EDUC-K 201 Schools, Society, and Exceptionality (1-3 cr.) 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 (2-3 cr.) Definition, identification, prevalence, characteristics, and educational provisions of the various types of exceptional children, with attention to disability awareness and appropriate instructional processes.
EDUC-K 207 Disability Laws (1 cr.) P: Department consent. Admission to the Teacher Education Program. Overview of disability laws in the United States as it applies to K-12 pre-service teachers of students with disabilities. Graded S/F.
EDUC-K 285 Foundations in Special Education (1-2 cr.) A study of the historical and philosophical foundation contributions of Special Education to the development of Public Education.
EDUC-K 300 Developmental Characteristics of Exceptional Individuals (2 cr.)
EDUC-K 305 Teaching the Exceptional Learner in the Elementary School (3 cr.) P: Department consent. Admission to the Teacher Education Program. Knowledge, attitudes, and skills for educating exceptional learners (students with disabilities as well as gifted and talented) in the general education elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, inclusive practices, teaching and management strategies, teachers as persons and professionals.
EDUC-K 306 Teaching Students with Special Needs in Secondary Classrooms (3 cr.) P: Department consent. Admission to the Teacher Education Program. 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.) P: Department consent. Admission to the Teacher Education Program. This course 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 sure of individual interests and preferences. Additionally, differentiating and/or individualizing instruction for all learners and developing classroom management skills are emphasized.
EDUC-K 308 Teaching Young Children with Special Needs (3 cr.) P: Department consent. Admission to the Teacher Education Program. Prepares future teachers to plan and implement programs for infants/toddlers and preschoolers with special needs. Preservice teachers learn the principles of differentiated, adaptive, and individualized instruction. Preservice teachers also develop an understanding of consultation and interdisciplinary techniques, integrative programming, and interagency cooperation.
EDUC-K 343 Introduction to Behavior and Classroom Management (3 cr.) P: Department consent. Admission to the Teacher Education Program. An overview of behavioral theories, trauma-informed practices, and social-emotional learning (SEL). Definitions, classifications, characteristics, diagnostic and treatment and intervention options are discussed. The course includes an overview of classroom management for effective classroom instruction, prevention efforts, and intervention for emotional and behavioral challenges.
EDUC-K 344 Individualized Behavior Interventions and Supports (3 cr.) P: Department consent. Admission to the Teacher Education Program. Emphasizes specialized knowledge and skills necessary to develop school- and community-based supports for students with behavioral challenges. Focuses on how to conduct functional behavioral assessments and develop and implement positive behavior intervention plans.
EDUC-K 345 Academic and Behavioral Assessment of Mildly Handicapped Children (3 cr.)
EDUC-K 350 Introduction to Mental Retardation (3 cr.) P: EDUC-K 205 or consent of instructor. 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 (3 cr.) 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 Specially Designed Instruction for Students with Mild to Moderate Disabilities (1-3 cr.) P: Department consent. Admission to the Teacher Education Program. Focuses on research-based methods for teaching individuals with mild/moderate disabilities, including the selection, implementation, and adaptation of evidence-based instructional programs, strategies, and materials. Emphasizes federal and state laws and procedures for developing and implementing Individualized Education Plans. May be repeated.
EDUC-K 353 Urban Education Seminar (1-3 cr.) P: Department consent. Admission to the Teacher Education Program. Examines current research, experiences, practices, and challenges that arise when teaching in urban schools and settings in general and special education. Explores historical, political factors, and socioeconomic factors influencing urban education. Topics include, culturally responsive pedagogy, disproportionality, and trauma-informed care in schools.
EDUC-K 361 Assistive Technology for Elementary School Students with Disabilities (2-3 cr.) P: Department consent. Admission to the Teacher Education Program. 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.) P: Department consent. Admission to the Teacher Education Program. 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 363 Educational Research: Approaches and Issues (1 cr.) Course is designed to expose students to the major approaches in educational research. Students will learn to interpret educational research and apply this knowledge to a research-based position paper.
EDUC-K 370 Language and Learning Characteristics of Students with Mild to Moderate Disabilities (3 cr.) P: Department consent. Admission to the Teacher Education Program. Focuses on typical and atypical language and learning, with an emphasis on individuals with mild/moderate disabilities. Addresses procedures for identification and referral for special education and related services based on language and learning characteristics.
EDUC-K 371 Assessment and Individualized Instruction in Special Education (3 cr.) P: Department consent. Admission to the Teacher Education Program. Emphasizes data-driven instructional decision-making that addresses reading and math problems of students with mild to moderate disabilities. Provides an overview of critical measurement concepts and types of assessments. Instruction is anchored in case studies and real-world application.
EDUC-K 380 Curriculum and Methods in Educating the Mentally Retarded (3 cr.) A survey of educational programs for educable mentally retarded children. Emphasis is placed on study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.
EDUC-K 405 Building Inclusive Middle and Secondary Schools: Approaches and Issues (1 cr.) P: Department consent. Admission to the Teacher Education Program. 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). Graded S/F. May be repeated.
EDUC-K 420 Assistive Technology in Special Education (3 cr.) Develops a basic understanding of Assistive Technology and its potential impact on the daily lives of individuals with disabilities. Explores the options available for children and youth as well as the legislation that regulates its use.
EDUC-K 422 Teaching Social Skills (3 cr.) 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.) 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 441 Transition Across the Lifespan (3 cr.) P: Department consent. Admission to the Teacher Education Program. This course is designed to give prospective teachers 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.) Describes approaches for providing support for families with members with or at risk for disabilities. Focuses on the family as a system, the challenges of parents and siblings, and techniques for parent-professional communication, building collaboration, and increasing family empowerment.
EDUC-K 452 Classroom Management (3 cr.) 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.) 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 465 Service Delivery Systems and Consultation Strategies (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 480 Student Teaching Special Education (3-15 cr.) P: Senior status and completion of all professional education coursework with a C or better grade. 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. Variable title course. Graded S/F. May be repeated.
EDUC-K 488 Supervised Teaching in Special Education (3-12 cr.) P: Senior status and completion of all professional education coursework with a C or better grade. Provides students an opportunity to teach exceptional children under the supervision of a licensed special education teacher and a university special education supervisor. Graded S/F. May be repeated.
EDUC-K 490 Research in Special Education (1-3 cr.) Individual instruction in special education. Variable title course. May be repeated.
EDUC-K 495 Laboratory/Field Experiences in Special Education (1-6 cr.) P: Department consent. Admission to the Teacher Education Program. Closely supervised field experience in various areas of special education. May be repeated.
