800. Characteristics of Exceptional Persons (3 cr)

Etiology, growth and development, and characteristics of persons who differ from the norm.

801A. Accommodating Exceptional Learners in the Elementary School Classroom (3 cr)

Prereq: Admission to the Teacher Education Program; EDPS 362; TEAC 297; and one methods course

Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and evaluating; managing the academic and social behaviors of a range of exceptional and other at-risk learners in the elementary school.

801B. Accommodating Exceptional Learners in the Secondary School Classroom (3 cr)

Prereq: Admission to the Teacher Education Program; EDPS 362; TEAC 297

Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and evaluating; managing the academic and social behaviors of a range of exceptional and other at-risk learners in the secondary school.

*802. Advanced Assessment Techniques (3 cr)

Prereq: SPED 800 or equivalent; or permission

Comprehensive study of criterion-referenced and normative-referenced assessment instruments used by school resource personnel.

*803. Effective Instruction for Learners with Special Needs (3 cr)

Prereq: SPED 800 and *802; or permission

Interaction of classroom-based assessment and effective instructional strategies for use with individual and group formats. Development of individual education plans, curriculum analysis, delivery of instruction, curriculum-based measurement, and specific and generic instructional strategies.

*804. Managing Challenging Behavior (3 cr)

Prereq: SPED 800, *802, *803; or permission

Functional approaches that can be used by teachers and mental health practitioners for assessing, preventing, and managing children’s challenging behavior. Basics of applied behavior analysis, functional analyses of behavior, individual- and group-oriented interventions, self-management training, and strategies for promoting generalization.

805. Code-based Reading Instruction (1-3 cr, max 6) Lec.

Prereq: Parallel SPED 805A

Direct, systematic, multi-sensory techniques for teaching reading, writing and spelling to students who have severe reading problems.

805A. Reading Center Practicum I (1-3 cr, max 3) Fld.

Prereq: Permission

SPED 405A/805A requires two hours per week in a Reading Center. Teaching/tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, lesson planning and teaching using direct instruction, and code-based instructional strategies.

806. Reading and Writing Disabilities: Adolescents (TEAC 806) (1-3 cr, max 6) Lec.

Prereq: Parallel SPED 806A

Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7 to 12.

806A. Reading Center Practicum II (TEAC 806A) (1-3 cr, max 3) Fld.

Prereq: Permission

SPED/TEAC 806A requires two hours per week in a Reading Center. Teaching/tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, instructional planning, delivery of instruction, writing diagnostic reports and parent communication.

807. Teaching Students with Disabilities in the Secondary School (3 cr)

Prereq: SPED 201 or 800

Information about the mildly/moderately disabled secondary-level student; including characteristics, assessment, models for programs, social skill training, behavior management, working with parents, and curriculum modification.

808. Issues in Secondary Programs for Students with Mild Disabilities (3 cr)

Prereq: Special Education Professional Semester and SPED 407 or 807

Issues in secondary education for students with mild disabilities based on current literature and needs of individual students.

*809. Autism Spectrum Disorders (ASDs): Effective Assessment and Intervention (3 cr) Lec 3.

Prereq: SPED 400/800 and 480/880, or equivalent

SPED 809 requires observation in schools and applied assignments.

Designed for educators of children and youth with Autism Spectrum Disorders (ASDs) in school settings. Assessment strategies to identify characteristics of ASDs focused on individual needs and strengths-based outcomes. Knowledge and skills regarding evidence-based practices and individualized educational programs.

*810. Autism Spectrum Disorders (ASDs): Methods and Program Planning (2 cr) Lec 2.

Prereq: SPED *809 or equivalent. Majors in severe disabilities must parallel with SPED *896P (1 cr).

SPED *810 requires observations in schools and applied assignments.

Planning, implementing, and evaluating effective education for individuals with Autism Spectrum Disorders (ASDs). Uses an ecological approach to assess present levels of performance and individual characteristics. Apply assessment outcomes to develop functional outcomes, to select instructional strategies, and utilize empirically-based interventions.

815. Reading and Writing Disabilities: Elementary Students (1-3 cr, max 6) Fld.

Prereq: Parallel SPED 815A

For elementary education majors: SPED 201, TEAC 311 and 313. For SPED majors: SPED 201, 302, 303, and 304; or equivalent. Theory and techniques for assessing and teaching early literacy skills in small groups and one-on-one for children who struggle with literacy.
A. Reading Center Practicum: Elementary Students (1-3 cr, max 3)

*831. Characteristics of Specific Learning Disabilities (3 cr)

Prereq: SPED 800 or permission

History, theories, etiologies, and assessment methodologies for children and adolescents with specific learning disabilities. Characteristics of specific learning disabilities and instructional models.

