Courses with the SPEC_ED Subject

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The online catalog includes the most recent changes to courses and degree requirements that have been approved by the Faculty Senate, including changes that are not yet effective. Courses showing two entries of the same number indicate that the course information is changing. The most recently approved version is shown first, followed by the older version, in gray, with its last-effective term preceding the course title. Courses shown in gray with only one entry of the course number are being discontinued. Course offerings by term can be accessed by clicking on the term links when viewing a specific campus catalog.

Special Education (SPEC_ED)

301 Education of Exceptional Children 3 Survey of characteristics of students with disabilities, and overview of programming, legal aspects, and methods of instruction.

401 Teaching Students with Disabilities 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Intervention and instructional strategies for managing academic, social, and behavior problems in classroom settings. Credit not granted for both SPEC ED 401 and SPEC ED 501. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Offered at 400 and 500 level.

402 Assessment and Curriculum for Students with Disabilities 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment. Methods of individual and group, formal and informal assessment for students with disabilities. Credit not granted for both SPEC ED 402 and SPEC ED 502. Graduate level required preparation must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; concurrent enrollment SPEC ED 590 (2 credits). Offered at 400 and 500 level.

403 Secondary Education for Students with Disabilities 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Overview of instruction and intervention strategies for secondary students with disabilities; assessment, and curriculum/program development. Credit not granted for both SPEC ED 403 and SPEC ED 503. Required preparation must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; or permission of instructor. Offered at 400 and 500 level.

404 Professional Skills in Special Education 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Legal aspects of special education, individualized education plans, roles and responsibilities of teachers, collaboration techniques, service delivery/design, and supervision of paraprofessionals. Credit not granted for both SPEC ED 404 and SPEC ED 504. Required preparation must include completion of an introductory special education course, SPEC ED 520. Offered at 400 and 500 level.

409 Early Childhood Special Education 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Assessment, curriculum, and instructional techniques for teaching young children with handicaps and their families in a variety of settings. Credit not granted for both SPEC ED 409 and SPEC ED 509. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Offered at 400 and 500 level.

420 Teaching in Inclusive Classrooms V 2-3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Designed for preservice/inservice general education (K-12) teachers to learn how to teach students with disabilities. Credit not granted for both SPEC ED 420 and SPEC ED 520. Offered at 400 and 500 level.

421 Inclusion Strategies for Special Education Teachers 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment. Roles and responsibilities of special education professionals in inclusion programs, including legal aspects and collaboration. Credit not granted for both SPEC ED 421 and SPEC ED 521. Required preparation must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504. Offered at 400 and 500 level.

471 Effective Assessment and Instruction in Reading for Diverse Learners 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Methods and approaches to reading assessment and designing, implementing evidence-based reading interventions. Credit not granted for both SPEC ED 471 and 571. Offered at 400 and 500 level.

490 Practicum in Special Education V 1 (0-3) to 6 (0-18) May be repeated for credit; cumulative maximum 9 credits. Course Prerequisite: SPEC ED 301 or SPEC ED 420; SPEC ED 404; for candidates admitted to teacher education (EDUC or SECED). Supervised field experience in special education. S, F grading.

495 Universal Design for Educators 3 Factors associated with developing, implementing, and assessing curricular materials based on Universal Design.

499 Special Problems V 1-4 May be repeated for credit. Course Prerequisite: By department permission. Independent study conducted under the jurisdiction of an approving faculty member; may include independent research studies in technical or specialized problems; selection and analysis of specified readings; development of a creative project; or field experiences. S, F grading.

501 Teaching Students with Disabilities 3 Intervention and instructional strategies for managing academic, social, and behavior problems in classroom settings. Credit not granted for both SPEC ED 401 and SPEC ED 501. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Offered at 400 and 500 level.

502 Assessment and Curriculum for Students with Disabilities 3 Methods of individual and group, formal and informal assessment for students with disabilities. Credit not granted for both SPEC ED 402 and SPEC ED 502. Graduate level required preparation must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; concurrent enrollment SPEC ED 590 (2 credits). Offered at 400 and 500 level.

503 Secondary Education for Students with Disabilities 3 Overview of instruction and intervention strategies for secondary students with disabilities; assessment, and curriculum/program development. Credit not granted for both SPEC ED 403 and SPEC ED 503. Required preparation must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; or permission of instructor. Offered at 400 and 500 level.

