Special Education (5610)
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Special Education (5610)
| 100 | ORIENT TO INTERVENT SPECIALIST | 0 credits |
| Prerequisite: admission to Intervention Specialist teacher education program; corequisite: 5100:200. Orientation to the information and strategies necessary for a student to be successful in the program, including portfolio development. | ||
| 206 | SP: GIFTED | 1 credits |
| NULL | ||
| 225 | INTRO: EXCEPTIONALITIES | 3 credits |
| Prerequisite: 13-15 sem. hrs. with a 'C' or better in specific GenEd courses; 5100:200 (may be taken as prerequisite or corequisite); FBI/BCI background checks. Survey course covering the identification, developmental characteristics and intervention strategies for children and youth with exceptionalities across educational and community settings. 1 field hour. | ||
| 380 | MATH METHODS: SPEC EDUCATION | 3 credits |
| Prerequisite: Admission to the Teacher Education Program. Ensure the understanding of mathematics and to promote the prospective special education teacher?s confidence in his/her own ability to teach mathematics. | ||
| 395 | FIELD EXP: SPECIAL EDUCATION | 1-3 credits |
| Supervised work with youngsters, individually and in groups in school and/or community settings. | ||
| 403 | STU TEACH COLLOQ: SPECIAL EDUC | 1 credits |
| An examination of problems, issues, and practices encountered during the student teaching experience. | ||
| 430 | HONORS RES PROJ: SPECIAL EDUC | 1-6 credits |
| (May be repeated for a total of six credits) Prerequisite: Permission of student's preceptor. Carefully defined individual study demonstrating originality and sustained inquiry. | ||
| 440 | DEV CHARACT OF EXCEPTNL INDIV | 3 credits |
| Prerequisite: Admission to a College of Education Teacher Preparation Program or permission of the instructor. A survey course covering the identification, developmental characteristics, and intervention strategies for exceptional children and youth across education and community settings. (1 field hour) | ||
| 444 | DEV CHAR INTELLECT GIFTD INDV | 3 credits |
| See department for course description. | ||
| 447 | INDV-MLD/MOD ED NEEDS:CH & IMP | 4 credits |
| Prerequisite: 225. Survey of the etiology, identification, classification, developmental characteristics of, and intervention strategies for individuals with mild/moderate educational needs. | ||
| 448 | INDV-MOD/INT ED NEEDS:CH & IMP | 4 credits |
| Prerequisite: 225. Survey of the etiology, identification, classification, and developmental characteristics of individuals with moderate/intensive educational needs. | ||
| 450 | SPEC ED PROG: EARLY CHILDHOOD | 3 credits |
| Prerequisites: 225, 447 or 448. Developmental patterns of young children with disabilities and developmentally/exceptionally appropriate practices with respect to programming and adaptations. (20 field hours) | ||
| 451 | SPEC ED PROG: MILD/MODERATE I | 3 credits |
| Prerequisites: 225, 447. Educational implications regarding assessment, teaching strategies, and adaptive materials necessary to meet the needs of school age students with mild/moderate educational needs. (20 field hours) | ||
| 452 | SPEC ED PROG: SECD/TRANSITION | 3 credits |
| Study of diagnostic prescriptive service delivery systems designed to accommodate developmental patterns of secondary-level students with exceptionalities. (20 field hours) | ||
| 453 | SPEC ED PROG: MOD/INTENSIVE I | 4 credits |
| Prerequisites: 448/548. Development of the programming strategies including assessment, inter/transdisciplinary models, family involvement, IFSP/IEP/IP development, instructional practices based upon legal/ethical principles for individuals with moderate/intensive educational needs. (20 field hours) | ||
| 454 | SPEC ED PROG: MOD/INTENSIVE II | 4 credits |
| Prerequisites: 448, 453. Advanced program for providing educational planning and intervention for individuals with moderate to intensive educational needs. Focus is on developing a comprehensive educational program which will facilitate optimum functioning and independence. (20 field hours) | ||
| 457 | SPEC ED PROG: MILD/MODERATE II | 4 credits |
| Prerequisites: 447, 451. Special educational implications regarding assessment, teaching strategies, and adaptive materials necessary to meet the needs of school age students with mild/moderate educational needs. (20 field hours) | ||
| 459 | COLL & CONSULT:SCH & COMM | 3 credits |
| Prerequisite: 225. Provides professional educators/intervention specialists with skills in collaboration and consultation for working with parents of exceptional individuals and other professionals within school/community settings. | ||
| 460 | FAMILY DYN & COMM IN EDUC PROC | 3 credits |