834. Introduction to Special Vocational Needs (3 cr)

Foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students.

836. Career Education for the Special Needs Student (3 cr)

Prereq: SPED 434 or permission

Philosophical and practical base of career education as it relates to special needs students. Career education units developed for infusion into subject matter areas.

*841. Emotional and Behavioral Disorders (3 cr)

Prereq: SPED 800 or permission

Etiology, theories and assessment of child and adolescent emotional and behavioral disorders. Addresses issues of definitions and classification (DSM-IV and special education) or deviant behavior and psychopathology, as well as an overview of service delivery systems in education and mental health.

*846. Foundations of Visual Impairment: Programs and Services for Individuals with Visual Impairments (3 cr)

Prereq: Admission to visually impaired program; hold or concurrently earn subject/field endorsement

Current educational programs and services for children with visual impairments, as well as children with multiple disabilities. History of educational services, developmental characteristics, psycho-social aspects, history of legislation, and grade I Braille.

*847. Introduction to Eye Anatomy of Students with Visual Impairments (3 cr)

Prereq: SPED *846 or permission

Structure and function of the visual system, conditions that effect visual ability, and the functional and environmental implications of low vision. Strategies for enhancing visual ability in children with visual impairments and children who have additional disabilities.

*849. Braille Codes and Material Adaptations for Students with Visual Impairments (3 cr)

Prereq: SPED *846 and *847, or permission

Basic skills in literary Braille transcription and codes. Acquire competence in reading and writing Braille and using the Perkins braillewriter and slate/stylus.

*851. Intermediate Braille Codes and Instructional Material Adaptations for Students with Visual Impairments (3 cr)

Prereq: SPED *846, *847, and *849

Advanced skills in Nemeth (mathematics code) and/or Literary code. Basic activities in braille formatting, foreign language, music and identification of braille technology devices and resources.

*852. Instructional Methods for Teachers of Students with Visual Impairments (3 cr)

Prereq: SPED *846, *847, *849, and *851

Methods and materials for educating children who are totally blind or have low vision, including students with multiple impairments. Practical skills in selecting, designing, and/or modifying materials for content area subjects: mathematics, science, social studies, creative arts, foreign language, and other subjects.

*852A. Applied Technology Methods for Students with Visual Impairments (1 cr)

Prereq: SPED *846 and *847, or equivalents

Theory and skill development in the selection and use of technology for students with visual impairments. Technology assessments, data collection, equipment feature, source of equipment, funding sources, writing technology instructional plans, and demonstration of using various equipment and technology.

*852B. Applied Instructional Methods to Teach Students with Visual Impairments (2 cr)

Prereq: SPED *846, *847, *849, *851, and *852; or equivalents

Practice using appropriate instructional methods and materials for educating the blind and low vision child.

*853. Orientation and Mobility Skills for Students with Visual Impairments (3 cr)

Prereq: SPED *846, *847, *849, *851, and *852

Theory and applied practice in basic orientation and mobility techniques for use with students with visual impairments. Practical methods for work in concept development, orientation skills, travel skills and techniques, personal safety and independent travel. Needs of specific populations such as people with low vision and individuals with additional disabilities. Vision simulators and occluders. An introduction to the history and development of the profession.

*855. Teaching Learners to Learn (EDAD *855; EDPS *855; NUTR *855; TEAC *855) (3 cr)

Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.

*856. Supervising Special Education (EDAD *856) (3 cr)

For principals or other administrators who have special education programs in their buildings. Overview of disabilities, related law, special education programs, personnel issues, etc., and instructional methods and administrative support for effective integration of disabled students into regular programs.

*857. Special Education Administration (EDAD *857) (3 cr)

Intensive preparation for special educators who intend to administer special education programs in the public schools. Information about best practices in special education, including programming, supervision, legal/regulatory issues, financing, personnel, as well as current controversial topics which are affecting these programs in the schools.

*858. Special Education Law (EDAD *858) (3 cr)

Body of law that pertains to the organization, administration, and implementation of special education programs in PreK-12 schools. Substantive and procedural rights of disabled students, and the authority and responsibility of states and school districts that are grounded in state and federal law.

