Special Education Courses

Courses of Instruction (SPED)

Filter these Courses

Course Formats
ACE Outcomes
Introduction to basic concepts related to the education of exceptional learners. Historical factors, legislative statutes, and instructional models.
This course is a prerequisite for: SPED 303, SPED 310, SPED 362, SPED 407, SPED 412, SPED 414, SPED 415, SPED 415A
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
For elementary education majors: Parallel TEAC 297A or any other elementary education practicum. For secondary special education majors: Parallel EDPS 297.
Strategies and techniques for the management of challenging behaviors displayed by school-age children. Reciprocal nature of human behavior and environment. Functional analyses of behavior problems, strategies for preventing behavior problems, techniques for increasing prosocial behavior, non-aversive procedures for decreasing problematic behavior, and methods for teaching children self-management.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Conceptual foundations, strategies and techniques for communicating effectively with educational personnel and parents. Roles of educational personnel in inclusive settings, pragmatic issues involved in designing and implementing collaborative efforts, techniques for increasing interpersonal problem solving, modes of communication, and skills for dealing with conflict and resistance.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
SPED 201 and 303; parallel SPED 496Y; CYAF 474 or parallel; admission to the Inclusive Early Childhood Education Program (IECE) or permission of instructor and/or adviser.
Teaching and caring for children under age five with specific disabilities. Design of Individualized Education Plans (IEP's) or Family Service Plans (IFSP's) and strategies for teaching and learning in natural, child-interest activities.
This course is a prerequisite for: CYAF 497A
Credit Hours: 3
Course Format: Lecture, Quiz
Course Delivery: Classroom
SPED 397
Professional Practicum Experience IIICrosslisted as EDPS 397, TEAC 397
Prereqs:
Admission to Teacher Education Program.
Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth. A. Elementary Level (1-10 cr) An accompanying seminar is included where the professional role of the teacher is discussed. D. Unified Primary K-3 (EDPS, SPED 397D) (1-10 cr) I. Secondary Art (1-10 cr) J. Secondary Business Education (1-10 cr) L. Information Technology (1-10 cr) M. Secondary Industrial Education (1-10 cr) N. Secondary Language Arts (1-10 cr) O. Secondary Marketing Education (1-10 cr) P. Secondary Mathematics (1-10 cr) Q. Middle Level (1-10 cr) An accompanying seminar is included where the professional role of the teacher is discussed. R. Secondary Modern Languages (1-10 cr) V. Secondary Science (1-10 cr) W. Secondary Social Science (1-10 cr)
This course is a prerequisite for: TEAC 311, TEAC 313, TEAC 451V
Credit Hours: 1-10
Max credits per degree: 10
Course Delivery: Classroom
SPED 397A
Professional Practicum Experience III ElementaryCrosslisted as EDPS 397A, TEAC 397A
Prereqs:
Admission to Teacher Education Program.
An accompanying seminar is included where the professional role of the teacher is discussed.
Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
This course is a prerequisite for: TEAC 311, TEAC 313
Credit Hours: 1-10
Max credits per degree: 10
Course Delivery: Classroom
SPED 397D
Prereqs:
Admission to Teacher Education Program.
Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Credit Hours: 1-10
Max credits per degree: 10
Course Delivery: Classroom
SPED 397M
Prereqs:
Admission to Teacher Education Program.
Guided observations and/or clinical experiences in schools and/or agencies offering programs for children and/or youth.
Credit Hours: 1-10
Max credits per degree: 10
Course Delivery: Classroom
Etiology, growth and development, and characteristics of children and youth who deviate from the norm.
This course is a prerequisite for: SPED 406, SPED 406A
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Admission to the Teacher Education Program; EDPS 362; one methods course; or permission.
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.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Admission to the Teacher Education Program; EDPS 362; one methods course; or permission.
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.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Parallel SPED 497M.
SPED 403 is 'Pass/No Pass only'.
Concepts, instructional strategies, and attitudes related to the education of exceptional learners. Peer- and instructor-generated topics that are relevant to the student teaching experience.
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom
ACE Outcomes: 10
Prereqs:
Parallel SPED 405A/805A.
Direct, systematic, multi-sensory techniques for teaching reading, writing and spelling to students who have severe reading problems.
This course is a prerequisite for: SPED 405
Credit Hours: 1-3
Max credits per semester: 6
Course Format: Lecture
Course Delivery: Classroom
Prereqs:
Permission.
SPED 405A/805A requires two hours per week in a Reading Center.
Teaching and/or tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, lesson planning and teaching using direct instruction, code-based instructional strategies.
