Special Education    552

3 (crs.)

Children and Youth with Disabilities in General Education

This course is designed to provide a rigorous overview of current best practices regarding legal issues, service delivery, differentiation, Universal Design for Learning, Response to Intervention (RtI), collaboration, issues of eligibility, cross cultural competence, disproportionality, and transition to adulthood. Emphasis is placed on the legal right to access general education curriculum while supporting students with disabilities in general education settings. The course addresses students with learning disabilities, emotional behaviors disabilities, intellectual disabilities, and autism. Prerequisite: 2.75 GPA or admission to COEHS. 352/552

Special Education    553

3 (crs.)

Collaborative Approaches to Teaching Students with Communication and Motor Needs

This course provides information about typical and atypical language, communication, and motor development in students ages birth to 21 years. Course topics include typical language, communication and motor development; and characteristics of specific language, communication, and motor disorders. A focus that highlights the work of related service providers such as occupational , physical and speech therapies for individuals with disabilities serves as the contexts for the course. Recommended approaches that support individuals with communication and/or physical disabilities such as basic sign language, sensory integration, communication strategies, lifting and positioning, promoting student control and involvement in self-care, encouraging independence designing classrooms and physical access are explored.

Special Education    557

3 (crs.)

Transition to Adulthood for Students with High Incidence Disabilities

This course is designed to provide a rigorous overview of current best practice and research in assessment, curricular planning, and development for transition of students with high incidence disabilities in early adolescence through adulthood. Course content includes critical analysis of the following topic areas as they relate to early adolescence through adulthood: a) legal issue and legislation; b) social, emotional, and behavioral development; c) transition planning; d) academic interventions; e) curricular planning and development and f)outcomes (e.g., post-secondary, employment, supported employment, independent living). Prerequisites: Spec Ed 351 and Spec Ed 614.

Special Education    561

3 (crs.)

Infants, Toddlers, and Families: Assessment, Curriculum, Instruction and Intervention

This course is designed to give the teacher candidate an opportunity to critically examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of infants and toddlers within the family setting and in group care programs. Candidates will research and develop integrated curriculum in accordance to child and family outcomes across developmental domains and content areas. Specific focus will be on research-supported approaches to service delivery for infants, toddlers, and their families within family and group learning environments. Professional roles and responsibilities will be analyzed within the context of interdisciplinary and interagency practice and programs including early intervention, Early Head Start, childcare, etc.

Special Education    562

3 (crs.)

Eval & Assessment Practices & Principles in Early Childhood and Early Childhood Special Education

This course is designed to give the teacher candidate an opportunity to research and examine evaluation and assessment methodology, practices, and principles commonly used in early childhood education. Theory, research, and applied issues will be considered. The course will include an analysis of evaluation, assessment, terminology, assessment types, development of appropriate assessments, academic and behavioral data collection, ethics, professional behavior, and other issues related to assessment such as reliability, validity, diversity, and cultural and linguistic responsiveness. Purposes of evaluation and assessment in relation to eligibility for services and Individualized Family Service Plan/Individualized Education Plan (IFSP/IEP) development will also be critically analyzed and evaluated. This course includes a 25 hour field component in which candidates will explore the roles and responsibilities of the ECE and ECSE professional across various settings.

Special Education    564

3 (crs.)

Leadership and Advocacy in Early Childhood Education

This course is designed to give the teacher candidate an opportunity to critically evaluate principles of professionalism, program and staff development, supervision and evaluation of support staff, advisory groups, community agencies and resources, and pupil services personnel as related to early childhood programs. Additionally, candidates will investigate the use of research-supported strategies designed to develop skills in supporting families from diverse backgrounds as well as in promoting parent education and family involvement in early childhood and early childhood special education programs. Further, candidates will analyze professional ethics and issues of advocacy, child and family rights, confidentiality, and teacher liability.

Special Education    571

3 (crs.)

