Courses
Special Education (K)
- 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 Techniques in Special Education (3 cr.) Provides beginning graduate students with an overview of current trends and issues in the field. Major emphasis is on application and implication of principles mandated by PL 94-142 and Section 504 of the Rehabilitation Act of 1973.
- 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 student 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.) 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.) This course 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.
- 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 for Disabling Conditions (3 cr.) The emergence of early childhood special education as a sub-discipline in special education, unique educational needs of infants and young children with disabilities and their families, efficacy of early intervention/education, state and local responses to federal and state legislation, and models of service delivery.
- EDUC-K 541 Transition Across the Life Span (3 cr.) 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 place on case analyses.
- 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 on consultation and interdisciplinary techniques, integrative programming, and interagency cooperation.
- EDUC-K 553 Classroom Management and Behavior Support (3 cr.) Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.
- EDUC-K 565 Collaboration and Service Delivery (3 cr.) Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.
- EDUC-K 590 Independent Study or Research in Special Education (3 cr.) 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 product(s). Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-K 595 Practicum in Special Education (1-6 cr.) P: Consent of Instructor. Provides for closely supervised field experience in various areas of special education.
- EDUC-K 631 Introduction to Autism Spectrum Disorders (3 cr.) Provides a broad but substantive survey of research, issues, and trends; promotes critical examination of what is known and is unknown about ASD; and examines perspectives of individuals with autism spectrum disorders (ASD) and their families.
- EDUC-K 632 Promoting Social Competency in Autism Spectrum Disorders (3 cr.) The course reviews social skills intervention research and examines effective approaches for promoting social competency in students with ASD.
- EDUC-K 633 Communication Development, Assessment, and Intervention in Autism Spectrum Disorders (3 cr.) The course will explore communication development in ASD and assessment, planning, and strategies to enhance functional and social communication.
- EDUC-K 634 Preventing and Intervening with Challenging Behavior for Students with Autism Spectrum Disorders (3 cr.) Students will identify challenging behaviors associated with autism and examine both the internal and environmental correlates of such behaviors. Application of preventive and intervening strategies will be explored.
- EDUC-K 635 Evidence-Based Professional Practice to Support School-Based Learning for Students with ASD (3 cr.) Focuses on identifying individual learning outcomes for students with ASD, addressing family and individual priorities, collaborating across disciplines and with families, adapting inclusive educational settings to accommodate individual needs, building on strengths, and creating peer-supported learning opportunities.
- 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 (1-6 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.