Curriculum Catalog listing of courses with notation of frequency taught:
F - Fall Semester V - Variable S - Spring Semester A - Alternate years or less frequently Su - Summer Sessions N - No longer offered E - Every semester * Course with no 400 level counterpart

SPED 800
Characteristics of Exceptional Persons (3 cr) (F, S, Su)
Etiology, growth and development, and characteristics of children and youth who differ from the norm.

SPED 801A
Accommodating Exceptional Learners in the Elementary School Classroom (3 cr) Prereq: Admission to the Teacher Education Program; EDPS 362; CURR 195; one methods course; or permission. (F, S)
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.

SPED 801B
Accommodating Exceptional Learners in the Secondary School Classroom (3 cr) Prereq: Admission to the Teacher Education Program; EDPS 362; CURR 297; one methods course; or permission. (F, S, Su)
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.

SPED *802
Advanced Assessment Techniques (3 cr) Prereq: SPED 800 or equivalent; or permission. (F, Su)
Comprehensive study of criterion-referenced and normative-referenced assessment instruments used by school resource personnel.

SPED *803
Effective Instruction for Learners with Special Needs (3 cr) Prereq: SPED 800 and *802; or permission. (S)
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.

SPED *804
Managing Challenging Behavior (3 cr) Prereq: SPED 800, *802, *803; or permission. (F, Su)
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.

SPED 805
Code-based Reading Instruction (3 cr) (Su)
Direct, systematic, multi-sensory techniques for teaching reading, writing, and spelling to students who struggle with the acquisition of literacy. Application of assessment techniques, lesson planning, and instructional strategies are provided through direct tutoring of students with reading difficulties.

SPED 806
Diagnosis and Correction of Reading Disabilities (3 cr) (F, Su)
Presents theory and techniques for assessing and instructing individuals who struggle with the acquisition of literacy skills. Strategies address word recognition and comprehension skills, including both individual and group methods of instruction.

SPED 807
Teaching Students with Disabilities in the Secondary School (3 cr) Prereq: SPED 201 or 800. (F)
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.

SPED 808
Issues in Secondary Programs for Students with Mild Disabilities (3 cr) Prereq: Special Education Professional Semester and SPED 407 or 807. (S)
Issues in secondary education for students with mild disabilities based on current literature and needs of individual students.

SPED *831
Characteristics of Specific Learning Disabilities (3 cr) Prereq: SPED 800 or permission. (F)
History, theories, etiologies, and assessment methodologies for children and adolescents with specific learning disabilities. Characteristics of specific learning disabilities and instructional models.

SPED 834
Introduction to Special Vocational Needs (3 cr)(S)
Foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students.

SPED 835
Instructional Strategies for Special Vocational Needs Learners (3 cr)(S)
Identification and utilization of appropriate instructional strategies for special needs learners.

SPED 836
Career Education for the Special Needs Student (3 cr) Prereq: SPED 434 or permission. (F, Su)
Philosophical and practical base of career education as it relates to special needs students. Career education units developed for infusion into subject matter areas.

SPED 837
Directed Field Experience in Special Vocational Needs (3 cr)(V)
Class participants observe and work in the field. Field sites selected on class participant preference.

SPED *841
Emotional and Behavioral Disorders (3 cr) Prereq: SPED 800 or permission. (F)
Etiology, theories and assessment of child and adolescent emotional and behavioral disorders. Addresses issues of definitions and classification (DSM-IV and special education) of deviant behavior and psychopathology, as well as an overview of service delivery systems in education and mental health.

SPED *851
Education of the Visually Impaired I (1-6 cr, max 6) (A=Every 3rd Summer)
Five-week summer session course for preparing teachers of persons with visual impairments, and one- or two-week courses (1-2 cr each) under the following titles:
A. Survey: Education of the Visually Impaired/Multihandicapped
B. Structure and Function of the Eye
D. Educational Implications of Low Vision
E. Methods and Materials for Teaching the Visually Impaired/ Multihandicapped (2 cr)

SPED *852
Education of the Visually Impaired II (1-6 cr, max 6) (A=Every 3rd Summer)
Five-week summer session course for preparing teachers of persons with visual impairments, and one- or two-week courses (1-2 cr each) under the following titles:
A. Braille Codes and Formats (two-week course)
B. Nemeth Code
D. Communications for the Visually Impaired/Multihandicapped
E. Social-Psychological Aspects of Vision Loss

SPED *853
Visually Impaired/Multihandicapped (1-6 cr, max 6) (A=Every 3rd Summer)
Six one-credit hour courses for preparing teachers of persons with visual impairments and multihandicaps:
A. Technology for Visually Impaired/Multihandicapped
B. Principles of Orientation and Mobility for the Visually Impaired / Multihandicapped
D. The Severely Multihandicapped Learner
E. Educational Assessment of the Visually Impaired
J. Daily Living Skills
K. Transition Skills for the Visually Impaired/Multihandicapped

SPED *855
Teaching Learners to Learn (CURR, EDAD, EDPS, HHPT, VAED *855) (3 cr) (Su)
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.