Preschool Learning Environments: Assessment, Curriculum, Instruction and Intervention

This course is designed to give the teacher candidate an opportunity to critically examine theories, practices, and policies pertaining to planning, instruction, and assessment of preschool age children within a variety of learning environments. Candidates will research and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas. Specific focus will be on research-supported approaches to service delivery and specific interventions (e.g., instructional and assistive technology, instructional strategies) for preschool age children and their families. Professional roles and responsibilities will be critically examined within the context of interdisciplinary and interagency programs including Head Start, Title I preschool, early childhood special education, 4K, childcare, etc.

Special Education    582

3 (crs.)

Post-Bac: Introduction to Supports for Students with Mild to Moderate Disabilities

In this course, candidates are introduced to the assessment, planning, & instruction loop and associated strategies. Assessment tools examined include formal, informal, and teacher created tests as well as formative, benchmark, and summative measures. Lesson planning and its connections to academic and social/emotional learning standards to guide our work with students is analyzed. Universal Design for Learning and accommodations are investigated, along with their relationship to RtI. Additionally, candidates learn about the role and responsibility of special education professionals to serve as advocates for students with disabilities and collaborators in their buildings and communities. Prerequisites: Admission to the accelerated special education licensure. Special course fees may apply.

Special Education    583

3 (crs.)

Introduction to Students with Significant Disabilities

This course introduces students to the strengths and needs of students with significant disabilities. The communication, motor, emotional, social, and academic needs of this population are deeply investigated. Working collaboratively with related service providers, general education teachers, family members, and support providers is discussed. Best practice and historic approaches to educating students with significant disabilities will be explored. Adult outcomes related to the various current and historic approaches will be evaluated. Prerequisites: Admission to the accelerated special education licensure program.

Special Education    584

3 (crs.)

Post-Bac: Classroom Behavior Management

This course focuses on the theoretical and practical understanding of methods used in classroom management and when modifying challenging behavior that inhibits learning. Methods of supporting positive behavior will be drawn from research and applied to the classroom. Approaches are introduced to anticipate, inhibit, prevent and redirect challenging behavior through techniques which have a high probability of encouraging the total learning process. Data collection procedures and analyses to support an understanding of behaviors are explored. Issues related to disproportionality in special education suspensions and expulsions will be explored, as well as disproportionate use of seclusion and restraint.

Special Education    585

1 (crs.)

Post-Bac: Accelerated Special Education Clinical 1

Clinical I in Special Education: The clinical provides an opportunity for candidates to demonstrate their knowledge, skills, and dispositions as described by the InTASC/Wisconsin Educator Standards and to demonstrate their readiness for student teaching. Clinical candidates are expected to gain practice and experience with special education assessments, observations, reports, and communication with parents and other staff members. Candidates are to be engaged in planning, instruction, and assessment. They will implement the practices being learned in their concurrent coursework. Emphasis is placed on building relationships, learning the work of a teacher, and teaching students in 1:1 or small group settings. Each candidate will be observed at least one time during the semester while they are providing instruction to their students. University supervisor observations may occur when teaching large groups, small groups, or 1:1.

Special Education    586

1 (crs.)

Post-Bac: Accelerated Early Childhood Special Education Clinical I

Candidates are to be engaged in Planning, instruction, and assessment. They will implement the practices being learned in their concurrent coursework. Each candidate will be observed at least one time during the semester while they are providing instruction to their students. Observations may occur when working with large groups, small groups, or 1:1. Prerequisite: Admission to the accelerated early childhood special education licensure program.

Special Education    604

3 (crs.)

American Sign Language III

Students become fluent in ASL at the daily conversation level and learn ASL storytelling in this course. Students are expected to provide information and education to increase the use of ASL beyond the classroom. Involvement of ASL communication within the Deaf community. Prerequisite: C or better in Spec Ed 303. 404/604

Special Education    605

3 (crs.)

Manual Communication System

Students become exposed to and familiar with various manually presented communication systems/methods used within the United States including Signed Exact English (SEE), Conceptually Accurate Signed English (CASE), Total Communication (TC), the Bilingual/Bicultural Model (BI/BI), Cued Speech, and manually encoded systems for teaching phonics. Students will develop an understanding of when, why, and with whom these systems are utilized. Students have an opportunity to practice and demonstrate introductory level skills in each manual communication system and are provided resources to become trained in the areas should they require the skills for employment. Prerequisite: Special Ed 404 or 604    405/605

Special Education    607

3 (crs.)

