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Special Education Courses
(SPECED, SPECFLD)


The expectations for graduate level Special Education enrollment is consistent with UW-Whitewater’s guidelines and requires additional research, projects and a leadership role. In addition, enrollment in Special Education courses requires admission to professional education with the exception of SPECED 700 level courses.


SPECED 524
Foundations of Special Education 3 u

The purpose of this course is to help students explore issues and perspectives related to basic theories in special education. The course also examines the legal and ethical implications surrounding special education, and the historical developments within the field. This course will provide teacher education students with experiences that engage them in explicitly examining their conceptions, assumptions, and attitudes related to students with exceptional educational needs. Extensive consideration will be devoted to misconceptions about multicultural and bilingual aspects of special education as well as pedagogical approaches for including students with diverse learning styles and abilities in general education environments.
Prereq: SPECED 205.

 

SPECED 560
Behavior Management for the Inclusive Classroom 3 u

The purpose of this course is to provide general strategies to promote effective behavior management in the inclusive educational environment. Focus will be on theories and practices for facilitating successful integration of children with disabilities in the regular education classroom or public school special education programs.
Prereq: Admission to Professional Education

 

SPECED 576
Medical Aspects Of Disability 3 u

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 prenatal drug exposure. Interdisciplinary approaches to services provided for persons with complex attendance needs are addressed.
Prereq: 6 credits of special education or consent of instructor and Restricted to Students with Professional Ed admission.

 

SPECED 580
Phase 3 Portfolio 2 u

This course assists teacher candidates to develop their phase 3 portfolio which includes a philosophical statement which addresses DPI’s core values; three narratives in the areas of assessment, instruction, and communication and collaboration; and three to nine student-selected artifacts selected from course projects or related artifacts across the college and Department of Special Education, prior to their entrance into the Directed Teaching Block that provide evidence of the attainment of knowledge and skills related to WTS and CEC/NCATE standards.
Prereq: Admission to Professional Education
Coreq: SPECFLD 485/685, SPECED 440/640, SPECED 450/650 or SPECED 465/665.

 

SPECED 606
Career/Vocational Programming For Exceptional Educational Needs 3 u

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: Admission to Professional Education

 

SPECED 607
Foundations of Austism Spectrum Disorder 3 u

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 or permission from the instructor

 

SPECED 608
Methods for Teaching Children with Autism Spectrum Disorders 3 u

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 permission from the instructor.


SPECED 609
Nonviolent Crisis Intervention 1 u

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-Licensure form to enroll in this course.  

 

SPECED 622
Curriculum Methods And Administrating EC:EEN Programs - 3 u

Exploration of early intervention services for young children with special needs, best practices for programming for 3-6 year olds with emphasis on curriculum and program implementation across developmental domains, methods of intervention for the whole child, and administering a multi-disciplinary 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 and restricted to students with Professional Ed admission.

 

SPECED 626
Introduction To Individual Diagnostic Assessment Of Exceptional Educational Needs 3 u

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 multi-disciplinary team decision making.
Prereq: Restricted to students with Professional Ed admission.

 

SPECED 640
Advanced Behavior Management 3 u

The purpose of this course is to provide special educators with the knowledge and skills to intervene with children with intense patterns of behavior that prevent the student from accessing the general education classroom. Techniques for conducting functional behavior assessments and designing behavior intervention plans will be provided. In addition, legal aspects regarding behavior intervention will be provided.
Prereq: Admission to Professional Education.

 

SPECED 650
Intervention for Children with EBD 3 u

The purpose of this course is to provide special educators with the knowledge and skills to intervene with children with intense patterns of behavior that prevent the student from accessing the general education classroom. Techniques for conducting functional behavior assessments and designing behavior intervention plans will be provided. In addition, legal aspects regarding behavior intervention will be provided.
Prereq: Admission to Professional Education

 

SPECED 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: Admission to Professional Education.

 

SPECED-661
Formal Assessment of Young Children 3 u

Provides the students with knowledge of legal and ethical considerations of assessing young children Students acquire skills in screening, conducting norm-referenced assessments, writing reports, and communicating with parents and professionals. Graduate students will complete projects in addition to those required for those taking the class at the undergraduate level.

Prereq: Restricted to post-baccalaureate students with Professional Education admission.

 

SPECED 662
Educational Diagnosis And Assessment In LD, E/BD, CD 3 u

A course to develop advanced diagnostic skills for elementary through secondary students with mild/ moderate disabilities (LD, ED, CD). 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: Admission to Professional Education.

