Department of Special Education Course Descriptions
220:130g Assistive Technology for Students with Visual Impairments (2 hours)
This course will concentrate on the assessment of assistive technology needs of persons with visual impairments. It will explore the latest technology and discuss development and types of software and hardware. Students will also be exposed to teaching curricula and adaptations applied for students with visual impairments. Prerequisites: 220:132, 220:126, 220:134. (Variable)
220:124g Teaching Students who are Visually Impaired with Additional Disabilities (2 hours)
This course will focus on educational needs and learning styles of students who are visually impaired with additional disabilities. Functional assessment and teaching adaptations that will improve students’ inclusive learning will be covered. In addition, hands-on experiences to provide educational services for students who are visually impaired with additional disabilities will be discussed. National and state resources along with interventional strategies for students with visual and multiple disabilities will be included. Prerequisites: 220:132, 220:126, 220:134. (Variable)
220:138g Anatomy of the Eye and Educational Implications of Low Vision (3 hours)
This course will focus on the basic structure of the eye and the visual system. Evaluation of the educational needs of specific visual disabilities along with assessment instruments and techniques, including functional vision assessment will be discussed. Other topics include research in technology relevant to reading and writing with optical and non-optical devices, psycho-social implications of low vision conditions, curricular materials appropriate for students with low vision, and interpretation of ocular reports presented for specific visual disabilities will be covered. Prerequisites: 220:132, 220:126, 220:134. (Offered Fall)
220:126g Braille Learning and Tactile Communication I (3 hours)
This course will address issues in Braille reading, literary codes, and other methods of preparing Braille materials along with instructional methods and strategies. Prerequisites: Junior standing. (Offered Spring and Fall)
220:132g Introduction to Visual Impairments (3 hours)
This course will be an overview of the field of visual impairments including types of services, placements, and instructional strategies along with legal, demographic, psychological, and historical perspectives of education for students with visual impairments. Hands-on experience through demonstration and simulation will provide the students with understandings and knowledge of educating students with visual impairments. Educational implications of students who are blind as well as who have low vision will be covered. Prerequisites: Junior standing. (Offered Spring)
220:134g Foundation of Orientation and Mobility (3 hours)
This course will focus on theory and learning of basic orientation and mobility skills and techniques by students with visual impairments. Students will gain understanding and knowledge about practical methods used for concept development, orientation skills, basic travel skills and techniques, and safe travel. Sighted guide techniques, electronic travel aids, and introduction to cane travel will also be covered. Prerequisites: Junior standing. (Offered Fall)
220:127g Braille Learning and Tactile Communication II (3 hours)
This course is designed to provide students with advanced skills in nemeth code, music Braille, and computer braille. The use of the abacus for math instruction as well as computer-facilitated braille production will be covered. Prerequisite: 220:132, 220:126, 220:134. (Offered Spring and Fall)
220:136g Methods of Teaching Students with Visual Impairments (3 hours)
This course is designed to cover assessment issues of students with visual impairments and instructional strategies applicable to students with visual impairments in all subject areas. It will also focus on expended core curriculum for students with visual impairments. In conjunction with student teaching, this course will provided students with applying learned methods to teach students with visual impairments and to apply assessment and instruction needs in real-life situations. Prerequisites: 220:132, 220:126, 220:134. (Offered Spring)
220:140g Services to Families with Infants and Toddlers with Disabilities (3 hours)
Screening, assessment, curriculum, and evaluation for infants/toddlers with disabilities. Includes strategies for working with adult learners and an overview of service delivery models. Prerequisites: 220:150; junior standing. Corequisite: 220:192. (Offered Fall)
220:141g Including Young Children with Special Needs Into the General Education Programs (3 hours)
Advanced best practices for educating young children with diverse learning needs in the general education classroom. Prerequisite: 220:150; 220:192 (tutorial); junior standing. Corequisite: 220:192. (Offered Fall and Spring)
220:142g Classroom Instructional Management for Students with Disabilities, K-6 (3 hours)
Designed to develop the instructional and behavioral management competencies required to teach K-6 students with mild disabilities. Prerequisites: 220:150; junior standing. Corequisite: 220:192. (Offered Fall and Spring)
220:143g Classroom Instructional Management for Students with Disabilities, 7-12 (3 hours)
Designed to develop the instructional and behavioral management competencies required to teach students in grades 7-12 with disabilities. Prerequisites: 220:150; junior standing. Corequisite: 220:192. (Offered Spring)
220:146g Methodology and Assessment for Students with Mild/Moderate Disabilities, K-6 (3 hours)
Deals with pragmatic knowledge about assessment, methodologies, techniques, and technology related specifically for group instruction of K-6 students with mild/ moderate disabilities. Prerequisites: 220:174; junior standing. Corequisite: 220:192. (Offered Fall and Spring)
220:147g Methodology and Assessment for Students with Mild/Moderate Disabilities, 7-12 (3 hours)
Deals with pragmatic knowledge about assessment, methodologies, techniques, and technology related specifically for group instruction of students in grades 7-12 with mild/moderate disabilities. Prerequisites: 220:174; junior standing. Corequisite: 220:192. (Offered Fall)
220:150 Meeting the Needs of Diverse Learners in Classrooms (2 hours)
Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. Prerequisite: 200:030. (Offered Fall and Spring)
220:151g Vocational and Transition Programming for Individuals with Disabilities (3 hours)
Development and implementation of work experience and other vocational programs for adolescents and adults with disabilities. Overview of the transition planning process and resources. Prerequisites: 220:174; junior standing. (Offered Fall)
220:152g Community Resources for Special Education (3 hours)
