Courses

Special Education  352/552                               3 units (crs.)

Children and Youth with Disabilities in General Education

This course provides future educators an opportunity to examine the legal, theoretical, and practical bases for inclusion. It is designed to provide a rigorous overview of current best practice in academic and behavioral methods for supporting students with disabilities in inclusive settings. Particular emphasis is placed on understanding high incidence disabilities such as specific learning disabilities, emotional/behavioral disabilities, cognitive disabilities, and speech/language impairments. Furthermore, positive approaches to and effective strategies for collaboration, accommodations, and organization in an inclusive classroom are extensively covered. Prerequisite: 2.75 GPA. 352/552

 

Special Education  353/553                               3 units (crs.)

Interdisciplinary Approaches to Working w Children & Youth w Disabilities

This course provides information about typical and atypical language and motor development in children and youth (ages birth to 21 years).  Course topics include milestones of typical language and motor development, characteristics of specific language/motor disorders, and sensory impairments (hearing and visual impairments).  An interdisciplinary focus that highlights the work of related service providers such as occupational, physical and speech therapies and consultants for individuals with visual and hearing impairments serves as the context for the course.  In addition, this course addresses the role and responsibility of special education teachers to support, supervise, monitor, and evaluate paraeducators working in their classrooms. Recommended approaches that support individuals with language/motor disorders and sensory impairments such as basic sign language, Picture Exchange Communications System, and sensory integration strategies are embedded into course topics. The course is required of all undergraduate and graduate students enrolled in the special education teacher licensure program. Prerequisite: 2.75 GPA.

 

Special Education  370                                      4 units (crs.)

Practicum Experience in Special Education

A series of two 4 week, full day, supervised field placements within public school institutions which deal with students with disabilities, including learning and cognitive disabilities and emotional/behavioral disorders. This course is designed to provide students in special education the opportunity to observe classroom interactions, to participate in instructional planning, and to teach students on an individual, small group, and large group basis. This is the first of several pre-service teaching experiences. Prerequisite: Admission into Sophomore Practicum.

 

Special Education  372                                      2 units (crs.)

Interim Practicum

An optional supervised field placement offered as an additional experience for students who have completed Special Education 370 (Sophomore Practicum), but need or want one extra placement. Open to College of Education and Human Services students only with consent of department chairperson.

 

Special Education  380/580                               3 units (crs.)

Curriculum and Instruction in Special Education

Students will be introduced to factors that influence curriculum content, scope and sequence, preparation and evaluation of curricular strategies, and materials. A major focus of this course will be extensive student involvement in curriculum development, implementation, and evaluation. Prerequisite: Special Education 353/553 (may be taken concurrently). 380/580

 

Special Education  381/581                               3 units (crs.)

Behavior Change and Management

Theoretical and practical understanding of methods used in modifying behavior in general, and problem behavior in particular. Methods of controlling behavior will be drawn from research and applied to the classroom. Approaches are developed to anticipate, inhibit, redirect, and prevent problem behavior through techniques which have high probability of encouraging the total learning process. 381/581

 

Special Education  401/601                               2 units (crs.)

Advanced Practicum Experience in Special Education

This is a field-based experience where special education majors will directly work with children and youth with disabilities birth to age 21.  Special Education majors will receive experience in assessment and instructional remediation practices. Registration will be concurrent with a special education methods course. This field-based experience will occur within one or two terms prior to student teaching. Prerequisite: Admission I Pass/Fail course. 401/601

 

Special Education  406/606                               3 units (crs.)

Technology in Special  Education

This course is to address uses of technology that are specifically related to special education, such as assistive and adaptive technology, and augmentative communication. It will address classroom arrangements for use of technology, uses of technology for content area instruction, and word processing technology for special learners. It will also address legal issues related to the provision of technology and methods of using technology to collaborate with other professionals and to gain information about special education. Prerequisite: Sophomore practicum or equivalent coursework and Educational Leadership 325 and Admission I. 406/606

 

Special Education  412/612                               3 units (crs.)

Assessment and Curriculum in Early Intervention: Birth to Three

This course will address information necessary to prepare future early interventionists to work with young children ages birth to three years and their families. A family-based, interagency focused approach is outlined in current legislation. Special focus will be given to the unique features of birth to three service delivery models currently in place across the State of Wisconsin and the United States. This course is a required course in the Early Childhood Special Education Teacher Licensure sequence. It complements Assessment and Curriculum for Children with Disabilities Ages Three through Eight Years.  Prerequisite: Elementary Education 311, Sophomore Practicum or equivalent coursework and PK3 requirements (Elementary Education 312,  313, 314 and 318) taken prior to or concurrently.  Spring only 412/612

 

Special Education  413/613                               3 units (crs.)

