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Hedda Meadan-Kaplansky

Biography

Hedda Meadan is a professor at the Department of Special Education at the University of Illinois at Urbana-Champaign. Dr. Meadan’s areas of interest include social-communication skills and challenging behavior of young children with autism and other developmental disabilities and intervention methods to enhance these spheres of functioning. Dr. Meadan and her team use a cascading intervention model in which they train and coach, via telepractice, natural change agents (e.g., family members, service providers, behavior analysts) to use evidence-based strategies to promote social-communication skills of children in the natural environment. 

Key Professional Appointments

  • Goldstick Family Scholar, College of Education, University of Illinois, Urbana-Champaign
  • Head, Special Education, University of Illinois, Urbana-Champaign
  • MJS Valpey Professor, Special Education, University of Illinois, Urbana-Champaign
  • Professor, Special Education, University of Illinois, Urbana-Champaign
  • Affiliate, Center for Social and Behavioral Science, University of Illinois, Urbana-Champaign
Publications

Buzhardt, J., & Meadan, H. (2022). Introduction to the Special Issue: A New Era for Remote Early Intervention and Assessment. Journal of Early Intervention, 44(2), 103-109.  link >

Cheung, W. C., Shen, S., & Meadan, H. (2022). Correlation between Motor, Socio-Emotional Skills, and Academic Performance between Young Children with and without Disabilities. Journal of Developmental and Physical Disabilities, 34(2), 211-231.  link >

Douglas, S. N., Meadan, H., & Schultheiss, H. (2022). A Meta-synthesis of Caregivers’ Experiences Transitioning from Early Intervention to Early Childhood Special Education. Early Childhood Education Journal, 50(3), 371-383.  link >

Douglas, S. N., Meadan, H., Biggs, E., Bagawan, A., & Terol, A. K. (Accepted/In press). Building Family Capacity: supporting multiple family members to implement aided Language modeling. Journal of Autism and Developmental Disorders.  link >

Frantz, R., Douglas, S., Meadan, H., Sands, M., Bhana, N., & D’Agostino, S. (2022). Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers. Topics in Early Childhood Special education, 42(1), 20-32.  link >

Lee, J. D., Hacker, R. E., Meadan, H., & Haidar, B. S. (Accepted/In press). Challenging Behaviors Online Modules for Parents of Young Children with Disabilities: A Pilot Feasibility Study. Education and Treatment of Children.  link >

Lee, J. D., Meadan, H., & Xia, Y. (Accepted/In press). Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial. Journal of Positive Behavior Interventions, 24(3), 222-235.  link >

Lee, J., Meadan-Kaplansky, H., & Xia, Y. (Accepted/In press). Online training on behavior principles: Impact on Korean parents of children with autism. Journal of Positive Behavior Interventions.

Lee, J. D., Meadan, H., & Oyunbaatar, E. (Accepted/In press). Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia. Autism.  link >

McGuire, S. N., & Meadan, H. (Accepted/In press). General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders. Behavioral Disorders.  link >

McGuire, S. N., & Meadan, H. (2022). Social Inclusion of Children with Persistent Challenging Behaviors. Early Childhood Education Journal, 50(1), 61-69.  link >

Terol, A. K., Lee, J. D., Martin, M. R., & Meadan, H. (Accepted/In press). Online training for parents of children with developmental disabilities in a low-resource community: A pilot feasibility study. Journal of Policy and Practice in Intellectual Disabilities.  link >

Adams, N. B., McGuire, S. N., Meadan, H., Martin, M. R., Terol, A. K., Haidar, B., & Fanta, A. S. (Accepted/In press). Impact of Challenging Behavior on Marginalized and Minoritized Caregivers of Children With Disabilities. Topics in Early Childhood Special education.  link >

Ayvazo, S., Inbar-Furst, H., & Meadan, H. (2021). Technology-based model to support and enhance field experience in special education training programs in israel. Journal of Higher Education Theory and Practice, 21(9), 15-26.  link >