*860. Issues in Early Childhood Special Education (3 cr)

Introduction to the history, philosophy, and research related to early intervention practices with children 0-5 years of age. Discussion of issues related to legal mandates, model programs, family involvement, integration, transitions, service delivery systems, teamwork and assessment for young children.

*861. Infants with Disabilities and Home Visiting (3 cr) Lec 3.

Prereq: SPED 960 and permission.

SPED *861 requires a practicum in home visiting.

Assessment and intervention strategies for developing appropriate early intervention programs for infants and toddlers with disabilities. Rationale and principles for conducting home-based, family-centered, and transdisciplinary services.

*862. Preschool Children with Disabilities in a Classroom (3 cr) Lec 3.

Prereq: An assessment and behavior management course; and permission.

SPED *862 requires an applied experience.

Selection, design and implementation of developmentally appropriate, activity-based interventions for preschool-age children with disabilities. Ecological assessments. Instructional factors, such as classroom environments, activity planning, selection, use and modification of strategies, home-school communications, and consulting to staff in inclusive settings.

*863. Medically Fragile Infants (3 cr)

Unique needs, family-coping strategies, specialized medical staff, and various health-care settings of chronically ill infants and toddlers. Overview of etiology, characteristics, and developmental implications of selected medical conditions related to developmental disabilities.

872. Psychology and Sociology of Deafness (3 cr)

Brief overview of education of the hearing impaired including history of, professional roles in, and educational programming within this field. Overview of social/psychological theories as related to the hearing impaired. Patterns of social/emotional development, psychological characteristics, issues of the family stress and social adaptation and discussion of counseling techniques.

*873. Teaching the Content Areas to the Hearing Impaired (3 cr) Lec 3.

SPED 873 is for all students in the hearing impaired program.

Methods for teaching content areas (science, math, and social studies) to hearing impaired students from preschool through grade12. Adapting curricula and materials from these areas for the hearing impaired students.

*874. Language Arts and Literacy for the Hearing Impaired (3 cr) Lec 3.

Assessment instruments, curricula and instructional methods for developing language and literacy in classrooms for hearing impaired children, preschool through grade 12. Methods for coordinating speech and/or language and/or auditory training program in the classroom with that in the speech and/or language therapy program.

*875. Itinerant Teaching Methods for Students who are Deaf or Hard of Hearing (3 cr) Lec 3.

Methods for providing services for students with hearing loss, using itinerant and consultative models. Professional and parent in-service development, team-based problem solving, curriculum based pull-out services. Ecological assessment and management of deafness related technology in inclusive settings. Supervision of interpreters and paraprofessionals.

880. Educating Students with Intellectual and Developmental Disabilities (3 cr) Lec 3.

SPED 480/880 requires observation in schools and applied assignments.

Concepts related to history, definitions, identification, etiology, and assessment of students with intellectual impairments and developmental disabilities. Attitudes, assumptions, and stereotypes concerning persons with intellectual impairments and other developmental disabilities. Instructional methods, adaptations and teaming, to provide individualized interventions and to include students in least restrictive environments and/or general education settings.

*881. Methods for Students with Intellectual and Severe Disabilities (3 cr) Lec 3.

Prereq: SPED 480/880

SPED 881 requires observations in schools and applied assignments.

Planning, implementing, and evaluating effective longitudinal education for individuals with intellectual impairments and severe disabilities. Knowledge and skills regarding best practices within inclusive education settings for these learners emphasizing an ecological and functional model that addresses useful skills in current and future environments.

*882. Specialized Instruction for Students with Severe and Multiple Disabilities (3 cr) Lec 3.

Prereq: SPED *881 for the Severely/Multihandicapped endorsement program or SPED *862 for Preschool Handicapped endorsement program; and permission. Majors in severe disabilities must parallel with SPED 896P (1 cr).

SPED *882 requires observations in schools and applied assignments.

Selection, design, and implementation of best practice instruction for students with severe disabilities, multiple disabilities, or deaf-blindness.

*886. Assessment, Evaluation, and Instruction of (TEAC *886) (1-3 cr, max 6) Lec.

TEAC/SPED *886 includes case study and planning for special student populations.

Analysis and use of informal and formal assessment and instructional strategies in clinic and classroom settings.
A. Special Topics in Literacy Assessment (SPED *886A) (1-3 cr) Lec.
B. Internship in Literacy Assessment and Instruction (SPED *886B) (1-3 cr)

*890. Workshop Seminar

Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

*892. Special Topics in Education (CYAF *892; EDAD *892; EDPS *892; EDUC *892; TEAC *892) (1-3 cr, max 12)

Prereq: EDPS 859 or parallel; EDPS 859 or equivalent

Aspects of education not covered elsewhere in the curriculum.