| Prerequisite: 225. A study of family theory and structure along with beginning techniques for working with families of students with exceptionalities, in educational and community settings. | ||
| 461 | SP ED PRG: ERLY CHLDHD MOD/INT | 3 credits |
| Prerequisites: 440, 448. Developmental patterns of young children with moderate/intensive needs (ages 3-8) and developmentally appropriate practices in programming and adaptations. (20 field hours) | ||
| 463 | ASSESSMENT IN SPECIAL EDUC | 3 credits |
| Prerequisite: 225. Prepares student to select, administer and interpret formal and informal assessment procedures and use resulting data in planning educational programs for exceptional individuals. | ||
| 464 | ASSESS&EVAL ERLY CHLDH SPEC ED | 3 credits |
| Prerequisites: 225, 448. The assessment of children three to eight and their environment who are at risk for disabilities or currently in special education. | ||
| 467 | MGMT STRATEGIES IN SPEC EDUC | 3 credits |
| Prerequisite: 225. Content emphasizing the development of application strategies with a variety of behavior management models to mediation of behaviors with exceptional individuals. | ||
| 470 | CLINICAL PRACT IN SPECIAL EDUC | 3 credits |
| Prerequisite: Permission of instructor. Corequisites: 403 and 486 or 487. Provides a pre-student teaching experience for students in the areas of assessment, program planning, instructional planning and presentation, classroom management, adaptations, and collaboration with parents and other educational professionals. | ||
| 479 | SEM: INVIT STDS IN SPECIAL ED | 1-2 credits |
| (May be repeated for a total of four credits) Topical study with a varied array of disciplinary input. Staffing will be invited members of allied and contributing professions active in manage ment of exceptional children. | ||
| 485 | STU TEACH: EARLY CHLDHD INT SP | 11 credits |
| Prerequisites: Approval of the Student Teaching Committee, based upon approved application to student teaching, passing PRAXIS II subject test, and approved portfolio. Corequisite: 403. Planned teaching experience in schools selected and supervised by the Office of Field Experience. | ||
| 486 | STU TEACH: MILD/MOD EDUC NEEDS | 11 credits |
| Prerequisites: Approval of the Student Teaching Committee, considered based upon approved application to student teaching, passing PRAXIS II subject test, and approved portfolio. Corequisite: 403. Planned teaching expeience in schools selected and supervised by the Office of Field Experience. | ||
| 487 | STU TEACH: MOD/INT EDUC NEEDS | 11 credits |
| Prerequisites: Approval of the Student Teaching Committee, considered based upon approved application to student teaching, passing PRAXIS II subject test, and approved portfolio. Corequisites: 403 and 470. Planning teaching experience in schools selected and supervised by the office of Field Experience. | ||
| 488 | STU TCHG: EARLY CHLD/EARLY INT | 6 credits |
| Approval of the Student Teaching Committee, based upon approved application to student teaching, passing PRAXIS II subject test, and approved portfolio. Corequisites: 5200:495, 5610:403, 5610:470. Planned teaching experience in schools selected and supervised by the Office of Field Experience. | ||
| 490 | W: SPECIAL EDUCATION | 1-3 credits |
| (May be repeated for a total of six credits) Designed to explore special topics in in-service or preservice education on a needs basis. | ||
| 491 | W: SPECIAL EDUCATION | 1-3 credits |
| (May be repeated for a total of six credits) Designed to explore special topics in in-service or preservice education on a needs basis. | ||
| 492 | W: SPECIAL EDUCATION | 1-3 credits |
| (May be repeated for a total of six credits) Designed to explore special topics in in-service or preservice education on a needs basis. | ||
| 493 | W: SPECIAL EDUCATION | 1-3 credits |
| (May be repeated for a total of six credits) Designed to explore special topics in in-service or preservice education on a needs basis. | ||
| 497 | INDP STUDY: SPECIAL EDUCATION | 1-3 credits |
| Specific area of investigation determined in accordance with student's needs. | ||
| 540 | DEV CHARACT OF EXCEPTNL INDIV | 3 credits |
| A survey course covering the identification, developmental characteristics, and intervention strategies for exceptional children and youth across education and community settings. (1 field hour) | ||
| 544 | DEV CHAR INTELLECT GIFTD INDV | 3 credits |
| Prerequisite: 540. Survey of etiology, diagnosis, classification and developmental characteristics of intellectually gifted individuals. | ||
| 547 | INDV-MLD/MOD ED NEEDS:CH & IMP | 4 credits |
| Survey of the etiology, identification, classification, developmental characteristics of, and intervention strategies for individuals with mild/moderate educational needs. | ||
