I, II, A. Overview of major categories of exceptionalities and the educational, legal, and social issues in the area of disabilities and special education. Observations/participation through field experience required. Gen. Ed Element 6.

A. Work related to current issues and topics in special education, special workshops, special seminars. May be retaken with a maximum of nine hours.

I. Basic principles of manual communication and fingerspelling. Builds an expressive and receptive vocabulary of a least 1,000 signs to enable communication with individuals who use total communication.

I, II. Acquisition of normal speech, language, and literacy in our multi-cultural society. Assessment and instructional strategies for language and literacy delays in exceptional children.

II. The implementation of computer technology and assistive/adaptive devices and strategies for students with disabilities. Students examine, develop, and/or evaluate emerging instructional technologies with emphasis on assistive technology.

A. Prerequisite: ENG 102, or HON 102 with a grade of “C” or better. Open to non-majors. Behavior disorders and/or emotional disturbances as an educational, psychological, and sociological phenomenon. Definitions, characteristics, theoretical foundations, programmatic approaches.

I, II. Overview of history, philosophy, legislation, and services for young children (0-5) at-risk for or with disabilities, including impact and intervention across developmental domains.

(2) A. Study of personality, intellectual, and emotional development of the deaf and hard of hearing. Emphasis on social maturity, motor functioning, multiple disabilities and the significant history of educational programs at all levels.

I, II. Techniques of behavioral management of exceptional students in educational settings. Applied behavior analysis data collection, intervention, and reporting. Practical procedures for teaching new behaviors. Open to non-majors.

II. Prerequisites: MAT 105 (or higher) or STA 215 (or higher) (C); SED 104 (C); and admission to professional education. Corequisites: CED 300 or CED 400 and SED 390. Principles of test administration, scoring, and interpretation applied to exceptional children. Application of assessment data to interdisciplinary teams.

I, II. Prerequisite: SED 104. Principles and application of educational assessment of learning and behavior disordered students. Educational interpretation of assessment outcomes.

II. Prerequisite: SED 104 (C). Formal and informal procedures for screening and assessing young children (0-5) with disabilities or at-risk conditions in motor, communication, cognitive, social-emotional, and self-help areas. Introduction to technology related to special education assessment and progress monitoring.

A. Prerequisites: SED 104 (C). Instructional principles and methodology; development, implementation, and evaluation of validated educational programs and materials for special educators.

I, II. Prerequisite: SED 450(C) or 350(C). Corequisite: CED 450. Candidates will interact with P-12 students with disabilities (IEPs) in educational settings through teaching, student engagement, assessment, and collaboration. Minimum 168 contact hours required.

I, II. Prerequisites: SED 104 (C) and admission to professional education, communication disorders major, SED minors, or departmental approval. Behavior analysis applied to classroom and instructional management. Development of skills in data collection, intervention procedures, and evaluation of behavior change.

I, II. Prerequisite: admission to teacher education. Principles for teaching and accommodating exceptional learners. Instructional modifications, management and collaboration across content areas. 20 field/clinical hours. Credit will not be awarded to students who have credit for SED 401S.

I, II. Prerequisite: admission to teacher education. Principles for teaching and accommodating exceptional learners in educational settings. Instructional modifications, management, and collaboration across content areas. 20 field/clinical hours of service learning. Credit will not be awarded for both SED 401and 401S.

(3) I,II Prerequisites: EDF 319, ELE, 445, admission to teacher education. Co-requisites: ELE 446 or 446W, ELE 491, ELE 492, ELE 493. Differentiating instruction for exceptional learners in elementary setttings. Collaboration and planning to address diverse learners. 20 field/clinical hours.

(3) I,II Prerequisites: EDF 319, ELE, 445, admission to teacher education. Co-requisites: ELE 446 or 446W, ELE 491, ELE 492, ELE 493. Differentiating instruction for exceptional learners in elementary setttings. Collaboration and planning to address diverse learners. 20 field/clinical hours.

A. Prerequisite: Developmental, family-focused intervention methods, materials and programs for young children (0-5) at-risk for or with disabilities. Curriculum design across motor, communication, cognitive, social-emotional, and self-help areas. Planning, implementing, monitoring and evaluating IEPs/IFSPs.

I, II. Prerequisite: admission to professional education or departmental approval. Working with interdisciplinary teams to design and implement IEP transition and instructional plans for independent living, employment, community participation, post-secondary education, and digital literacy. Collaboration strategies and technology for transition.

II. Prerequisites: SED 260 (C), admission to professional education, or department approval. Corequisite: CED 400. Standardized and informal assessments used to measure reading and content knowledge of deaf and hard of hearing students. Principles and procedures in assessing, evaluating pupil growth, and IEP development. Sample curricula and High Leverage instructional strategies used with students who are deaf and hard of hearing.