Deaf Culture

This course will expose students to the Deaf community and increase appreciation for a minority population as the capstone experience of the certificate program. Students demonstrate an awareness of Deaf culture through contextual settings in class. Students are expected to engage with the Deaf community and to engage with the hearing community through informational and educational events. Prerequisite: Special Education 404 or 604   407/607

Special Education    610

3 (crs.)

Primary Grade Learning Environments: Assessment, Curriculum, and Instruction

This course is designed to give the teacher candidate an opportunity to critically examine theories, practices, and policies pertaining to planning, instruction, and assessment of children in the primary grades within a variety of learning environments. Candidates will research and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas (including literacy). Specific focus will be on research-supported approaches to service delivery and specific interventions (e.g., instructional and assistive technology, instructional strategies) for children across a range of student strengths and needs in the primary grades. Professional roles and responsibilities will be critically analyzed within the context of interdisciplinary and interagency programs including kindergarten, public schools, charter schools, non-public schools, virtual schools, etc.

Special Education    614

3 (crs.)

Advocacy, Family Empowerment, and Special Education Law

This course addresses five interrelated topics across the lifespan of individual with disabilities: (1) the role and responsibility of special education professionals to serve as advocates for students with disabilities and their families, (2) the knowledge, skills and dispositions needed by special education professionals to effectively support, collaborate with, and empower diverse families (exceptionality, socioeconomic status, race, sex, ethnicity, sexual orientation, and gender identity) of students with disabilities, (3) conflict resolution, (4) special education and legislation and litigation, and (5) national, state, and agency advocacy.

Special Education    618

1 – 2 (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 619. Prerequisite: Admission to student teaching and Admission II.

Special Education    619

5 – 10 (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. Corequisite: Special Education 618.

Special Education    623

3 (crs.)

Direct-Instruction Multisensory Explicit Phonics

This course teaches the basics of the Orton-Gillingham multisensory approach for teaching reading and spelling through the use of explicit phonics. Topics include multisensory direct instructor lesson design and delivery basics, assessment to inform instruction and monitor student progress, and lesson planning with emphasis on the areas of phonemic awareness, phonology, morphology, reading fluency, vocabulary development, spelling and reading comprehension.

Special Education    626

3 (crs.)

Intensive Supports for Mathematical Understanding

This course addresses the assessment and instruction of mathematics skills for students with disabilities who need supplemental instruction or intervention in grades 1-12. Students will analyze a range of theoretical frameworks supporting the reaching of math. Additionally, the mathematics content and process standards and the alternative standards for students with significant disabilities are examined. Intensive small group, one-on-one, and inclusive methods of achieving standards are also investigated. Students will evaluate a variety of direct instruction and other research-based programs and curricula to meet individual student needs. Determining the most efficacious program to meet student-specific needs will be the main focus of the course. Prerequisites: Regular education mathematics methods course.

Special Education    630

4 (crs.)

Assessment for Eligibility and Writing IEPs

This course addresses the special education referral process beginning with eligibility and placement and culminating with the Individual Education Plan (IEP). Candidates critically analyze the philosophies, terminologies, and principles of formal and informal testing measures. Candidates also evaluate and administer various tests measuring achievement, aptitude, behavior, and social skills. Additionally, this course examines alternative ways of assessing students with significant and/or multiple disabilities. The complete process and writing of a formal assessment report and all parts of an effective IEP, as well as facilitating an effective IEP meeting will be investigated and practiced within this course. Prerequisites: Spec Ed 614 and a special education methods course.

Special Education    632

3 (crs.)

Post-Bac: Teaching Students with Mild and Moderate Disabilities

In this course, candidates continue their study of the assessment, planning, & instruction loop and associated strategies. Assessment tools are evaluated for use in ongoing progress monitoring and lesson planning. Candidates are expected to plan units of instruction (and associated daily lessons) using the principles of Universal Design for Learning and differentiated instruction. Additionally, candidates act as advocates for students with disabilities in their classrooms and collaborators in their buildings and communities. Prerequisites: Spec Ed 584, 587, 702.

Special Education    633

3 (crs.)

