Course Descriptions

Drawing on the knowledge base in the field of Educational Psychology, teacher candidates will develop an understanding of: the characteristics of learners and the learning process in childhood and adolescence; and how to best meet students' diverse learning needs (i.e., cognitive, emotional, social, physical, academic, cultural and age-specific) through a variety of teaching-learning models, assessment methods, and instructional strategies.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.
Note: Students can only receive credit for one of the following courses: EPSE 202, EPSE 302, EDUC 302, or EPSE 258.

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.

Weekly hours: 3 Lecture hours
Restriction(s): Restricted to students in the College of Education.
Prerequisite(s) EPSE 202.3 (or EPSE 258 or EPSE 302 or EDUC 302) or departmental approval.
Prerequisite(s) or Corequisite(s): ECUR 307.3 or ECUR 309.3 or ECUR 320.3.
Note: Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3. Please note that students can receive credit for only one of EPSE 348, EPSE 448, or EPSY 448.

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. This course addresses three of the six semester hours required by the Saskatchewan Professional Teachers Regulatory Board (SPTRB) related to Educational Psychology content for teacher certification.

Weekly hours: 3 Lecture hours
Prerequisite(s): EPSE 202, or EPSE 258, EDUC 302, or EPSE 302 or departmental approval.
Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3.

Students will develop an independent or interdependent inquiry project connected with their on-campus and field study experiences. Students will be facilitated in developing understanding approaches to inquiring appropriate to questions they wish to address and will be encouraged to organize an inter-professional community-learning field experience through which they will develop positive attitudes toward community partnerships in education and develop skills related to community engagement and community-based learning.

Prerequisite(s): EXPR 422.15 or (EXPR 423.3 and EXPR 425.3) or (EXPR 424.3 and EXPR 425.3). Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Note: Students with credit for EDUC 411, EFDT 411, EADM 411, or ECUR 411 will not receive credit for this course.

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.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Prerequisite(s) or Corequisite(s): EPSE 390.

Introduction to comprehensive guidance and counselling in school, community, and health settings. Communication skills for helping professionals are also introduced and practiced. Examines the roles, functions, and ethical practices of personnel involved in guidance counselling and career education. This is a prerequisite class for the graduate program in school and counselling psychology in the Department of Educational Psychology and Special Education.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Prerequisite(s) or Corequisite(s): EPSE 258, or EPSE 390, or EPSE 302, or EDUC 302, or departmental approval.

Introduces students to foundational theories and practices of individual and group counselling. Key theories are surveyed in terms of their major concepts, therapeutic process and practical applications in school, community and health contexts. This is a prerequisite class for the graduate program in school and counselling psychology in the Department of Educational Psychology and Special Education.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Prerequisite(s) or Corequisite(s): EPSE 258, or EPSE 390, or EPSE 302, or EDUC 302, or departmental approval.
Note: Students may not receive credit for both this course and PSY 257 in a B.Ed. program.

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.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Prerequisite(s) or Corequisite(s): EPSE 258, or EDUC 302, or EPSE 337, or EPSE 390, or EPSE 302, or departmental approval.
Note: Especially recommended for students needing to fulfill the statistics requirement for admission to M.Ed. programs. Students with credit for COMM 104, GE0G 301, PSY 233, STAT 244, and SOC 225 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 & Science section of the Calendar.

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.

Weekly hours: 3 Lecture hours
Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
Prerequisite(s) or Corequisite(s): EPSE 258, or EDUC 302, or EPSE 337, or EPSE 390, or EPSE 302 or departmental approval.
Note: Students can receive credit for only one of EPSE 348, EPSE 448, or EPSY 448.

Offered occasionally by visiting faculty and in other special situations to cover, in depth, topics that are not thoroughly covered in regularly offered courses.

Weekly hours: 3 Seminar/Discussion hours
Note: Students may receive credit for only one of EXPR 498 or 402.

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.

Weekly hours: 3 Seminar/Discussion hours
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.

Weekly hours: 3 Seminar/Discussion hours
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.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EPSE 390 and 414.

Career development is an important aspect of human development. In this course a number of career development theories will be examined along with a consideration of the decision making process. Students will also become familiar with Saskatchewan Career Education Curriculum, as well as program resources and activities for delivering career education across K-12 grades.