*893. Workshop Seminar

Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

*895. Independent Study in Special Education (1-3 cr)

Prereq: Prior arrangement with and permission of individual faculty member

Special research or reading project under direction of a staff member in the department.

*896. Directed Field Experience (1-6 cr, max 12)

Prereq: Permission

B. Behavior Disorders
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
T. Transition
V. Visual Impairments
Y. Inclusion

*897. Student Teaching: Exceptional Learners (1-9 cr, max 15)

Prereq: Permission

Laboratory and teaching experience in the area(s) of specialization.
A. Mainstream (1-12 cr)
B. Behavior Disorders
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented (EDPS *897J)
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
V. Visual Impairments
Y. Inclusion
Z. Multicultural Education

*899. Masters Thesis (1-10 cr)

Prereq: Admission to masters degree program and permission of major adviser

907. Seminar in Special Education (1-3 cr, max 12)

Prereq: Permission

B. Behavior Disorders
D. Deaf/Hard of Hearing
E. General Special Education
J. Gifted/Talented
L. Learning Disabilities
M. Mildly/Moderate Disabilities
P. Severe Disabilities
Q. Early Childhood Special Education
V. Visual Impairments

908. Resource Consultation Services (3 cr)

Prereq: SPED 800, and one of the following: *831, *851, *861, *881; or permission

Roles and functions of school resource personnel in serving as educational consultants to regular school staff.

932. Cognitive Strategy Instruction (3 cr)

Prereq: SPED 800, *803, and *831 or permission

How to implement cognitive strategy instruction with students learning difficulties. Practical model which allows students to successfully teach cognitive strategies. Metacognition, attribution training, and attention deficit disorders.

942. Strategic Approaches for EBD (1-3 cr, max 6)

Prereq: SPED 800, *804, and *841; or permission

Strategic therapy techniques for assessment and treatment of EBD.
A. Special Topics in EBD (1-3 cr)

960. Family-Centered Services for Children with Disabilities (3 cr)

Prereq: Professional experience or completion of one practicum/field experience with children who have disabilities

Impact of having a child with a disability on the normal and stressed family system. Understanding family-professional relationships that promote family members as partners in assessment and intervention programs for the child. Communication skills necessary for effective interviewing, consulting and collaborating with family members and other community team members.

980. Assessment of Students with Severe, Sensory, and Developmental Disabilities (2 cr) Lec 2.

Prereq: SPED *881 and *882; and permission

Designed to meet the needs of educators who conduct assessment of students with low incidence disabilities in school settings. Strategies emphasize assessing capabilities and needs in relationship to valued life outcomes. Processes of instructional outcomes. Some assessment conducted in schools and community settings. Learning outcomes individualized to match special education certification program.

981. Functional Assessment and Behavioral Support for Students with Severe Developmental Disabilities (2 cr) Lec 2.

Prereq: SPED 882 and permission. Majors in severe disabilities must parallel with SPED 896P (1 cr).

SPED 981 requires observation in schools and applied assignments.

Assessment and intervention strategies for developing positive behavior support for students with severe disabilities or developmental disabilities who have challenging behavior. Rationale and principles for using an educative approach, functional behavior analysis, and a variety of individualized ecological and curricular interventions. Process of assessment conducted in school settings.

987E. Seminar in Special Education (1-12 cr)

Prereq: SPED 980 and 981

990. Workshop Seminar (1-12 cr)

Refer to Workshop Seminars in Education under the “Education” section of this bulletin.

995. Doctoral Seminar (3 cr, max 18)

Prereq: Permission

The course is intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor. Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice.

996A. Research Other Than Thesis

(1-12, max 12) Independent operational research under faculty supervision.

996B. Readings in Special Education

Prereq: Permission

(1-12, max 12) Readings on selected problems in special education.

997E. Resource Teacher Externship (1-6 cr)

Prereq: SPED *802, *803

Extensive practicum experience in school settings for individuals preparing to serve as school resource teachers and consultants.

997J. Advanced Practicum in Gifted Education (EDPS 997J) (3 cr)

Prereq: Permission

Advanced practicum in the education of the gifted/talented child. Psychodiagnostic procedures; theory and research; and program organization, operation, and evaluation in a field setting.

*999. Doctoral Dissertation (1-24 cr, max 55)

Prereq: Admission to doctoral degree program and permission of supervisory committee chair