Post-Bac: Educating and Supporting Students with Significant Disabilities

This course engages students in assessment and program development for students with significant disabilities. Philosophical tenets and core concepts of best practice are integrated into the approach to education and support for students with complex support needs. Person-centered planning and assessment for curricular development will be examined. Strategies to enhance access to general education participation, develop authentic relationships, and engage in recreational activities are discussed. Prerequisites: Spec Ed 584, 587, 702.

Special Education    634

3 (crs.)

Post-Bac: Supporting Students with Emotional, Behavioral, and Mental Health Needs

This course builds upon evidence-based behavior management and instruction concepts, principles, and techniques. Course emphasis is on understanding the process of Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), student mental health needs, school support approaches for mental health, trauma sensitive schools, culturally relevant practices, empowering and advocating for families, and collaborating with school staff. Prerequisites: Admission to the accelerated special education licensure program.

Special Education    635

1 (crs.)

Post-Bac: Accelerated Special Education Clinical 2

Clinical 2 in Special Education: The clinical provides a second opportunity for candidates to demonstrate their knowledge, skills, and dispositions as described by the InTASC/Wisconsin Educator Standards and to demonstrate their readiness for student teaching. Candidates are to be engaged in planning, instruction, and assessment. They will implement the practice being learned in their concurrent coursework. Emphasis is placed on taking additional responsibility for planning, teaching, and assessment of groups of all sizes and increasing independence in this process. Each candidate will be observed at least one time during the semester while they are providing instruction to their students. Observations may occur when teaching large groups, small groups, or 1:1. Prerequisites: Successful completion of Spec Ed 585.

Special Education    636

1 (crs.)

Post-Bac: Accelerated Early Childhood Special Education Clinical 2

Candidates are to be engaged in planning, instruction, and assessment. They are expected to implement the practices learned in their concurrent coursework. This clinical builds on the previous clinical and a higher level of engagement and involvement is expected. Each candidate will be observed at least one time during the semester while they are providing instruction tot heir students. Prerequisite: Successful completion of Spec Ed 586.

Special Education    637

3 (crs.)

Hearing Science

This course provides students with an understanding of the biology of the ear, types and pathologies of hearing loss, clinical assessment of hearing loss, interpretation of audiological reports, assistive technology, and educational implications. Prerequisite: Acceptance into the Certification and Licensure Program for Teachers of the Deaf and Hard of Hearing

Special Education    638

3 (crs.)

Listening, Language, & Speech

This course provides students with an understanding of the respective progressions of language, listening, and speech development for students who are deaf and hard of hearing. This course will present strategies for developing language, speech, and listening for children who are deaf or hard of hearing that can be used within the classroom or home setting. Prerequisites: Completion of Spec Ed 405/605 and Spec Ed 407/607. Acceptance into the Certification and Licensure Program for Teachers of the Deaf and Hard of Hearing.

Special Education    639

3 (crs.)

Teaching Students who are Deaf & Hard of Hearing

This course provides an overview of the history of the evolution of educational programs and policies for pre-K-12 students who are deaf and hard of hearing to the present day and the pedagogy involved in Deaf Education. This course includes components of required engagement with at least one deaf or hard of hearing program. The instructor will work with students to identify home, program, or school placement for completing assignments. Prerequisites: Spec Ed 202, 303, and 404 or equivalent; Spec Ed 405/605 and 407/607; Spec Ed 637 & 638

Special Education    640

3 (crs.)

Student Teaching & Seminar with Students who are Deaf and Hard of Hearing

Upon successful completion of student teaching, candidates will demonstrate critical professional competencies based on the InTASC (knowledge, skills, and dispositions) and CEC DHH standards. Assignments, seminar participation, as well as other materials from student teaching placements, will be important components of a candidate’s success. Prerequisites: Spec Ed 639, GPA 3.0 or higher

Special Education    653

3 (crs.)

