SPECED 240 MANUAL COMMUNICATION
Offered on a satisfactory/no credit basis only. Designed to provide the student with basic knowledge of manual communication techniques including finger spelling and basic signing.
SPECED 320/520 INTRODUCTION TO THE
EDUCATION OF YOUNG CHILDREN WITH EXCEPTIONAL EDUCATIONAL NEEDS
Designed for persons interested in the education of infants/toddlers and preschoolers. Causes of disabling conditions are reviewed and early intervention programs studied. Parent training and family involvement rationale and techniques are also examined.
Prereq: SPECED 205/721, EDFOUND 222 or EDFOUND 322 or consent of instructor. Restricted to students with professional ed admission.
SPECED 336/536 MANAGING THE CLASSROOM
BEHAVIORAL PROBLEMS OF EXCEPTIONAL CHILDREN
Introduction to models, methods, and materials for effectively managing behavior problems of learners with disabilities. Development of skills to: manage classroom behaviors that are counter productive to learning, facilitate positive interpersonal behaviors, and structure the instructional environment to produce desirable consequences.
Prereq: SPECED 205. Restricted to students with professional ed admission.
SPECED 355/555 INTRODUCTION TO EMOTIONAL/BEHAVIORAL
DISORDERS 3 u
A basic survey of behavioral and emotional disorders in children. Specific techniques and approaches in handling these problems in a classroom, the psychological role of the teacher and aspects of working with parents of disturbed children are discussed.
Prereq: SPECED 205/721 or consent of instructor. Restricted to students with professional ed admission.
SPECED 356/556 INTRODUCTION TO COGNITIVE
DISABILITIES 3 u
An introductory course which provides current and historical perspectives of the field of cognitive disabilities. Emphasis is placed on the educational, social, psychological, vocational and medical aspects of the problem.
Prereq: 3 Special Education units or consent of instructor. Restricted to students with professional ed admission.
SPECED 364/564 INTRODUCTION TO LEARNING
DISABILITIES 3 u
Provides the basic theoretical and practical approaches to the identification and treatment of learning and language disorders. Identifies the major theoretical and conceptual approaches as well as the current issues in the field of learning disabilities.
Prereq: SPECED 205 and jr or senior standing or consent of instructor. Restricted to students with professional ed admission.
SPECED 376/576 MEDICAL ASPECTS OF DISABILITY
Study of the medical, physiological, neurological, physical, developmental, and sensory characteristics of persons with physical or medical conditions which impact educational programming. Emphasis on the etiology and implications of genetic, prenatal and acquired causes of disabilities including cerebral palsy, genetic syndromes, medical fragility, technology dependency, AIDS, and perinatal drug exposure. Interdisciplinary approaches to services provided for persons with complex attendance needs are addressed.
Prereq: 6 units Special Education or consent of instructor. Restricted to students with professional ed admission.
SPECED 406/606 CAREER/VOCATIONAL PROGRAMMING
FOR EXCEPTIONAL EDUCATIONAL NEEDS
Identification of specific strategies for overcoming attitudinal and technical barriers to vocational mainstreaming of special needs students. Content includes values clarification, vocational assessment, vocational IEP development, and elementary and secondary vocational models in delivering appropriate vocational services to EEN students. Content covers grades K-12.
Prereq: SPECED 205/721 and (SPECED 355/555 or SPECED 356/556 or SPECED 364/564). Restricted to students with professional ed admission.
SPECED 407/607 FOUNDATIONS OF AUTISM SPECTRUM DISORDER
The purpose of this course is to provide an in-depth graduate level introduction to the foundations of autism spectrum disorder. This course includes an overview of autism spectrum disorder, including discussion of diagnostic issues, philosophical issues, research on the biological and psychosocial bases of the disorders, as well as an overview of intervention techniques and legal issues. The basic principles of behavioral analysis are covered.
Prereq: SPECED 205 and/or consent of instructor
SPECED 408/608 METHODS FOR TEACHING CHILDREN WITH AUTISM SPECTRUM
This course provides students with methods of instructing children with autism spectrum disorders. The focus will be on developing functional skills based upon individual children's needs. Methods of instruction will include applied behavior analysis, sensory integration, TEACCH, and functional and ecological assessment procedures.