This course is a prerequisite for: SPED 405
Credit Hours: 1-3
Max credits per semester: 3
Course Format: Field
Course Delivery: Classroom
SPED 406/806
Prereqs:
SPED 400/800, SPED 412/812, and (TEAC 441 required for undergraduate students only). Parallel SPED 406A/806A.
Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7 to 12.
This course is a prerequisite for: SPED 406, SPED 406A
Credit Hours: 2
Course Format: Lecture 2
Course Delivery: Classroom
SPED 406A/806A
Reading Center Practicum IICrosslisted as TEAC 806A
Prereqs:
SPED 400/800, 412/812, and (TEAC 441 required for undergraduate students only). Taken parallel with SPED 406/806.
SPED 406A/806A requires two hours per week in a Reading Center.
Teaching and/or 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.
This course is a prerequisite for: SPED 406
Credit Hours: 2
Course Format: Lab 2
Course Delivery: Classroom
Prereqs:
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.
This course is a prerequisite for: SPED 408
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Special Education Professional Semester and SPED 407.
Issues in secondary education for students with mild disabilities based on current literature and needs of individual students.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Sophomore standing; SPED 201 and 303.
The role of general education teachers in the primary purposes of assessment of learners with diverse needs. Knowledge and experience with interpreting norm-referenced test information as related to planning educational programs. Use of assessment information for instructional planning and evaluation. Testing accommodations and classroom grading.
This course is a prerequisite for: SPED 406, SPED 415
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom, Web
Prereqs:
Sophomore standing; SPED 201 and 303.
Instructional methods and accommodations for special education and general education teachers necessary to work successfully with students with disabilities or who are at-risk for academic failure. Curriculum modification, classroom management, strategy instruction, and instructional modifications for content areas.
This course is a prerequisite for: SPED 415
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom, Web
Prereqs:
SPED 201, TEAC 311, TEAC 313 for elementary education majors; SPED 201, SPED 412, and SPED 414 (or equivalent) for SPED majors.  Must be taken with: SPED 415A/815A.
Theory and techniques for assessing and teaching early literacy skills in small groups and one-on-one for children who struggle with literacy.
This course is a prerequisite for: SPED 415, SPED 415A
Credit Hours: 2
Course Format: Lecture 2
Course Delivery: Classroom
Prereqs:
Prereq: SPED 201, TEAC 311, 313 for elementary education majors; SPED 201, 412, and 414 (or equivalent) for SPED majors. Must be taken with: SPED 415/815.
This reading and writing practiucm is taken at the same time as SpEd 415 or SpEd 815
This course is a prerequisite for: SPED 415
Credit Hours: 2
Course Format: Lab 4
Course Delivery: Classroom
A foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students.
This course is a prerequisite for: SPED 436
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
SPED 434/834 or permission.
Philosophical and practical base of career education as it relates to special needs students. Career education units developed for infusion into subject areas.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
Major in Special Education, Speech-language Pathology or Child Youth and Family Studies. Senior status or permission of instructor.
Unique needs, family-coping strategies, specialized medical staff and various health care settings for chronically ill infants, toddlers and preschool age children. Overview of etiology, characteristics and developmental implications of selected medical conditions related to developmental disabilities.
Credit Hours: 3
Course Format: Lecture
Course Delivery: Web
Education of the hearing impaired including history of, professional roles in, and educational programming within this field. Social/psychological theories as related to the hearing impaired. Patterns of social/emotional development, psychological characteristics, issues of family stress and social adaptation and discussion of counseling techniques.
Credit Hours: 3
Course Delivery: Classroom
Concepts related to history, definitions, identification, etiology, and assessment of students with intellectual impairments and developmental disabilities. Examine attitudes, assumptions, and stereotypes concerning persons with intellectual impairments and other developmental disabilities. Instructional methods, adaptations and teaming to provide individualized interventions and include students in least restrictive environments/general education settings. Applied assignments will be conducted in field experience and student teaching.
Credit Hours: 3
Course Delivery: Classroom, Web
SPED 490
This course has no description.
Credit Hours: 1-12
Max credits per semester: 12
Course Delivery: Classroom
SPED 493
This course has no description.
Credit Hours: 1-12
Max credits per semester: 12
Course Delivery: Classroom
Prereqs:
Prior arrangements with faculty member and permission.
Special research or reading project under direction of a staff member in the department.
Credit Hours: 1-3
Course Delivery: Classroom
Prereqs:
Permission.
Pass/No Pass only for SPED 496 section.  SPED 896 is graded.