Cheung, W. C., Meadan, H., & Xia, Y. (Accepted/In press). A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism. Journal of Autism and Developmental Disorders.  link >

Cheung, W. C., Meadan, H., & Shen, S. (2021). Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time. Journal of Special Education, 55(2), 79-89.  link >

Chung, M. Y., Lee, J. D., Meadan, H., Sands, M. M., & Haidar, B. S. (Accepted/In press). Building Professionals’ Capacity: The Cascading Coaching Model. Journal of Positive Behavior Interventions.  link >

Douglas, S. N., Meadan, H., Biggs, E., & Bagawan, A. (2021). The effects of telepractice to support family members in modeling a speech-generating device in the home. American journal of speech-language pathology, 30(3), 1157-1169.  link >

Lee, J. D., & Meadan, H. (2021). Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia. Journal of Autism and Developmental Disorders, 51(10), 3586-3599.  link >

Lee, J. D., & Meadan, H. (2021). Parent-Mediated Interventions for Children with ASD in Low-Resource Settings: a Scoping Review. Review Journal of Autism and Developmental Disorders, 8(3), 285-298.  link >

McGuire, S. N., Folkerts, R., Meadan, H., Adams, N. B., Lee, J. D., & Kaza, M. (Accepted/In press). Cross Cultural Caregiver Perceptions of Challenging Behaviors and Responses. Early Childhood Education Journal.  link >

Papoudi, D., Jørgensen, C. R., Guldberg, K., & Meadan, H. (2021). Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review. Review Journal of Autism and Developmental Disorders, 8(2), 195-212.  link >

Pearson, J. N., & Meadan, H. (2021). FACES: An advocacy intervention for African American parents of children with autism. Intellectual and developmental disabilities, 59(2), 155-171.  link >

Sands, M. M., & Meadan, H. (Accepted/In press). A Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process. Early Childhood Education Journal.  link >

Sands, M. M., Meadan, H., Ramos-Torres, S., & Fanta, A. (Accepted/In press). The Cultural and Linguistic Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention. Early Childhood Education Journal.  link >

Yang, H. W., Meadan, H., & Ostrosky, M. M. (2021). A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities. Journal of Early Intervention, 43(3), 275-290.  link >

Akemoglu, Y., Muharib, R., & Meadan, H. (2020). A Systematic and Quality Review of Parent-Implemented Language and Communication Interventions Conducted via Telepractice. Journal of Behavioral Education, 29(2), 282-316.  link >

Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers. Early Childhood Education Journal, 48(6), 759-766.  link >

Cheung, W. C., Meadan, H., & Yang, H. W. (2020). Effects of Powered Mobility Device Interventions on Social Skills for Children with Disabilities: A Systematic Review. Journal of Developmental and Physical Disabilities, 32(6), 855-876.  link >

Chung, M. Y., Meadan, H., Snodgrass, M. R., Hacker, R. E., Sands, M. M., Adams, N. B., & Johnston, S. S. (2020). Assessing the Social Validity of a Telepractice Training and Coaching Intervention. Journal of Behavioral Education, 29(2), 382-408.  link >

Corr, C., Snodgrass, M. R., Greene, J. C., Meadan, H., & Santos, R. M. (2020). Mixed Methods in Early Childhood Special Education Research: Purposes, Challenges, and Guidance. Journal of Early Intervention, 42(1), 20-30.  link >

Daczewitz, M., Meadan-Kaplansky, H., & Borders, C. (2020). PiCs: Telepractice coaching for a parent of a child who is hard-of-hearing. Deafness and Education International, 22(2), 113-138.  link >

Douglas, S. N., Meadan, H., & Kammes, R. (2020). Early Interventionists’ Caregiver Coaching: A Mixed Methods Approach Exploring Experiences and Practices. Topics in Early Childhood Special education, 40(2), 84-96.  link >