Assessment and Curriculum for Children with Disabilities Ages Three to Eight Years

This course will focus on the best practices in assessment and curricula for young children with suspected or identified disabilities ages three through eight years.  Issues related to service provision in preschool and early primary environments will be addressed. Emphasis will be placed on linking assessment finding to intervention practices.  Inter- and transdisciplinary team models will be explored as a way to provide quality educational services to young children in the least restrictive environment. Methods to embed and monitor individual education plan goals in the daily routine will be discussed.  Information in this course complements content included in the "Assessment and Curriculum in Early Intervention: Birth to Three".  Prerequisite: Elementary Education 311, Sophomore Practicum or equivalent coursework and PK3 requirements (Elementary Education 312,  313,  314 and 318) taken prior to or concurrently.  Fall only. 413/613

 

Special Education  414/614                               3 units (crs.)

Advocacy, Family Empowerment, and Special Education Law

This course addresses three interrelated topics: (1) the role and responsibility of special education professionals to serve as advocates for students with disabilities and their families, (2) the skills and strategies needed by special education professionals to effectively support, collaborate with, and empower families of students with disabilities, and (3) special education legal issues. Further topics addressed in this course include school organizational and administration issues, collaborative consultation models, effective communication, and professional ethics. Prerequisite: Admission I.

 

Special Education  418/618                            1-2 units (crs.)

Seminar in Early Childhood Special Education Teaching

This course will deal with the problems associated with teaching students in early childhood special education settings. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 419/619. Prerequisite: Admission to student teaching and Admission II.

 

Special Education  419/619                          5-10 units (crs.)

Student Teaching in Early Childhood Special Education

Observation, participation, and responsible teaching experiences under supervision in a class of early childhood special education students. Prerequisite: Admission II, restricted to special education majors, and concurrent enrollment in Special Education 418/618. 419/619

 

Special Education  423/623                               3 units (crs.)

Direct Instruction Multisensory Methods for Teaching Decoding and Encoding

This course is designed to train individuals how to teach both decoding (reading) and encoding (spelling) to dyslexic students by means of direct instruction and appropriate practice strategies. Issues associated with dyslexia and related reading disabilities will be discussed. The emphasis will be on instruction that uses teaching methods to teach word meaning using the Simultaneous Multi-Sensory Paradigm. Additionally, the course is designed to meet the methodological needs of current and future teachers who work with or anticipate working with students who have difficulty learning to read and/or spell, whether they have been diagnosed as dyslexic or not. 423/623

 

Special Education  431/631                               3 units (crs.)

Adolescents with Learning and Behavior Problems: Best Practices in Middle School and Sec Settings

This course is designed to provide a rigorous overview of current best practice in assessment, curriculum, instruction, and transition for students with learning and behavior problems in middle school and secondary settings. Course content will include the following topic areas as they relate to adolescents: legal issues and legislation, problems and issues, service delivery models, transition, academic and behavioral interventions, curricula, and assessment. Prerequisite: Admission I. 431/631

 

Special Education  456/656                            1-3 units (crs.)

Special Topics in Special Education

 A course in topics of relevance for students having an interest or background in special education. May be repeated under different topics. Special Education 456/656

 

Special Education  463/663                               3 units (crs.)

Teaching Students with Significant Disabilities

This course examines functional curricula, instructional practices and functional behavioral assessment and support for students with severe disabilities. Additional topics include working collaboratively with related services personnel, the use of assistive technology in educational programming, supervising paraprofessionals in the classroom, and teaching self-advocacy skills. Prerequisite: Admission I. 463/663

 

Special Education  465/665                            1-2 units (crs.)

Problems in Teaching Individuals with Mental Retardation/Cognitive Disabilities

This course will deal with the problems associated with teaching mentally retarded/cognitively disabled students. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 466. Prerequisite: Admission II. 465/665

 

Special Education  466/666                          5-10 units (crs.)

Student Teaching of Individuals with Mental Retardation/Cognitive Disabilities

Observation, participation, and responsible teaching experience under supervision in a class for mentally retarded, cognitively disabled children. Restricted to special education majors. Prerequisite: Admission II. 466/666

 

Special Education  467/667                            1-2 units (crs.)