Prereq: SPECED 205 AND SPECED 407/607 or consent of instructor
SPECED 409/609 NONVIOLENT CRISIS INTERVENTION
This course provides participants with certification or recertification in Nonviolent Crisis Intervention as recognized by the Crisis Prevention Institute (CPI). Techniques for de-escalating potentially harmful situations as well as strategies for responding to direct physical threats will be presented. The instructor is certified by CPI to provide training. Participants passing the exit exam will receive a one-year certificate in non-violent crisis intervention. Participants are asked to wear comfortable clothing suitable for physical activity and avoid wearing jewelry during the course. Students must purchase a workbook from the instructor the first day of class to participate. Students registering for this course that are not currently licensed teachers or enrolled in a teacher education program must complete an Admission to Professional Education for Non-Licensrue form to enroll in this course.
SPECED 422/622 CURRICULUM METHODS AND
ADMINISTERING EC:EEN PROGRAMS
Exploration of early intervention services for young children with special needs, best practices for programming for 3 to 6 years olds with emphasis on curriculum and program implementation across developmental domains, methods of intervention for the whole child, and administering a multidisciplinary program. Identification of management responsibilities to include coordination of staff and services, transition practices, and program accountability. Students are required to participate in supervised fieldwork activities.
Prereq: SPECED 320/520. Restricted to students with professional ed admission.
SPECED 423/623 WORKING WITH INFANTS/TODDLERS
WITH SPECIAL NEEDS AND WITH THEIR FAMILIES
For students who are interested in providing services to infants and toddlers with special needs. Course content will examine legislative basis of services to the birth to 3 population, screening and assessment procedures, eligibility criteria for service delivery, and interagency and team collaboration styles. Students will also learn methods of curriculum design and implementation, evaluation of materials and resources and program delivery systems.
Prereq: SPECED 320/520. Restricted to students with professional ed admission.
SPECED 424/624 FAMILY FOCUSED INTERVENTION
Identification of skills and techniques needed to work with families of children with special needs in infant, toddler and preschool programs will be addressed. Family dynamics are analyzed with attention given to various stages parents experience in relationship to their child and overall family situation. Specific attention is given to communicating with families, conducting family needs assessments, and working with, and advocating for, parents with special needs. Opportunities to advocate for and work directly with infants, parents and families are provided.
Prereq: SPECED 320/520 and SPECED 423/623 or taken concurrently. Restricted to students with professional ed admission.
SPECED 425/625 INTRODUCTION TO GIFTED
EDUCATION 3 u
A survey of the definitions and measures of creativity and intellectual pursuits, extraordinary products and an examination of the genetic, environmental and social factors that develop and maintain gifted humans.
Prereq: Jr/Sr st. Restricted to students with professional ed admission.
SPECED 426/626 INTRODUCTION TO INDIVIDUAL
DIAGNOSTIC ASSESSMENT OF EXCEPTIONAL EDUCATIONAL NEEDS
A core course providing an overview of educational assessment and diagnosis of those with disabilities. Emphasis is placed upon testing for IEP development, the teaching and implications of the educational evaluation for multidisciplinary team decision making.
Prereq: SPECED 205/721, SPECFLD 210E or SPECFLD 210F. Restricted to students with professional ed admission.
SPECED 457/657 ELEMENTARY CURRICULUM/METHODS
Designed to provide the prospective teacher of elementary age students with mild or moderate mental retardation (cognitive disability) with the basic knowledge concerning the educational characteristics of these students, general teaching strategies, organization of classroom/schedule, inclusive practices, and curricular methods and materials.
Prereq: SPECED 356/556. Restricted to students with professional ed admission.
SPECED 458/658 COLLABORATION FOR EFFECTIVE
INSTRUCTION 3 u
This course develops student's skills and understanding of the laws pertaining to students with disabilities, writing individualized instructional plans, inclusion, collaboration and school-based team membership, and adaptation and modifications of instruction. Students also develop their personal philosophy of education including beliefs about teachers, students, diversity, community, inclusion, etc. and a profile of their role as a team member through the use of a variety of self-assessment tools and the use of a cooperative learning structure (base teams) for the course.