| 548 | INDV-MOD/INT ED NEEDS:CH & IMP | 4 credits |
| Prerequisites: 540. Survey of the etiology, identification, classification, and developmental characteristics of individuals with moderate/intensive educational needs. | ||
| 550 | SPEC ED PROG: EARLY CHILDHOOD | 3 credits |
| Prerequisite: 540. Developmental patterns of young children with disabilities and developmentally/exceptionally appropriate practices with respect to programming and adaptations. (20 field hours) | ||
| 551 | SPEC ED PROG: MILD/MODERATE I | 3 credits |
| Prerequisites: 540 or 547. Educational implications regarding assessment, teaching strategies, and adaptive materials necessary to meet the needs of school age students with mild/moderate educational needs. (20 field hours) | ||
| 552 | SPEC ED PROG: SECD/TRANSITION | 3 credits |
| Study of diagnostic prescriptive service delivery systems designed to accommodate developmental patterns of secondary level students with exceptionalities. (20 field hours) | ||
| 553 | SPEC ED PROG: MOD/INTENSIVE I | 4 credits |
| Prerequisite: 548. Development of the programming strategies including assessment, inter/transdisciplinary models, family involvement, IFSP/IEP/IP development, instructional practices based upon legal/ethical principles for individuals with moderate/intensive educational needs. (20 field hours) | ||
| 554 | SPEC ED PROG: MOD/INTENSIVE II | 4 credits |
| Prerequisites: 448/548, 453/553. Advanced program for providing educational planning and intervention for individuals with moderate to intensive educational needs. Focus is on developing a comprehensive educational program which will facilitate optimum functioning and independence. (20 field hours) | ||
| 557 | SPEC ED PROG: MILD/MODERATE II | 4 credits |
| Prerequisites: 447/547, 451/551. Special educational implications regarding assessment, teaching strategies, and adaptive materials necessary to meet the needs of school age students with mild/moderate educational needs. (20 field hours) | ||
| 559 | COLL & CONSULT IN SCH & COMM | 3 credits |
| Prerequisites: 540 and 547 or 548, or permission of instructor. Provides professional educators/intervention specialists with skills in collaboration and consultation for working with parents of exceptional individuals and other professionals within school/community settings. | ||
| 560 | FAMILY DYN & COMM IN EDUC PROC | 3 credits |
| Prerequisites: 440/540, 447/547 or 448/548. A study of family theory and structure along with beginning techniques for working with families of students with exceptionalities, in educational and community settings. | ||
| 561 | SP ED PRG: ERLY CHLDHD MOD/INT | 3 credits |
| Prerequisites: 440/540, 448/548. Developmental patterns of young children with moderate/intensive needs (ages 3-8) and developmentally appropriate practices in programming and adaptations. (20 field hours) | ||
| 563 | ASSESSMENT IN SPECIAL EDUC | 3 credits |
| Prerequisites: 440/540, 447/547 or 448/548. Prepares student to select, administer and interpret formal and informal assessment procedures and use resulting data in planning educational programs for exceptional individuals. | ||
| 564 | ASSESS&EVAL ERLY CHLDH SPEC ED | 3 credits |
| Prerequisites: 440/540, 448/548. The assessment of children (three to eight) and their environment who are at risk for disabilities or currently in special education. | ||
| 567 | MGMT STRATEGIES IN SPEC EDUC | 3 credits |
| Prerequisites: 440/540, 447/547 or 448/548. Content emphasizing the development of application strategies with a variety of behavior management models for mediation of behaviors with exceptional individuals | ||
| 568 | ADVANCED BEHAVIOR MANAGEMENT | 3 credits |
| Prerequisites: 567. Advanced techniques for remediating problematic behavior, establishing effective repertoires and evaluating research relevant to classroom management will be covered. Behavioral theory will be stressed. | ||
| 570 | CLINICAL PRACT IN SPECIAL EDUC | 3 credits |
| Prerequisite: Departmental Consent Required. Provides a pre-student teaching experience for students in the areas of assessment, program planning, instructional planning and presentation, classroom management, adaptations, and collaboration with parents and other educational professionals. | ||
| 579 | SEM: INVIT STDS IN SPECIAL ED | 1-2 credits |
| (May be repeated for a total of four credits) Topical study with a varied array of disciplinary input. Staffing will be invited members of allied and contributing professions active in management of exception children. | ||
| 590 | W: SPECIAL EDUCATION | 1-3 credits |
| See department for course description. | ||
| 591 | W: SPECIAL EDUCATION | 1-3 credits |
| See department for course description. | ||
| 592 | W: SPECIAL EDUCATION | 1-3 credits |