Inbar-Furst, H., Douglas, S. N., & Meadan, H. (2020). Promoting Caregiver Coaching Practices Within Early Intervention: Reflection and Feedback. Early Childhood Education Journal, 48(1), 21-27.  link >

Meadan, H., Adams, N. B., Hacker, R. E., Ramos-Torres, S., & Fanta, A. (2020). Supporting Spanish-Speaking Families with Children with Disabilities: Evaluating a Training and Coaching Program. Journal of Developmental and Physical Disabilities, 32(3), 489-507.  link >

Pearson, J. N., Meadan, H., Malone, K. M., & Martin, B. M. (2020). Parent and Professional Experiences Supporting African-American Children with Autism. Journal of Racial and Ethnic Health Disparities, 7(2), 305-315.  link >

Yang, H. W., Ostrosky, M. M., & Meadan-Kaplansky, H. (2020). Parental perceptions of participation in physical activities for preschoolers with disabilities. Early Child Development and Care, 190(5), 655-669.  link >

Akamoglu, Y., & Meadan, H. (2019). Parent-Implemented Communication Strategies During Storybook Reading. Journal of Early Intervention, 41(4), 300-320.  link >

Akemoglu, Y., Garcia-Grau, P., & Meadan-Kaplansky, H. (2019). Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention. Topics in Early Childhood Special education, 39(3), 144-155.  link >

Barton, E. E., Meadan, H., & Fettig, A. (2019). Comparison of visual analysis, non-overlap methods, and effect sizes in the evaluation of parent implemented functional assessment based interventions. Research in Developmental Disabilities, 85, 31-41.  link >

Barton, E. E., & Meadan, H. (2019). Innovations and Advances in the Measurement of Social Validity in EI/ECSE Reserach. Topics in Early Childhood Special education, 39(3), 137-138.  link >

Meadan, H., Chung, M. Y., Sands, M. M., & Snodgrass, M. R. (2019). The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children. Journal of Special Education.  link >

Pearson, J. N., Akamoglu, Y., Chung, M., & Meadan, H. (2019). Building Family–Professional Partnerships with Culturally, Linguistically, and Economically Diverse Families of Young Children. Multicultural Perspectives, 21(4), 208-216.  link >

Akamoglu, Y., Meadan, H., Pearson, J. N., & Cummings, K. (2018). Getting Connected: Speech and Language Pathologists’ Perceptions of Building Rapport via Telepractice. Journal of Developmental and Physical Disabilities, 30(4), 569-585.  link >

Akamoglu, Y., & Meadan, H. (2018). Parent-Implemented Language and Communication Interventions for Children with Developmental Delays and Disabilities: a Scoping Review. Review Journal of Autism and Developmental Disorders, 5(3), 294-309.  link >

Biggs, E. E., & Meadan, H. (2018). Early Communication Interventions for Young Children With Intellectual and Developmental Disabilities: The Roles of Natural Communication Partners. In R. M. Hodapp, & D. J. Fidler (Eds.), International Review of Research in Developmental Disabilities (pp. 1-37). (International Review of Research in Developmental Disabilities; Vol. 55). Academic Press Inc..  link >

Burke, M. M., Meadan-Kaplansky, H., Patton, K. A., Pearson, J. N., Cummings, K. P., & Lee, C. E. (2018). Advocacy for Children With Social-Communication Needs: Perspectives From Parents and School Professionals. Journal of Special Education, 51(4), 191-200.  link >

Meadan, H., Douglas, S. N., Kammes, R., & Schraml-Block, K. (2018). "I'm a Different Coach with Every Family": Early Interventionists' Beliefs and Practices. Infants and Young Children, 31(3), 200-214.  link >

Meadan, H., & Snodgrass, M. R. (2018). Introduction to the special issue on partnering with families of individuals with developmental and intellectual disabilities throughout the lifespan. Intellectual and developmental disabilities, 56(5), 305-306.  link >

Pearson, J. N., & Meadan, H. (2018). African American parents' perceptions of diagnosis and services for children with autism. Education and Training in Autism and Developmental Disabilities, 53(1), 17-32.