Problems in Teaching Individuals with Learning Disabilities

This course will deal with the problems associated with teaching learning disabled students. Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission II and concurrent enrollment in Special Education 468. 467/667

 

Special Education  468/668                          5-10 units (crs.)

Student Teaching of Individuals with Learning Disabilities

Observation, participation, and responsible teaching experience under supervision in a class for children with learning disabilities.  Prerequisite: Admission II.  468/668

 

Special Education  469                                      2 units (crs.)

Field Experience in Special Education

This field experience is designed for emergency licensed special education teachers without any previous special education teaching experience. This experience allows the students to visit, observe, and study several special education classrooms. Students must submit written observational reports of their classroom visits and prepare a program comparison/contrast paper. Registration is restricted to emergency licensed special education teachers who are unable to complete Special Education 370. Pass/Fail course.

 

Special Education  470/670                               3 units (crs.)

Fundamentals in Special Education Assessment

This course deals with the appropriate selection, administration, and interpretation of assessment techniques and measures in order to identify students for special education. The course will familiarize the student with basic assessment terminologies and principles as well as various tests measuring achievement, aptitude, readiness, and social skills. The emphasis of this course is on making eligibility rather than instructional planning decision-making. Prerequisite: PEP Admission I. 470/670

 

Special Education  471/671                               3 units (crs.)

Assessment for Instructional Planning in Special Education

This course provides students with hands-on experience in assessment procedures through observation, administration, and interpretation of formal and informal assessment measures, including curriculum-based assessment. Students will write IEPs and plan instructional lessons with monitoring techniques. Prerequisite: Special Education 353/553 and Special Education 470/670 and Admission I. 471/671

 

 

Special Education 473/673                                3 units (crs.)

Introduction to Autism Spectrum Disorder

This introductory course will provide students with an understanding of children with autism spectrum disorder (ASD). Students will be introduced to intervention strategies that enhance the communication and learning of students with ASD. Methods for teaching more conventional behaviors will be addressed. Issues surrounding diagnosis and support for families will be explored. 473/673

 

Special Education 474/674                                3 units (crs.)

Teaching Students with Autism Spectrum Disorder

Introduction to Students with Autism Spectrum Disorder will provide students with information regarding methods of instructing and supporting children and youth with ASD. The course will include information regarding the best practices for assessment, instruction, communication, sensory, socialization, transition information related to children and youth with ASD. Prerequisites: Special Education 473/673 Introduction to Students with Autism Spectrum Disorders. 474/674


Special Education 475/675                                3 units (crs.)

Autism Spectrum Disorders Practicum

This practicum will provide students in the Autism Spectrum Disorders (ASD) Certificate Program experience 100 hours of working with students with ASD in educational settings. Prerequisite: Department Consent. 475/675

 

Special Education  480/680                               3 units (crs.)

Research-based Instructional Strategies

This course focuses on a variety of research-based strategies and methodologies for special education instructional practice. Topics covered will include principles of design, implementation, and delivery of effective instructional interventions. Prerequisites: Sophomore Practicum or equivalent course work, Reading 305, Special Education 470/670. This course should be taken in the last term prior to student teaching. 480/680

 

Special Education  481/681                               3 units (crs.)

Advanced Behavior Management and Instruction

This course builds upon effective behavior management and instruction concepts, principles, and techniques covered in Special Education 381/581 and Special Education 480/680. Course emphasis is on understanding the process of behavioral change, instructional classroom management, self-management strategies, non-violent crisis intervention, social skills instruction, study and organizational skills, and metacognitive strategies. In addition, this course focuses on conflict resolution, including resolving conflicts between pupils and between pupils and school staff and peer mediation. Prerequisite: Sophomore Practicum or equivalent coursework and Special Education 480/680 (may be taken concurrently) and Admission I. 481/681

 

Special Education  483/683                            1-2 units (crs.)

Problems in Teaching Individuals with Emotional/ Behavioral Disorders

This course will deal with the problems associated with teaching emotionally/behaviorally disturbed students. Innovative programs and intervention strategies will be discussed and analyzed.  Prerequisite: Admission II and concurrent enrollment in Special Education 484. 483/683

 

Special Education  484/684                          5-10 units (crs.)

Student Teaching of Individuals with Emotional/ Behavioral Disorders

Observation, participation, and responsible teaching experiences under supervision in a class of emotionally disturbed students. Prerequisite: Admission II and concurrent enrollment in Special Education 483.  484/684

 

Special Education  485/685                            1-2 units (crs.)