 

SPECED 665
Curriculum/Methods Cognitive Disabilities - Functional 3 u

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: Admission to Professional Education.

 

SPECED 676
Curriculum, Methods And Materials For Those With Multiple Disabilities 3 u

For the individual who is interested in acquiring specialized techniques and strategies in the care, instruction, programming, and management of the personwith 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: Admission to Professional Education.

 

SPECED 680
Phase 4 Portfolio 2 u

This course assists teacher candidates to develop their phase 4 portfolio which includes a philosophical statement which addresses DPI’s core values; three narratives in the areas of assessment, instruction, and communication and collaboration; and three to nine student-selected artifacts selected from field-based experiences with children (special education fieldwork, general education fieldwork, and student teaching) that provide evidence of the attainment of knowledge and skills related to WTS and CEC/NCATE standards. At the end of the seminar, teacher candidates will present the portfolio to an interdisciplinary group of UW-W faculty and staff.
Prereq: Pass Praxis II examination; Have no grades lower than a “C” in licensure courses; 2.75 GPA or higher.

 

SPECED 682
Current Topics in Special Education Pre-Institute : 1 u

The Pre-Institute is designed with the practical needs of educators in mind and will provide participants a comprehensive examination of current literature and practices within their school districts related to the current topic designated in the course SPECED 483/683 Current Topics in Special Education: Institute. These topics will change on an annual basis and be determined by department faculty in consultation with a graduate advisory committee comprised of teachers, administrators, and alumni. Specifically, the Pre- Institute will focus on the identification of key elements needed to create a framework for strategic planning to improve programming practices within schools related to the Institute topic.
Coreq: SPECED 483/683.

 

SPECED 683
Current Topics in Special Education Institute: 1 u

The Institute is designed with the practical needs of educators in mind and will provide participants a comprehensive examination of current literature and practices related to critical issues facing the field of special education. Topics are selected on the basis of need, interest, or timeliness and will change each time the course is offered. Institutes will be offered in the summer session and conducted by international and national leaders with expertise on the topic. SPECED 482/682 Current Topics in Special Education: Pre-Institute (1 credit) and SPECED 484/684 Current Topics in Special Education: Post-Institute (1 credit) can be taken prior to and following each summer institute and provide a more in-depth examination of the topic.

 

SPECED 684
Current Topics in Special Education Post-Institute: 1 u

The Post-Institute is designed with the practical needs of educators in mind and will provide participants a comprehensive examination of current literature and practices within their school districts related to the current topic designated in the course SPECED 483/683 Current Topics in Special Education: Institute. These topics will change on an annual basis and be determined by department faculty in consultation with a graduate advisory committee comprised of teachers, administrators, and alumni. Specifically, the Post- Institute will focus on the identification of key elements needed to create a framework for strategic planning to improve programming practices within schools related to the Institute topic.
Coreq: SPECED 483/683.

 

SPECED 686
Academic Intervention I 3 u

The course is about reading for students with problems and disabilities through the use of theories, models, and specific research-based programs in phonemic awareness, decoding, reading and comprehension. We will examine the processes and skills children and adolescents engage in to read and understand literature and content within the curriculum. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing “best practices” in teaching phonemic awareness, reading, decoding, and comprehension as a tool for literacy development will be emphasized. Students will develop personal philosophies and review and implement instructional strategies for teaching the development and fluency aspects of phonemic awareness, reading, decoding, and comprehension within the special and regular curriculum.
Prereq: Admission to Professional Education.

 

SPECED 687
Academic Intervention II 3 u

The course is about writers and writing. We will examine the processes and skills children and adolescents engage in to compose a quality written product. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing “best practices” in teaching writing as a tool for literacy development will be emphasized. Students will develop personal philosophies and instructional strategies for teaching the development and fluency aspects of composition.
Prereq: Admission to Professional Education.
Coreq: SPECFLD 410/610, SPECED 486/686 & SPECED 458/658.

 

SPECED 690
Workshop 1-10 u

 

SPECED 691
Travel Study 1-3 u

 

SPECED 694
Seminar 1-3 u

 

SPECED 696
Special Studies 1-4 u

Prereq: Consent of instructor.

 

SPECED 700
Theoretical Foundations of Contemporary
Practices in Special Education 3 u
The purpose of this course is to provide an in-depth graduate level theoretical foundation of the field of special education. Historical trends and current issues in the field of special education will be explored with an emphasis upon the impact these issues have on current practice. Current special education law and its interaction with practice will also be explored.