Snodgrass, M. R., & Meadan, H. (2018). A boy and his AAC team: building instructional competence across team members. AAC: Augmentative and Alternative Communication, 34(3), 167-179.  link >

Snodgrass, M. R., Chung, M. Y., Meadan, H., & Halle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in Developmental Disabilities, 74, 160-173.  link >

Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating Supportive Environments for Children Who have had Exposure to Traumatic Events. Journal of Child and Family Studies, 26(10), 2728-2741.  link >

Cummings, K. P., Hardin, B. J., & Meadan, H. (2017). Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities. Rural Special Education Quarterly, 36(3), 116-127.  link >

Dymond, S. K., Meadan, H., & Pickens, J. L. (2017). Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel. Journal of Developmental and Physical Disabilities, 29(5), 809-825.  link >

Ely, M. S., Meadan-kaplansky, H., & Ostrosky, M. M. (2017). Development of Theory of Mind: Considerations for Children with Visual Impairments. Journal of Blindness Innovation and Research, 7(1).  link >

Meadan, H., Snodgrass, M. R., Palomo, I., Amenta, C. G., & Halle, J. W. (2017). A Framework for Defining Contextual Features of Training and Coaching Practices. Exceptionality, 25(4), 253-269.  link >

Snodgrass, M. R., Meadan-Kaplansky, H., Ostrosky, M., & Cheung, W. C. (2017). One Step at a Time: Using Task Analyses to Teach Skills. Early Childhood Education Journal, 45(6), 855-862.  link >

Snodgrass, M. R., Chung, M. Y., Biller, M. F., Appel, K. E., Meadan, H., & Halle, J. W. (2017). Telepractice in Speech-Language Therapy: The Use of Online Technologies for Parent Training and Coaching. Communication Disorders Quarterly, 38(4), 242-254.  link >

Chung, M., Snodgrass, M. R., Meadan, H., Akamoglu, Y., & Halle, J. W. (2016). Understanding Communication Intervention for Young Children with Autism and Their Parents: Mixing Behavioral and Social Validity Findings. Journal of Developmental and Physical Disabilities, 28(1), 113-134.  link >

Curtiss, S. L., Pearson, J. N., Akamoglu, Y., Fisher, K. W., Snodgrass, M. R., Meyer, L. E., Meadan, H., & Halle, J. W. (2016). Bringing Instructional Strategies Home: Reaching Families Online. Teaching Exceptional Children, 48(3), 159-167.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Introduction to prelinguistic and minimally verbal communicators on the autism spectrum. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 3-7). Springer.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Preface. In Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. vii-viii). Springer.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Springer.  link >

Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-Based Parent-Implemented Intervention for Young Children With Autism: A Pilot Study. Journal of Early Intervention, 38(1), 3-23.  link >

Meadan, H., & Keen, D. (2016). Parent involvement in communication interventions. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 215-230). Springer.  link >

Meadan-Kaplansky, H., Ayvazo, S., & Ostrosky, M. (2016). The ABCs of Challenging Behavior: Understanding Basic Concepts. Young Exceptional Children, 19(1), 3-15.  link >

Meadan-Kaplansky, H., Stoner, J. B., & Angell, M. E. (2015). Fathers of children with autism: perceived roles, responsibilities, and support needs. Early Child Development and Care, 185(10), 1678-1694.  link >

Meadan-Kaplansky, H., & Daczewitz, M. E. (2015). Internet-based intervention training for parents of young children with disabilities: a promising service-delivery model. Early Child Development and Care, 185(1), 155-169.  link >

