Results 1 - 28 of 28 Courses

Educational Psychology & Special Education
Department of Educational Psychology & Special Education, College of Education

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Educational Psychology & Special Education >

Courses in this department are offered according to availability as listed in the applicable Registration Guide.

UNDERGRADUATE DEGREE COURSES
EPSE 258.3 (Formerly EPSY 258.3)
Learners and Learning
1/2(3L)
Prerequisite(s): EFDT 101 (or corequisite for Sequential Program students)

Assists students to develop an understanding of the characteristics of learners and the learning process in childhood and adolescence, and provides a foundation for meeting the learning needs of students through a variety of teaching-learning models and instructional strategies.

EPSE 337.3
Self Discipline or Developing Responsible Learners
1/2(3L–1.5S–1.5P)
Prerequisite(s): EPSE 258; STTC

Teacher candidates will examine their beliefs about education, learning, their own behaviour, and that of students in their care. A variety of philosophical perspectives will be studied and students will be encouraged to develop their own unique and personal orientation for guiding the learning process and the development of students’ self-discipline in a supportive classroom environment.

EPSE 390.3 (Formerly EEXC 390.3)
Exceptional Learners
1/2(3L)
Prerequisite(s) or Corequisite(s): EPSE 258.

Introduces students to the concept of exceptionality as it reflects the special needs of individuals for whom they will be responsible in their classrooms, schools, and communities. The philosophy of inclusion will be emphasized. Students will learn how to identify and provide appropriate learning opportunities for children with special needs and ensure that they receive additional services to which they are entitled by the Saskatchewan Education Act and current Regulations. Students will become sensitive to cultural differences, the need to work with families and the importance of early intervention to prevent or ameliorate disability.

EPSE 414.3 (Formerly EEXC 414.3)
Exceptional Learners in Classroom
1&2(3L)
Prerequisite(s): EPSE 390.

Emphasizes strategies and techniques useful in accommodating children and youth with special learning needs in the regular classroom. Students will learn how to maximize potential for individualization through procedures such as adapting lesson plans, devising alternative evaluation procedures and modifying teaching techniques and materials.

EPSE 416.3 (Formerly EPSY 411.3 and EPSY 425.3)
Comprehensive Guidance and Counseling
1/2(3L)
Prerequisite(s): 3 credit units in Educational Psychology or permission of the instructor.

Introduction to comprehensive guidance and counselling in school, community, and agency settings. Examines the rationale for and best practices, as well as roles, functions, and ethical practices of personnel involved in guidance and counselling, career education, work education, career resource centres, academic advisement, and student recruitment centres.

Note: Students may not obtain credit for both this course and EPSY 411 or EPSY 425.

EPSE 417.3 (Formerly EPSY 412.3)
Introduction to Counseling
1/2(3L)
Prerequisite(s): 3 credit units in Educational Psychology or permission of the instructor.

Introduces students to major contemporary theories and practices of individual and group counselling. The primary focus is on preparing classroom teachers and school counsellors for conducting school counselling activities. This is a prerequisite class for the graduate program in counselling in the Department of Educational Psychology and Special Education.

Note: Students may not receive credit for both this course and PSY 257 in a B.Ed. program.

EPSE 418.3
Special Topics in Educational Psychology and Special Education
1/2(3L)
Prerequisite(s): Permission of the Instructor

Reviews the theoretical and practical bases of emerging trends in educational psychology and special education. Regular faculty with specific expertise or visiting scholars will offer the course periodically.

EPSE 441.3 (Formerly EPSY 441.3)
Introductory Statistics in Education
1/2(3L)
Prerequisite(s): 3 credit units in Educational Psychology or permission of the instructor.

Provides the student with an overview of descriptive statistics and basic psychometric concepts, with specific attention to problems of measurement and research in education and counselling. The emphasis is on application rather than derivation. No specific mathematical background is required.

Note: Especially recommended for students needing to fulfill the statistics requirement for admission to M.Ed. programs. Students with credit for PLSC 314.3, GE 210.3, STAT 242.3, STAT 245.3, STAT 246.3, COMM 104.3, PSY 233.3 or STAT 244.3 may not take this course for credit. Students who wish to use this course toward an Arts & Science credit should first refer to Statistics Course Regulations in the Arts and Science section of the Calendar.

EPSE 448.3 (Formerly EPSY 448.3)
Assessing Learning in Classroom
1/2(3L)
Prerequisite(s): 3 credit units in Educational Psychology or permission of the instructor.

Provides training in the skills involved in assessing student achievement. Students will learn how to construct various measuring devices such as paper and pencil tests, performance tests, assignments, portfolios, and observation schedules. Students will also learn how to summarize, interpret and report assessment results.




Special Topics

These courses are offered occasionally by visiting faculty and in other special situations. Students interested in these courses should contact the department for more information.
EPSE 498.3

1/2(3S)


Post-Degree Courses

EPSE 500.3
History and Philosophy of Special Education
1/2(3S)
Prerequisite(s): EPSE 390 and 414.

Provides an understanding of foundational beliefs and practices that underpin modern special education. Models, theories, and philosophies that provide the basis for special education are examined. Includes an historical profile of special education legal mandates and service provision within Saskatchewan, across Canada, and internationally. Social, cultural, and familial contexts of exceptionality are examined.

EPSE 510.3
Supporting Students with Language and Communication Needs in Classroom
1/2(3S)
Prerequisite(s): EPSE 390 and 414.

Language and communication development and disorders will be studied with emphasis on the impact they have on students' academic, social, emotional and cognitive development. The teacher's role, including classroom identification and assistance for students having language and communication disorders, will be addressed. Classroom and instruction modifications will be presented.

