The Department of Special Education and Communication Disorders offers a high quality, interdisciplinary online program in Early Childhood Special Education (birth to age five). As a student in this online program, you will receive preparation as an early childhood special educator to work with infants, toddlers and preschool children with a range of delays/disabilities and their families. Whether you are an entry-level or experienced educator in the field of early intervention, this program will increase your ability to provide services for young children with delays/disabilities and their families that are:
As a student in this online program, you may choose to take a one or a few classes of interest, pursue the teaching endorsement or graduate certificate, or complete a graduate degree.
Chris Marvin uses her training and experience as a speech-language pathologist and early interventionist to coordinate and teach the courses and practicums associated with the graduate program of student in early childhood special education at UNL.
A copy of current teaching certificate
(Only required if English is not your native language)
Rolling admissions. Application review will begin upon receipt of all required application materials.
|Foundations of Educational Research||3|
Course Number: EDPS 800
Prereq: EDPS 459/859 or equivalent or parallel EDPS 859. Purposes and characteristics of research process, selection of research problems in education and social sciences, critical review of published research, research ethics and institutional review, sampling methods, threats to validity in research.
|Characteristics of Exceptional Persons||3|
Course Number: SPED 800
Etiology, growth and development, and characteristics of persons who differ from the norm.
|Assessment Techniques for Diverse Learners||3|
Course Number: SPED 812
Prereq: SPED 201 and 303 The role of general education teachers in the primary purposes of assessment of learners with diverse needs. Knowledge and experience with interpreting norm-referenced test information as related to planning educational programs. Use of assessment information for instructional planning and evaluation. Testing accommodations and classroom grading.
|Reading and Writing Disabilities: Elementary Students||1-3|
Course Number: SPED 815
Prereq: Parallel SPED 815A For elementary education majors: SPED 201, TEAC 311 and 313. For SPED majors: SPED 201, 302, 303, and 304; or equivalent. Theory and techniques for assessing and teaching early literacy skills in small groups and one-on-one for children who struggle with literacy. A. Reading Center Practicum: Elementary Students (1-3 cr, max 3)
Course Number: SPED 818
For post baccalaureate students obtaining an initial teaching endorsement in mild/moderate disabilities. Course taught via Internet. Introduction to behavior management. Analyze students’ behaviors, define and target behaviors, record and graph behaviors, and develop interventions based on positive reinforcement for improving students’ academic and social behaviors. Introduction to functional assessment, how to use reinforcement to decrease inappropriate behaviors, and guidelines for using punishment ethically and its relative effectiveness.
|Student Teaching: Exceptional Learners - Early Learners - Early Childhood Special Education||3|
Course Number: SPED 897Q
Prereq: Permission Laboratory and teaching experience in the area(s) of specialization: Early Childhood Special Education
|Issues in Early Childhood Special Education||3|
Course Number: SPED 860
Introduction to the history, philosophy, and research related to early intervention practices with children 0-5 years of age. Discussion of issues related to legal mandates, model programs, family involvement, integration, transitions, service delivery systems, teamwork and assessment for young children.
|Infants with Disabilities and Home Visiting||3|
Course Number: SPED 861
Prereq: SPED 960 and permission. SPED 861 requires a practicum in home visiting. Assessment and intervention strategies for developing appropriate early intervention programs for infants and toddlers with disabilities. Rationale and principles for conducting home-based, family-centered, and transdisciplinary services.
|Preschool Children with Disabilities in a Classroom||3|
Course Number: SPED 862
Prereq: An assessment and behavior management course; and permission. SPED 862 requires an applied experience. Selection, design and implementation of developmentally appropriate, activity-based interventions for preschool-age children with disabilities. Ecological assessments. Instructional factors, such as classroom environments, activity planning, selection, use and modification of strategies, home-school communications, and consulting to staff in inclusive settings.
|Medically Fragile Infants||3|
Course Number: SPED 863
Unique needs, family-coping strategies, specialized medical staff, and various health-care settings of chronically ill infants and toddlers. Overview of etiology, characteristics, and developmental implications of selected medical conditions related to developmental disabilities.
|Specialized Instruction for Students with Severe and Multiple Disabilities||3|
Course Number: SPED 882
Prereq: SPED *881 for the Severely/Multihandicapped endorsement program or SPED *862 for Preschool Handicapped endorsement program; and permission. Majors in severe disabilities must parallel with SPED 896P (1 cr). SPED *882 requires observations in schools and applied assignments. Selection, design, and implementation of best practice instruction for students with severe disabilities, multiple disabilities, or deaf-blindness.
|Family and School Collaboration||3|
Course Number: SPED 960
Prereq: Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals ages 5 to 21 years who have disabilities. Functions and interactions of both family and education systems. Impact of having a child with a disability on the normal and stressed family system. Promote family-professional partnerships in assessment and intervention for the child and/or student with an IFSP/IEP. Communication skills are reviewed and practiced for effective teaming among educators and for interviewing, consulting, collaborating and coaching with family members and other community team members.
Quality learning experience
The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.
Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.
Service you expect from a leading University
Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.