I, A. Classroom use and modification of computer technology and assistive/adaptive devices. Integratio of assistive technology into assessments, IEPs, lesson plans, education activities, and daily routines. 1.5 Lab.

(3) A. Prerequsite: SED 260 or departmental approval. Receptive and expressive conversational language development and written language acquisition from a developmental perspective. Concepts in bilingual education applied to deaf. Methods to assess and facilitate language development.

A. Prerequisite: departmental approval. A practicum experience with exceptional individuals. Emphasis is directed at behavior management, educational assessment, and IEP/IFSP.

A. Prerequisite: SED 260. Assessment, planning, and instruction for students with dual sensory impairments and severe cognitive disabilities. Augmentative and alternative communication methods, materials, and devices. Milieu language strategies, symbolic and nonsymbolic communication in natural environments and daily activities.

Physics of sound; anatomy, physiology, pathology and medical treatment of the auditory system; introduction to the audiometer and basic pure-tone and speech (auditory) testing; hearing aids and devices; strategies for auditory development.

A. Prerequisites: SED 580 or instructor approval. Phonological development, acoustic articulation, rhythm, phrasing, accent, fluency, effects of impairment on speech, speech reading, auditory training.

I, A. Classroom use and modification of and assistive/adaptive devices. Integration of assistive technology into assessments, IEPs, lesson plans, educational activities, and daily routines. Lab.

(3) A. Prerequsite: SED 825 or departmental approval. Receptive and expressive conversational language development and written language acquisition from a developmental perspective. Concepts in bilingual applied to the deaf. Methods to assess and facilitate language development.

A. Prerequisite: departmental approval. A practical experience with exceptional individuals. Emphasis is directed at behavior management, educational assessment, and IEP/IFSP.

II, A. Prerequisites: SED 260 (or 522/722), 304, and 353/352 (teacher certification for SED 777), or instructor approval. Assessment, planning, and instruction for students with dual sensory impairments and severe cognitive disabilities. Augmentative and alternative communication methods, materials, and devices. Milieu language strategies, symbolic and nonsymbolic communication in natural environments and daily activities.

Physics of sound; anatamoy, physiology, pathology and medical treatment of the auditory system; introduction to the audiometer and basic pure-tone and speech (auditory) testing; hearing aids and devices; strategies for auditory development.

A. Prerequisite: SED 780 or instructor approval. Acoustic articulation, rhythm, phrasing, accent, fluency, effects of impairment on speech, speech reading, auditory training

A. Characteristics of students with disabilities, identification procedures, and instructional strategies.

A. Identification and diagnostic procedures of development delay and at-risk conditions in infants, toddlers, and preschoolers. Continuous assessment of children¿s developmental, instructional, behavioral, and environmental needs; evaluation of effectiveness of services and family involvement.

A. Advanced curriculum and program development for infants, toddlers, and preschoolers in school centers or home settings, including collaboration with families and professionals, continuous assessment, and program evaluation.

A. Prerequisite: certification in special education or department chair approval. Advanced management and 0programming for pupils with learning and behavior disorders. Selection, adaptation, development and evaluation of instructional approaches, methods and materials based on current research and best practice. Appropriate field experience required.

A. Prerequisite: certification in special education or department chair approval. Focuses on roles of special educators in alternative settings, utilizing related services, and working with parents. Emphasis on interpersonal relationships and professional development.

A. Independent work, workshops, special topics, or seminars. May be retaken under different subtitles. Student must have the independent study proposal form approved by faculty supervisor and department chair prior to enrollment.

I. Overview of history, philosophy, legislation and services for young children (0-5) at-risk for or with disabilities, including impact and intervention across developmental domains. Focus on research-based practices for early childhood programs.

A. Prerequisites: certification in Special Education or department chair approval and SED 354, SED 804 or instructor approval. Differential diagnosis and educational programming in academic, sociological, and vocational areas with emphasis on case presentation and individual educational plans.

A. A study of the administrative responsibilities of special education leadership with emphasis on the understanding of the field of special education, related federal and state laws, administrative regulations, instructional arrangements, grant writing and budget.

A. Assessing infants, toddlers, and preschoolers with developmental delays and risk factors. Emphasis on screening, eligibility determination, authentic and functional assessments, data collection and interpretation, and collaboration with families and professionals.

Formerly SED 776. Principles of tests and measurements. Test administration, scoring, and interpretation applied to exceptional children. Credit will not be awarded for both SED 812 and 776.

Formerly SED 803. Evaluation of educational, perceptual, conceptual, social, and psychological characteristics if exceptional individuals. Interpretation for educational and community interventions for exceptional students. Credit will not be awarded for both SED 813 and 803.

