils beginning through intermediate reading skills directly. Particular emphasis is placed on instructing teachers to use reading techniques which have had research supporting their effectiveness. Prospective teachers are taught how to teach, monitor, assess, and remediate various reading skills.
Prerequisite:
EDSE 320 Minimum Grade: B
EDSE 452 Direct Instruction-Mathematics
3.00 credits
This course covers how to teach basic mathematical skills directly to special education and regular education elementary pupils. Emphasis is placed on instructing teachers to use mathematical techniques which have research supporting their effectiveness. Prospective teachers are taught how to teach, monitor, assess, and remediate various mathematical skills.
Prerequisite:
EDSE 320 Minimum Grade: B
Concurrent:
EDSE 452L
EDSE 452L DI Math Lab
.00 credits
This lab course is a co-requisite of EDSE 452. This lab provides supplemental instruction and also remediation for students having difficulty with math concepts presented in EDSE 452.
Concurrent:
EDSE 452
EDSE 465 Classroom Management
3.00 credits
Principles and procedures are presented to promote effective classroom discipline and teaching in either a self-contained or resource center setting. Emphasis is placed on practical techniques that can be employed by one teacher.
Prerequisite:
EDSE 150 Minimum Grade: D and EDSE 320 Minimum Grade: D and (EDSE 306 Minimum Grade: D or EDSE 307 Minimum Grade: D or EDSE 407 Minimum Grade: D or EDSE 406 Minimum Grade: D)
Concurrent:
EDSE 465L
EDSE 465L Classroom Management Lab
.00 credits
This course provides supplemental information to benefit students taking EDSE 465. Content of the course includes APA format for project completion, computer instruction on creating graphs and tables, review of difficult content from class, directed information regarding action research, and ethical standards information.
Concurrent:
EDSE 465
EDSE 470 Functional Analysis Seminar
3.00 credits
This course reviews functional analysis methodologies for systematically identifying environmental variables that serve to maintain aberrant behavior. The course includes a detailed overview of functional analysis procedures and treatment packages that can be implemented based on the results of functional analyses. Particular emphasis is placed on reinforcement-based interventions and dimensions of reinforcement.
Prerequisite:
EDSE 465 Minimum Grade: D
EDSE 490 Directed Readings
1.00- 3.00 credits
This course is an individualized study based on readings approved by the professor. The student develops a selected bibliography.
EDSE 491 Directed Study
1.00- 3.00 credits
This course is an individualized study that is designed by the professor. Students follow a prescribed course outline.
EDSE 492 Independent Study
1.00- 6.00 credits
This course is an individualized study that is designed by the student in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as resource.
EDSE 494 Special Projects
1.00- 3.00 credits
This course is an individualized study that is project-based. The study requires the practical application of educational theory. The project or a written report of the project is submitted to the professor for evaluation.
EDSE 495 Extended Spec Ed Experience
3.00- 9.00 credits
This practicum is designed to provide students with an intensive applied experience in community settings. The student works under the supervision of a University supervisor and a community professional.
Prerequisite:
EDSE 465 Minimum Grade: D
EDSE 496 Special Ed Teaching Practicum
9.00 credits
This is the intensive field experience in which the student assumes the full responsibility of a Special Education Teacher under the direction of a University supervisor and a cooperating teacher.
Prerequisite:
EDSE 465 Minimum Grade: D EDSE 465 Minimum Grade: D
EDSE 497 Ext Special Ed Teach Pract
12.00 credits
This is an intensive field experience in which is at least 12 weeks in duration (12 credits). The student will systematically take over the responsibilities of the special education teacher under the direction of the University supervisor and the cooperating Special Education teacher.
Prerequisite:
EDSE 465 Minimum Grade: D
 

In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.

The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.

Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?

  • The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).  
  • Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
  • Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
  • Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
  • Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.

Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?

  • Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
  • Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .

Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?

  • Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
  • World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).

Year 4 Theme and Question: Imagining the Possible: What is our role in the world?” 

  • Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).

The Broadening Courses

  • Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
  • History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
  • Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
  • Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).

The Designations
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.

  • Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
  • Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
  • Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).

Major-specific adaptations to the University Core Curriculum

All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.