504 Professional Skills in Special Education 3 Legal aspects of special education, individualized education plans, roles and responsibilities of teachers, collaboration techniques, service delivery/design, and supervision of paraprofessionals. Credit not granted for both SPEC ED 404 and SPEC ED 504. Required preparation must include completion of an introductory special education course, SPEC ED 520. Offered at 400 and 500 level.

509 Early Childhood Special Education 3 Assessment, curriculum, and instructional techniques for teaching young children with handicaps and their families in a variety of settings. Credit not granted for both SPEC ED 409 and SPEC ED 509. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Offered at 400 and 500 level.

520 Teaching in Inclusive Classrooms V 2-3 Designed for preservice/inservice general education (K-12) teachers to learn how to teach students with disabilities. Credit not granted for both SPEC ED 420 and SPEC ED 520. Offered at 400 and 500 level.

521 Inclusion Strategies for Special Education Teachers 3 Roles and responsibilities of special education professionals in inclusion programs, including legal aspects and collaboration. Credit not granted for both SPEC ED 421 and SPEC ED 521. Required preparation must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504. Offered at 400 and 500 level.

522 Topics in Special Education V 1-4 May be repeated for credit; cumulative maximum 8 credits. Recent research developments, issues and/or applications in selected areas of special education.

541 Foundations of Education of Children with Hearing Loss 2 Historical and contemporary forces impacting education of children with hearing loss with emphasis on technology.

542 Development of Language for Teachers of Children with Hearing Loss 3 Language from birth through school-age with emphasis on development and relationship of pragmatics, semantics and syntax.

543 Teaching Speech to Children with Hearing Loss 3 Strategies for assessing, developing and remediating the speech of children with hearing loss.

544 Developing Language in Children with Hearing Loss 3 Strategies for assessing and developing language in children with hearing loss.

545 Curriculum for Children with Hearing Loss 3 Strategies for modifying and adapting instruction in academic areas to meet the needs to students with hearing loss.

546 Working with Parents of Children with Hearing Loss 3 Impact of hearing loss on parents and strategies for helping parents cope at various stages of their child's life.

571 Effective Assessment and Instruction in Reading for Diverse Learners 3 Methods and approaches to reading assessment and designing, implementing evidence-based reading interventions. Credit not granted for both SPEC ED 471 and 571. Offered at 400 and 500 level.

589 Special Education Personnel Preparation and Professional Development 3 Current research, issues, trends in special education personnel preparation and professional development.

590 Practicum in Special Education V 1-4 May be repeated for credit; cumulative maximum 8 credits. Supervised experiences in application of theories and practices in special education. Required preparation must include completion of an introductory special education course, or SPEC ED 520; admitted to the major in education or completed certificate. S, F grading.

591 Research in High-Incidence Disabilities 3 Current research, issues, and trends in high-incidence disabilities. Recommended preparation: Admission to a doctoral program.

592 Single Subject Research Design and Methods 3 In-depth study of single subject research designs; critical analysis of strengths and weaknesses of each design. Recommended preparation: Admission to a doctoral program.

593 Diversity, Equity, and Inclusion in Special Education 3 Diversity, equity, and inclusion issues in special education examined and critically reflected upon for future use and practice. Recommended preparation: Admission to a doctoral program.

594 Prevention and Intervention for Emotional and Behavioral Disorders (EBD) 3 Cross-disciplinary perspectives on preventing mental, emotional, and behavioral disorders; analysis of evidence-based practices, research to practice gap, implementation and sustainability. Recommended preparation: Admission to a doctoral program.

595 Universal Design 3 Factors associated with developing, implementing and assessing curricular materials for individuals with disabilities. Recommended preparation: Admission to a doctoral program.

596 Seminar in Quality Indicators for Research in Special Education 1 May be repeated for credit; cumulative maximum 10 credits. Course Prerequisite: Admitted to the Teaching and Learning PhD programs. Examines quality indicators of research designs and approaches in special education.

600 Special Projects or Independent Study V 1-8 May be repeated for credit. Independent study, special projects, and/or internships. Students must have graduate degree-seeking status and should check with their major advisor before enrolling in 600 credit, which cannot be used toward the core graded credits required for a graduate degree. S, F grading.

700 Master's Research, Thesis, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admission to Special Education graduate program. Independent research and advanced study for students working on their master's research, thesis and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 700 credit. S, U grading.

702 Master's Special Problems, Directed Study, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admission to Special Education graduate program. Independent research in special problems, directed study, and/or examination credit for students in a non-thesis master's degree program. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 702 credit. S, U grading.

800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to the Special Education PhD program. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. S, U grading.