Courses at the 500-level

Experienced teachers develop skills in diagnostic assessment of the academic and behavioral abilities of children and adolescents with disabilities.
3 credit hours

• SPED 300 or equivalent
• or consent of the department chair

Participants apply positive behavioral intervention and supports.
3 credit hours

• SPED 300 or equivalent
• or consent of the department chair

This is an eclectic approach to the management of behavior in children and youth with learning and behavioral disorders. Psychodynamic, humanistic, and behavioral strategies are examined.
3 credit hours

• SPED 310 and 312, or equivalents

The methods, techniques, and materials designed to help remediate oral and written language disorders in elementary and secondary school children with mild/moderate disabilities are studied.
3 credit hours

• SPED 300 or equivalent
• or consent of the department chair

Clinical assessment procedures and instructional methods appropriate for students with mild and moderate disabilities at the elementary level are studied.
3 credit hours

• SPED 501
• SPED 505

The entire range of disabilities that become manifest during the period from birth to six is examined. Emphasis is on a delineation of the population, methods, and criteria for early identification.
3 credit hours

• Graduate status
• or consent of the department chair

Interdisciplinary assessment procedures and the development of individualized education programs are studied. Emphasis is on determining the technical adequacy of diagnostic tests.
3 credit hours

• Graduate status
• or consent of the department chair

An array of organizational models for serving infants and preschool children with special needs is examined. Topics include the effective implementation of individualized education programs and curricular design.
3 credit hours

• Graduate status or consent
• or consent of the department chair

Students are introduced to the medical diagnosis, classification, and management of young children with developmental disabilities. Major known etiologies are examined.
3 credit hours

• Graduate status
• or consent of the department chair

Students select, adapt, implement, and assess reading methods and materials for elementary through secondary level students with mild/moderate disabilities.
3 credit hours

• ECED 534
• SPED 501
• SPED 505
• or equivalents

Study includes a delineation of the population, an integrated model for organizing a total program, and methods for developing adaptive behavior in a variety of community, residential, vocational, and leisure settings.
3 credit hours

• SPED 300

Patterns of human development are analyzed, with emphasis on the development of communication and movement. Alternate communication strategies for the nonverbal student are also discussed.
3 credit hours

• Graduate status
• or consent of the department chair

Instructional and environmental adaptations pertinent to facilitating adaptive behavior in students with multiple disabilities are discussed.
3 credit hours

• SPED 300
• SPED 520

Principles/practices of universal design for teaching, learning, and assessment are provided. (Formerly Instructional Approaches to Children with Special Needs in Regular Classes.)
3 credit hours

• ELED 500
• SED 406
• or consent of the department chair

The problems, attitudes, and roles of parents and other significant persons in the lives of children with disabilities are examined. Special education teachers and other educators develop techniques for professional and parent interaction.
3 credit hours

• graduate status or consent of department chair

Emphasis is on the critical roles that families assume in assessment and intervention processes in early intervention programs. Strategies that promote multiple roles and levels of involvement for families in these programs are discussed.
3 credit hours

• Graduate status
• or consent of the department chair

Technology is explored that facilitates success for persons with disabilities in integrated school and community settings. Focus is on the application of varied activities and materials.
3 credit hours

• Graduate status
• or consent of the department chair

Sociocultural foundations of urban multicultural special education are explored in order to design, implement, and evaluate culturally and linguistically relevant educational programs for students with disabilities in urban school environments.
3 credit hours

• Certification in special education
• or consent of the department chair

Linguistic theories of first and second language development are examined with consideration of disability. Assessment procedures for distinguishing speech and language differences from delays/disorders are also examined.
3 credit hours

• Certification in special education
• Concurrent enrollment in SPED 651
• or consent of the department chair

Students analyze curriculum and instructional approaches that integrate language, literacy, and content instruction for English language learners with disabilities, while analyzing the adaptation of instruction for students’ identified disabilities.
3 credit hours

• Certification in special education
• SPED 552
• SPED 651
• or consent of the department chair

Students examine the theories of and approaches to curriculum design and development as well as approaches to the adaptation of curriculum and instruction for English language learners with special needs.
3 credit hours

• Certification in special education
• SPED 552
• SPED 553
• A research methods course
• SPED 551
• or consent of the department chair

Methods and materials are presented for teaching literacy to English language learners with disabilities. Assessment and teaching methods are analyzed from a dual language perspective.
3 credit hours

• Certification in special education
• SPED 551
• SPED 552
• SPED 651
• Concurrent enrolement in SPED 652
• or consent of the department chair

Students gain skill in assessing the linguistic, academic, and behavioral abilities of English language learners with disabilities. Emphasis is on the selection, administration, and interpretation of multifaceted assessments.
3 credit hours

• Certification in special education
• SPED 552
• Concurrent enrollment in SPED 653
• SPED 551
• SPED 651
• or consent of the department chair

Students analyze mathematics and science content, tasks, frameworks, and standards for students with disabilities. Activities are designed and adapted to support mathematics and science learning at all levels of education.
3 credit hours

• graduate status or consent of department chair

The characteristics of autism spectrum disorders are explored. Research-based educational practices are presented, which support learning for students with autism at all levels of education.
3 credit hours

• Graduate status
• or consent of the department chair