Prereq: SPECED 205, SPECED 336, SPECED 406, SPECED 426, SPECED 466
SPECED 459/659 SECONDARY CURRICULUM/METHODS
A course designed for professionals working with adolescent students with mild/moderate mental retardation (cognitive disabilities). Emphasis is on organization, curriculum, methods, work adjustment transition, and vocational approaches appropriate for a high school special education class and work-study program.
Prereq: SPECED 356/556. Restricted to students with professional ed admission.
SPECED 460/660 EDUCATION OF STUDENTS
WITH SEVERE EMOTIONAL/BEHAVIORAL DISORDERS
An examination of techniques associated with working with individuals with psychotic conditions and other severe disturbances. Consideration is given to teaching techniques, curriculum and materials in a variety of school and residential settings.
Prereq: SPECED 355/555 or consent of instructor. Restricted to students with professional ed admission.
SPECED 461/661 DIAGNOSIS AND ASSESSMENT IN ED:EEN AND SPH
Focuses on the specialized assessment practices for young children with disabilities and those with severe disabilities. Context includes development of skills to administer diagnostic-prescriptive instruments and how to use assessment information in developing Individual Education Plans (IEPs), and how to present evaluative data to a multidisciplinary team.
Coreq: SPECED 320/520 and SPECED 426/626 or taken concurrently.Restricted to student with professional ed admission.
SPECED 462/662 EDUCATIONAL DIAGNOSIS AND
ASSESSMENT IN LD, E/BD, CD
A course to develop advanced diagnostic skills for elementary through secondary mild/moderate disabled (LD, ED, MR) individuals. Particular emphasis is placed upon the assessment of cognitive, academic, developmental and behavioral skills that affect classroom performance. The application of advanced trend analysis and data synthesis techniques for special education placement and program planning is stressed and current issues and trends are discussed.
Prereq: SPECED 426/626. Restricted to students with professional ed admission.
SPECED 465/665 CURRICULUM/METHODS COGNITIVE
For persons who will be working with individuals who have moderate and/or severe disabilities. Provides methods, strategies and techniques in assessment, curriculum development, program design, instructional strategies, material development, and community transition for the population with moderate disabilities. A major focus will be on all aspects of functional programs across home, school, community and vocational environments.
Prereq: SPECED 356/556 or cons instr. and coreq: SPECED 476/676 (CD emphasis only). Restricted to students with professional ed admission.
SPECED 466/666 WORKING WITH PARENTS
OF EXCEPTIONAL CHILDREN AND COMMUNITY AGENCIES
Provides insight into the adjustment problems of individuals with disabilities in the home and school environments. Particular emphasis upon consultation and supportive skills to aid the person and their parents in dealing with school or agency personnel and programs.
Prereq: SPECED 205/721, junior or senior standing or consent of instructor. Restricted to students with professional ed admission.
SPECED 470 STUDENT TEACHING SEMINAR
The seminar provides a meaningful capstone experience for student teachers during their professional teaching semester. Current research, issues, and strategies specific to the field of special education and the teaching professional are presented.
Coreq: Directed Teaching. Restricted to students with professional ed admission.
SPECED 471/671 CURRICULUM AND METHODS
IN EMOTIONAL/BEHAVIORAL DISORDERS (E/BD)-ELEMENTARY
Designed to prepare educators to teach children with emotional disturbances in elementary schools. Theoretical approaches and management strategies specific to the needs of these children will be presented, and curriculum and programming pertinent to this disability is emphasized.
Prereq: SPECED 355/555, SPECED 336/536 and SPECED 426/626. Restricted to students with professional ed admission.
SPECED 472/672 CURRICULUM AND METHODS
IN EMOTIONAL/BEHAVIORAL DISORDERS (E/BD)-SECONDARY
Designed to prepare educators to teach adolescents with emotional disturbances in secondary schools. Theoretical approaches, management strategies and curriculum that promotes social/emotional/behavioral development and management is emphasized.
Prereq: SPECED 355/555, SPECED 426/626, SPECED 336/536 or consent of instructor. Restricted to students with professional ed admission.
SPECED 476/676 CURRICULUM, METHODS
AND MATERIALS FOR THOSE WITH MULTIPLE DISABILITIES
For persons interested in acquiring specialized techniques and strategies in the care, instruction, programming, and management of individuals with physical, motor, medical, cognitive, communicative and/or behavioral disabilities. Specific information on positioning, physical handling, feeding facilitation, augmentative communication, sensory integration, adaptive switches, medication therapy and life skills development for the person with severe and profound disabilities. Emphasis is on functional skills.
