Special Education (SPECED, SPECFLD)

COURSE DESCRIPTIONS

SPECED 201 DISABILITY IN SOCIETY
Diversity
3 u

A study of the social construction of disability. This course focuses on the political and cultural context of disability. Particular attention is given to the issues of perception, mobility, accessibility, distribution of bio-resources, and the human condition as well as a process to help individuals achieve comfortable, authentic, and more equal relationships with persons with disabilities.

SPECED 205 INTRODUCTION TO SPECIAL EDUCATION

3 u

A survey course designed to familiarize students with the psychological, physiological and educational problems which confront persons who are cognitively disabled, gifted, emotionally disturbed, speech impaired, auditorily impaired, visually impaired, orthopedically and neurologically impaired.

SPECED 324/524 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 325 CHARACTERISTICS OF CD/EBD/LD

3 u

This course addresses the characteristics of cognitive disabilities, emotional/behavorial disabilities, and learning disabilities. The purpose of the course is to provide an overview of the theoretical and historical issues related to the three most common 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 covered.

Prereq:Special Education major and 2.75 GPA and passing two portions of PPST and SPECED 205 or Special Education minor and SPECED 205 and admission to Professional Education or Physical Education K-12 emphasis and SPECED 205 and admission to Professional Education.

SPECED 326 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 and the teaching and implications of the educational evaluation for multidisciplinary team decision making.

Prereq: Special Education major and 2.75 GPA and passing two portions of PPST and SPECED 205 or Special Education minor and SPECED 205 and admission to Professional Education or Physical Education K-12 emphasis and SPECED 205 and admission to Professional Education.

SPECED 360/560 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:SPECED 205, admission to Professional Education.

SPECED 361 INCLUSIVE METHODS OF INSTRUCTION

3 u

This course is designed to help prospective special education teachers in grades K-12 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 delivering instruction, including lesson planning and unit planning.

Prereq:Special Education major and SPECED 205, 324, 325 and Admission to Professional Education.

Coreq: SPECFLD 385 or Special Education minor and SPECED 205, 325, Admission to Professional Education, and SPECFLD 385 or EDUINDP 443

SPECED 365/565 EVIDENCE BASED EARLY INTERVENTION FOR INFANTS AND TODDLERS

2 u

This course examines relevant theories and pertinent research pertaining to care of infants and toddlers with special needs within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth-to-three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting families, and team collaboration styles. Mental health issues related to infants and toddlers are examined in relation to those who provide care to this population.

Prereq:Admission to the College of Education and the Early Childhood Program.

SPECED 376/576 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 perinatal drug exposure. Interdisciplinary approaches to services provided for persons with complex attendance needs are addressed.

Prereq:Admission to Professional Education.

SPECED 380/580 PHASE 3 PORTFOLIO

2 u

This course assists teacher candidates to develop their phase 3 portfolio, which includes a philosophical statement addressing 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, SPECED 205, 324, 325, 360, 361, 426 and SPECFLD 385.

SPECED 406/606 TRANSITION PROGRAMMING FOR STUDENTS WITH DISABILITIES

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: SPECED 325 and admission to Professional Education.

SPECED 409/609 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.

SPECED 440/640 ADVANCED BEHAVIOR INTERVENTION STRATEGIES

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:SPECED 205, 360, 361, 426, SPECFLD 385 and Admission to Professional Education.

Coreq: SPECFLD 485A or 485B and 485C.

SPECED 450/650 INTERVENTION FOR CHILDREN WITH EBD

3 u

The purpose of this course is to provide intervention strategies for working with children with severe emotional/behavioral disorders. Strategies related to AODA, social skills curriculum, abuse/neglect, juvenile corrections, and medication management will be presented. In addition, methods for creating effective program models will be presented.

Prereq:SPECED 205, 361, 426, SPECFLD 385 and Admission to Professional Education.

SPECED 458/658 COLLABORATION FOR EFFECTIVE INSTRUCTION

3 u

This course develops students' 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:Special Education major and SPECED 205, 361, 426, 466, SPECFLD 385 and Admission to Professional Education.

Coreq: SPECFLD 410; or Special Education minor and SPECED 205, 361, 426, 466, SPECFLD 385, Admission to Professional Education, and SPECFLD 410.

SPECED 461/661 FORMAL ASSESSMENT FOR YOUNG CHILDREN

3 u

This class provides the students with knowledge of the legal and ethical considerations related to the assessment of young children (birth through age eight). Students will acquire skills related to developmental screening, determination of eligibility for special education, conducting norm-referenced assessments, writing reports, and communication with parents and other professionals.

Prereq:Completion of all prior Early Childhood Education courses and restricted to students with Professional Education admission and ECE majors.

SPECED 462/662 EDUCATIONAL DIAGNOSIS AND ASSESSMENT IN LD, E/BD, CD

3 u

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 Education admission.

SPECED 465/665 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: SPECED 205 , SPECED 324, SPECED 325 and admission to Professional Education.

SPECED 466 WORKING WITH PARENTS OF EXCEPTIONAL CHILDREN AND COMMUNITY AGENCIES

3 u

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: Special Education major and 2.75 GPA and passing two portions of PPST and SPECED 205 or Special Education minor and SPECED 205 and admission to Professional Education or Physical Education K-12 emphasis and SPECED 205 and admission to Professional Education or Communication Sciences & Disorders emphasis and SPECED 205 and admission to Professional Education.

