EDA: Special Education

EDA 503. Family Systems in Special Education. 3 Credits.

This course bases its objectives on the knowledge of families of children with disabilities as essential for the child's education. The family is studied so that the prospective student can best know how to work with diverse families and family systems.

Distance education offering may be available.

EDA 506. Legal Issues in Special Education. 3 Credits.

This course presents information on legislation that governs the delivery of special education services. Attention will be given to teachers challenges in implementation and compliance, and writing legally sound IEPs and SAPs.

Distance education offering may be available.

EDA 509. Single-Subject Research in Special Education. 3 Credits.

This course provides an overview of single-subject research methodology in special education. Single-subject research designs are empirical designs rooted in the field of behavior analysis in special education. This class will provide a detailed overview of the characteristics of single-subject research; discuss the use of single-subject designs within special education classroom settings; and examine various specific single-subject research designs.

EDA 509 Prerequisite: Successful completion of EDA 542 or equivalent Foundations in Special Education course.

Distance education offering may be available.

EDA 511. Inclusion & Collaboration. 3 Credits.

The purpose of this course is to prepare teachers to cultural changes evident in American public education with respect to inclusion and the education of students with disabilities. Students will examine their beliefs about inclusion and collaboration, hear new perspectives on these philosophies, learn how to work collaboratively with other professionals and learn practical methods to support all students in the classroom.

Distance education offering may be available.

EDA 513. PreK-12 Aspects of Transition. 3 Credits.

This course is designed to have the prospective teacher build their knowledge about two key concepts of Transition Services and programming: systems and programming. Pre-services teacher candidates will be introduced to the core foundation of transition programming for students with exceptionalities across the PK-12 context, specifically the models, structures, and systems of delivery, addressing support structures that serve students with disabilities as they experience horizontal and vertical transitions throughout the PreK-12 school years, and to adult life. They will then learn about the sequential process to follow when developing an Individualized Education Program, focusing specifically on Transition Services, starting with learning about Transition assessment tools, planning, delivery, and analysis, collaborating with key stakeholders and interagency providers, parents/guardians, and students, and addressing critical transition needs through implementation of service and activities, instructional strategies, related services, and specially designed instruction that promote post-school success.

EDA 513 Prerequisite: Successful completion of EDA 542 and EDA 574.

Distance education offering may be available.

EDA 514. PreK-8 Aspects of Transition. 3 Credits.

This course will address support structures that serve students with disabilities as they transition from homebound to and throughout the PreK-8 school system.

EDA 514 Prerequisite: Successful completion of EDA 542.

Distance education offering may be available.

EDA 516. Curriculum & Instruction for Individual Learning Differences I. 3 Credits.

This course is designed to prepare students to assist children and youth with disabilities achieve skills in academics and functional life domains.

EDA 516 Prerequisite: Successful completion of EDA 542.

Distance education offering may be available.

EDA 517. Technology and Universal Design for Learning. 3 Credits.

This course provides an introduction to the principles of Universal Design for learning (UDL), the incorporation of assistive technologies to accomplish UDL, and strategies for it's inclusion in diverse instructional settings.

Distance education offering may be available.

EDA 519. Introduction to Assistive Technology. 3 Credits.

This course focuses on the awareness of assistive technologies as it relates to education, communication, vocation, recreation, and mobility for students with disabilities.

Distance education offering may be available.

EDA 521. Assistive Technologies for Communication and Participation. 3 Credits.

This course will present various types of communication disorders and the impact of high and low level technology, specifically, augmentative and alternative communication systems and assistive technologies to support the child with disabilities in the K-12 classroom.

Distance education offering may be available.

Equivalent courses: SLP 521

EDA 522. Integrating Assistive Technology in the Classroom. 3 Credits.

This seminar and field is the final course in the Assistive technology Certificate. It is designed for educational professionals and is focused on the integration of assistive technologies into the K-12 classroom.

Distance education offering may be available.

EDA 523. Curriculum/Instruction for Individual Learning Differences II. 3 Credits.

This course is designed to support students in the research, development and implementation of instruction for students with disabilities.

EDA 523 Prerequisite: Successful completion of EDA 516 and EDA 574.

Distance education offering may be available.

EDA 524. Trauma Informed Schools and Classrooms. 3 Credits.

