Return to Literacy with Dyslexia Endorsement | Special Education | Courses Index
[1] Courses in Elementary, Literacy, and Special Education (ELSE)
6300 INTRODUCTION TO SPECIAL EDUCATION: INDIVIDUALS WITH DISABILITIES EDUCATION ACT听This course is an introduction to special education. The history of disability rights provides a foundation for the exploration of the procedures and practices of delivering special education services. The Individuals with Disabilities Act (IDEA) and Arkansas regulations are core course content. Course required for MSE Special Education, MAT Special Education, Graduate Certificate Special Education K-12, and Special Education Resource Endorsement programs. Candidates are encouraged to take the course as their first course in their respective programs.
6304听PROVIDING POSITIVE BEHAVIOR SUPPORTS FOR STUDENTS WITH DISABILITIES This course explores the basic principles of behavior and the steps required to conduct a functional behavioral assessment. Development of individualized positive behavioral support plans (including Behavior Intervention Plans) for individual students with disabilities is reviewed and practiced. Course includes field experience. This course is required for programs MSE Special Education, MAT Special Education, Graduate Certificate Special Education K-12, Special Education Resource Endorsement.
6308听PROGRESS MONITORING IN SPECIAL EDUCATION听This course examines the theory, research, and practices of assessing students with disabilities in the classroom. Candidates will examine norm-referenced assessments and progress monitoring procedures and develop analytic skills for data-driven decision making. Field Experience is required. Course required for MSE Special Education, MAT Special Education, Graduate Certificate Special Education K-12, and Special Education Resource Endorsement programs.
6309 SOLUTION-FOCUSED LEARNING This course is presented through solution-focused learning (AKA problem-based learning). Using detailed case studies and/or live families, candidates will seek to understand the problems, explore underlying issues, and find solutions that address the problems on an individual and or community level. In addition, the practice of collaboration among professionals in providing appropriate services for children and students with disabilities are examined. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the MSE in Special Education K-12 and the B-K endorsement. This course may also be approved for other related disciplines.
6314 IDENTIFYING DYSLEXIA AND OTHER READING DIFFICULTIES This course is intended to assist educators as reflective decision makers in the improvement of their skills in the assessment and diagnosis of reading difficulties of their students. A major emphasis of the course is the investigation of diagnostic procedures, including formal and informal methods. Administration and interpretation of tests and use of results for planning instruction are emphasized. Candidates work in the clinical setting as clinicians and as reading/literacy specialists by evaluating 1st-12th grade students. This course is a requirement for the Dyslexia endorsement and the MS in Literacy with Dyslexia Endorsement. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6327 EDUCATIONAL PROGRAMMING FOR YOUNG CHILDREN This course examines curricula issues, instructional strategies, learning environments, instructional arrangements, and management techniques for meeting the needs of children birth through kindergarten in inclusive settings. Emphasis is placed on skills needed by educators to be successful in various communities and school settings. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the B-K endorsement and may also be approved for other related disciplines.
6333 INSTRUCTIONAL PRACTICES FOR TEACHING MATH AND SCIENCE Candidates develop instructional skills in math and science with the purpose of making math and science content accessible to students with disabilities. Course required for MSE Special Education, MAT Special Education, Graduate Certificate Special Education K-12 programs.
6336 ADVANCED STUDIES IN GUIDANCE AND MANAGEMENT OF YOUNG CHILDREN This course examines the theory, research and practice of social and emotional learning among diverse populations of young children, including children with special needs. The course emphasizes synthesizing theoretical and functional principles of social and emotional development. The course also emphasizes the application and analysis of guidance and behavior management strategies used among teachers, school staff, administrators, and families. The course emphasizes a 3-tier model of guidance strategies, including universal strategies as well as individualized strategies for children with more complex behavioral needs. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the B-K endorsement and may also be approved for other related disciplines.
6338 INSTRUCTIONAL STRATEGIES AND ASSESSMENT OF YOUNG CHILDREN This course will examine key curriculum and instructional models and effective differentiated assessment strategies for young children. Planning, implementation, assessing learning and evaluating instructional effectiveness will be discussed for all young learners, including students with learning difficulties and other disabilities. Collaborating and conferencing with colleagues and others on using best practices to promote positive learning outcomes in various learning environments will be applied. This course is offered in a distance education setting, which includes synchronous and asynchronous sessions. An occasional face-to-face meeting may be required. This course is required for completion of the B-K endorsement and may also be approved for other related disciplines.