Study of cooperation and coordination of the school and other agencies serving persons with disabilities, including various programs and services provided by governmental and private organizations. Prerequisites: 220:150; junior standing; consent of instructor. (Variable)
220:153g Introduction to Assistive Technology for Instruction (3 hours)
This course is designed to familiarize current and future educators in related exceptional education service personnel with educational and assistive technologies (AT) used to support individuals with a range of exceptional education needs. Additionally, the course will provide information regarding legal aspects of AT and an orienting framework for evaluating the need for and success of AT. Prerequisites: 220:174 or consent of instructor; junior standing. (Offered Spring)
220:167g Overview of Education of Students with Mental Disabilities (3 hours)
Current and historical educational trends, etiology, and impact of disability on the child and family. Prerequisites: 220:050 or 220:150; junior standing. (Offered Fall)
220:170g Educational Management in Special Education (3 hours)
Individual behavior management, behavioral change strategies, and classroom management for students with special needs. Corequisites: 220:174; 220:192. (Offered Fall and Spring)
220:174g Assessment and Instruction for Students with Mild Disabilities (3 hours)
Collection and use of educational data to assess and teach students with diverse learning needs. Educational planning, material adaptation, and curriculum development also addressed. Prerequisites: 220:150; junior standing. Corequisites: 220:170; 220:192. (Offered Fall and Spring)
220:183g Teaching Secondary-Level Students with Severe Disabilities (3 hours)
Instructional methods, materials, and assessment for secondary-level students with severe disabilities; emphasis on strategies to support students within the inclusive classroom and promote transition. Prerequisites: 220:167; 220:174; junior standing. Corequisite: 220:192 or consent of instructor. (Offered Fall)
220:184g Professional Interdisciplinary Relationships in Special Education I (3 hours)
Development of professional behaviors characterized by positive personal interaction with others and effective team skills. Strategies for collaborating with parents, regular and special educators, paraprofessionals, and other individuals in the educational program. Prerequisites: 220:150; junior standing. (Offered Fall and Spring)
220:185g Readings in Special Education (1-2 hours)
Reading and discussion of current methodological developments and innovations in special education. May be repeated once for a maximum of 2 hours. Prerequisite: junior standing. (Offered Fall, Spring, and Summer)
220:187g Teaching Elementary School Students with Severe Disabilities (3 hours)
Instructional methods, materials, and assessment for students with severe disabilities in the inclusive classroom. Emphasis on strategies for supporting students with significant needs in the general education classroom. Prerequisites: 220:167 or consent of instructor; junior standing. (Offered Spring)
220:192g Experience in Special Education (3 hours)
Supervised assessment and teaching experience in special education as listed in the Schedule of Classes. May be repeated in different areas for up to 12 hours. Phase I Tutorial sections 1, 2, 3, and 5 offered credit/no credit option only. Section 29 (Early Childhood, Birth-3) may be taken for 1-3 hours. Prerequisites: junior standing; consent of instructor. (Offered Fall and Spring)
220:240 Collaborative Consultation I: The Relationship (3 hours)
Emphasizes the psychological and behavioral considerations involved in successfully forming and maintaining a collaborative consulting relationship. In-depth topics covered are: self-management, personality style and versatility, starting the relationship, and establishing one’s role with the group and individual. (Offered Fall)
220:245 Collaborative Consultation II: The Process (3 hours)
Provides in-depth understanding and beginning execution of two systematic models of collaborative consulting including four processes or sets of procedures for carrying out the models. Emphasized are planning, problem clarification and analysis, teaching and teacher strategy, presenting solutions, and dealing with teacher concerns and fears. (Offered Spring)
220:254 Career/Vocational Assessment of Individuals with Disabilities (3 hours)
Career/vocational assessment techniques for professionals working with adolescents or adults with disabilities requires application of these techniques in working with individuals with disabilities. Designed for those interested in vocational programming for individuals with disabilities. (Variable)
220:256 Best Practices in Inclusion (3 hours)
Provides preparation in pedagogical, curricular, and professional collaboration practices, and provides knowledge of empirical, legal, and historical considerations integral to the accommodation of all learners into the general education classroom. (Variable)
220:260 Special Education Law and Policy (3 hours)
Provides information and conceptual understanding of legislative, executive, and judicial action affecting special education programs for children and youth with disabilities. (Offered Fall and Spring)
220:278 Administration of Special Education (3 hours)
Prepares administrators to plan programs for various areas of special education, select and evaluate personnel, provide instructional materials, interpret the program to the community, and be informed concerning legal provisions for special education. (Variable)
220:289 Seminar (3 hours)
May be repeated on different topics for maximum of 9 hours. (Offered Fall)
220:290 Practicum (1-6 hours)
Requires written consent of department. May be repeated for maximum of 9 hours. (Offered Fall and Spring)
220:293 Qualitative Research in Special Education (3 hours)
In-depth methodological understanding of qualitative research and the opportunity to conduct qualitative research projects in special educational settings. (Offered Fall)
220:295 Single-Subject Research Applications (3 hours)
In-depth understanding of single-subject methodology for conducting applied research projects in educational settings. Participation in an applied research project with emphasis on the relationship between applied research and best practices in teaching persons with disabilities. (Offered Spring)
220:299 Research (3 hours)
May be repeated for maximum of 6 hours. (Offered Fall and Spring)
220:340 Disability, Culture, and Educational Leadership (3 hours)
Introduction to theory and practice in educational leadership related to changing cultural and societal understanding of disability. Prerequisite: master’s degree in Special Education, Educational Leadership, or the Principalship certification. (Variable)
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