Prereq: SPECED 376/576 or consent of instructor and coreq: SPECED 465/665 (CD emphasis only). Restricted to students with professional ed admission.
SPECED 478/678 CURRICULUM AND METHODS
IN LEARNING DISABILITIES-ELEMENTARY
Designed to prepare educators to teach elementary level learning disabled children. Remediation strategies, programs, and techniques appropriate to this level will be reviewed and demonstrated. Emphasis is on programming based upon an educational diagnosis.
Prereq: SPECED 426/626 and SPECED 355/555 or SPECED 364/564. Restricted to students with professional ed admission.
SPECED 479/679 CURRICULUM AND METHODS
IN LEARNING DISABILITIES-SECONDARY
Designed to prepare educators to teach secondary level learning disabled students. Theoretical models and intervention strategies designed to promote basic skills acquisition and generalization of basic skills needed to perform in secondary level content area programs is reviewed and demonstrated. Comprehensive educational planning for secondary LD students based on diagnostic findings and adult life roles is emphasized.
Prereq: SPECED 426/626 and SPECED 364/564 or SPECED 355/555. Restricted to students with professional ed admission.
SPECED 481/681 REMEDIATION OF WRITTEN
LANGUAGE DISORDERS 2 u
The course examines writing instruction for individuals with disabilities using a language interaction approach to teaching and learning. Assessment and intervention based on the conceptual and linguistic skills of the student in relationship to the conceptual and linguistic demands of specific writing tasks are presented.
Prereq: SPECED 426/626 and COMDIS 355/555 or consent of instructor. Restricted to students with professional ed admission.
SPECED 489/689 EMPLOYMENT STRATEGIES
Offered on a satisfactory/no credit grade basis only. Designed to acquaint the teacher education student with the problems and procedures of securing a teaching position. Includes consideration of professional ethics, preparation of placement credentials, teacher licensure practices, interviewing techniques and teaching contracts. Reviews opportunities for professional advancement through graduate study. (Open to teacher education students. Should be taken the semester prior to graduation or the semester of graduation.)
Unreq: CIGENRL 489/689.
SPECED 490/690 WORKSHOP
Repeatable for a maximum of 12 units in major.
SPECED 491/691 TRAVEL STUDY Repeatable 1-3 u
SPECED 494/694 SEMINAR - SPECIAL EDUCATION
Repeatable. Prereq: Consent of instructor.
SPECED 496/696 SPECIAL STUDIES
Repeatable for a maximum of 12 units in major. Prereq: 480 205 or consent of instructor.
SPECED 498 INDEPENDENT STUDY
Repeatable for a maximum of 9 units in degree. Prereq: Consent of instructor.
SPECFLD 410 GENERAL EDUCATION FIELD EXPERIENCES
Students seeking licensure in Special Education will complete a 150 hour assignment in a general education classroom where inclusionary practices for individuals with special needs are applied. The field experience provides opportunities to become familiar with the range of students' abilities; curricular focus; achievement expectations; enhancements, adaptations, and modifications of instruction; and collaborative practices of general and special educators.
Prereq: To be taken concurrently with ELEMMID 425, READING 360, READING 361, READING 460 or SECNDED 466 and SPECED 458.
SPECFLD 411[A-G] DIRECTED TEACHING
Offered on a satisfactory/no credit basis only. Professional laboratory, classroom, or center based experiences under the guidance of carefully selected, qualified cooperating teachers in classrooms in area school districts or other approved sites. Repeatable.
Prereq: Sr st, completion of basic requirements on students APR and admission to professional education. Grades of Inc., D or F in special education courses (prefix SPECED or SPECFLD) must be removed before the student can enroll in this course.
SPECFLD 492 FIELD STUDY - SPECIAL EDUCATION
Designed to give the student experience in working with exceptional educational needs individuals in such settings as classrooms, clinical settings, institutions, sheltered workshop and other community agencies.
Repeatable for a maximum of 12 units in major/degree. Prereq: Consent of instructor. Restricted to students with professional ed admission.
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Last revised on May 20, 2002 by MAR