6341 EARLY LITERACY AND INTERVENTION This course will prepare candidates to deliver developmentally appropriate curriculum, instructional strategies, materials, and assessments for emergent and early readers based on recent research and current practices in the field. Candidates will be provided with current research and information concerning multisensory approaches to teaching the language in the areas of phonics, word recognition, spelling, and fluency. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the dyslexia endorsement and for completion of the MSE in Literacy with Dyslexia Endorsement. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA鈥檚 approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6343 PRACTICUM I: INTERVENTIONS FOR YOUNGER STUDENTS WITH DYSLEXIA/READING DIFFICULTIES This course is intended to prepare candidates to diagnose and intervene with early struggling readers through providing intervention. This course will include theory, demonstration, and practice/performance in group and individual procedures, strategies, and techniques of diagnosis and intervention of reading difficulties. This course is a requirement for the Dyslexia endorsement and for completion of the MSE in Literacy with Dyslexia Endorsement. Prerequisites: ELSE 6343 must be taken after, and not concurrently with, ELSE 6347, 6341, 6346, and 6314. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6344 PRACTICUM II: INTERVENTIONS FOR ADOLESCENTS WITH DYSLEXIA/READING DIFFICULTIES This course is intended to prepare candidates to diagnose and intervene with adolescent struggling readers through providing intervention. This course will include theory, demonstration, and practice/performance in group and individual procedures, strategies, and techniques of diagnosis and intervention of reading difficulties. This course is a requirement for the completion of the MSE in Literacy with Dyslexia Endorsement. Prerequisites: ELSE 6344 must be taken after, and not concurrently with, ELSE 6347, 6341, 6346, and 6314. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6345 LITERACY LEADERSHIP AND COACHING This course will prepare candidates to plan, organize, assess, and supervise reading programs in schools and other educational settings. Candidates will learn how to give and receive coaching as a reading specialist. Candidates will use current research to examine issues and trends in curriculum planning, program assessment, and staff development. This course is a requirement for the completion of the MSE in Literacy with Dyslexia Endorsement. It may serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6346 ADOLESCENT LITERACY AND INTERVENTION This course will prepare candidates to deliver developmentally appropriate curriculum, instructional strategies, materials, and assessments for adolescent readers based on recent research and current practices in the field. Candidates will be provided with current research and information concerning multisensory approaches to teaching the language in the areas of fluency, vocabulary, comprehension, and writing. Multisensory teaching is one aspect of instruction for students with reading difficulties. This course will address how to incorporate appropriate multisensory tools for adolescents when needed. This course is a requirement for the Dyslexia endorsement and for completion of the MSE in Literacy with Dyslexia Endorsement. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA鈥檚 approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6347 LANGUAGE AND LITERACY This course provides the opportunity for the graduate candidate to examine the psychological substructure of reading. Neural, perceptual, cognitive, and linguistic processes involved in reading development and disorders will be addressed. Current research findings are discussed and considered in the context of evidence-based practice in reading instruction. A major emphasis of this course includes an overview of the structure of the language and a deep dive into language acquisition and phonological awareness. This course is a requirement for the Dyslexia endorsement and the MSE in Literacy with Dyslexia Endorsement. It may serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6348 WORD-LEVEL READING: PHONOLOGY, PHONICS, AND SPELLING听This course provides candidates with current research and information concerning the foundational aspects of the science of reading and multisensory approaches to teaching the language in the areas of phonology, phonics, word recognition, handwriting, and spelling. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the MAT in K-12 Special Education, the MSE in Special Education, and the graduate certificate in Special Education K-12, and Special Education Resource Endorsement. It is a prerequisite for the K-12 Dyslexia endorsement and the MSE in Literacy with Dyslexia Endorsement for those who have not completed an Arkansas Division of Elementary and Secondary Education approved prescribed proficiency pathway. It may serve as an elective for several other master’s degree programs.
6349 TEXT-LEVEL READING: FLUENCY, VOCABULARY, AND COMPREHENSION听This course provides candidates with current research and information concerning the foundational aspects of the science of reading and multisensory approaches to teaching the language in the areas of fluency, vocabulary, comprehension, and written expression. Multisensory teaching is one important aspect of instruction for all students, especially students with dyslexia. This course is a requirement for the MAT in K-12 Special Education, the MSE in Special Education, and the graduate certificate in Special Education. It is a prerequisite for the K-12 Dyslexia endorsement and the MSE in Literacy with Dyslexia Endorsement for those who have not completed an Arkansas Department of Elementary and Secondary Education approved prescribed proficiency pathway. It may serve as an elective for several other master鈥檚 degree programs.
