Special Education (K)

  • EDUC–K 201 Schools, Society, and Exceptionality (1–3 cr.) B Provides an overview of the many complex issues related to special education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities, an exploration of the options available for instructing exceptional children in public school settings, and discussions of the many important topics and issues related to planning and implementing special education in American public schools.
  • EDUC–K 205 Introduction to Exceptional Children (3 cr.) B-I Provides an overview of the characteristics and the identification of exceptional children. The course presents the issues in serving exceptional children as they participate in the educational, recreational, and social aspects of their lives.
  • EDUC–K 206 Teaching Methods for Students with Special Needs (1–3 cr.) B-I Focuses on curriculum and instructional methods for teaching students with diverse abilities and disabilities. Specifically, students will learn about the historical and legal precedents in special education; student-centered assessment and planning strategies; learning styles; curricular adaptations; individualized instruction; teaming strategies; building classroom communities; and planning for transitions, career exploration, and adult outcomes.
  • EDUC–K 305 Teaching the Exceptional Learner in the Elementary School (3 cr.) B Knowledge, attitudes, and skills basic to the education of exceptional learners (students who are handicapped as well as gifted and talented) in the regular elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, a responsive curriculum, teaching and management strategies, teachers as persons and professionals. (Sem. I and II)
  • EDUC–K 306 Teaching Students with Special Needs in Secondary Classrooms (3 cr.) B Includes an overview of the skills and knowledge necessary for effective instruction of students with disabilities in inclusive secondary programs.
  • EDUC–K 307 Methods for Teaching Students with Special Needs (3 cr.) I Prepares future teachers to work with students with diverse abilities in inclusive settings. Participants learn to use learning modalities, varied rates, and complexity of instruction, and to make use of individual interests and preferences. Additionally, differentiating and/or individualizing instruction
  • EDUC–K 343 Education of the Socially and Emotionally Disturbed I (3 cr.) P: K 205 or consent of instructor. B A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, characteristics, and diagnostic and treatment procedures are discussed from a psycho-educational point of view
  • EDUC–K 344 Education of the Socially and Emotionally Disturbed II (3 cr.) P: K 343 or consent of instructor. B A survey of educational curricula, procedures, and materials for socially and emotionally disturbed children. Development of teaching skills is emphasized.
  • EDUC–K 350 Introduction to Mental Retardation (3 cr.) P: K 205 or consent of instructor. B A basic survey of the field of mental retardation. Definitions, classifications, diagnosis, and treatment are discussed from medical, psychological, sociological, and educational points of view.
  • EDUC–K 351 Vocational Assessment and Instruction for Special Needs Secondary Students (3 cr.) B Emphasizes an awareness of issues and available options related to programming for the special needs adolescent adult. The concept of career education—including preparation in daily-living, personal, social, and occupational skills—is used as the basic framework for the course.
  • EDUC–K 352 Education of Students with Learning Disorders (1–3 cr.) B Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.
  • EDUC–K 361 Assistive Technology for Elementary School Students with Disabilities (2 cr.) B Prepares future teachers with the knowledge required to integrate assistive technology into curricula for students with mild to moderate disabilities.
  • EDUC–K 362 Team Approaches to the Education of Students with Disabilities (3 cr.) B Students will learn techniques related to effective collaboration and interactive teaming in educational settings. Focus will be the development of skills necessary to serve as consultant or co-teacher in school environments.
  • EDUC–K 370 Introduction to Learning Disorders (3 cr.) B Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning-disabled students.
  • EDUC–K 371 Assessment and Individualized Instruction in Reading and Math (3 cr.) B Emphasizes assessment and remediation procedures that address reading and math problems of mildly handicapped students.
  • EDUC–K 405 Building Inclusive Middle and Secondary Schools: Approaches and Issues (1 cr.) B Students will compare and contrast apprenticeship/school experiences, address specialized areas, and explore challenges and issues confronting special education at the middle- and high-school level (e.g., theory vs. practice).
  • EDUC–K 410 Trends and Issues in Special Education (3 cr.) I Provides students with an overview of current movements in the field of special education. Major emphasis is on application and implication of principles mandated by P.L. 94-142 and Section 504 of the Rehabilitation Act of 1973.
  • EDUC–K 422 Teaching Social Skills (3 cr.) B-I Addresses the social context in which classroom instruction and student interaction take place. The course will provide a framework for 1) observing skills that characterize social competence in school, 2) assessing problems with social behaviors, 3) planning instruction and interventions to teach social skills, and 4) monitoring instruction and interventions.
  • EDUC–K 426 Assessment and Instruction (3 cr.) B-I Addresses the wide range of learning problems of low-achieving students, including those with mild disabilities, learning disabilities, and other special needs. It will cover development of individualized and group instructional programs such as assessment practices, curriculum design, classroom organization, and effective teaching practices and remedial techniques for teaching.
  • EDUC–K 430 Medical and Physical Management of Students with Severe Disabilities (3 cr.) I Addresses medical and physical aspects of severe disabilities, and focuses on educational implications of various conditions/disorders. Major topics include (1) the nature of common conditions/ disorders, (2) methods for individual adaptations, and (3) procedures for structural modifications. The course incorporates information from various disciplines into classroom programming. The goal is to develop the basic vocabulary to communicate effectively with physical, occupational, and communication therapists and other related service personnel.