 

SPECED 701
Advanced Methodology and Practices in Special Education 3 u

This course provides the certified special educator with an advanced curriculum and instruction knowledge base in the field. Emphasis will be placed upon research-based practices designed to enhance instruction. Students will explore methodology specific to their area of practice. Knowledge and skills necessary for application as a Nationally Board Certified Special Educator will also be presented.

 

SPECED 702 (CIGENRL-702)
Reflective Practice And Action Research 3 u

The course assists teachers in planning, organizing, implementing, and assessing inquiry-related strategies appropriate for their classrooms. Participants will investigate current issues by way of Action Research, ethnographic, symbolic interaction, and qualitative inquiry techniques. Projects will be conducted that relate to individual classroom needs and situations.
Prereq: Graduate standing.

 

SPECED 703
Promoting Reform through Collaborative Leadership 3 u

This course will examine school reform and collaborative leadership from a Special Education perspective. Specifically, the course will provide students with strategic skills to promote collaborative problem-solving approaches to the development of policy and practice that will promote the development of learning communities and the revitalization of the quality of learning for all children. Students will participate in practical activities that will enhance their ability to assume informal and formal leadership roles within and across professions impacting Special Education.
Prereq: SPECED 700 and SPECED 701.

 

SPECED 704
Applied Field Action Research in Special Education 3 u

Under the mentorship of the faculty advisor, the student will reflect and implement an Action Research proposal at the classroom, school and / or district level. The synthesis and summary of the findings will be disseminated via multiple formats, e.g. poster sessions, conference presentations, journal articles and the sharing of information at professional gatherings. The Action Research study will be a tool for producing artifacts that can be integrated into appropriate professional portfolios to enhance professional development, career mobility of qualification for NBPTS certification.
Prereq: SPECED 700,SPECED 701, SPECED 702, EDFOUND 740 or consent of department chairman.

 

SPECED 705
Professional Portfolio Development in Special Education 3 u

This course will prepare practicing teachers to develop professional portfolios. Students can select from three
types of portfolios—a Professional Development Portfolio, a Showcase Portfolio, or a portfolio that can be used as part of an application for National Board Certification. The Professional Development Portfolio will assist teachers in meeting the requirements for continuing licensure. A Showcase Portfolio will assist
teachers who wish to move into another professional position. The National Board Portfolio is one of the major requirements in achieving National Board Certification. Students will acquire skills in developing and refining artifacts suitable for each type of portfolio. They will learn how to write reflective commentaries, to self-assess their work according to external standards, to acquire skills (e.g. videotaping lessons; developing web pages) that will assist them in producing high quality artifacts representing their best work. Students may take this class up to two times to complete their portfolio.
Prereq: Students seeking the MSE in Special Education, will be expected to have completed the general core, the specialty core, and the professional development core classes. Others may be admitted with the consent of the instructor.

 

SPECED 706
Vocational Assessment Of Students With Special Needs 3 u

This course examines specific vocational assessment
strategies using an ecological approach to in-school data collection. Assessment of occupational interests, aptitude,
and learning styles in relationship to IEP development, placement within specific occupational clusters, and successful transition to post-secondary training and/or employment environments is presented.
Prereq: SPECED 406/606.

 

SPECED 760
Foundations and Characteristics of CD/EBD/LD 3 u

This course addresses the characteristics of students with cognitive disabilities, learning disabilities, and emotional/behavioral disabilities. The purpose of this course is to provide an overview of the theoretical and historical issues related to three high incidence disabilities. Specific application of theory and history will be applied to all three areas looking at characteristics across the life span. Inter-relationships of the characteristics, needs and implication for practice will be explored. Eligibility and models of service delivery will also be examined. Students who are not currently teaching will have to fulfill independent field experience expectations.
Prereq: SPECED 556 or SPECED 564 or SPECED 606 or Consent of instructor.

 

SPECED 761
Instructional Strategies for the Inclusive Classroom 3 u

This course is designed to help prospective education teachers learn to work effectively with students with mild disabilities. Instructional principles and strategies to provide quality instruction to help students become successful learners will be emphasized. Content emphasis includes models of instruction, and methods for delivery of instruction including lesson planning and unit planning. Students who are not currently teaching will have to fulfill independent field experience expectations.