Meadan, H., Angell, M. E., Stoner, J. B., & Daczewitz, M. E. (2014). Parent-implemented social-pragmatic communication intervention: A pilot study. Focus on Autism and Other Developmental Disabilities, 29(2), 95-110.  link >

Meadan-Kaplansky, H., Stoner, J. B., Angell, M. E., Daczewitz, M. E., Cheema, J., & Rugutt, J. K. (2014). Do You See a Difference? Evaluating Outcomes of a Parent-Implemented Intervention. Journal of Developmental and Physical Disabilities, 26(4), 415-430.  link >

Mason, L. H., Meadan-Kaplansky, H., Hedin, L., & Taft, R. (2013). Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students. Exceptionality, 21(2), 69-86.  link >

Meadan, H., Meyer, L. E., Snodgrass, M. R., & Halle, J. W. (2013). Coaching Parents of Young Children with Autism in Rural Areas Using Internet-Based Technologies: A Pilot Program. Rural Special Education Quarterly, 32(3), 3-10.  link >

Meadan, H., Parette, H. P., & Doubet, S. (2013). Fathers of young children with disabilities experiences, involvement, and needs. In J. Pattnaik (Ed.), Father Involvement in Young Children's Lives: A Global Analysis (pp. 153-167). (Educating the Young Child; Vol. 6). Springer.  link >

Meadan, H., Ostrosky, M. M., Santos, R. M., & Snodgrass, M. R. (2013). How Can I Help? Prompting Procedures to Support Children's Learning. Young Exceptional Children, 16(4), 31-39.  link >

Angell, M. E., Meadan, H., & Stoner, J. B. (2012). Experiences of Siblings of Individuals with Autism Spectrum Disorders. Autism Research and Treatment, 2012, 1-11.  link >

Mason, L. H., Meadan, H., Hedin, L. R., & Cramer, A. M. (2012). Avoiding the struggle: Instruction that supports students' motivation in reading and writing about content material. Reading and Writing Quarterly, 28(1), 70-96.  link >

Meadan, H., Halle, J. W., & Kelly, S. M. (2012). Intentional Communication of Young Children with Autism Spectrum Disorder: Judgments of Different Communication Partners. Journal of Developmental and Physical Disabilities, 24(5), 437-450.  link >

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & Yu, S. Y. (2012). Using coaching with preschool teachers to support the social skills of children with and without autism spectrum disorders. International Journal of Early Childhood Special Education, 4(2), 74-94.

Shulman, C., Meadan, H., & Sandhaus, Y. (2012). Young children with disabilities in Israel: System of early intervention service delivery. Infants and Young Children, 25(4), 297-309.  link >

Stoner, J. B., Meadan, H., Angell, M. E., & Daczewitz, M. (2012). Evaluation of the Parent-implemented Communication Strategies (PiCS) project using the Multiattribute Utility (MAU) approach. Educational Assessment, Evaluation and Accountability, 24(1), 57-73.  link >

Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using Visual Supports with Young Children with Autism Spectrum Disorder. Teaching Exceptional Children, 43(6), 28-35.  link >

Turan, Y., & Meadan, H. (2011). Social validity assessment in early childhood special education. Young Exceptional Children, 14(3), 13-28.  link >

Meadan, H., & Jegatheesan, B. (2010). Classroom pets and young children: Supporting early development. YC Young Children, 65(3), 70-77.

Meadan, H., Shelden, D. L., Appel, K., & Degrazia, R. L. (2010). Developing a Long-Term Vision: A Road Map for Students' Futures. Teaching Exceptional Children, 43(2), 8-14.  link >

Meadan, H., Halle, J. W., & Ebata, A. T. (2010). Families with children who have autism spectrum disorders: Stress and support. Exceptional Children, 77(1), 7-36.  link >

Meadan-Kaplansky, H., Stoner, J. B., & Angell, M. E. (2010). Review of literature related to the social, emotional, and behavioral adjustment of siblings of individuals with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 22(1), 83-100.  link >

Ostrosky, M. M., & Meadan, H. (2010). Helping children play and learn together. YC Young Children, 65(1), 104-110.