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

SPED *857
Special Education Administration (EDAD *857) (3 cr) (A=Every other Spring)
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.

SPED *858
Special Education Law (EDAD *858) (3 cr) (A=Every other Summer)
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.

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

SPED *861
Intervention for Infants with Disabilities (3 cr) (Su) (alternate years)
Assessment and intervention strategies are presented for developing appropriate early intervention programs for infants and toddlers with disabilities. Rationale and principles for conducting home-based, family-centered, transdisciplinary services.

SPED *862
Classroom Programs for Preschool Children with Disabilities (3 cr) (F)
Selection, design and implementation of developmentally appropriate classroom interventions are presented for preschool children with disabilities. Activity-based instruction is emphasized as students consider such instructional factors as classroom arrangements, activity planning, home-school communications, team collaboration and systematic use of instructional programs.

SPED *863
Medically Fragile Infants (3 cr) (Su) (alternate years)
The 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.

SPED 870
Education of the Hearing Impaired (3 cr) Prereq: SPED 201, or equivalent. (N)
Overview of education of the hearing impaired including identification procedures, basic terminology, educational programming, and educational achievement. Historical developments and vocational adjustments of hearing impaired individuals. Roles of teachers and other professionals serving this population. This is an introductory course.

SPED 872
Psychology and Sociology of Deafness (3 cr) (F)
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.

SPED *873
Teaching the Content Areas to the Hearing Impaired (3 cr) (A=Every 3rd Fall)
This course is required 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 grade 12. Adapting curricula and materials in these areas for the hearing impaired student.

SPED *874
Language Arts for the Hearing Impaired (3 cr) (A=Every 3rd Fall)
Assessment instruments, curricula and instructional methods for developing language and speech in classrooms for hearing impaired children, preschool through grade 12. Methods for coordinating speech/language program in classroom with that in speech-language therapy program. Instructional procedures for developing use of residual hearing (auditory training).

SPED *875
Reading for the Hearing Impaired (3 cr) Prereq: Permission. (A=Every 3rd Fall)
Reading development in a hearing impaired youngster with emphasis on a psycholinguistic approach. Includes teaching methods, diagnosis and evaluation, curriculum, and resources for teaching reading to the hearing impaired.

SPED 880
A Lifespan Approach to Mental Retardation (3 cr) (F)
A lifespan approach that can be used by teachers, psychologists, and multi-disciplinary educational personnel for understanding individuals with mental retardation. Issues regarding definitions, identification, best practice standards and research in educational, residential, and vocational programming introduced. Analysis of current legal and ethical issues in developmental disabilities.

SPED *881
Teaching Students with Retardation or Severe Disabilities (3 cr) Prereq: SPED 880 or permission. (S)
Planning, implementing, and evaluating effective longitudinal education for individuals with moderate-profound retardation, severe impairments and multiple disabilities. Knowledge and skill regarding best practices within inclusive education settings for these learners emphasized using an ecological and functional model that addresses useful skills in current and future environments.

SPED *882
Instructional Strategies for Educating Students with Multiple Disabilities (3 cr) Prereq: SPED *881 (for the Severely/Multihandicapped endorsement students), SPED *862 (for the Preschool Handicapped endorsement students), or permission. (F)
Students with Mild/Moderate Disabilities or other special education endorsement completed prior to 1996, are to complete a packet of assigned readings and submit summaries of these prior to the first class meeting or complete SPED *881. SPED *882 may be taught as a 3-credit-hour course or as three, 1-credit-hour, mini-courses (as listed below). Selection, design, and implementation of best practices for students with physical and multiple disabilities in school settings. Applying course content to school-aged students.
A. Physical, Visual, and Dual Sensory Impairments (1 cr)
Motor impairments, visual impairments, and deaf blindness with related educational practices such as positioning and handling, functional assessment, and individualized interventions.
B. Autism, Profound Disabilities and Health Care Procedures (1 cr)
Spectrum of autism, diversity of profound impairments, and unique medical needs with related educational practices such as environmental strategies, behavior state assessment, and health and nutrition issues.
D. Sensorimotor/Cognitive, Augmentative Communication, and Self Care Skills (1 cr)
Sensorimotor performance and educational practices, augmentative communication and low technology alternatives, and personal care skills.

SPED *885
Education of Gifted Children (CURR *885) (3 cr) Prereq: Permission. (V)
Characteristics, problems, and techniques of instructing gifted children. Observations.

SPED *890, SPED *893
Workshop Seminar (V)
The purpose is to give students in the departments of education an opportunity to work singly or In groups on practical educational problems which are of special focused interest but which are not included in other professional education courses. Offered on a variety of topics by College faculty and selected educational consultants. As a rule, the individual or group is expected to produce some kind of a product as a part of the workshop experience.

SPED 895
Independent Study in Special Education (1-3 cr) Prereq: Prior arrangement with and permission of individual faculty member. (E)
Special research or reading project under direction of a staff member in the department.

