PhD Exceptional Student Education

The PhD program in Exceptional Student Education is a carefully tailored program that prepares the leaders in special education for generations to come. To envision a brighter tomorrow, the candidates have versatile backgrounds in curriculum specialization, special education teachers and many more. Since it will be based on research, theory and practical learning together, this program is perfect for those who are looking forward to pursue teachings in special education.

Special education is an integral part of the education programs for there's a whole lot who require teachers in this domain for the betterment of the nations. Effective leaders can certainly make a difference in improving the education quality in the field of special education and this PhD program by Queensville University is focused around the same criteria.

 

What will you learn from this course

Through this PhD. program you will learn to:

  • Critically analyze the specific challenges that will be faced by next generation education leaders and also how to address those challenges.
  • Conduct research that positively impacts social change.
  • Communicate to multiple audiences via effective oral and written formats.
  • Advocate for social change that integrates diverse perspectives and demonstrates awareness of global interrelationships.
General studies
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Information Research Strategies 2 Introduction to information research including electronic resources. This course is designed to help researchers locate, evaluate, and use information. It includes exploration of the research process, search strategies, locating resources, source documentation, and organization of research.
General studies
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Statistical Modeling and Analysis for Complex Data Problems 2 reviews some of today’s more complex problems, and reflects some of the important research directions in the field. Twenty-nine authors – largely from Montreal’s GERAD Multi-University Research Center and who work in areas of theoretical statistics, applied statistics, probability theory, and shastic processes – present survey chapters on various theoretical and applied problems of importance and interest to researchers and students across a number of academic domains.
Optimal Experimental Design 2 Introduces the philosophy of experimental design, provides an easy process for constructing experimental designs, calculating necessary sample size using R programs and teaches by example using a custom made R program package: OPDOE introduces experimenters to the philosophy of experimentation, experimental design, and data collection. It gives researchers and statisticians guidance in the construction of optimum experimental designs using R programs, including sample size calculations, hypothesis testing, and confidence estimation. A final chapter of in-depth theoretical details is included for interested mathematical statisticians.
Mathematical Modeling 2 complete range of basic modeling techniques: it provides a consistent transition from simple algebraic analysis methods to simulation methods used for research. Such an overview of the spectrum of modeling techniques is very helpful for the understanding of how a research problem considered can be appropriately addressed.
Research Methods and Design 2 Learners gain a thorough understanding of statistical tests appropriate to their dissertation topic and design, how to interpret the results of the tests and how to conduct follow-up analyses, as appropriate. This course includes guidelines and "best practices" for collecting data. Power analysis, what it is, why do it, and how to use available software is covered. Data preparation, use of software to analyze data, and understanding the calculated results are covered. Experience with computer-based statistical analysis techniques is stressed. Emphasizes what is applicable to the Learner’s proposed research questions, design, construct/variable definitions and properties of measurements. Satisfactory/Unsatisfactory grade only.
Dissertation Planning, Writing, and Defending 2 step-by-step through the dissertation process, with checklists, illustrations, sample forms, and updated coverage of ethics, technology, and the literature review.
General studies
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School Leadership and Administration 2 ISLLC Standard, Leadership, Decision Making, Authority, Power, and Influence, Communication, Conflict Management, Organizational Culture, School Improvement, Introduction to Clinical Materials and Learning Experiences, Beginning Challenges, Student Problems, Administrator-Staff Relationships, School-Community Relations, Role and Organizational Problems, Social Justice Issues and Problems of Change
School Finance 2 This course will provide students with an understanding of and practical experience with the major concepts and tools in school finance. The course will cover the three distinct components of education finance: 1) evaluating revenue sources, including school aid; 2) developing and defending budgets; and 3) managing the finances and business operations of a school district. The objective is to provide students with an understanding of the general principles of education finance that can be applied in any setting.
School Safety 2 This course is designed to provide learners with set of standards that educators can use to evaluate their schools and then develop practical and systematic plans for ensuring orderly and caring learning environments. The course also addresses several theoretical perspectives through which learners can come to understand school safety. Attention is given to the distinction between preventing violence and promoting safety.
Leadership: Theory and Practice 2 Being a Leader, Recognizing Your Traits, Recognizing Your Philosophy and Style of Leadership, Attending to Tasks and Relationships, Developing Leadership Skills, Creating a Vision, Setting the Tone, Listening to Out-Group Members, Overcoming Obstacles and Addressing Ethics in Leadership.
Organizational Development 2 Survey of methodological approaches to planned change, including organizational diagnosis, data collection, interventions, feedback, and evaluation. Specific types of interventions covered include strategic planning, organizational design, culture change, team building, survey feedback, goal setting, and career development.
General studies
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Introduction to Special Education 3 Examines bureaucracy at the federal, state, and local levels with particular focus on the government's working, public policies, and making choices for the benefit of society.