This course examines trauma in the context of the learning environment. Students will learn about the developmental effects of trauma and the ramifications of those effects on the classroom and school setting, as well as on peers and other professionals working with the student. Students will also be introduced to proactive and preventative strategies for building social, emotional, and behavioral wellness to address non-academic barriers to learning and also to support students who are experiencing extreme social and emotional difficulties.

EDA 524 Prerequisite: Successful completion of EDA 103 or EDA 542.

Distance education offering may be available.

EDA 525. Culturally Responsive Teaching for Diverse Exceptional Learners. 3 Credits.

This course is designed to prepare pre-service special educators with background knowledge and critical understanding of culturally responsive practices in order to meet the needs of students at the intersection of culture, language, and disability needs. Students will examine the role culture plays in teaching and learning, develop strategies for culturally responsive collaboration with families and communities, and explore resources for implementing culturally responsive teaching practices as future special educators.

EDA 525 Prerequisite: Successful completion of EDA 103 or EDA 542.

Distance education offering may be available.

EDA 526. Building Resiliency in the Classroom for Children Impacted by Trauma. 3 Credits.

Much of the knowledge and skills are taken from The Child Trauma Academy and as such, this course will serve as a prerequisite course to EDA 528 for those students wishing to become a certified trainer in the Neurosequential Model of Intervention for Educators (NME). Its principles derive from "neurodevelopmental-informed, biologically respectful perspectives on human development and function" specifically addressing brain based development to help those in the education system understand traumatized children's behavior and performance and incorporate appropriate interventions in the school and individual classrooms.

Distance education offering may be available.

EDA 527. Educating Students with Significant and Complex Support Needs. 3 Credits.

This course is designed to provide teacher candidates with the knowledge base required to work effectively with students with significant and complex needs in the classroom. Particular emphasis will be placed on this population's unique needs, including physical, medical, behavioral, and communication.

EDA 527 Prerequisite: Successful completion of EDA 103 or EDA 542; and EDA 544.

Distance education offering may be available.

EDA 528. Field and Seminar: Assessment and Intervention for Children Impacted by Trauma. 3 Credits.

This course is the field and seminar follow-up to EDA 526 and is required for all students wishing to be certified as trainers in NME model of intervention. In offering this course, WCU is in partnership with Neurosequential Network (NMN). The NMN directs a community of practice working to develop and deliver innovations to address the needs of maltreated and traumatized children, youth and adults. Educators will be trained specifically in the Neurosequential Model of Intervention for Education (NME). For educators, NME draws upon its principles from "neurodevelopmental-informed, biologically respectful perspectives on human development and function" specifically addressing brain based development to help those in the education systems understand traumatized and maltreated children's behavior and performance and incorporate appropriate interventions in the school and individual classrooms. It is from this model and its principle from which this course is designed. During this course, students will complete 30 seminar hours and 15 field based hours to complete requirements.

Distance education offering may be available.

EDA 530. Teaching Children with Autism. 3 Credits.

This course will address educational interventions and assessments for working with children identified within the autism spectrum disorder. The course provides students with the history and etiology of autism as well as knowledge of research-based interventions used to teach children with autism. Programmatic efforts to work on academics, behavior, social skills, and language/communication in the classroom will be addressed. Ethical issues related to intervention will be covered, as well as an overview of the research and information on causes, prevalence, and identification issues. A multidisciplinary approach to autism and Asperger’s Syndrome and education will be provided. Students are required to complete a minimum of 25 hours of fieldwork.

EDA 530 Prerequisite: Successful completion of EDA 531 and EDA 535; and field clearances.

Distance education offering may be available.

EDA 531. Autism Studies: Assessment and Instruction I. 3 Credits.

This course is designed to inform students about assessment and instructional planning for individuals with autism. Emphasis will be placed on students’ demonstration of planning for and implementing assessments across the range of domains including behavior. Students will use information gained from formative and summative assessments to design and adapt programming for students with autism.

EDA 531 Prerequisite: Successful completion of EDA 542 or equivalent Foundations in Special Education coursework.

Distance education offering may be available.

EDA 535. Autism: Family, Inter-agency and Community Collaboration. 3 Credits.

This course is designed to foster professional relationships between future service providers and families that are supporting an individual with autism and make those relationships meaningful, cooperative and productive. An emphasis will be placed on working as a team with families, advocates and school personnel. The roles of family members and the diversity within this group will be examined as well as the legal implications for family involvement.

