220 Special Education

220:050. Introduction to Exceptional Persons -- 3 hrs.
Overview of the field of Special Education including historical perspective, characteristics, programs, and legal provisions. (Offered Fall and Spring)

220:140(g). Home Intervention Services to Infants and Toddlers with Disabilities and Their Families -- 3 hrs.
Working with families of infants and toddlers with disabilities. Prerequisites: 220:050; 220:174; junior standing. Corequisite: 220:192. (Offered Fall and Spring)

220:141(g). Including Young Children with Special Needs Into the General Education Programs -- 3 hrs.
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)

220:142(g). Classroom Instructional Management for Students with Mild Disabilities (K-6) -- 3 hrs.
Designed to develop the instructional and behavioral management competencies required to teach K-6 students in small groups. Prerequisites: 220:150; junior standing. Corequisite: 220:192. (Offered Fall and Spring)

220:143(g). Classroom Instructional Management for Students with Mild Disabilities (7-12) -- 3 hrs.
Designed to develop the instructional and behavioral management competencies required to teach students in grades 7-12 with mild disabilities. Prerequisites: 220:150; junior standing. Corequisite: 220:192. (Offered Spring)

220:144(g). Teaching Students with Mild Mental Disabilities (K-6) -- 3 hrs.
K-6 curriculum, methods and materials course for students with mild mental disabilities and includes the concepts of career vocational education, transition, and integration of students with mental disabilities into general education programming as appropriate. Prerequisites: 220:167; junior standing. Corequisite: 220:192. (Variable)

220:145(g). Teaching Students with Mild Mental Disabilities (7-12) -- 3 hrs.
7-12 curriculum course for students with mild mental disabilities. It will include methods and materials for instruction of students with mild mental disabilities as well as concepts related to career vocational education, transition, and integration of these students where appropriate. Prerequisites: 220:167; junior standing. Corequisite: 220:192. (Variable)

220:146(g). Methodology and Assessment for Students with Mild Disabilities (K-6) -- 3 hrs.
Deals with pragmatic knowledge about methodologies, techniques, and technology related specifically for small group instruction of K-6 students with mild disabilities. Prerequisites: 220:174; junior standing. Corequisite: 220:192. (Offered Fall and Spring)

220:147(g). Methodology and Assessment for Students with Mild Disabilities (7-12) -- 3 hrs.
Deals with pragmatic knowledge about methodologies, techniques, and technology related specifically to small group instruction of students in grades 7-12 with mild disabilities. Prerequisites: 220:174; junior standing. Corequisite: 220:192. (Offered Fall)

220:148. Professional Interdisciplinary Relationships II -- 3 hrs.
Designed to introduce the preservice teacher to the skills necessary to work effectively as a professional member of a multidisciplinary team. Skill orientation and development will emphasize the social style concept, communication and collaboration skills, and team building for inclusionary practices. Prerequisites: 220:150; 220:184. (Variable)

220:150. Meeting the Needs of Diverse Learners in Classrooms -- 2 hrs.
Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. Prerequisite: 200:030. (Offered Fall and Spring)

220:151(g). Vocational and Transition Programming for Individuals with Disabilities -- 3 hrs.
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)

220:152(g). Community Resources for Special Education -- 3 hrs.
Study of cooperation and coordination of the school and other agencies serving the disabled, including various programs and services provided by governmental and private organizations. Prerequisites: 220:050 or 220:150; junior standing; consent of instructor. (Variable)

220:153(g). Adaptations for Students with Physical and Sensory Impairments -- 3 hrs.
Modification of physical structures, equipment, materials, and procedures for disabled students with accompanying physical, sensory and/or multiple impairments. Prerequisites: 220:174 or consent of instructor; junior standing. (Offered Spring)

220:155(g). Overview: Teaching the Mildly Disabled and At-Risk Student -- 3 hrs.
Introduction to teaching diverse learners in multicategorical resource and general class settings. Focus on service models and trends, program implementation, consultation/collaboration and in-service training. Prerequisites: 220:050 or 220:150; junior standing; consent of department. (Variable)

220:167(g). Overview of Education of Students with Mental Disabilities -- 2 hrs.
Current and historical educational trends, etiology, and impact of the disability on the child and family. Prerequisites: 220:050 or 220:150; junior standing. (Offered Fall)