6350 DISCIPLINARY LITERACY This course will prepare candidates to integrate literacy strategies into various disciplinary areas and also coach other teachers to do so. Candidates will learn current research and best practices in vocabulary and concept development, reading comprehension, grouping options, discussion strategies, intervention in content areas, and disciplinary writing. This course is a requirement for the completion of the MSE in Literacy with Dyslexia Endorsement. It may serve as an elective for several other master’s degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA’s approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6351 PRACTICUM III: INTERVENTIONS FOR YOUNGER STUDENTS WITH DYSLEXIA/READING DIFFICULTIES The additional practicum course affords the student an opportunity to draw upon and consolidate knowledge obtained from classroom lectures, research projects, teaching, and other experiences. Practicum III provides the students with additional hands-on, directed experience with K-12 students with Dyslexia. While not required for the program of study, this course is required for those working toward CERI Interventionist or Specialist certification. Prerequisites: Completion of ELSE 6343 and approval by the program coordinator.
6352 PRACTICUM IV: INTERVENTIONS FOR ADOLESCENTS WITH DYSLEXIA/READING DIFFICULTIES The additional practicum course affords the student an opportunity to draw upon and consolidate knowledge obtained from classroom lectures, research projects, teaching, and other experiences. Practicum IV provides the student with additional hands-on, directed experience in working with K-12 students with Dyslexia. While not required in the program of study, this course is required for those working towards CERI Specialist certification. Prerequisites: Completion of ELSE 6344 and approval by the program coordinator.
6366 INSTRUCTIONAL PRACTICES FOR GENERAL EDUCATION SETTINGS听Educational methods that support all learners with and without disabilities in general education settings. Frameworks include Response to Intervention (RTI) and Universal Design for Learning (UDL). Evidence-based strategies that increase learner achievement will provide candidates with application skills of high-leverage practices. Course required for MSE Special Education, MAT Special Education, Graduate Certificate Special Education K-12, and the Special Education Resource Endorsement programs.
6367 听INSTRUCTIONAL PRACTICES FOR STUDENTS WITH LOW INCIDENCE DISABILITIES听This course is a study of instructional methods, materials, and activities for teaching students with high-needs exceptionalities. This course addresses needs of this population in areas of functional academics, communication needs, and self-help needs. The course also explores augmentative and alternative communication needs and strategies. Course required for MSE Special Education, MAT Special Education, Graduate Certificate Special Education K-12 programs.
6375 ESSENTIALS FOR TEACHING EXCELLENCE听Instructional planning with included universal supports along with accommodations and modifications are emphasized. Teaching Excellence and Support System (TESS) and Council for Exceptional Children (CEC) standards are analyzed to ensure candidates are prepared to be highly effective instructional leaders. Course required for the MAT Special Education.
6379 THE RIGHT TO READ: LITERACY FOR ALL LEARNERS听This course will prepare candidates with an understanding of the components of literacy education such as reading motivation, engagement, connections with students鈥� backgrounds and reading comprehension, the differentiation of literacy instruction when appropriate, and children’s literature to match instruction. This course is a requirement for the completion of the MSE in Reading. It may also serve as an elective for several other master鈥檚 degree programs. Note: A program prerequisite to the class for the MSE in Literacy with Dyslexia Endorsement is completion of either a state approved Reading Proficiency Pathway or UCA鈥檚 approved pathway (ELSE 6348, ELSE 6349, and state assessment).
6383 INDEPENDENT STUDY听Advanced studies on potential research topics for graduate students in special education. Permission from the Department Chair and Program Coordinator must be obtained
6384 RESEARCH METHODS IN EDUCATION听Candidates will analyze their instructional practices by conducting action research studies. Qualitative, quantitative, and mixed methodologies will be explored. Course required for MSE Special Education and MSE Literacy.
6390 MAT SPECIAL EDUCATION RESIDENCY I This course is completed in a candidates’ own classroom and requires a semester of full-day participation in an accredited public, private, or charter school in the subject/content and grade level appropriate to the desired licensure. Candidates work under the supervision of school and university professionals. Prerequisite: Must meet program residency requirements.