EDA 535 Prerequisite: Field clearances.

Distance education offering may be available.

EDA 542. Foundations of Special Education. 3 Credits.

This course is designed to acquaint the prospective teacher with the historical legal evolution of the field, special education processes, and the characteristics of individuals with disabilities.

Distance education offering may be available.

EDA 544. Classroom Management. 3 Credits.

Exploration of current practices in the management and modification of behavior. The professional's role in achieving a better basis for meaningful communication with the special child. Problems that may interfere with teacher effectiveness are discussed.

EDA 544 Prerequisite: Successful completion of EDA 542.

Distance education offering may be available.

EDA 551. Foundations of Early Intervention. 3 Credits.

This course introduces students to early intervention, children from birth to 5 years old. Students will learn developmental categories and stages, the importance of assessment, how instruction aligns to the strengths and needs of children considered "at-risk" and those identified with a disability, and collaboration with service delivery. Students will gain an understanding that the involvement of families is essential to the education and well-being of young children, especially those from underrepresented groups.

Distance education offering may be available.

EDA 552. Infants and Toddlers. 3 Credits.

This course focuses on children from birth up to three years old who are at risk for or have already been identified with a disability. The content will prepare students to understand the needs of the children, their families, and the processes for acquisition of services and service delivery. It will include an exploration of the following: characteristics of typical development and the implications of disabilities on the development of young children; impact on the family; modification of the educational and care giving environments; and approaches to curriculum and assessment.

EDA 552 Prerequisite: Successful completion of EDA 551.

Distance education offering may be available.

EDA 553. Teaching Young Children with Disabilities. 3 Credits.

The course covers curricula, instructional strategies, and classroom environments that facilitate development and learning for young children 3-5 years old with disabilities. This course will focus on the transition from the IFSP to the IEP; from services delivery in the most natural environment to school-age service delivery. Students will learn various assessments used and age-appropriate research-based interventions. As preschool-aged students with disabilities move into more structured classroom environments, students in the course will learn classroom and behavior management strategies.

EDA 553 Prerequisite: Successful completion of EDA 551 and EDA 552.

Distance education offering may be available.

EDA 554. Field Experience - Infants/Toddlers and Young Children with Disabilities. 3 Credits.

This field course is designed to provide the student with hands-on, practical experience when spending time with the targeted populations. The course provides students with the opportunity to have authentic learning experiences with infants/toddlers and young children with disabilities (3-5 years old) while applying the content learned in the certificate program. This course also provides students with the hours required for a PA-recognized certificate in early intervention.

EDA 554 Prerequisite: Successful completion of EDA 551, EDA 552, and EDA 553; field clearances; TB test; and physical form.

Distance education offering may be available.

EDA 560. Theory & Philosophy in Applied Behavior Analysis. 3 Credits.

This course introduces students to the theoretical and philosophical foundations of behavior analysis. The course will address the goals of behavior analysis as a science, core philosophical assumptions, and the radical behaviorist approach to understanding behavior. Students will distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice. The course also examines the defining dimensions of applied behavior analysis, preparing students to think conceptually and apply foundational principles across diverse practice settings.

Distance education offering may be available.

EDA 561. Basic Principles of Behavior. 3 Credits.

This course is an introductory course, which provides an overview of the basic principles of behavior as they relate to Applied Behavior Analysis (ABA). Students will be provided with an overview of the philosophical and theoretical foundations of ABA, essential characteristics of ABA, and the history of basic and applied principles, processes, and concepts that inform the professional practice of ABA.

Distance education offering may be available.

EDA 562. Research Methods in Behavior Analysis. 3 Credits.

This course provides a comprehensive overview of research methodology in the field of applied behavior analysis (ABA), with a strong emphasis on both the scientific foundations and practical applications of behavioral research. Students will explore key topics including measurement of behavior, data display and interpretation, single-case experimental designs, and procedures for evaluating interventions and programs.

EDA 562 Prerequisite: Successful completion of EDA 561.

Distance education offering may be available.

EDA 563. Behavior Assessment. 3 Credits.