220:170(g). Educational Management in Special Education -- 3 hrs.
Individual behavior management, behavioral change strategies, and classroom management for students with special needs. Prerequisites: 220:050; junior standing. Corequisites: 220:174; 220:192. (Offered Fall and Spring)

220:174(g). Assessment and Instruction for Students with Mild Disabilities -- 3 hrs.
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)

220:183(g). Teaching Secondary-Level Students with Severe Disabilities -- 3 hrs.
Instructional methods, materials and assessment for secondary-level students with severe disabilities. Emphasis on functional, age-appropriate, longitudinal curriculum development. Includes teaching students with moderate to severe mental disabilities who may have accompanying physical, behavioral, and/or sensory impairments. Prerequisites: 220:167; 220:174; junior standing. Corequisite: 220:192 or consent of instructor. (Offered Fall)

220:184(g). Professional Interdisciplinary Relationships in Special Education I -- 3 hrs.
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: 220:050 or 220:150; junior standing. (Offered Fall and Spring)

220:185(g). Readings in Special Education -- 1-2 hrs.
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)

220:187(g). Teaching Students with Severe Disabilities -- 3 hrs.
Instructional methods, materials and assessment for students with severe disabilities. Emphasis on general education and functional age-appropriate, longitudinal curriculum development. Includes teaching students with severe/profound mental disabilities, who may have accompanying physical, behavioral, sensory or multiple disabilities. Prerequisites: 220:167; 220:174; or consent of instructor; junior standing. Corequisite: 220:192 or consent of instructor. (Offered Spring)

220:192(g). Experience in Special Education -- 2-3 hrs.
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. Prerequisites: junior standing; consent of instructor. (Offered Fall and Spring)

220:240. Collaborative Consultation I: The Relationship -- 3 hrs.
Emphasis on 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 hrs.
Provides in-depth understanding and beginning execution of a systematic model of collaborative consulting including four processes or sets of procedures for carrying out the model. Emphasis on planning, problem clarification and analysis, teaching and teacher strategy, presenting solutions, and dealing with teacher concerns and fears. (Offered Spring)

220:254. Vocational and Transition Assessment of Individuals with Disabilities -- 3 hrs.
Assessment techniques for professionals working with adolescents or adults with disabilities. Requires application of these techniques. Designed for those interested in vocational and transition programming for individuals with disabilities. Prerequisite: 220:151 or consent of instructor. (Variable)

220:256. Best Practices in Inclusion -- 3 hrs.
In addition to providing preparation in pedagogical, curricular, and professional collaboration practices, designed to provide students with knowledge of empirical, legal, and historical considerations integral to the accommodation of all learners into the general education classroom. Prerequisite: graduate standing. (Variable)

220:260. Special Education Law and Policy -- 3 hrs.
Designed to provide the student with information and conceptual understanding of legislative, executive, and judicial action affecting special education programs for children and youth with disabilities. Prerequisite: graduate standing. (Offered Fall and Spring)

220:278. Administration of Special Education -- 3 hrs.
Prepares administrators to plan programs for various areas of special education, to 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 hrs.
May be repeated on different topics for a maximum of 9 hours. Prerequisites: 220:183 or 220:187; 220:192. (Offered Fall)

220:290. Practicum -- 1-6 hrs.
Requires written consent of department. May be repeated for a maximum of 9 hours. (Offered Fall and Spring)

220:293. Qualitative Research in Special Education — 3 hrs.
In-depth methodological understanding of qualitative research and the opportunity to conduct qualitative research projects in special educational settings. Prerequisite: 250:205. (Offered Fall)

220:295. Low Incidence Research Designs — 3 hrs.
In-depth understanding of single-subject methodology for conducting applied research projects in educational settings. Students will have the opportunity to participate in an applied research project. The relationship between applied research and best practices in teaching persons with disabilities will be stressed. (Offered Spring)

220:299. Research -- 2-3 hrs.
May be repeated for a maximum of 6 hours. (Offered Fall, Spring, and Summer)

220:340. The Law, the Policy, and the Administration of Special Education -- 3 hrs.
An introduction to the study of the law, the policy, and the administration of educational programs for students with disabilities. Prerequisite: A master’s degree in Special Education, Educational Leadership, or the Principalship certification. (Variable)