Instruction and Technology for Students with Communication or Motor Needs

This course is designed to provide students with a full understanding of all of the needs of a student beyond academics including, motor, health, and communication. Emphasis is on meeting these needs in inclusive environments that allow for students’ full participation and inclusion. Thus it is most critical that students have a voice, through understanding of communication and application of augmentative communication in meaningful ways. Best practices that encourage independence, promote relationship development, and ensure academic access are explored. The assessment and use of augmentative communication and assistive technology for this population will be investigated. Communication and literacy supports for students with complex communication and motor needs will be discussed. Cultural competence and diverse communication in the classroom will be addressed. This course prepares teacher candidates for their collaborative work with related service providers who have expertise in the areas of motor and communication. Prerequisite: Spec Ed 632, 633, 634.

Special Education    656

1 – 3 (crs.)

Special Topics in Special Education

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. Spec Ed 456/656

Special Education    657

3 (crs.)

Transition to Adulthood for Students with Significant Disabilities

This course is designed to provide a rigorous overview of research and practice in assessment, curricular planning, and development for transition of students with moderate to severe disabilities in early adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition and post school outcomes (e.g. post-secondary, employment, supported employment, independent living); d) curricular planning and development; and e) assessment. Prerequisites: Spec Ed 614 and Spec Ed 463.

Special Education    663

3 (crs.)

Teaching Students with Significant Disabilities

This course describes history and philosophical tenets related to students with significant disabilities necessitating intensive supports. Course topics include those supporting the least dangerous assumption, presumed competence, general education curricular access, and full adult living. Person-centered planning and various assessments for curricular development will be examined. Strategies to enhance general education participation and adult living (including self-advocacy, employment, supported living, and relationship development) are explored.

Special Education    672

3 (crs.)

Literacy Development and Instruction for Students with Disabilities

In this course, candidates will be introduced to, and are expected to investigate literacy skills and interventions, assess students needs for interventions and supports based on student needs. Topics will include use of assistive technology to support literacy development, use of formal and informal assessments, and critical evaluation of curricula and interventions and curricula for literacy. Prerequisites: Admission to the accelerated special education licensure program & successful completion of Spec Ed 582, 583, 584, 632, 633, and 634.

Special Education    681

3 (crs.)

Advanced Behavior Management and Instruction

This course builds upon evidence-based behavior management and instruction concepts, principles, and techniques. Course emphasis is on understanding the process of Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), instructional classroom management, self-regulating strategies, crisis
intervention, mental health issues, social emotional learning, and trauma-sensitive practices.

Special Education    685

1 – 2 (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. Corequisite: Special Education 686.

Special Education    686

5 – 10 (crs.)

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

Observation, participation, and responsible teaching experience under supervision in a 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. Corequisite: Special Education 685.

Special Education    687

1 – 10 (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). Prerequisites: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 685.

Special Education    689

1 – 2 (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 having a learning disability, emotionally/behavior disorder, and/or mental retardation/cognitive disability). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II. Corequisite: Special Education 690.

Special Education    690

5 – 10 (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. Corequisite: Special Education 689.

Special Education    691

5 – 10 (crs.)

Student Teaching Internship-CC Special Education (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). Prerequisites: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 689.

Special Education    692

1 – 2 (crs.)

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

This course will explore the challenges associated with teaching students in cross categorical special education programs (middle school through adolescence) (students labeled as having learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisites: Admission to Student Teaching; restricted to special education majors; concurrent enrollment in Special Education 493.

Special Education    693

5 – 10 (crs.)

Student Teaching Cross Categorical Special Education Middle Childhood Through Adolescence

Placement for students seeking cross categorical special education middle childhood through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through adolescence level (learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Prerequisites: Admission to Student Teaching; restricted to special education majors; concurrent enrollment in Special Education 492.

Special Education    694

3 (crs.)

Post-Bac: Accelerated Student Teaching & Seminar in Cross-Categorical Special Education

Upon successful completion of student teaching, candidates will demonstrate critical professional competencies based on the InTASC (knowledge, skills, and dispositions) standards. Assignments, seminar participation, as well as other materials from student teaching placements, will be important components of a candidate’s success. Prerequisites: Admission to the accelerated special education licensure program and successful completion of Spec Ed 585 and 635.

Special Education    695

3 (crs.)