SPED 896
Directed Field Experience (1-6 cr) Prereq: Permission. (E)

SPED *897
Student Teaching: Exceptional Learners (1-12 cr) Prereq: By application only (see Student Teaching Requirements in Undergraduate Bulletin).
Laboratory and teaching experience in the area(s) of specialization.
*A. Mainstream(E)
*B. Behavior Disordered (E)
*D. Hearing Impaired (E)
*J. Gifted and Talented (EDPS *897J) (E)
*L. Learning Disabled (E)
*P. Severely Multihandicapped (E)
*Q. Preschool Handicapped (E)
*V. Visually Impaired (E)
*Z. Multicultural Education (E)

SPED *899
Masters Thesis (6-10 cr) Prereq: Permission. (E)

SPED 901
Creativity in the Classroom (EDPS 901) (3 cr) Prereq: SPED *885. (V)
Surveys methods whereby creative students are identified and describes the characteristics of the creative student. Methods of enhancement of creative behavior are exemplified and presented to course participants on an applicational basis. At least one intervention program is required per participant.

SPED 902
Identification and Characteristics of Gifted Children (EDPS 902) (3 cr) Prereq: SPED *885. (V)
Surveys methods and instruments used to identify gifted children. Characteristics and needs of gifted children are explored with particular attention given to intellectual and personological variables. At least one episode of tutoring a gifted child is required.

SPED 907
Seminar in Special Education (cr arr, max 12) Prereq: Permission.
B. Behavioral Disorders (S)
D. Hearing Impairments (V)
E. Early Childhood Handicaps (V)
J. Gifted and Talented (V)
L. Learning Disabilities (S)
P. Severe Handicaps (F, S)

SPED 908
Resource Consultation Services (3 cr) Prereq: SPED 800, and one of the following: *831, *851, *861, *881; or permission. (S, Su)
Roles and functions of school resource personnel in serving as educational consultants to regular school staff.

SPED 929
Seminar in Individualized Instruction for Gifted, Talented, and Creative Students (CURR 929) (3 cr) (V)
Nature of curricular and instructional programs and practices for gifted, talented, and creative students in elementary and secondary schools. Range of learner outcomes, identification of instructional principles, personalizing instruction for this group of learners.

SPED 932
Cognitive Strategy Instruction (3 cr) Prereq: SPED 800, *803, and *831; or permission. (F)
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.

SPED 942
Strategic Approaches for EBD (1-3 cr, max 6) Prereq: SPED 800, *804, and *841; or permission. (S)
Strategic therapy techniques for assessment and treatment of EBD.

SPED 942 A
Special Topics in EBD (1-3 cr)

SPED 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. (S)
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.

SPED 976
Seminar on Special Needs Hearing Impaired (3 cr) Prereq: Permission Students must enroll in 1 cr hour of SPED 896 concurrently to enrolling in this course. (N)
In-depth survey of the literature on issues related to educational programming for hearing impaired students with additional handicapping conditions or from multicultural and/or bilingual backgrounds.

SPED 980
Collaborative Assessment for Students with Retardation and Severe Disabilities (2 cr) Prereq: SPED 880, *881, *882; or permission. (F)
Designed to meet the needs of teachers, psychologists, and professional staff who conduct assessment of students with moderate-profound retardation and multiple disabilities in school settings. Strategies emphasize assessing student’s capabilities and needs in relationship to valued life outcomes. Processes of assessment conducted in actual classroom and community settings.

SPED 981
Functional Alternatives to Challenging Behavior (2 cr) Prereq: SPED *882 or permission. (S)
Students with retardation or severe disabilities with examination of the context in which individuals exhibit stereotypic, self-injurious, and aggressive behavior. Use of an educative approach will include elements of functional analysis of behavior, communicative function and a wide variety of programmatic, curricular, ecological interventions. Processes of assessment conducted in actual classroom and community settings.

SPED 983
Advanced Topics in Educating Students with Severe Handicaps (3 cr) Prereq: Permission. (N)
Provides teachers with current research and practice information related to the design and implementation of integrated school and community programs for students with severe handicaps.

SPED 986
Seminar in the Psychology of Exceptional Children (2 cr per sem, max 8) Prereq: Permission. (N)

SPED 987E
Seminar in Special Education (1-12 cr) Prereq: SPED 980 and 981. (V)

SPED 990
Workshop Seminar (1-12 cr) (V)
See 890 and 893 for description.

SPED 995
Doctoral Seminar (3 cr, max 18) Prereq: Permission. (E)
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.

SPED 996A
Research Other Than Thesis (1-12, max 12) (E)
Independent operational research under faculty supervision.

SPED 996B
Readings in Special Education (1-12, max 12) Prereq: Permission. (E)
Readings on selected problems in special education.

SPED 997E
Resource Teacher Externship (1-6 cr) Prereq: SPED *802, *803. (V)
Extensive practicum experience in school settings for individuals preparing to serve as school resource teachers and consultants.

SPED 997J
Advanced Practicum in Gifted Education (EDPS 997J) (3 cr) Prereq: Permission. (V)
Advanced practicum in the education of the gifted/talented child. Psychodiagnostic procedures; theory and research; ad program organization, operation, and evaluation in a field setting.

SPED 999
Doctoral Dissertation (1-24 cr) Prereq: Permission. (E)