This course provides an in-depth exploration of behavior assessment and behavior change procedures grounded in the principles of Applied Behavior Analysis (ABA). Students will develop competencies in selecting, conducting, and interpreting a variety of assessment methods, including indirect, descriptive, and functional analyses, to identify the environmental variables influencing behavior. Emphasis is placed on operationally defining behavior, analyzing data, and formulating hypotheses to guide ethical and culturally responsive intervention planning. Building on assessment outcomes, students will learn to design, implement, and evaluate evidence-based interventions that are conceptually systematic and functionally aligned. The course emphasizes the integration of assessment and intervention practices, data-based decision-making, and collaboration with stakeholders.

EDA 563 Prerequisite: Successful completion of EDA 561.

Distance education offering may be available.

EDA 564. Behavior Change and Interventions. 3 Credits.

This course provides advanced training in the design, selection, and implementation of behavior-change procedures grounded in the principles of Applied Behavior Analysis (ABA). Students will develop fluency in a wide range of evidence-based interventions, including reinforcement, extinction, shaping, chaining, prompting, and punishment procedures. Emphasis is placed on selecting interventions that are functionally appropriate, socially valid, and aligned with client values and cultural contexts.

EDA 564 Prerequisite: Successful completion of EDA 563.

Distance education offering may be available.

EDA 565. Organizational Behavior Management. 3 Credits.

This course includes the application of applied behavior analysis principles to improve employee performance and organizational outcomes. The purpose of this course is to provide graduate students with a review of research on evidence-based practices related to organizational behavior management (OBM). The course includes readings on various OBM procedures, as well as recent readings on innovations affecting behavior in the changing work environment. Course topics will include performance analysis, selecting desired behaviors, measurement, feedback, reinforcement systems, and addressing performance deficits. The course addresses organizational behavior at every level; from the individual employee to the supervisor overseeing many employees, to the organization, to the larger community and system in which that organization operates. The course approaches OBM from a context of ethical behavior and diversity-affirming practices, including racial, cultural, linguistic, and neurodiversity.

EDA 565 Prerequisite: Successful completion of EDA 561.

Distance education offering may be available.

EDA 566. Ethics & Professional Practice in Applied Behavior Analysis. 3 Credits.

This course provides a comprehensive examination of the ethical, legal, and professional responsibilities of behavior analysts in diverse practice settings. Grounded in the current Behavior Analyst Certification Board’s (BACB) Ethics Code for Behavior Analysts, the course emphasizes the core ethical principles of beneficence, respect, integrity, and professional accountability. Students will learn to identify and mitigate the risks associated with unethical conduct and explore strategies for maintaining professional competence through lifelong learning and mentorship. Key topics include confidentiality and data protection, ethical communication in professional and public contexts (including social media), cultural humility and responsiveness, managing multiple relationships, responsibility in research and navigating transitions in services and supervision. The course also addresses the legal and regulatory frameworks relevant to licensure, certification, and funding in behavior analytic practice. Students will develop essential interpersonal and reflective skills that promote ethical decision-making and support collaborative, inclusive, and culturally responsive service delivery.

EDA 566 Prerequisite: Successful completion of EDA 560.

Distance education offering may be available.

EDA 574. Assessment and Special Education. 3 Credits.

This course is designed to introduce students to instructional assessment in special education and the development of relevant education plans to meet federal regulations.

EDA 574 Prerequisite: Successful completion of EDA 542.

Distance education offering may be available.

EDA 582. Special Education Student Teaching and Seminar. 6 Credits.

This is a required course for students pursuing special education certification at the post-baccalaureate level. The student will receive direct experience with students with disabilities receiving special education services in PK-12 classrooms.

EDA 582 Prerequisite: Successful completion of EDA 513, EDA 516, EDA 521, EDA 523, EDA 524, EDA 525, EDA 542, EDA 544, EDA 574, EDR 550, and MTE 557; and field clearances.

Distance education offering may be available.

EDA 591. Final Project. 3 Credits.

This course will focus on the process of teacher inquiry. Students will draw upon their learning from their previous MEd coursework and professional practice to identify an actionable issue in their teaching practice or community setting tied to educating students with disabilities. Students will review the scholarship on their topic and develop a project in one of the following categories: self-study of teacher practice, curriculum development, or community-based project design and disseminate their work in a scholarly format.

EDA 591 Prerequisite: Successful completion of ERM 500.

Distance education offering may be available.

EDA 592. Workshop In Special Education I. 1-3 Credits.

Contact department for more information about this course.

Repeatable for credit.