Post-bac: Accelerated – Student Teaching & Seminar in Early Childhood Special Education

Upon successful completion of student teaching, candidates will demonstrate critical professional competencies based on the InTASC (knowledge, skills, and dispositions) standards: Assignments, seminar participation, as well as other materials from student teaching placements, will be important components of a candidate’s success. Prerequisites: Admission to the accelerated special education licensure program and successful completion of Spec Ed 586 and 636.

Special Education    702

4 (crs.)

Post-Bac: Special Education Law, Eligibility, and IEP Writing

This course addresses interrelated topics around special education law and the IEP. Themes addressed relate to procedures and legal processes around eligibility under IDEA and 504, eligibility and placement for services in Special Education and Related Services and maintenance and application of laws that offer protections for students who have or are perceived to have disabilities. Topics related to the themes will cover the philosophies, terminologies, and principles of formal testing measures, administration of formal assessments and interpretation of scores, creation and maintenance of the IEP/IFSP or 504 plan, writing of all parts of an effective IEP, and the running of an effective IEP meeting. Specific related content will also include the six legal principles of special education law, critical components and expectations of the laws of ADA, Section 504, and IDEA, Conflict resolution processes in special education, and disciplinary law and students with disabilities. Prerequisites: Successful completion of Spec Ed 632, 633, and 634.

Special Education    703

2 (crs.)

Post-Bac Post-Secondary Transition

This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning, and development for transition of students with disabilities in early adolescence through adulthood. Course content includes the following topic areas as they relate to early adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition planning and post school outcomes (e.g., postsecondary employment, education, independent living, and community experiences); d) curricular planning and development; and e) assessment. Prerequisites: Spec Ed 632, 633, 634.

Special Education    705

3 (crs.)

Administrative Organization, Collaboration, and Leadership in Special Education/Pupil Services

This course focuses on preparing graduate students for leadership and collaboration roles in special education and pupil services. Course content addresses special education organization and administration, supervision and evaluation, the change process, cultural responsiveness, collaboration and consultation, and conflict resolution skills.

Special Education    767

2 – 4 (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    769

4 (crs.)

Competency Based Field Work

Competency based field work is designed as a qualifying course enabling students who pass it to perform practicum Special Education 668 and 683 within their own classroom.  The acquisition and maintenance of pre-identified competencies will be demonstrated during this course.

Special Education    774

3 (crs.)

Special Education and Pupil Services Leadership & Organizational Structure

This course is intended to foster the leadership skills of candidates in the Director of Special Education & Pupil Services (DSEPS) program in order to prepare them for the many responsibilities of the position. An effective DSEPS must be prepared to lead in specific areas such as Title Programs, ELL, McKinney-Vento, ADA, 504, Gifted and Talented, At-risk, truancy, mandatory reporting, staff development, instructional practices, hiring practices, and special education. Approaches for DSEPS to impact these areas will be discussed and investigated. Candidates will investigate their local practices, develop action plans, and to the extent allowed by their district, implement practices from this course as part of their growth as leaders. Prerequisite: Admission to the Special Education graduate program.

Special Education    775

4 (crs.)

Inclusion, Equity, and Issues of Disproportionality

This course focuses on the consideration of diversity and equity in public education, and how educational leaders can enable schools to address and promote these aspects of their school through the selection and implementation of curriculum, pedagogical practices, and an inclusive climate as well as by the utilization of pupil services staff and community agencies. Emphasis will be placed on the ability to analyze a district from a systems perspective and on leadership
approaches to effect change. Public education’s impact on and response to societal factors will also be considered. Social justice, influence, and leadership will be examined regarding various aspects of diversity, including race, ethnicity, country of origin, citizenship status, gender, gender expression, sexual orientation, socio-economic status, age, family status, ability status, veteran experience, and religion affiliation. Prerequisite: Spec Ed 774

Special Education    776

4 (crs.)

Special Education Law and Finance

This course will address two critical topics for a Director of Special Education and Pupil Services: Law and Finance. The legislative and judicial legal history at the federal and state level will be examined as it pertains to critical topics such as IDEA, 504, FERPA, ESSA, and At-risk students. Knowledge and application relative to the financing of Special Education and Pupil Services. The course will also examine various federal funding mechanisms, including IDEA, Title 1, as well state funding formulas such as general revenue and categorical aids. Areas of emphasis will include the coordination of funding source to maximize revenue pursuant to service delivery while understanding the impact on overall school funding. Spec Ed 774 and 775.