 

SPECED 766
Professional Collaborations: Families and Community Agencies 3 u

The purpose of this course is to provide students with theory, general principles, and procedures for fostering collaborative partnerships among families, professionals, students, and other stakeholders that lead to outcomes of individual and mutual empowerment. Students will gain knowledge of interpersonal and collaborative skills that support partnerships between parents and school/ community professionals, as well as between school professionals and other community service providers. Information concerning national, state, and local resources for families of children with disabilities will be provided and integrated into class activities. Students who are not currently teaching will have to fulfill independent field experience expectations.

 

SPECED 781
School-to-Work Transitional Programming 3 u

This course will examine direct and indirect instructional support strategies which facilitate successful vocational programming of individuals with exceptional educational needs within secondary and post-secondary environments. The Designated Vocational Instructor model and transition methods are emphasized.
Prereq: SPECED 556 or SPECED 564 or SPECED 606 or Consent of instructor.

 

SPECED 790
Workshop 1-6 u

 

SPECED 794
Seminar 1-3 u

 

SPECED 796
Special Studies 1-3 u


SPECED 798
Individual Studies 1-3 u

SPECED 799

Thesis Research 1-6 u

Students must complete a Thesis Proposal Form in
the Graduate Studies Office before registering for this course.
Prereq: Consent of instructor.

 

FIELD (SPECFLD)


SPECFLD 585
Cross Categorical Field Work 2 u

This field experience provides all students with the opportunity to observe and participate with classrooms
for children with cross-categorical educational needs with cognitive delays, emotional/behavioral disorders and
learning disabilities.
Prereq: Admission to Professional Education.
Coreq: SPECED 360/560, SPECED 361/561, SPECED 426/626

 

SPECFLD 610
General Education Field Work 3 u

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: Admission to Professional Education.

 

SPECFLD 670
Student Teaching Seminar 2 u

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.
Prereq: Admission to Professional Education

 

SPECFLD 685 A
Specialization Field Work-Cognitive Delays 2 u

This field experience provides all students with the opportunity to observe and participate with classrooms
for children within the specialization of cognitive delays.
Prereq: Admission to Professional Education.

 

SPECFLD 685 B
Specialization Field Work-Emotional 1 u

Behavioral Disorders
This field experience provides all students with the opportunity to observe and participate with classrooms for children within the specialization of emotional/behavioral disorders.
Prereq: Admission to Professional Education.

 

SPECFLD 685 C
Specialization Field Work-Learning Disorders 1 u

This field experience provides all students with the opportunity to observe and participate with classrooms
for children within the specialization of learning disorders.
Prereq: Admission to Professional Education.
Co-req: SPECED 670 Seminar and SPECED 680 Phase 4 Portfolio.

 

SPECFLD 789A
Practicum: Cognitive Disability 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.

 

SPECFLD 789B
Practicum: Learning Disability 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.

 

SPECFLD 789C
Practicum: Emotional Behavioral Disorders 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.

 

SPECFLD 789D
Practicum: Cross Categorical 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.

 

SPECFLD 789F
Practicum: Early Childhood Special Education Birth though Eight 1 u

Graduate level, professional experience with young children with disabilities (five through eight) in student’s own place of employment; under the guidance of carefully selected, qualified on-site supervisors. Site must be approved by ECSE faculty.
Prereq: Consent of department.
Co-req: SPECED 680.

 

SPECFLD 789G
Practicum: Early Childhood Special 1-6 u

Education Birth to Three
Prereq: Consent of department.
Co-req: SPECED 680.


SPECFLD 793A
Inservice Practicum: Cognative Disability 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.


SPECFLD 793B
Inservice Practicum: Learning Disability 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.


SPECFLD 793C
Inservice Practicum: Emotional Behavorial Disorders 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.


SPECFLD 793D
Inservice Practicum: Cross Categorical 1-6 u

Prereq: Consent of department.
Co-req: SPECED 680.


SPECFLD 793F
Inservice Practicum: Early Childhood Special Education 1-6 u

Graduate level, professional experience with young children with disabilities (five through eight) in student's own place of employment; under the guidance of carefully selected, qualified on-site supervisors. Site must be approved by ECSE faculty.

Prereq: Consent of department.
Co-req: SPECED 680.


SPECFLD 793G
Inservice Practicum: Early Childhood Special Education Birth to Three 1-6 u

Graduate level, professional experience with young children with disabilities (birth to age three) in student's own place of employment; under the guidance of carefully selected, qualified on-site supervisors. Site must be approved by ECSE faculty.

Prereq: Consent of department.
Co-req: SPECED 680.