Restrictions: Course only open to students enrolled in the Post-Degree Certificate in Career and Guidance Studies, or permission from Coordinator.

This course will address professional and ethical issues in the provision of career and guidance services in school and educational settings. Basic principles such as respect, responsibility, integrity, and systemic responsibilities are addressed in light of relevant codes, standards, and guidelines for ethical decision-making in collaborative contexts.

Restrictions: Course only open to students enrolled in the Post-Degree Certificate in Career and Guidance Studies, or permission from Coordinator.

This course will provide review and practice of basic skills necessary for effective communication in both personal and professional settings. It will include analysis of effective interpersonal skills and skill building laboratory experience. Knowledge and skills gained from this course are transferable to a variety of settings, including counselling, education, human development, management, healthcare, psychology, and recreation.

Restrictions: Course only open to students enrolled in the Post-Degree Certificate in Career and Guidance Studies, or permission from Coordinator.

This course is designed to assist students' integration of content and experiences from other courses through an individual project. The 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 within school and educational contexts.

Restrictions: Course only open to students enrolled in the Post-Degree Certificate in Career and Guidance Studies, or permission from Coordinator.

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.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EPSE 390 and 414.

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.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EPSE 390, 414 and 500.

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.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530 and 540.
Note: Students with credit for EPSE 550 may not take this course for credit.

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.

Weekly hours: 3 Practicum/Lab hours
Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530, 540 and 551.

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.

Weekly hours: 3 Lecture hours
Prerequisite(s): EPSE 390, 414, 500, 510, 520, 530, 540, 551, and 560.

Provides students with foundational knowledge in the biological basis of behavior as it relates to Educational Psychology and Special Education. It addresses the physiological basis of behaviour and cognition, neurotransmitter systems and neuropharmacology, and biological contributions to disorders frequently encountered in Educational Psychology and Special Education.

Weekly hours: 3 Lecture hours
Permission of instructor required.

An advanced course designed to provide an analysis and application of measurement and evaluation principles and practices in student assessment at all levels of education. The course addresses the development of assessment and grading instruments, collecting assessment information, and the use of assessment data.

Restriction(s): Restricted to College of Graduate Studies and Research
Prerequisite(s): ERES 800.3

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.

Weekly hours: 1 Lecture hours and 1 Seminar/Discussion hours and 1 Practicum/Lab hours
Prerequisite(s): Admission into the Master's Program in Education 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 test, 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.

Weekly hours: 1 Lecture hours and 2 Practicum/Lab hours
Prerequisite(s): EPSE 843 and admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

This course focuses on the principles of frequently used quantitative research designs in educational and psychological research and associated data analysis techniques. Students will develop knowledge of, and skills in, understanding statistical models, matching statistical models to research designs, using computer software to conduct statistical analyses, and interpreting/reporting findings.

Prerequisite(s): Admission into the masters or doctoral program in the Department of Educational Psychology & Special Education (EPSE); or permission of EPSE Graduate Chair.

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

Weekly hours: 1 Lecture hours and 2 Seminar/Discussion hours
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.

Weekly hours: 3 Seminar/Discussion hours
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.

Weekly hours: 3 Seminar/Discussion hours
Prerequisite(s): Admission into the Master's Program in Educational Psychology and Special Education or permission of Department Head/Graduate Chair.

Offered occasionally by visiting faculty and in other special situations. Students interested in these courses should contact the department for more information. 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.

Weekly hours: 3 Practicum/Lab hours

Offered occasionally by visiting faculty and in other special situations. Students interested in these courses should contact the department for more information. 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.

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.

A research-based assignment will be completed based upon a topic of study selected by the student in consultation with the course instructor (i.e., paper, applied intervention, program evaluation, etc.). The research assignment will be directed at issues and strategies of practical relevance to the workplace (i.e., educational and/or community setting).

Restriction(s): Restricted to students in the College of Graduate Studies and Research majoring in Educational Psychology and Special Education
Prerequisite(s): ERES 800.3, ERES 840.3, or ERES 845.3 for Special Education or ERES 841.3 for Measurement and Evaluation.

A student undertaking research leading to a Master's thesis must register in this course each year until the thesis is completed. This applies to thesis work done extramurally as well as intramurally.

Prerequisites: Admission into the M.Ed. in Educational Psychology and Special Education.