E. Field Experience: General Special Education (1-6 cr, max 12) M. Field Experience: Mild/Moderate (1-6 cr, max 12) Y. Field Experience: Inclusion (1-6 cr, max 12)
This course is a prerequisite for: SPED 362
Credit Hours: 1-6
Max credits per semester: 12
Course Format: Field
Course Delivery: Classroom
Prereqs:
Permission.
Pass/No Pass only for SPED 496 section.  SPED 896 is graded.
This course has no description.
This course is a prerequisite for: SPED 362
Credit Hours: 1-6
Max credits per semester: 12
Course Format: Field
Course Delivery: Classroom
Prereqs:
Admission by application only.
SPED 497M is 'Pass/No Pass only'.
This course has no description.
This course is a prerequisite for: SPED 403
Credit Hours: 3-12
Max credits per degree: 12
Course Format: Field 40
Course Delivery: Classroom
Prereqs:
Completion of all courses and pre-student teaching practica in the Inclusive Early Childhood Education major.
Final supervised field experience in the public schools with young children who have disabilities under age 5.  Minimum 10 weeks, full-time placement.
Credit Hours: 1-5
Max credits per degree: 5
Course Format: Field 35
Course Delivery: Classroom
SPED 499H
Prereqs:
Good standing in the University Honors Program or by invitation.
Conduct a scholarly research project and write a University Honors Program or undergraduate thesis.
Credit Hours: 3
Course Delivery: Classroom
Prereqs:
SPED 800 or equivalent; or permission
Comprehensive study of criterion-referenced and normative-referenced assessment instruments used by school resource personnel.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
SPED 400/800 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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Introduction to behavior management. Analyze students' behaviors, define and target behaviors, record and graph behaviors, and develop interventions based on positive reinforcement for improving students' academic and social behaviors. Introduction to functional assessment, how to use reinforcement to decrease inappropriate behaviors, and guidelines for using punishment ethically and its relative effectiveness.  For post baccalaureate students obtaining an initial teaching endorsement in mild/moderate disabilities. Course taught via World Wide Web.
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom, Web
Prereqs:
SPED *820 and associated practicum is designed to meet professional standards (i.e., Council for Exceptional Children, Teacher Education Accreditation Council) for teachers in the area of instruction for divers learners.
Supplemental basic skills and concepts instruction for diverse learners within a response to intervention models and on mathematics instruction. Selection, delivery, and evaluation of standard protocol and individualized interventions to diverse learners.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
SPED 303 or equivalent.  Parallel SPED 824A.
Functional behavioral assessments (FBAs) and development of behavior intervention plans (BIPs) based on the assessments. Contextual and curriculum manipulations, and replacement behavior training.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
SPED 303 or approved equivalent.  Parallel SPED 824.
Opportunities to engage in the activities and practice the skills associated with SPED 824. Culmination of the practicum is performing a complete functional behavioral assessment and developing a behavior intervention plan for a student who displays challenging behaviors.
Credit Hours: 2
Course Format: Field
Campus:
Course Delivery: Classroom
Prereqs:
SPED 813 or equivalent
Three-tier models for encouraging and maintaining students' appropriate behaviors. Evaluation and implementation of interventions at the school-wide, classroom and/or small group, and individual levels. Presentation of different models i.e., Response to Intervention (RtI) and School-Wide Positive Behavior Support (SWPBS).
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
Learning, academic, behavioral, social-emotional and language characteristics of students who are classified as having disabilities for purposes of special education. Definitions, classification systems, assessment and verification criteria, and medications for students with learning and emotional disabilities.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 1
Campus:
Course Delivery: Classroom
Prereqs:
SPED *846, *847, *849, *851, and *852; or equivalents
Practice using appropriate instructional methods and materials for educating the blind and low vision child.
Credit Hours: 2
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
SPED 855
Teaching Learners to LearnCrosslisted as NUTR 855, EDAD 855, EDPS 855, TEAC 855
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
SPED 856
Supervising Special EducationCrosslisted as EDAD 856
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
SPED 857
Special Education AdministrationCrosslisted as EDAD 857
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
SPED 858
Special Education LawCrosslisted as EDAD 858
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Introduction to the foundations of normal speech and language development and potential difficulties in both early stages and in the classroom. Analysis of child language samples. Strategies for explaining language development to parents and professional colleagues.
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Web
Prereqs:
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Theories of speech and language development as they apply to hearing impaired children. Evaluation and intervention of speech and language with emphasis on maintenance of communicative skills.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
SPED 886
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)
Credit Hours: 1-3
Max credits per degree: 6
Course Format: Lecture
Campus:
Course Delivery: Classroom
SPED 890
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
This course has no description.
