Intensive study of such selected topics as language development for exceptional children, the disadvantaged child, and behavior modification for exceptional children.

Repeatable for Credit: 99 credits and 99 completions

Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both K205 and K505.

Not Repeatable for Credit

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.

Not Repeatable for Credit

An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children including historical information, theoretical approaches, characteristics, and issues.

Not Repeatable for Credit

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.

Not Repeatable for Credit

An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Repeatable for Credit: 99 credits and 99 completions

Provides for closely supervised field experience in various areas of special education.

Repeatable for Credit: 99 credits and 99 completions

Repeatable for Credit: 99 credits and 99 completions

This seminar provides students familiarity with the professional field of special education by introducing them to relevant conferences, journals, book publishers within the field of special education. Students read conference papers, articles and/or book chapters written by our faculty; and students discuss these readings with the authors. Activities might include advanced doctoral students presenting papers and/or discussions on the occupational socialization of SPED doctoral students.

Repeatable for Credit: 3 credits and 3 completions

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.

Not Repeatable for Credit

The course reviews social skills intervention research and examines effective approaches for promoting social competency in students with ASD.

Not Repeatable for Credit

The course will explore communication development in ASD and assessment, planning, and strategies to enhance functional and social communication.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

This seminar explores different policies and paradigms in special education. It will focus on one or more settings depending upon the interest of the faculty member, e.g. preschool, K-12 schools or higher education.

Not Repeatable for Credit

This seminar focuses on systematic reviews of literature related to pedagogical strategies used within different Special Education settings and populations (e.g. early childhood, teacher education, high school, jails, residential treatment facilities, assistive technology).

Not Repeatable for Credit

Intensive advanced study of selected problems in the field.

Repeatable for Credit: 99 credits and 99 completions

Direct experience working in special education programs in schools, agencies, or institutions.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions

Problems of identifying and sampling from special populations; special measurement problems. Comparisons between handicapped and non-handicapped populations; comparisons among diagnostic categories; regular-special class comparisons; studies of residential settings; experimental interventions with handicapped groups; interventions with single individuals. Representative studies are critically evaluated. Each student will design an investigation.

Not Repeatable for Credit