| See department for course description. | ||
| 593 | W: SPECIAL EDUCATION | 1-3 credits |
| See department for course description. | ||
| 601 | SEM: SPEC EDUC CURRIC PLANNING | 3 credits |
| Prerequisite: certification in an area of special education. Study of curriculum planning practices unique to special education classes and services. Appropriate curriculum objectives for selected areas of instruction as well as effective organizational programs examined. | ||
| 602 | SUPERVISION OF INSTRUCTION | 3 credits |
| Study of administration an supervisory practices unique to special education classes and services. | ||
| 604 | COLLAB & CONSUL SKILL-SPEC ED | 3 credits |
| Advanced consideration of the roles and responsibilities of parents, professionals and individuals with disabilities in the development and implementation of educational interventions and related issues. | ||
| 605 | INCLUSION MODELS & STRATEGIES | 3 credits |
| History, theory, philosophy, legislative mandates, models, strategies, curriculum modifications, methods/materials adaptations which support the inclusion of students with disabilities. Emphasis on collaboration and teaming. (3 field hours) | ||
| 606 | RSCH APPLICATION IN SPECIAL ED | 3 credits |
| Prerequisites: admission to graduate program in special education and 5100:640. An examination of quantitative and qualitative research/methodology and its application to the field of special education. Applied research is an essential component of the course. | ||
| 607 | CH&NDS-IND DEM PRVS DEV DISORD | 3 credits |
| This course provides a survey of the etiology, diagnoses, characteristics and needs of individuals with pervasive developmental disorders. | ||
| 609 | PROG ISS-IND W/PRVS DEV DISORD | 3 credits |
| This course provides the educator with a comprehensive examination of the educational practices and intervention strategies necessary when providing interventions for individuals demonstrating pervasive developmental disorders. | ||
| 610 | CH&NDS-IND W/BHV & EMTN DISORD | 3 credits |
| This course provides a survey of the etiology, diagnoses, classification, and developmental (birth through adult) characteristics of individuals in need of behavioral support. | ||
| 611 | SEM: LEGAL ISSUES IN SPEC EDUC | 3 credits |
| Prerequisites: admission to graduate program in special education and 5170:720 or permission of instructor. A culminating seminar for graduate students in special education designed to study, examine and reflect upon the legal aspects of historical and current trends, issues and practices. | ||
| 612 | SEM: SOC/ETH ISSUES SPEC EDUC | 3 credits |
| A culminating seminar for graduate students in special education designed to study, examine and reflect upon the social and ethical aspects of historical and current trends, issues and practices. | ||
| 627 | ST: SPECIAL EDUCATION | 1-4 credits |
| Prerequisite: permission of advisor or department chair. In-depth examination of current critical research on issues in Special Education. | ||
| 690 | STUDENT TEACHING: SPECIAL EDUC | 11 credits |
| Prerequisite: Permission of advisor or department chair; Corequisite: 570. Directed teaching under supervision of a special teacher and a university supervisor. | ||
| 691 | SCH-BSD EXTERN SEMINAR | 1 credits |
| Taken concurrently with School-based Externship in Audiology or Speech-Language Pathology. Review and discussion of issues raised during externship experience. | ||
| 692 | SCH-BSD EXTERN: SCH AUDIOLOGY | 6 credits |
| Directed professional experience under the supervision of a licensed and certified Audiologist and a University supervisor. | ||
| 693 | SCH-BSD EXTERN: SPCH LANG PATH | 6 credits |
| Directed professional experience under supervision of a licensed and certified Speech-Language Pathologist and a University supervisor. | ||
| 694 | RES PROJ: SPECIAL AREA | 3 credits |
| An in-depth study of an identified topic in a scholarly paper. | ||
| 695 | FLD EXP: MASTERS | 1-4 credits |
| (May be repeated for a total of eight credits) Designed to provide on-the-job experience in a special education program on an individual basis. | ||
| 697 | INDP STUDY: SPECIAL EDUCATION | 1-3 credits |
| (May be repeated for a total of nine credits) Specific area of investigation determined in accordance with student's needs. | ||
| 698 | MASTERS PROBLEM | 2-4 credits |
| In-depth study of a research problem in education. Student must be able to demonstrate critical and analytical skills in dealing with a problem in special education. | ||
| 699 | MASTERS THESIS | 4-6 credits |
| Thorough study and analysis in depth of an educational problem, field projects in special areas; synthesis of existing knowledge in relationship to a specific topic. | ||
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