Campus:
Course Delivery: Classroom
SPED 892
Special Topics in EducationCrosslisted as EDUC 892, EDPS 892, EDAD 892, CYAF 892, TEAC 892
Prereqs:
EDPS 859 or parallel; EDPS 859 or equivalent
Aspects of education not covered elsewhere in the curriculum.
Credit Hours: 1-3
Max credits per degree: 12
Course Format: Lecture
Campus:
Course Delivery: Classroom
SPED 893
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
This course has no description.
Campus:
Course Delivery: Classroom
Prereqs:
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
Credit Hours: 1-9
Max credits per degree: 15
Campus:
Course Delivery: Classroom
SPED 899
Prereqs:
Admission to masters degree program and permission of major adviser
This course has no description.
Credit Hours: 1-10
Campus:
Course Delivery: Classroom
Prereqs:
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
Credit Hours: 1-3
Max credits per degree: 12
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Designed for advanced graduate students enrolled in doctoral studies in education or a related discipline.
Three primary purposes:  1) provide feedback on writing; 2) allow opportunities to review manuscripts submitted for publiccation; and 3) prepare a manuscript suitable for submission to a professional journal.
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom
Designed for advanced graduate students in their second year of a doctoral program in special education, speech pathology, or a related discipline.  Three primary purposes:  1) provide students the opportunity to learn about the grant writing process; 2) allow students the opportunity to write a personnel preparation grant; and 3) allow students the opportunity to write a research grant.
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom
Grant Writing or equivalent grant work experience required.
The role of the Principal Investigator (PI) after a grant has been awarded, the responsibilities of a PI and discussion will focus on a variety of topics including budgeting, hiring and supervision of employees, and annual reporting. Learn how various university departments are involved in the management of a grant and what resources are available to assist them.
Credit Hours: 3
Course Format: Lecture 3
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
SPED 800, 818, and 824; or permission
Strategic therapy structures and cognitive-behavioral interventions for school and clinical professionals dealing with students who present significant behavioral challenges.  Issues in assessment, intervention, and consultation are addressed.
Credit Hours: 1-3
Max credits per degree: 6
Campus:
Course Delivery: Classroom
SPED 954
Understanding of models for the delivery of mental health services in schools; and plan and deliver psychosocial interventions in school settings. Evidence-based interventions delivered at the classroom and school-wide levels emphasized with a three-tiered prevention model of service delivery appropriate for culturally and linguistically diverse students.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Theoretical and practical aspects of American Sign Language (ASL) structure. Issues relevant to the use of sign language in education, written English as a second language, classroom discourse, and educational interpreting. Sociolinguistic aspects of sign language among deaf and hearing individuals.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals ages 5 to 21 years who have disabilities
Functions and interactions of both family and education systems. Impact of having a child with a disability on the normal and stressed family system. Promote family-professional partnerships in assessment and intervention for the child and/or student with an IFSP/IEP. Communication skills are reviewed and practiced for effective teaming among educators and for interviewing, consulting, collaborating and coaching with family members and other community team members.
Credit Hours: 3
Course Format: Lecture 3
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 2
Course Format: Lecture 2
Campus:
Course Delivery: Classroom
Prereqs:
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.
Credit Hours: 2
Course Format: Lecture 2
Campus:
Course Delivery: Classroom
Prereqs:
This course has no description.
Credit Hours: 1-12
Campus:
Course Delivery: Classroom
SPED 990
Refer to Workshop Seminars in Education under the “Education” section of this bulletin.
This course has no description.
Credit Hours: 1-12
Campus:
Course Delivery: Classroom
SPED 995
Prereqs:
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.
Credit Hours: 3
Max credits per degree: 18
Campus:
Course Delivery: Classroom
(1-12, max 12) Independent operational research under faculty supervision.
Campus:
Course Delivery: Classroom
Prereqs:
Permission
(1-12, max 12) Readings on selected problems in special education.
Campus:
Course Delivery: Classroom
Prereqs:
SPED *802, *803
Extensive practicum experience in school settings for individuals preparing to serve as school resource teachers and consultants.
Credit Hours: 1-6
Campus:
Course Delivery: Classroom
SPED 997J
Advanced Practicum in Gifted EducationCrosslisted as EDPS 997J
Prereqs:
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.
Credit Hours: 3
Campus:
Course Delivery: Classroom
Prereqs:
Admission to doctoral degree program and permission of supervisory committee chair
This course has no description.
Credit Hours: 1-24
Max credits per degree: 55
Campus:
Course Delivery: Classroom