A. Consulting and supervisory services; recruitment, selection, and utilization of support services, evaluation of personnel in special education and programs; staff development; and mediation techniques.

Provides framework for implementing RtI. Focus on components and role of school personnel in RtI Models in the context of legal mandates and ethical guidelines for data collection, interventions, assessments, progress monitoring, and eligibility.

A. Prerequisites: SED 810, 814, and EAD 801 or department chair approval. Supervised experiences in providing consultation services and performing all of the other functions of director of special education including procedures and policies, record keeping, utilization of support services, staff development, and due process.

Formerly SED 778. This course examines behavior disorders and emotional disturbances as educational, psychological, and sociological phenomenon. Definitions, characteristics, theoretical foundations, and programmatic approaches are discussed, Credit will not be awarded for both SED 817 and 778.

No prerequisite. Introduction to teaching students with Moderate and Severe Disabilities (MSD). Educational needs, issues, legal mandates, family concerns, and best practices fir student-focused inclusive school and community programs. Credit will not be awarded for both SED 819 and 700.

I. Introduction to foundations, universal core instruction, and progressively intensive math/reading instruction for P-12 students, including students with disabilities. Selection/use of Tier 1 and 2 interventions, features of assessment of math/reading difficulties, data collection and analysis.

Implementing technology, assistive/adaptive devices, and research-based strategies to support learning of students with moderate and severe disabilities. Includes use of language strategies, symbolic and non-symbolic communication in natural environments and daily routines. Credit will not be awarded for both SED 821 and 730.

Prerequisites: SED 815 and 820. Focuses on research-based practices in tracking student progress. Addresses data collection and analysis in RtI and roles of school personnel to collect, analyze, and make decisions based on student data.

Functional assessment and systematic instruction for student with MSD. Use of assessment data to develop IEPs and research-based instructional programs, including activity-based and community-based instruction. Methods and materials for implementing best practices across settings. Credit will not be awarded for both SED 823 and 735.

Prerequisite: advisor/departmental approval. School related work, special workshops, special seminars. May be retaken up to 6 credit hours provided topics differ. Credit will not be awarded for both SED 824 and 707.

Formerly SED 722. Acquisition of normal language, speech, and literacy in our multicultural society. Identification and educational strategies for language and literacy development for children with disabilities. Credit will not be awarded for both SED 825 and 722.

Overview of special education including characteristics, definitions, legal mandates, programming requirements, and research based practices to support students with disabilities. Open to non-majors. Credit will not be awarded for both SED 826 and 775.

Review of needs and methods for effective collaboration with families of children with disabilities, focusing on family-school-service provider interactions, and impact of family variability on collaboration.

A. Discussion of historical, philosophical, educational, psychological, and social aspects of deaf education. An orientation to problems, issues, and research in the field.

A. Prerequisite: certification in special education or department chair approval. Methods of developing written language from preschool through secondary levels; including traditional and current methods of teaching written English. Evaluation of written language competence of deaf and hard of hearing students.

I. A study of classroom and behavior management, including applied behavior analysis as applied to classroom and instructional management. Development of skills in data collection, intervention procedures, graphing data, and evaluation of behavior change are the focus..

Research-based practices in scheduling and management of Specially Designed Instruction; transdisciplinary services, and transition activities; collaboration with parents, paraprofessionals, and professionals; professional development skills, and records management to support the learning of students with disabilities. Credit will not be awarded for both SED 845 and 745.

II. Open to DHH and Communication Disorders graduate students only. Standardized and informal assessments used to measure reading and content knowledge of students who are deaf and hard of hearing. Exploration of professional literature and specialized curricula, programmatic decisions, and high leverage practices for students who are DHH.

A. Focus on education of students with LBD in secondary settings, including academic instruction and learning strategies, social competence, schoolwide management, career education and transition, adolescent sexuality, drug and alcohol use, and juvenile delinquency.

A. Curriculum for exceptional individuals; instructional principles and methodology; development, implementation, and evaluation of educational materials. Course will address teaching strategies using the Program of Studies to make appropriate adaptations and accommodations for diverse learners.

A. Prerequisite: SED 805 or instructor approval. Critical study of research literature on education of exceptional individuals. Directed study based on student¿s area of emphasis.

A. Prerequisites: SED 341, SED 590/790, or instructor approval. Study of techniques of applied behavior analysis, functional behavioral assessment, alternative procedures, interventions for severe problem behaviors, and maintaining a safe learning environment for all students.

A. Practicum for graduate students who seek certification in an area in special education.

(1-3). A. Prerequisites: EDL 810, EDL 811 and minimum of 24 hours in Ed. S. program. Completion of research project using action or taditional research design with topic related to area of specialization in Special Education.