Concentration in High Incidence Disabilities

There are two plans for earning a Master’s degree in the High Incidence Disabilities (HID) concentration area:

and special education teacher certification.

Plan 1: Master’s degree in High Incidence Disabilities → 36 semester credit hours

• 1^st year: fall, spring, summer semesters-full time; 4 courses per semester (36 hours)
• Graduation in August 1^st year

These students possess a baccalaureate degree and wish to pursue a Master’s degree in High Incidence Disabilities.

Aspiring educators and other professionals will learn about evidence-based knowledge, skills, and strategies to work with students in K-12 diverse educational settings and in multi-tiered systems of support. There is a focus on teaching students with high incidence disabilities, such as learning disabilities, behavior disorders, mild autism spectrum disorders, and mild intellectual disabilities. Students will learn content in the areas of cultural and linguistic diversity, instructional design and delivery, data-based instructional decision making, intensive reading interventions for students with reading disabilities, intensive mathematics interventions for students with mathematics disabilities, and positive behavioral supports. We prepare professionals for careers in diverse educational settings such as schools, juvenile justice facilities, residential treatment centers, and private practice.

Plan 1: 

The Master’s concentration in the High Incidence Disabilities area can be pursued through one of three options, each involving a minimum of 36 semester hours.

• Option 1 involves completion of 12 courses (fall, spring, summer semesters-fulltime) leading to the M.Ed. degree.
• *Option 2 consists of 11 courses (fall, spring, summer semester-fulltime) and a Master’s Report for the M.Ed. It is possible to complete this option in one academic year.
• *Option 3 is a research-based Master of Arts degree and involves 10 courses (fall, spring, summer semesters-fulltime) and additional semesters to complete this option.

*Students wishing to pursue a report or thesis should discuss this option with their adviser in the first semester of cours ework to plan the work and identify a timeline .

SED 380: Cultural and Linguistic Diversity in Special Education/Rehabilitation Counseling (Fall)

This course provides an overview of issues and emerging practices surrounding the education and transition of culturally and linguistically diverse students in special education. The goal is to provide an understanding of the history and significant events that have impeded or promoted the acceptance of diversity within the educational system.

SED 393: Applied Research in Special Education (Summer)

The purpose of this course is to equip you with the knowledge and skills required to read, understand, evaluate, and use research to improve professional practice in special education. An additional purpose is to give you the tools to integrate research into your practice or for your Master’s Thesis. The focus of the course is conceptual rather than computational, but you will also learn about statistical analysis as part of the course. From this course you will gain an appreciation for the satisfying and creative aspects that make educational research fun!

Concentration Core (High Incidence Disabilities)

SED 383: Foundations of Special Education (Fall)

This course provides a foundation of high incidence disabilities including characteristics of learners and an overview of strategies. Evidence-based instructional design and delivery practices are presented along with data-based individualized instructional planning. An introduction to assistive technology is provided and practices for working with diverse families and students in various instructional environments are presented.

SED 383: Assessment in Special Education (Fall)

This course provides a foundation of the basic concepts and content related to the assessment of exceptional individuals. The course follows a lifespan orientation, looking at assessment needs from infancy to adulthood. Course content serves as a precursor to material covered in more advanced assessment courses associated with various specialty areas.

SED 386: Foundations of Positive Behavior Supports and Classroom Management (Fall)
This course provides students with an advanced understanding of the principles of human behavior; the application of those principles to teaching; the application of those principles to positive behavior support; and the application of those principles to the design of effective classrooms. The course is organized to prepare teachers and clinicians who will be in general and special education settings with students of all ages. A field-based experience is included as a part of the course. A field experience is included with this course.

SED 383: Intensive Intervention in Reading (Spring)

This course emphasizes the components of designing, implementing, and assessing a reading and writing instructional program for individuals with disabilities at the elementary and secondary level. Emphasis is placed on instructional adaptations and research-based methodologies. A practicum is included as a part of the course.

SED 383: Intensive Intervention in Mathematics (Spring)

This course emphasizes the components of designing, implementing, and assessing a mathematics instructional program for individuals with disabilities at the elementary and secondary level. Emphasis is placed on instructional adaptations and research-based methodologies. A practicum is included as a part of the course.

SED 394: Practicum in High Incidence Disabilities ( Spring )

Two six-week placements in different special education or inclusive settings is emphasized in this course. Assignments from SED 383 (reading, writing, and mathematics) are implemented under supervision of a classroom teacher and university facilitator. On campus meetings are also required for this course.

SED 389: Law and Disabilities (Spring)

This course introduces students to and familiarizes them with federal and state laws for individuals with disabilities, with a focus on federal and state mandates in special education.  Students will learn about and rely upon case law, statues, regulations, and administrative guidance in this field.

SED 388: Advances in Understanding/Treating Autism and Developmental Disorders (Summer)

This course focuses on literature related to the diagnosis, assessment and treatment of individuals with autism. The course focuses on a review of educational interventions for teaching individuals with autism.

SED 384: Instruction and Intervention in Early Childhood Special Education (Summer)

This course covers individualized instructional strategies for teaching young children with developmental disabilities. Emphasis is given to designing and implementing assessments to develop appropriate instructional objectives and to create effective learning programs that address the many educational and related needs of young children with developmental disabilities. This course also focuses on implementation and evaluation of instructional procedures for teaching target behaviors across a range of developmental domains. In addition to describing effective teaching procedures, students will develop an understanding of the basic principles of learning that underlie these strategies (namely behavior analytic principles of learning).

SED 396 T: Single Subject Research Design (Summer)

The use of single-subject research designs to make data-based decisions about program effective and student outcomes; integration of applied research into classroom instruction as part of evidence-based professional practice in education students with severe and multiple disabilities.

Supporting Coursework (Plan 2: Master’s only)

All coursework must be selected in consultation with your Academic Adviser.

POINT OF CONTACT

For more specific information about the High Incidence Disabilities area contact the Area Coordinator, Dr. Diane P. Bryant, via e-mail at dpbryant@austin.utexas.edu.