EPSE 520.3
Supporting Students with Learning Disabilities in Classroom
1/2(3S)
Prerequisite(s): EPSE 390 and 414.

Designed to facilitate a broad understanding of issues in LD as well as research-based knowledge about several important elements in the field. Course topics will include definitional issues in LD, a language-oriented view to reading disability, memory processing problems, reading, writing, and arithmetic instruction, metacognition, social issues, inclusion, and assessment issues of LD.

EPSE 530.3
Supporting Students with Behavioral and Social Needs in Classroom
1/2(3S)
Prerequisite(s): EPSE 390 and 414.

The goal of this course is to provide the student with the best effective practices for assessment and educational intervention for children and youth that have behavioural and social problems. While relevant theory and research will be reviewed, major emphasis will be placed on exploring practical strategies for improving behaviour in the school setting.

EPSE 540.3
Collaboration Processes and Contexts
1/2(3S)
Prerequisite(s): EPSE 390, 414 and 500.

Examines models of service delivery in special education. Emphasis is placed on collaborative processes and team contexts. Students learn the basic communication and decision-making skills for collaborative team planning and program implementation. Collaborative teamwork is considered in a variety of team contexts: families, school-based teams, and integrated services.

EPSE 550.6
Designing Supports to meet Diverse Student Needs
1&2(3S)
Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530 and 540.

Builds applied skills in the professional practice of Special Education and prepares them to engage in the practicum course (EPSE 560). The central theme is use of effective practices to meet the individual needs of diverse learners. Emphasis is placed on authentic assessment, adaptive instruction, collaborative teamwork, and inclusive school practices.

EPSE 560.3
Providing Supports to meet Diverse Student Needs
2(3P)
Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530, 540 and 550.

Provides students with practical skills essential for delivery of appropriate educational programs for students with special needs. A central unifying theme is “collaborative consultation”. Involves a variety of practicum activities within school settings.

EPSE 570.3
Individual Project in Special Education
1/2(3L)
Prerequisite(s): EPSE 390 and 500.

Designed to assist students to integrate content and experiences from other courses through an individual project. Aim is to prepare reflective practitioners capable of conducting a critical review of the research literature, integrating this knowledge into their professional repertoire, and communicating the products of this research to colleagues and others.

EPSE 580.1, 582.3, 581.2
Trends and Issues in Special Education

Reviews the theory, research, and practice related to emerging trends and issues in the education of students with diverse learning needs. The course is adaptable for intensive, short-term offerings by regular faculty or by instructors with specialized knowledge suited to the course content.

GRADUATE COURSES
Department of Educational Psychology & Special Education, College of Graduate Studies & Research

Graduate Courses

EPSE 843.3
Theory of Educational and Psychological Measurement
1(1L-1S-1P)
Prerequisite(s): Admission into the Master's Program in Education Psychology and Special Education or permission of Department Head/Graduate Chair.

A theoretical examination of the basic problems of psychological measurement, together with the statistical procedures relevant to the understanding and evaluation of tests. Both classical test theories and item response theory models are examined.

EPSE 844.3
Advanced Test Theory and Instrument Construction
2(1L-2P)
Prerequisite(s): EPSE 843 and admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

A detailed examination of test theory within an instrument development context. Both classical test and item response theories are examined from the perspective of designing various measuring instruments. Educational and psychological tests, questionnaires, interview schedules, and program evaluation instruments are among the information gathering devices which may be considered depending upon the professional interests and needs of the students. A practical skill development component is built in.

EPSE 859.3
Seminar in Language and Learning Disability
1/2(1L-2S)
Prerequisite(s): Admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

An in-depth study of the most recent theories in the field of learning disabilities. Each student will undertake a major literature search and present one aspect of basic skills, the models of processing and the way learning disabilities interfere with normal acquisition of this basic skill.

EPSE 868.3
Behaviour Disorders Theory and Practice
1(3S)
Prerequisite(s): Admission into the Master’s Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

Focuses on the empirically-based education and clinical management of behaviour disorders in children and adolescents. Critical issues related to theory, assessment practices, and treatment approaches are examined

EPSE 886.1
Trends and Issues
1/2(1S)
Prerequisite(s): Admission into the Master’s Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

Reviews the theoretical and practical bases of emerging trends in the education of children and youth with special education needs. Regular faculty with specific expertise or visiting scholars on sabbatical leave will offer the course periodically. The course is adaptable for intensive, short-term offerings by outstanding visiting scholars.

EPSE 887.2
Trends and Issues
1/2(2S)
Prerequisite(s): Admission into the Master’s Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

Reviews the theoretical and practical bases of emerging trends in the education of children and youth with special education needs. Regular faculty with specific expertise or visiting scholars on sabbatical leave will offer the course periodically. The course is adaptable for intensive, short-term offerings by outstanding visiting scholars.

EPSE 888.3
Trends and Issues
1/2(3S)
Prerequisite(s): Admission into the Master’s Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

Reviews the theoretical and practical bases of emerging trends in the education of children and youth with special education needs. Regular faculty with specific expertise or visiting scholars on sabbatical leave will offer the course periodically. The course is adaptable for intensive, short-term offerings by outstanding visiting scholars.

EPSE 990.0
Seminar

Non-credit course for graduate students in Educational Psychology and Special Education. On-going research and development projects of students from the focus of a series of seminars.




Special Topics

These courses are offered occasionally by visiting faculty and in other special situations. Students interested in these courses should contact the department for more information.
EPSE 898.3, 899.6
Special Topics
1/2(3P), 1&2(3P)

Consists of writing a minor thesis based on extensive readings or on experimental study. The project must be planned, carried out and reported by the student under the supervision of a faculty supervisor.

  Results 1 - 28 of 28 Courses