Seminar in Cross Categorical Special Education Teaching - Middle Childhood Through Early Adolescence

This course will deal with the problems associated with teaching students in cross categorical special education programs (middle school through early adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II and concurrent enrollment in Special Education 486/686. 485/685

 

Special Education  486/686                          5-10 units (crs.)

Student Teaching in Cross Categorical Special Education - Middle Childhood Through Early Adolescence

Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to special education majors, and concurrent enrollment in Special Education 485/685. 486/686

 

Special Education  487/687                          1-10 units (crs.)

Student Teaching Internship-CC Spec Ed Middle Childhood - Early Adolescence

Internship placement for students seeking cross categorical special education middle childhood through early adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 485/685.

 

Special Education  488/688                            2-6 units (crs.)

Seminar in Comparative Special Education

Provisions made by countries outside of the U.S. for dealing with exceptional children. On-site visits for in-depth exploration of programs will be planned. Small seminar groups will be arranged with university and on-site facility faculty.

 

Special Education  489/689                            1-2 units (crs.)

Seminar in Cross Categorical Special Education Teaching - Early Adolescence Through Adolescence

This course will deal with the problems associated with teaching students in cross categorical special education programs (early adolescence through adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II and concurrent enrollment in Special Education 490/690. 489/689

 

Special Education  490/690                          5-10 units (crs.)

Student Teaching in Cross Categorical Special Education - Early Adolescence Through Adolescence

Observation, participation, and responsible teaching experience under supervision in a cross categorical special education class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to special education majors, and concurrent enrollment in Special Education 489/689.

 

Special Education  491/691                          1-10 units (crs.)

Student Teaching Internship-CC Spec Ed Early Adolescence Through Adolescence

Internship placement for students seeking cross categorical special education early adolescence through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 489/689.

 

Special Education  496                                   1-3 units (crs.)

Independent Study

See Independent Study under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements. Permission of department chairperson required.

 

Special Education 705                                       3 units (crs.)

Administrative Organization, Collaboration and Leadership in Special Education

This course focuses on preparing graduate students for leadership and collaboration roles in special education and general education. Course content addresses special education organization and administration, supervision and evaluation, collaboration and consultation and conflict resolution skills. Prerequisite (undergraduate students only): Admission II. This course should be taken just prior to or after student teaching.

 

Special Education 767                                    2-4 units (crs.)

Field Experience in Special Education

Recent trends in the education and programming for children and adolescents. Experiences designed in accordance with the student's fields of interest and preparation needs. Extended observation and participation in a wide variety of programs required.

 

Special Education 781                                       3 units (crs.)

Introduction to Advanced Studies in Special Education

A course in topics of current interest in special education. This course will provide students with different viewpoints and opposing positions to provoke critical thinking and discussion and provide a starting point for graduate students to research issues in-depth as thesis or field report topics. In addition, to ensure students' understanding of statistical applications in data-based research studies, basic educational statistics will be introduced. This required course should be taken as the first core course in the special education graduate program. It must be taken prior to Special Education 790.

 

Special Education 783                                    1-3 units (crs.)

Current Issues

A course in topics of current relevance for advanced graduate students with an interest or background in special education. May be repeated under different topics. Prerequisite: Consent of instructor.

 

Special Education 790                                       3 units (crs.)

Critical Analysis of Special Education Research and Literature

This course focuses upon developing student’s ability to critically evaluate research within educational literature. This course will include extensive practice of critical analysis of research reports and synthesis of bodies of research information. This course should be taken at the end of the student's graduate program, just prior to completion of the thesis or field report in special education. Prerequisite: Special Education 781 and Educational Foundations 770.

 

Special Education 794                                       3 units (crs.)

Field Report in Special Education

The field report in special education is an alternative to the special education thesis as the culminating experience. Registration open only to those MSE special education students who have filed a Field Report Proposal and Adviser Approval Form. Pass/fail course.

 

Special Education 795                                    1-6 units (crs.)

Special Education Thesis

Each registration with a maximum accumulation of 6 cr. Registration open only to those MSE special education students who have filed a Thesis Proposal and Adviser Approval Form with the Graduate Office. Pass/ail course.

 

Special Education 796                                    1-3 units (crs.)

Independent Study

Registration open to those MSE special education students who have filed an Independent Study Contract and Instructor Approval Form.

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