Course Offerings -
COLLEGE OF EDUCATION
AND HUMAN SERVICES - Special Education
This course is designed to provide Project Success students who have successfully completed the Project Success summer transition program with additional skills in mathematical problem solving, knowledge of fundamental number properties and operations, use of the calculator as an aid to solving algebraic problems, and reading of mathematical expressions. This course does not count toward the 128 credits necessary for graduation. Prerequisite: Successful completion of Project Success summer transition program and official acceptance into the Project Success program.16-100 Remediation of Specific Language Handicaps in Reading and Spelling 3 cr.
This course is designed to provide Project Success students with systematic drill with phonemes, affixes, and roots is used to develop the ability to read and therefore comprehend college-level textbooks and materials. Similar drill is employed to teach spelling. In addition, syllabication for both reading and spelling purposs is also taught. This course does not apply for undergraduate degree credit. Open only to students in Project Success.16-101 Simultaneous Multi-Sensory Instructional Procedure Lab 1 cr.
The purpose of this lab is to provide Project Success students who have completed 16-100 with review and practice of the Simultaneous Multi-Sensory Instructional Procedures (SMSIP) that are used to decode and encode words. Students also learn and practice the use of SMSIP techniques with college level reading materials and written expression assignments. The lab will provide supervised faculty guidance for the Project Success students needing additional experience to efficiently perform the SMSIP techniques. This course may be taken twice. Credit earned does not count toward university graduation requirements.16-352/552 Children and Youth with Disabilities 3 cr.
An introduction to exceptional children and youth, dealing with the developmental characteristics of those within the broad areas of exceptionality; mental retardation/cognitive disabilities; gifted; learning disabilities; emotional/behavior disturbance; visual, auditory, and speech impairments; and orthopedic handicaps. Educational needs and major characteristics of special education programs are emphasized. Prerequisites: 2.75 GPA required.16-354/554 Individuals with Learning Disabilities 2 cr.
An introduction to the field of learning disabilities. The course is designed to acquaint the student with historical perspectives of the field of learning disabilities and related fields, definitions of learning disabilities, legal foundations for the education of the learning disabled, assessment practices, current instructional practices supported by research data, and related issues such as language and social development of the individual with learning disabilities. Prerequisites: 16-352 must be taken prior to this course or concurrently in Special Education Practicum.16-360/560 Introduction to the Young Child with Disabilities 2 cr.
This course provides an introduction to the biological, psychological, and social characteristics of the young child with exceptional educational needs during infancy through the early childhood years. The course explores historical and philosophical roots of EC:EEN programs, reviews state and federal legislation governing such programs, and provides an overview of a variety of curricula and programs, including home-based and parent training models. Also included are analyses of environmental factors, medical treatments, and educational interventions and strategies which optimize the development of individual potential. Prerequisites: 16-352 must be taken prior to this course or concurrently in Special Education Practicum.16-362/562 Individuals with Mental Retardation /Cognitive Disabilities 2 cr.
An introduction to mental retardation/cognitive disabilities that is designed to give teachers extensive background information concerning the various types of mental retardation/cognitive disabilities, causes, characteristics, assessment and educational programming. Prerequisites: 16-352 must be taken prior to this course or concurrently in Special Education Practicum.16-370 Practicum Experiences in Special Education 4 cr.
A series of two 3-week, full-day, supervised field placements within residential and public school institutions which deal with the mentally retarded/cognitively disabled, emotionally/behaviorally disturbed, learning disabled, physically handicapped and other types of handicapped students. 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 preservice teaching experiences. Normally this course will be taken concurrently with 16-371 as part of a full semester integrated experience.
A three-week, full-day, supervised field placement within residential and public school institutions which deal with the mentally retarded/cognitively disabled, emotionally/behaviorally disturbed, learning disabled, physically handicapped and other types of handicapped students. 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 taken with 16-370 as part of a full semester integrated experience.16-372 Interim Practicum Experiences in Special Education 2 cr.
An optional supervised field placement offered as an additional experience for students who have completed 16-370/371 (Sophomore Practicum), but need or want one extra placement. Open to College of Education and Human Services students only with permission of department chairperson.16-375/575 Individuals with Emotional/Behavioral Disorders 2 cr.
This course is designed to provide an introduction to special education for children and youth who are identified as emotionally disturbed or behavior disordered. The course will present basic information on the nature and scope of emotional/behavioral disorders and social maladjustments in children, including causes, characteristics, theoretical models, treatment implications, and educational problems. Emphasis will be placed upon the development of a philosophical and theoretical framework. Additionally, basic treatment issues and methods will be discussed. Prerequisites: 16-352 must be taken prior to this course or concurrently in Special Education Practicum.16-380 Curriculum in Special Education 3 cr.
A study of the development of various curricula in special education, considerations necessary to develop appropriate curricula for different types of exceptional children and evaluation of curricula.16-381/581 Discipline and Behavior Management 3 cr.