Assessment of Student Achievement 3 develops high-quality assessments to use in classrooms and presents a balanced, concise, and practical guide for testing and performance assessment that is rooted in effective classroom instruction and learning through an approach that gives equal emphasis to testing and performance assessment—each used when it is most appropriate—as integral steps that improve student learning and ultimately build student success.
Characteristics of Learning Disabled Students 3 This course is an introduction to non-categorical and mainstream programming and to the advantages and disadvantages of this approach. Emphasis is on legislation and litigation related to mildly handicapped students, on assessment and placement of these students, on the role of the special education teacher, and on meeting the educational and socio-emotional needs of these students.
Transition Planning for Students with Disabilities 3 Understanding the varied transition needs of students with disabilities—and the potential options and career paths in transition education—pre- and in-service teachers and professionals get the support they need to develop and implement transition activities and programs. The course organizes transition topics around four essential elements of transition and a backward planning process with a focus and readability for the student new to transition.
Strategies for Teaching Learners with Special Needs 3 offers the most comprehensive look at how to teach students with mild/high incidence disabilities. Balancing elementary and secondary teaching strategies, the text focuses on effective instructional practices, devotes an entire part to general curriculum content areas, and concludes with exceptional coverage of critical skills and transitions.
Learning Disabilities and Related Mild Disabilities 3 Includes a cross-categorical emphasis that makes it suitable for a broad number of courses, including those aimed at teaching students with mild disabilities and which are part of many states' certification requirements. The book describes the characteristics of learning disabilities as well as various mild disabilities, and offers teaching strategies for general education teachers, special education teachers, school psychologists, and other related professionals.
Management of Students with Behavioral Problems 3 Positive Applications for Teachers outlines both school-wide and individual strategies for positive behavior supports — while also focusing on how educators can develop unique behavior management strategies for individual students. This comprehensive text emphasizes functional techniques, real-world classrooms, and practical information — all while covering the legal aspects of behavioral management, assessment strategies, strategies for special populations and diverse populations, age-related behavioral concerns, and the three-tier response-to-intervention approach.
Teaching Students with Language Disabilities 3 Examines language development and disorders in school-age children, analyzes language difficulties associated with specific disabilities, and presents assessment techniques and instructional strategies used in today's classrooms.
Innovation and Change 3 To be an effective leader demands an understanding of the basic principles and practices underlying innovation and change processes in organizations. Learners will explore various change theories, and best practices for successful implementation in the their workplace. Issues of visioning, coalition building, creating and promoting change agenda, and the Learners examine building capacity for change. Opportunity to investigate one’s personal reaction and response to change is highlighted.
Conflict Resolution and Mediation 3 Dealing with conflict is an inevitable part of any leader's role. Timely and relevant, this course examines conflict management processes and skills with emphasis on interaction patterns, interpersonal relationships, and communication skills. Learners will examine the nature of conflict - its origins, sources, and types - as well as the concepts and skills of proactive intervention, conflict resolution and utilizing various conflict resolution strategies in organizational settings, it also issues such as dealing with diversity and ethical issues in multiple contexts, fostering creativity in problem solving and process design, and strategy and skills for successful mediation will be examined. Theory, structure, and practice of collaborative negotiation and mediated negotiations and application of the skills used to prevent and resolve conflict are emphasized.
General studies
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Concept Paper 2 Ethical issues in research are studied and the Learner evaluates the research plan developed in modules RSH8951-RSH8953 against accepted ethical principles and practices in the field. The material developed in the modules is integrated into a summarizing document called the Dissertation Research Proposal. The proposal is comprised of Chapter I (Introduction), Chapter II (Literature Review), and Chapter III (Methodology). The Learner develops the Dissertation Research Proposal under the supervision of the faculty mentor, with a focus on the conceptual and methodological clarity of the research plan for the Learner’s dissertation topic. Once acceptable to the Learner and the faculty mentor, the draft of the Research Proposal is reviewed by the Learner’s Dissertation Committee and the University’s Ethics Committee. Satisfactory/Unsatisfactory grade only.
Doctoral Comprehensive Examination 2 Assures that the Learner has mastered knowledge of his or her discipline, specialization, and can demonstrate applications of that knowledge before formal candidacy status is granted and research in support of the dissertation is initiated. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research l 2 Continuation of RSH8954-P. The draft of the Dissertation Research Proposal is finalized and approved by the Learner’s Dissertation Committee and the University’s Ethics Committee. All steps necessary to begin data collection, including any necessary pilot testing, are completed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research ll 2 Dissertation data are collected and analyzed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research lll 2 the dissertation process is completed. The manuscript is prepared, accepted by the Learner’s Dissertation Committee, and the oral defense is conducted. Candidates for the Ph.D. must maintain continuous enrollment. Candidates must have satisfied all financial obligations to the University and be enrolled at the time the oral defense is conducted. Satisfactory/Unsatisfactory grade only.