Special Education    777

1 (crs.)

Director Practicum I

This is the first of two practica in the Director of Special Education and Pupil Services program. This experience is designed to provide director candidates with the opportunity to experience and understand the range of special education and pupil services settings, services, and instructional strategies used across the range of students for whom services may be provided. Prerequisites: Spec Ed 774 and 775.

Special Education    778

3 (crs.)

Strength-based Mentoring, Coaching, and Evaluation in Special Education and Pupil Services

This course examines historical, current, and emerging practices in the mentoring, coaching, and evaluation of teachers and other educators. Emphasis will be placed on using the mentoring and coaching process to promote teacher development, improvement, and retention as well as a means to drive student achievement. Contractual and legal aspects of evaluation, such as Wisconsin’s Educator Effectiveness system, improvement plans and termination will also be considered. Prerequisites: Spec Ed 776 and 777.

Special Education    779

2 (crs.)

Director Practicum 2

This is a capstone course designed specifically for candidates in the special education/pupil services administrator certification program. It involves field experiences and current issues in special education and pupil services. Activities will be designed in conjunction with advisor and proficiency focused. Prerequisites: Spec Ed 776 and 777.

Special Education    781

3 (crs.)

Authoring Research in Education

In this course, students will explore and critique published research while developing their writing skills in preparation for their thesis or field research projects. Students will follow American Psychological Association (APA) ethical standards and formatting guidelines, develop annotated bibliographies, practice editing skills, and develop their own voice in professional writing as they build skills to complete a literature review on a topic of interest. Course topics include evaluating sources, critiquing the rigor of research articles, intellectual property rights, and synthesizing previously published works. Prerequisite: Elem Ed/Sec Ed 770.

Special Education    782

3 (crs.)

Research Methods in Special Education

In this course, students will explore and critique methods of conducting research while developing their writing skills in preparation for their thesis or field research projects. Students will follow American Psychological Association (APA) ethical standards and formatting guidelines, develop researchable questions, match questions with types of research that could be conducted, and learn to analyze different types of data collected. Course topics include qualitative research and data analysis, single subject research and data analysis, and quantitative research and data analysis. Additionally, students will learn about the IRB and research involving human subjects through the completion of CITI Training. Prerequisite: Spec Ed 781

Special Education    783

1 – 3 (crs.)

Current Issues

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

Special Education    785

3 (crs.)

Legal Aspects of Special Education and Pupil Services

This class will examine legislation and case law concerned with the education of students with disabilities. Consideration will be given to the Individuals with Disabilities Education Improvement Act, Section 504 of the 1973 Civil Rights Act, Americans with Disabilities Act and relevant state legislation and case law. The course will increase knowledge and skills in the area of special education law to aid professionals in making informed and ethical decisions and practices relative to special education and pupil services issues.

Special Education    786

3 (crs.)

Finance for Special Education/Pupil Services

This course will address the knowledge and application relative to the financing of Special Education and Pupil Services. Various federal funding sources, including IDEA Entitlement, Title 1, along with state funding formulas and local allocations and budgets will be addressed. The course involves a series of activities, individual studies, and application activities that will allow the student to gain a comprehensive knowledge to enable them to function as a competent and qualified Director of Special Education/Pupil Services.

Special Education    787

2 (crs.)

Practicum in Education Leadership: Special Education/Pupil Services

This is a capstone course designed specifically for students in the special education/pupil services administrator certification program. It involves field-experiences and current issues in special education and pupil services. Activities will be designed in conjunction with advisor and proficiency focused. Graduate Status and completion of Spec Ed 705, 785, 786 and consent of instructor.

Special Education    790

3 (crs.)

Critical Analysis of Special Education Research and Literature

The focus of this course is upon developing student 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 (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 advisor approval form.  Pass/Fail course.

Special Education    795

1 – 6 (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 advisor approval form with the Graduate Office.  Pass/Fail course.

Special Education    796

1 – 3 (crs.)

Independent Study

Registration open to those MSE Special Education students who have filed an independent study contract and instructor approval form.