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.16-405/605 Microcomputer Applications in Special Education 1 cr.
A survey of microcomputer applicability to effective instruction and management of exceptional children. Adapting existing courseware/software to meet the unique needs of exceptional children, designing test materials, and utilizing computers to develop IEPs are some of the major topics. Hands-on experiences for integrating microcomputers into lesson plans are also emphasized. Prerequisite: 17-205, or 17-715, or consent of instructor.16-410/610 Language Development for the Handicapped Child 2 cr.
This course provides a study of normal language developmental sequences as well as the various patterns of childhood language disorders. The course focuses on the theories of normal language acquisition as they relate to language disorder identification and intervention programs in integrating phonologic, morphologic, syntactic, semantic, and pragmatic disorders. Implications for improving handicapped youngsters' language performance, including the use of alternative and augmentative communication aids, will be analyzed and discussed.
The purpose of this course is to aid those who work with individuals with exceptional needs in the development, maintenance, and evaluation of cooperative interaction and involvement among family members, guardians, or caregivers, educators, and human services personnel. This course focuses on family and community social systems that must be considered and involved in collaborative educational programming.16-415/615 Assessment in EC:EEN 2 cr.
This course provides an introduction to the screening and assessment of young children with exceptional educational needs. Informal inventories, observational techniques, and standardized assessment instruments will be analyzed. Focus will be on the integration of observational and formal data in program planning for the young child with exceptional educational needs. Prerequisite: 16-360 and 16-470. and 12-310.16-416/616 Approaches to Teaching Early Childhood Exceptional Educational Needs 3 cr.
This course provides a study of curriculum and methodology in the education of young children with exceptional educational needs. Included are reviews of the development of sensory motor, language, cognitive, social, emotional, and self help skills during the early childhood years. Focus is on curriculum planning, the development of instructional strategies, classroom organization and management, and the selection, evaluation, adaptation, and development of instructional materials. Prerequisites: 13-311, 16-360, 16-410 and 16-415.16-417/617 EC:EEN Organization: Parents and School 2 cr.
This course provides an examination of the role of the professional in working with families of young children with exceptional educational needs, and in facilitating cooperative relationships and involvement between home, school, and community service agencies. Focus is upon providing support and consultation to parents and other individuals having responsibility for the care, education, and treatment of young children with exceptional educational needs. The course will examine the development and implementation of appropriate programs with parents. Also emphasized is the selection, training, and supervision of teacher aides. Cooperation with other agencies and professionals in providing appropriate services and effective utilization of community resources is also emphasized. Prerequisites: 16-360 and 16-414.16-418/618 Problems in Teaching EC:EEN Students 1 cr.
This course will deal with the problems associated with teaching EC:EEN students. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with 16-419. Prerequisites: Admission to student teaching; Admission II.16-419/619 Student Teaching in Early Childhood Exceptional Education Needs 5-10 cr.
Observation, participation, and responsible teaching experiences under supervision in a class of early childhood exceptional needs students. Prerequisites: Admission to student teaching, concurrent registration with 16-418.16-422/622 Teaching the Sound Structure of the English Language 2 cr.
The course emphasis will be on learning the sound system of the English language by memorization of its decoding (reading) and encoding (spelling) sound-symbol assignments and on the use of direct instruction multisensory techniques developed to teach the sound structure to students with dyslexia and other related reading disabilities.16-423/623 Direct Instruction Multisensory Methods for Teaching Decoding and Encoding 3 cr.
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.16-424/624 Occupational Education and Life Preparation for the Disabled 2 cr.
This course will cover basic methodology in occupational education and life preparation for teachers of the mildly to moderately disabled student. Techniques for teaching employability characteristics and school to work transition will be the central focus. Integration of occupational preparation into content areas as well as into basic skills lessons at all grade levels will be included. How to effectively interact with vocational instructors and adapt materials to meet various disabilities will be practiced.16-425/625 Special Education Methods Laboratory 1 cr.
Assessment and remediation of needs with youth from 5 to 21 will take place. Practice in administering teacher-made assessment tools, administering published assessment instruments, using teacher-made remediation materials, and using published remediation materials will take place. Registration will be concurrent with 16-480. Pass/Fail Course.16-429/629 Assessment in Learning Disabilities 2 cr.
This course is designed to develop an ongoing assessment of students with learning disabilities in order to make instructional planning decisions. Assessment procedures involving the use of curriculum-based measurement, criterion-referenced tests, informal inventories, and the utilization of assessment data for IEP writing will be emphasized. Prerequisite: 16-354 and 16-470.16-431/631 Assessment, Curriculum and Instruction for Adolescents with Disabilities 4 cr.
This course covers assessment of adolescents with disabilities along with curriculum design and instructional procedures built upon the assessment. Assessment, curriculum, and instruction content will include learning strategies, study guides, cooperative interaction with the content teacher, written language, and other areas. Prerequisite: 16-480 (may be taken concurrently).16-459/659 Education of the Mentally Retarded/Cognitively Disabled 3 cr.
