Undergraduate Curriculum |
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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
ES = Essential Studies course
IS = Integrative Studies course |
201 |
Introduction to Special Education (3 cr) (F, S)
Introduction to basic concepts related to the education of exceptional learners. Historical factors, legislative statutes, and instructional models. |
297 |
Professional Practicum Experiences II (TEAC, EDPS, NUTR 297) (1-4 cr max 12) Fld. Prereq: CURR 197 or permission. An accompanying seminar is included where the professional role of the teacher is discussed. (F)
Guided participation and/or observation in schools and/or agencies offering programs for children and/or youth. |
(IS) 302 |
Assessment Techniques for Diverse Learners (3 cr) Prereq: SPED 201. (F, S)
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. |
(ES)(IS)303 |
Behavior Management (3 cr) Prereq: SPED 201. (F, S)
For education majors. Parallel TEAC 297A or any other elementary education practicum. For secondary special education majors: Parallel SPED 496M. |
(IS)304 |
Instructional Methods for Students with Diverse Needs (3 cr) Prereq: SPED 201. (F, S)
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. |
310 |
Collaborative Practices (3 cr) Prereq: SPED 201. (S)
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. |
313 |
Advanced Interventions for social Problems (3 cr) Prereq: SPED 201 and 303. (F)
Remediation of social difficulties of students with disabilities. Cognitive-behavior modification, programming generalization, managing resistance, and social skills assessment and training. |
362 |
Early Childhood Special Education (3 cr) Lect, quiz.Prereq: 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. (F) Teaching and caring for children under age five with specific disabilities, design of Individualized Education Plans (IEPs) or Family Service Plans (IFSPs) and strategies for teaching and learning in natural, child-interest activities. |
397 |
Professional Practicum Experience III (TEAC, EDPS 397) (1-10 cr, max 10) Prereq: Admission to the Teacher Education Program. (F)
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(IS)400/800 |
Characteristics of Exceptional Persons (3 cr) (F, S, Su)
Etiology, growth and development, and characteristics of children and youth who deviate from the norm. |
(IS)401A/801A |
Accommodating Exceptional Learners in the Elementary School Classroom (3 cr) Prereq: Admission to the Teacher Education Program; EDPS 362; TEAC 195; 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 elementary school. |
(IS)401B/801B |
Accommodating Exceptional Learners in the Secondary School Classroom (3 cr) Prereq: Admission to the Teacher Education Program; EDPS 362; CURR 195; 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. |
405A/805A |
Reading Center Practicum I (103 cr, max 3) Fld. Prereq: Permission, SPED 405A / 805A Requires two hours per week in a Reading Center. (Su) 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. |
405/805 |
Code-based Reading Instruction (3 cr) (Su)
Direct, systematic, multi-sensory techniques for teaching reading, writing, and spelling to students who have severe reading problems. |
406/806 |
Reading and Writing Disabilities: Adolescents (3 cr) (F, Su)
Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7-12. |
406A/806A |
Reading Center Practicum II (TEAC 806A) (1-3 cr, max 6) Fld. Prereq: Permission. SPED 406A/806A requires two hours per week in a Reading Center. (F, Su)
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. |
(IS)407/807 |
Teaching Students with Disabilities in the Secondary School (3 cr) Prereq: SPED 201 or 400/800. (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. |
408/808 |
Issues in Secondary Programs for Students with Mild Disabilities (3 cr) Prereq: Special Education Professional Semester and SPED 407. (S)
Issues in secondary education for students with mild disabilities based on current literature and needs of individual students. |
415/815 |
Reading and Writing Disabilities: Elementary Students(1-3 cr, max 6) (F, S) Prereq: SPED 201, TEAC 311, 313 for elementary education majors; SPED 201, 302, 303, 304, (or equivalent) for SPED majors. Parallel: SPED 415A/815A (F, S)
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) Fld. (F, S) |
(IS)434/834 |
Introduction to Special Vocational Needs (3 cr) (F, S)
A foundational course emphasizing the characteristics and identification of special needs learners in vocational settings. Determines needs, interests, and abilities of these students. |
436/836 |
Career Education for the Special Needs Student (3 cr) Prereq: SPED 434/834 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 areas. |
472/872 |
Psychology and Sociology of Deafness (3 cr) (F)
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. |
480/880 |
Lifespan Approach to Mental Retardation (3 cr) (F)
Lifespan approach for teachers, psychologists, and multi-disciplinary educational personnel to understand individuals with mental retardation. Definitions, identification, best practice standards and research in educational, residential, and vocational programming. Current legal and ethical issues in developmental disabilities. |
490 |
Workshop Seminar (1-12 cr, max 12) |
493 |
Workshop Seminar (1-12 cr, max 12) |
495/895 |
Independent Study in Special Education (1-3 cr) Prereq: Prior arrangements with faculty member and permission. (E)
Special research or reading project under direction of a staff member in the department. |
496/896 |
Directed Field Experience (1-6 cr, max 12) Fld. Prereq: Permission. (E) Pass/no pass only
E. Field Experience: General Special Education (1-6 cr, max 12) (S, Su)
M. Field Experience: Mild/Moderate (1-6 cr, max 12) (S, Su)
Y. Field Experience: Inclusion (1-6 cr, max 12) (S, Su) |
497 |
Student Teaching Exceptional Learners (CURR, HHPT, HLTH 497) (1-12 cr, max 12) Fld. Prereq: Admission by application only; completion of all required methods courses and practica with minimum grades of C+ (2.5) per course. (See “Admission to Student Teaching” on page 317 of Undergraduate Bulletin.) P/N only.
Supervised teaching experiences in schools. Accompanying seminar focuses on: teacher certification, teacher and student rights and responsibilities, proper conduct of teachers, selected legal aspects of education, methods of communicating with parents and community members, and current issues which impact education.
M. Student Teaching: Mild / Moderate (E) (3-12 cr, max 12) (S, Su)
Y. Student Teaching: Inclusion (1 cr) (S)
Z. Student Teaching: Multicultural (TEAC/NUTR 497Z)(1 cr) (E) (S, Su) |
498 |
Seminar: Mildly Handicapped (1 cr) Prereq: Concurrent registration with SPED 497M. P/N only. (F, S)
Opportunities to refine knowledge of 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. |
499H |
Honors Thesis (3 cr) Prereq: Good standing in the University Honors Program or by invitation. (E)
Conduct a scholarly research project and write a University Honors Program or undergraduate thesis. |
