|
Permanent Schedule
|
Course
Number
|
Course Title and Description
|
Credit Hours
|
|
Fall
|
SpEd
880
(Required for
Endorsement)
|
A
Lifespan Approach to Mental Retardation
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 will be introduced. Analysis of current
legal and ethical issues in developmental disabilities is included. |
3
|
|
Spring
|
SpEd 881
(Required for Endorsement)
|
Teaching Students
with Retardation or Severe Disabilities
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 will be emphasized using an ecological and functional model that
addresses useful skills in current and future environments.
Prerequisite:
SpEd 880 or permission of instructor. |
3
|
|
Fall
|
SpEd 882
(Required for Endorsement)
(Offered in Lincoln
and as a distance
course.)
(May be taken as one
class or three
separate modules.)
|
Advanced Methods
for Students with Retardation or Severe Disabilities
Strategies for instruction and specialized interventions
to accommodate the diverse needs of students with significant disabilities
in inclusive school and community settings. Adaptations and unique
accommodations for effective education of students with autism, dual sensory
impairments, moderate-severe intellectual impairments and multiple disabilities
are provided. Topics include neuromotor disorders, health care, positioning,
and using assistive technology.
Prerequisite:
SpEd 881 for Severely/ Multihandicapped Endorsement Students, SpEd
862 for Early Childhood Handicapped Endorsement Students, or permission
of instructor. |
3
|
|
Fall
|
SpEd
980
(Required for Endorsement)
|
Collaborative
Assessment for Students with Retardation and Severe Disabilities
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 will be conducted in
actual classroom and community settings.
Prerequisite:
Permission of instructor. |
2
|
|
Spring
|
SpEd
981
(Required for Endorsement)
|
Functional
Alternatives to Challenging Behavior
Focus is on 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 will be conducted in actual classroom and community
settings.
Prerequisite:
Permission of instructor. |
2
|
|
TBA
|
SpEd
897P
|
Directed Field
Experience
Prerequisite:
Permission of instructor. |
Credit arranged
|
|
TBA
|
SpEd
897P
(Required for Endorsement)
|
Student Teaching:
Severely Multihandicapped
Laboratory and teaching experience in the area
of specialization.
Prerequisite:
By application only (March 1 for Fall, October 1 for Spring) |
6-12
|
Spring
(Thursday
4:30-6:05)
|
SpEd
907P
|
Seminar in
Special Education: Communication and Early Language in Autism |
2
|
ellin siegel, ph.d.