This course examines various essential elements in developing and maintaining quality educational programs for the mentally retarded/cognitively disabled. Concerns to be examined are such topics as organizational structures, coordination and communication to assure unified and sequentially sound instruction, effective utilization of resources, legal requirements and their effects upon instruction, and program evaluation. Prerequisites: 16-362.16-461/661 Assessment in Mental Retardation/Cognitive Disability 2 cr.
Students will be prepared to assess the mentally retarded/cognitively disabled child intellectually, academically and socially through the use of the multidisciplinary team process and development of individual educational plans. Two levels of assessment will be covered: moderately and mildly mentally retarded/cognitively disabled K-9. Prerequisite: 16-362 and 16-470.16-464 Practice in Teaching 2 cr.
Participation, observation, and responsible teaching experience with nondisabled students in regular education classrooms. This course is required for all undergraduate special education majors who are not also seeking licensure in elementary or secondary education. Pass/Fail course. Prerequisites: 13-360, 16-370, 15-305, and at least one of the following: 13-311 or 13-384. Application required. Forms are available in the Field Experience office Nur/Ed 113.16-465/665 Problems in Teaching Individuals with Mental Retardation/Cognitive Disabilities 1-2 cr.
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 16-466. Prerequisites: Admission to student teaching, Admission II.16-466/666 Student Teaching of Individuals with Mental Retardation/Cognitive Disabilities 5-10 cr.
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.16-467/667 Problems in Teaching Individuals with Learning Disabilities 1-2 cr.
This course will deal with the problems associated with teaching learning disabled students. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with 16-468. Prerequisites: Admission to student teaching, Admission II.16-468/668 Student Teaching of Individuals with Learning Disabilities 5-10 cr.
Observation, participation, and responsible teaching experience under supervision in a class for children with learning disabilities. Prerequisite: Admission II.16-469 Field Experience in Special Education 2 cr.
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 16-370. Pass/fail course.16-470/670 Assessment in Special Education 2 cr.
This entry-level course deals with the appropriate selection, administration, and/or interpretation of measures used both to identify atypical individuals for special educational programs and to develop long-range educational goals for such individuals. The course will familiarize the student with various tests measuring spelling, reading, math, written language, readiness, psychomotor and intellectual abilities. The implications of special education law as it relates to assessment procedures will also be addressed.16-476/676 Assessment in Emotional/Behavioral Disturbance 2 cr.
Assessing emotional/behavioral disturbance includes screening, referral and various evaluation procedures. Academic assessment will emphasize remedial reading needs, math remediation and other basic skills. Also presented are M-Team responsibilities and IEP development. Prerequisites: 16-375, 16-470.
An examination of methodological procedures, techniques and strategies of classroom organization and design. Field study and course content will address such factors as room design, management systems, curricular and instructional strategies, evaluation procedures, professional roles and responsibilities, time management and ongoing professional development. Should be taken immediately prior to student teaching. Prerequisites: 16-381, 16-375, 16-470.16-479/679 Management of the Emotionally/ Behaviorally Disturbed 3 cr.
Programming and application of various management techniques to difficult and unique problems. Content will also address development of in-school support systems. Prerequisites: 16-381, 16-375, and 16-477.16-480/680 Instructional Strategies in Special Education 3 cr.
This course presents a general approach to instructional strategies in special education. It is required in the certifications for emotionally/behaviorally disturbed, learning disabled, and mentally retarded/cognitively disabled. There is a required one credit lab, 16-425, that must be taken concurrently with the course. Prerequisites: 13-360, 16-470. Should be taken prior or concurrent: 15-410, 16-381, 16-410, (16-429 (LD), 16-461 (CD) or 16-476 (ED) depending on what licensure the student is seeking). Application required. Forms available in the Special Education office Nur/Ed 405. Complete at time of registration. To be taken last semester prior to student teaching.16-482/682 Practicum in Adaptive Physical Education for Special Education 2 cr.
Supervised field experience with special education students working within existing programs in adaptive physical education. Must be taken in conjunction with 77-482. Designed for physical education teachers seeking licensure for adaptive physical education.16-483/683 Problems in Teaching Individuals with Emotional/ Behavioral Disorders 1-2 cr.
This course will deal with the problems associated with teaching emotionally/behaviorally disturbed students. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with 16-484. Prerequisite: Admission II.16-484/684 Student Teaching of Individuals with Emotional/ Behavioral Disorders
Observation, participation, and responsible teaching experiences under supervision in a class of emotionally disturbed students. Prerequisites: Admission to student teaching, concurrent registration with 16-483, Admission II.16-488 Seminar in Comparative Special Education 2-6 cr.
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.16-496 Independent Study 1-3 cr.
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.
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Last Updated July 1, 1999