  • EDUC–K 441 Transition Across the Lifespan (3 cr.) B-I Gives prospective teachers the information and skills necessary to effectively teach students with disabilities at the high school level. An overview of characteristics of secondary students with mild disabilities, school programs, transition from school life to adult life, curriculum issues, and strategies of effective instruction for students with disabilities will be covered.
  • EDUC–K 448 Families, School, and Society (3 cr.) B-I Addresses approaches for providing services to families with members who are developmentally disabled, chronically ill, at-risk, or who have other types of impairments. Focusing on the family as a system, it examines the challenges of parents and siblings, presents techniques for parent-professional communication, building collaboration, and increasing family empowerment.
  • EDUC–K 452 Classroom Management (3 cr.) B-I Shows students how to plan and implement interventions that improve the motivation and self-management skills of students in the classroom. It will focus on procedures for teaching students how to regulate their behavior, and will address the array of skills they need to learn in order to take responsibility for their actions.
  • EDUC–K 453 Management of Academic and Social Behavior (3 cr.) I 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 461 Curriculum and Methods for Students with Severe Disabilities I (3 cr.) I Introduction to issues in providing educational services to students with severe handicaps across all grade levels. Characteristics, methods, and materials for students traditionally labeled moderately, severely, and profoundly retarded; multiply handicapped; and autistic. Covers design, development, and evaluation of instructional materials for learners with severe disabilities. Emphasis is on basic skill development, task analysis, data-based program modification, and programming generalization and maintenance. Major course activities include readings and class discussion; evaluation of existing curriculum materials; task analysis and program design; and participation in a task force group.
  • EDUC–K 462 Curriculum and Methods for Students with Severe Disabilities II (3 cr.) I Focuses on the development of instructional programs in the following curriculum areas across all grade levels: reading, math, self-help/personal management, social/leisure, and vocational areas. Emphasis on programming for generalization and maintenance, and on general elements of classroom management (e.g., scheduling, communication). Major course activities include readings and class discussions, reports on selected curriculum materials, the development of complete instructional programs, and participation in a task force group.
  • EDUC–K 465 Service Delivery Systems and Consultation Strategies (3 cr.) I 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 473 Communication Interventions for Persons with Severe Disabilities (3 cr.) I Planning and implementing communication intervention in educational settings with individuals who are severely disabled, including those who are severely/profoundly mentally retarded, severely developmentally delayed, autistic and autistic-like, or multiply 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. Also considered is the role of augmentative and alternative education/intervention.
  • EDUC–K 480 Student Teaching Special Education (6–15 cr.) P: Senior standing and completion of major requirements. B Provides experiences for each student in his or her respective area of exceptionality, under the direction of a supervising teacher in an educational school setting.
  • EDUC–K 488 Supervised Teaching in Special Education (3–12 cr.) B Provides students an opportunity to teach exceptional children under the supervision of a licensed special education teacher and a university special education supervisor.
  • EDUC–K 490 Research in Special Education (1–3 cr.) B-I Individual research.
  • EDUC–K 490 Topical Seminars for Special Education Dual Certification Program (3 cr.) I Seminar 1: Families in School and Society The purpose of this seminar is to learn the perspectives of individuals with disabilities and their families regarding the impact of disabilities in their daily lives. A life-span approach will be used to discuss issues related to birth and early childhood, school-age years, and adulthood. Additional topics include labeling, legal issues, person-centered planning, academic issues, social/emotional issues, behavioral issues, and environmental issues. Seminar 2: Classroom Management and Behavior Support The purpose of this course is to provide students with basic knowledge and skills for (1) developing and maintaining proactive classroom environments, (2) teaching children social problem-solving and self-control skills, (3) managing and preventing school-based crisis behaviors, and (4) working with parents and other professionals. Seminar 3: Collaboration and Consultation The purposes of this seminar are to explore service delivery options currently available in special education and to assist students to build their collaborative skills, including effective communication and consultation skills. Seminar 4: Assistive Technology Applications This seminar assists students to develop an understanding of assistive technology and its role in assisting individuals with disabilities in all areas of life—including education, employment, housing, recreation, and transportation. Seminar 5: Assessment and Instruction This seminar assists students in gaining knowledge of formal and informal assessment techniques; how to link assessment to curriculum and instruction; and how to effectively choose, construct, deliver, and evaluate curriculum and instruction to students with diverse learning needs. Seminar 6: Transition Across the Lifespan This course provides an in-depth discussion of issues and strategies related to transitions from preschool through elementary, middle, and high school and into adulthood. Relevant laws, planning, processes, strategies for interagency collaboration, and resources will be highlighted.
  • EDUC–K 495 Laboratory/Field Experiences in Special Education (cr. arr.: Max. 9 cr.) P: Consent of instructor. B-I Provides the student with a field-based, supervised experience with individuals with severe handicaps. It allows the opportunity to interact within school/ work/community settings on a daily basis (three hours/day, five days/week). Specific assignments, which are mutually agreed upon between student, cooperating teacher, and practicum supervisor, are also required.

Academic Bulletins

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