Special Education Courses

  • EDUC-K 500 Topical Workshop in Special Education: variable title (1-3 cr.) P: Consent of instructor. Intensive study of such selected topics as language development for exceptional children, the disadvantaged child, and behavior modification for exceptional children. May be repeated.
  • EDUC-K 505 Introduction to Special Education for Graduate students (3 cr.) P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both K205 and K505.
  • EDUC-K 510 Assistive Technology in Special Education (3 cr.) The course gives an understanding of computer /instructional hardware, augmentative devices, software programs, internet/web resources and other assistive technology. It explains how to use technology to teach and support students with disabilities in all areas of education, including academic instruction, employment, community living, recreation and travel.
  • EDUC-K 520 Survey of Behavior Disorders (3 cr.) P: K505. An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children including historical information, theoretical approaches, characteristics, and issues.
  • EDUC-K 521 Survey of Learning Disabilities (3 cr.) P: K505. Advanced survey of the literature related to learning-disabled children, including historical information, theoretical approaches, characteristics, and issues.
  • EDUC-K 522 Teaching Social Skills (3 cr.) The course shows how to identify the social skills students need to have to be successful in school and community settings, and how to address these skills as part of instructional programs. It also explains how to assess the social skills of students who display problems in their behavior, and how to develop and implement teaching lessons and activities that improve these students' social competence.
  • EDUC-K 525 Survey of Mild Handicaps (3 cr.) P:  An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.
  • EDUC-K 529 Interagency Collaboration and School-wide Behavior Supports (3 cr.) P:  The discourse is designed to both explore ideas and introduce procedures for working with students with high support needs involving more serious levels of emotional and/or behavioral challenges.  The focus is developing approaches grounded in prevention and early intervention, as well as using effective higher-end, proactive interventions. I
  • EDUC-K 530 Medical and Physical Management of Students with Severe Disabilities (3 cr.) This course addresses medical and physical aspects of severe disabilities and focuses on educational implications of various conditions/ disorders. The course incorporates information from various disciplines into classroom programming. The goal is to develop the knowledge of basic vocabulary to communicate effectively with all related service personnel.
  • EDUC-K 536 Assessment and Remediation of the Mildly Handicapped II (3 cr.) P: K535. Focuses on the analysis and selection of instructional materials, the use of assessment information, and the development and implementation of individual educational plans for mildly handicapped children.
  • EDUC-K 535 Assessment and Remediation of the Mildly Handicapped I (3 cr.) P: K505. Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in various academic areas such as reading and mathematics.
  • EDUC-K 540 Early Education for Children with Disabilities or At-Risk Conditions (3 cr.) P:  History, philosophy, and issues of early childhood special education, to include knowledge of federal and state legislation pertaining to early childhood special education and knowledge of the quantity and range of service delivery among agencies.
  • EDUC-K 541 Transition Across the Life Span (3 cr.) P:  In this course, issues and strategies related to the array of transitions students with disabilities need to make as they progress from pre-school to public school and on to adult life are discussed. The course covers laws, policies and guidelines governing service provision across age groups and levels of instruction, and it addresses strategies for program planning, interagency cooperation and collaboration, and resource utilization.
  • EDUC-K 545 Management of the Severely Emotionally Disturbed (3 cr.) Theoretical and practical issues in the education management of the severely emotionally disturbed. Emphasis will be placed on case analysis.
  • EDUC-K 548 Families, School and Society (3 cr.) The course focuses on the family as a system and discusses the impact of disabilities on the daily lives of family members. Historical, legal and ethical perspectives on family involvement and empowerment are explored. Approaches for providing services to families with members who are developmentally disabled, chronically ill, at risk or who have other types of impairments also are presented.
  • EDUC-K 549 Early Childhood Special Education Program Models (3 cr.) Planning and implementing appropriate programs for infants/toddlers and preschoolers with handicaps to include an understanding of consultation and interdisciplinary techniques, integrative programming, and interagency cooperation.
  • EDUC-K 553 Classroom Management and Behavior Support (3 cr.) The course provides basic knowledge and skills for (1) developing and maintaining a productive and proactive classroom environment, (2) teaching students discipline, self-control, conflict resolution and other self-management skills, (3) managing and preventing crisis behavior, and (4) developing and implementing behavior intervention and management plans in classroom programs and in cooperation with parents, teachers, and other personnel.
  • EDUC-K 562 Curriculum and Methods for Students with Severe Disabilities II (3 cr.) The focus of this course is on the development of instructional programs in the following curriculum areas: reading, math, self-help/ personal management, social/leisure, and vocational. There is an emphasis on programming for generalization and maintenance and on general elements of classroom management e.g., scheduling, communication. Course addresses all grade levels.
  • EDUC-K 565 Collaboration and Service Delivery (3 cr.) The focus of this course is on service delivery option and approaches to students needing special education services. It covers service delivery approaches or systems, such as continuum of least restrictive programs, wrap around services and systems of care. Collaborative skills, including effective communication strategies and consultation techniques also are stressed.
  • EDUC-K 573 Communication Interventions for Persons with Severe Disabilities (3 cr.) This course focuses upon the process for planning and implementing communication intervention in educational settings with individuals who are severely disabled. Intervention is presented within the framework of the development of social interaction and cognitive ability as part of communication skills within the overall classroom and work-setting ecology.
  • EDUC-K 590 Independent Study in Special Education (3 cr.) P: Individual research or study with a Special Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.
  • EDUC-K 599 Research in Special Education (3 cr.)
  • EDUC-K 595 Practicum in Special Education: variable title (1-6 cr.) P: Consent of instructor. Provides for closely supervised field experience in various areas of special education.
  • EDUC-K 780 Seminar in Special Education (1-4 cr.) P: Consent of instructor. Intensive advanced study of selected problems in the field.
  • EDUC-K 785 Internship in Special Education (3-6 cr.) P: Consent of instructor and broad background in special education. Direct experience working in special education programs in schools, agencies, or institutions.
  • EDUC-K 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in special education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
  • EDUC-K 799 Doctoral Thesis in Special Education (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

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