Parette, H. P., Meadan-Kaplansky, H., & Doubet, S. (2010). Fathers of Young Children with Disabilities in the United States: Current Status and Implications. Childhood Education, 86(6), 382-388.  link >

Parette, H. P., Meadan-Kaplansky, H., Doubet, S., & Hess, J. (2010). Supporting families of young children with disabilities using technology. Education and Training in Autism and Developmental Disabilities, 45(4), 552-565.

Meadan, H., Thompson, J. R., Hagiwara, M., Herold, J., Hoekstra, S., & Manser, S. (2009). Evaluating the acceptability and effectiveness of family assessment portfolios. Education and Training in Developmental Disabilities, 44(3), 421-430.

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & yu, S. (2009). Promoting the Social and Communicative Behavior of Young Children With Autism Spectrum Disorders: A Review of Parent-Implemented Intervention Studies. Topics in Early Childhood Special education, 29(2), 90-104.  link >

Meadan, H., & Monda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Intervention in School and Clinic, 43(3), 158-167.  link >

Meadan, H., Halle, J., Ostrosky, M. M., & Destefano, L. (2008). Communicative Behavior in the Natural Environment: Case Studies of Two Young Children With Autism and Limited Expressive Language. Focus on Autism and Other Developmental Disabilities, 23(1), 37-48.  link >

Halle, J., & Meadan, H. (2007). A Protocol for Assessing Early Communication of Young Children With Autism and Other Developmental Disabilities. Topics in Early Childhood Special education, 27(1), 49-61.  link >

Thompson, J. R., Meadan, H., Fansler, K. W., Alber, S. B., & Balogh, P. A. (2007). Family Assessment Portfolios; A New Way to Jumpstart Family/School Collaboration. Teaching Exceptional Children, 39(6), 19-25.  link >

Mason, L. H., Meadan, H., Hedin, L., & Corso, L. (2006). Self-Regulated Strategy Development Instruction for Expository Text Comprehension. Teaching Exceptional Children, 38(4), 47-52.  link >

Meadan, H., Halle, J. W., Watkins, R. V., & Chadsey, J. G. (2006). Examining communication repairs of 2 young children with autism spectrum disorder: The influence of the environment. American journal of speech-language pathology, 15(1), 57-71.  link >

Meadan, H., Ostrosky, M. M., & Halle, J. W. (2006). “What?”; “I Don’t Understand’; and “Pardon?”: Using Communication Breakdowns to Encourage Communication. Young Exceptional Children, 9(3), 2-9.  link >

Meadan, H., & Halle, J. W. (2004). Communication repair and response classes. The Behavior Analyst Today, 5(3), 291-303.  link >

Courses

Co-LEAD (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. For students involved in the Co-LEAD Leadership Grant

STEPS Grant (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. STePS Grant

Co-LEAD (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. For students involved in the Co-LEAD Leadership Grant. Location to be arranged.

Co-LEAD (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Synchronous attendance required. No LMS. For students involved in the Co-LEAD Leadership Grant.

Concepts and Issues in SPED II (SPED 593) Seminar in current concepts and issues relating to all children with special needs; introduction to grant proposal writing; and introduction to journal reviewing; requires critical review of key readings and preparation of a literature review of a topic of current research in special education. Course is restricted to Special Education majors or consent of instructor.

Concepts and Issues in SPED II (SPED 593) Seminar in current concepts and issues relating to all children with special needs; introduction to grant proposal writing; and introduction to journal reviewing; requires critical review of key readings and preparation of a literature review of a topic of current research in special education. Synchronous attendance required. Moodle LMS. Course is restricted to Special Education majors or consent of instructor.

Independent Study (SPED 595) Self-directive, independent study, that is, develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term.