SPECED 470 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: Pass Praxis II, have no incomplete grades or grades lower than C in SPECED or SPECFLD courses, 2.75 GPA and consent of department. Coreq: SPECFLD 489A, 489D and SPECED 480 or SPECFLD 489B, 489C, 489D and SPECED 480.

SPECED 476/676 CURRICULUM, METHODS AND MATERIALS FOR THOSE WITH MULTIPLE DISABILITIES

3 u

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 205, SPECED 324, SPECED 325 and admission to Professional Education or Early Childhood major and admission to Professional Education.

SPECED 480/680 PHASE 4 PORTFOLIO

1 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, have no incomplete grades or grades lower than C in SPECED or SPECFLD courses, 2.75 GPA and consent of department. Coreq: SPECFLD 489A, 489D or SPECFLD 489B, 489C, 489D and SPECED 470.

SPECED 486/686 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:SPECED 205, 324, 325, 361, 426 SPECFLD 385 and admission Professional Education.

SPECED 487/687 ACADEMIC INTERVENTION II

3 u

This 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:SPECED 205, 324, 325, 361, 426 SPECFLD 385 and admission to Professional Education.

SPECED 490/690 WORKSHOP

1-10 u

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
1-3 u

Prereq: Consent of instructor.

SPECED 496/696 SPECIAL STUDIES

1-4 u

Repeatable for a maximum of 12 units in major.

Prereq:SPECED 205 or consent of instructor.

SPECED 498 INDEPENDENT STUDY

1-3 u

Repeatable for a maximum of 9 units in degree.

Prereq: Consent of instructor.

PRACTICUM

SPECFLD 385/585 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-catagorical educational needs with cognitive delays, emotional/behavioral disorders and learning disabilities.

Prereq:Special Education major and SPECED 205, 324, 325, Admission to Professional Education and Coreq: SPECED 361 or Prereq: Special Education minor and SPECED 205, 325, Admission to Professional Education and Coreq: SPECED 361 or EDUINDP 442

SPECFLD 410/610 GENERAL EDUCATION FIELD EXPERIENCES

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:Special Education major, SPECED 361 and SPECFLD 385, admission to Professional Education or Special Education minor, SPECED 361, SPECFLD 385, admission to Professional Education.

Coreq: SPECED 458

SPECFLD 485/685A SPECIALIZATION FIELD WORK- COGNITIVE DELAY

2 u

This field experience provides all students with the opportunity to observe and participate with classrooms for children within the specialization area of cognitive delay.

Prereq:SPECED 205, 324, 325, 361, SPECFLD 385, admission to Professional Education.

Coreq: SPECED 440.

SPECFLD 485/685B SPECIALIZATION FIELD WORK- LEARNING DISABILITY

1 u

This field experience provides all students with the opportunity to observe and participate with classrooms for children within the specialization area of learning disabilities.

Prereq:SPECED 205, 324, 325, 361, SPECFLD 385, admission to Professional Education.

Coreq: SPECFLD 485C and SPECED 440.

SPECFLD 485/685C SPECIALIZATION FIELD WORK- EMOTIONAL/BEHAVIORAL DISORDERS

1 u

This field experience provides all students with the opportunity to observe and participate with classrooms for children within the specialization area of emotional/behavioral disorders.

Prereq:SPECED 205, 324, 325, 361, SPECFLD 385, admission to Professional Education.

Coreq: SPECFLD 485B and SPECED 440.

SPECFLD 489A DIRECTED TEACHING SPECIAL EDUCATION - COGNITIVE DISABILITY
Repeatable
5 u

Offered on a Satisfactory/No Credit basis only. Professional laboratory, classroom or center based experiences under the guidance of carefully selected, qualified cooperating teacher in classroom in the areas school districts or other approved sites. .

Prereq:Pass Praxis II, have no incomplete grades or grades lower than C in SPECED or SPECFLD courses, 2.75 GPA.

Coreq: SPECFLD 489D, SPECED 470 and SPECED 480.

SPECFLD 489B DIRECTED TEACHING SPECIAL EDUCATION - LEARNING DISABILITY
Repeatable
4 u

Offered on a Satisfactory/No Credit basis only. Professional laboratory, classroom or center based experiences under the guidance of carefully selected, qualified cooperating teacher in classroom in the areas school districts or other approved sites.

Prereq:Pass Praxis II, have no incomplete grades or grades lower than C in SPECED or SPECFLD courses.

Coreq: SPECFLD 489C, 489D, SPECED 470 and SPECED 480.

SPECFLD 489C DIRECTED TEACHING SPECIAL EDUCATION - EMOTIONAL/BEHAVIORAL DISORDERS
Repeatable
4 u

Offered on a Satisfactory/No Credit basis only. Professional laboratory, classroom or center based experiences under the guidance of carefully selected, qualified cooperating teacher in classroom in the areas school districts or other approved sites.

Prereq:Pass Praxis II, have no incomplete grades or grades lower than C SPECED or SPECFLD courses.

Coreq: SPECFLD 489B, 489D, SPECED 470 and SPECED 480.

SPECFLD 489D DIRECTED TEACHING SPECIAL EDUCATION - CROSS CATAGORICAL
Repeatable
8 u

Offered on a Satisfactory/No Credit basis only. Professional laboratory, classroom or center based experiences under the guidance of carefully selected, qualified cooperating teacher in classroom in the areas school districts or other approved sites.

Prereq:Pass Praxis II, have no incomplete grades or grades lower than C in SPECED or SPECFLD courses.

Coreq: SPECFLD 489A, SPECED 470 and SPECED 480 or SPECFLD 489B, 489C, SPECED 470 and SPECED 480.



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