6699 MAT SPECIAL EDUCATION RESIDENCY II This course is completed in a candidates’ own classroom and requires a semester of full-day participation in an accredited public, private, or charter school in the subject/content and grade level appropriate to the desired licensure. Candidates work under the supervision of school and university professionals.
8391 CONTEMPORARY PERSPECTIVES ON LITERACY This doctoral course explores current trends, issues, and emerging perspectives in literacy scholarship. Doctoral candidates will critically engage with recent research, theories, and innovative practices shaping the field of literacy. The course aims to equip participants with the skills to contribute meaningfully to ongoing discussions and research in contemporary literacy studies.
8392 SOCIOLOGY AND PSYCHOLOGY OF READING This doctoral-level course explores the intersection of sociology and psychology in understanding the complex phenomenon of reading. The course examines the intricate world of reading, its psychological underpinnings, neural mechanisms, cognitive processes, and linguistic facets. Through a comprehensive examination of reading development and disorders, students will gain insights into how individuals extract information from printed materials and comprehend text. The course emphasizes the integration of current research findings with evidence-based practices in reading instruction.
8393 EVIDENCE-DRIVEN PEDAGOGY: TRANSFORMATIVE LEARNING INTERVENTIONS IN GRADES K-5 This doctoral course explores the intersection of evidence-based pedagogy and transformative learning interventions in K-5 education. Doctoral candidates will critically examine research, theories, and practical applications of effective teaching strategies for young learners. The course aims to equip participants with the knowledge and skills needed to design and assess evidence-driven interventions that positively impact K-5 development and education.
8394 IMPLEMENTATION OF EVIDENCE-BASED LITERACY INTERVENTIONS IN SECONDARY AND POSTSECONDARY SCHOOL SETTINGS This doctoral level course requires candidates to acquire knowledge related to adopting, implementing, evaluating, and scaling evidence-based interventions related to providing strategic instruction that supports the acquisition and generalization of literacy knowledge, skills, and strategies. Candidates will learn about the conditions required to teach struggling adolescents and young adults how to learn and meet the academic demands of middle and high school settings and beyond. Candidates will study examples of a variety of evidence-based interventions and how these interventions have been validated and successfully implemented to improve student learning across a variety of classrooms, schools, school districts, and state initiatives using a Multi-Tiered System of Supports (e.g., Response to intervention). In addition, candidates will explore how these interventions have been implemented in postsecondary and adult education settings. Candidates will be expected to successfully demonstrate the ability to facilitate the implementation of interventions in a secondary or postsecondary setting. Candidates will design a plan to promote the sustained implementation of strategic instruction across an educational setting serving adolescents or young adults. This course will be taught in the distance education setting with synchronous and asynchronous delivery.
8395 INNOVATIVE PRACTICES IN LITERACY SUPERVISION AND LEADERSHIP This course explores the principles, practices, and responsibilities of literacy supervision and leadership in educational settings. Candidates will examine issues that are important to effective school- and/or district-wide effective literacy instruction, literacy assessment and curriculum evaluation, school- and/or district-wide professional development strategies, as well as the role of literacy supervision in supporting and improving teaching and learning.
8396 TRANSFORMATIVE LEADERSHIP IN ADOLESCENT WRITING This doctoral course is designed to explore advanced theories, methodologies, and best practices in teaching writing to K-12 students to build the background for aspiring educational leaders to enhance their leadership skills in implementing writing programs for adolescents. Participants will engage in in-depth discussions, research, and practical applications of pedagogical strategies to foster strong writing skills in diverse K-12 populations. Emphasis will be placed on understanding the development stages of writing, assessing student writing effectively, and designing innovative writing curricula. The course integrates leadership, coaching, and pedagogy principles to equip doctoral candidates with the knowledge and skills needed to lead transformative initiatives in adolescent writing education.
8397 TRANSFORMING SCHOOLS THROUGH DATA DRIVEN INTERVENTION SYSTEMS This doctoral-level course explores the theoretical foundations, practical applications, and advanced assessment methods related to Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) in educational settings. It delves into the latest research, policies, and practices in these areas, emphasizing the integration of advanced assessment techniques to inform instructional decision-making. Students will engage in critical analysis, research, and practical implementation of RTI and MTSS in diverse educational contexts.