3053 Education of Exceptional Learners. Prerequisite: admission to Teacher Education program. A comprehensive overview of learners with exceptionalities-including the student who is physically/health impaired, visually impaired, hearing impaired, speech/language impaired, mentally retarded, learning disabled, gifted, emotionally disturbed or multiple disables. Lectures/discussions on how differences can influence learning/teaching and what teachers can do to help. (F, Sp)
3054 Understanding and Accommodating Students with Exceptionalities. Prerequisite: admission to Teacher Education program, Instructional Psychology and Technology 3473, Instructional Psychology and Technology 3483. Introduces pre-service educators to the federally-mandated policies and procedures for educating children and youth with exceptionalities. (F, Sp)
3257 Mental Retardation Block. Prerequisite: 3617. Encompasses the introduction to the lifespan development of persons who are mentally retarded, as well as incorporating procedures for working with them as part of practicum experience in the field.
3612 Teacher Self Understanding. Prerequisite: 3054. Explores need to understand self and others in order to teach effectively. Touches on self concept, emotional development, what makes a good teacher, and exploration of own teaching strengths and weaknesses.
3617 Learning Disabilities Block. Prerequisite: 3612. Encompasses the introduction to the lifespan development of persons with learning disabilities, procedures for working with them, and practicum experience in the field.
3753 Working with Parents of Exceptional Individuals. Prerequisite: 3054. Examines how to work effectively with parents of exceptional individuals in order to better help those individuals reach their fullest potential. Explores effective interpersonal skills, needs of those parents, and the best ways to positively influence them are considered. (F)
†G3890 Introductory Practicum in Special Education. 1 to 6 hours. Prerequisite: eight hours of education. May be repeated with change of content; maximum credit six hours. Gives undergraduate students direct experiences with children referred to the special education laboratory for testing and evaluation. These referrals are related directly to public school problems.
G4203 Technological Adaptations for Exceptional Learners. Prerequisite: EIPT 4203. Trains teachers to be aware of the needs of exceptional learners and how technological advances can help them better reach their potential. (Sp)
G4413 Management in Special Education. Prerequisite: 3054, 4623, 4743. An overview of management theories and interventions applied to special education populations. (Irreg.)
G4513 Assessment for Eligibility and Program Planning. Prerequisite: 3054, 4612, 4713; permission of instructor. Study of assessment instruments, interpretation, and their use eligibility, placement, and program planning for individuals with mild to moderate disabilities. (F)
G4623 Curriculum and Techniques for Students with Mild-Moderate Disabilities. Prerequisite: 3054, 4743. Methods and techniques of remediation of skills in academic curriculum for students with mild-moderate disabilities. (Sp)
G4633 Language and Communication Strategies for Individuals with Disabilities. Prerequisite: 3054. Considers the methods and techniques of remediation of language and communication disorders including areas of oral expression, listening comprehension, reading and written expression. (Sp)
G4723 Teaching Techniques in a Functional Curriculum. Prerequisite: 4623, 4743, and EDS 3003. Presents a functional scope and sequence and the teaching techniques most effective for students with disabilities. (F)
G4743 Introduction to Mild-Moderate Disabilities. Prerequisite: 3054. An in-depth study of the theoretical considerations of individuals with mild to moderate disabilities including etiology, assessment, interventions, and service delivery. (F)
G4823 Transition and Self-Determination. Prerequisite: 4743. Assessment, planning and instruction to facilitate educational and employment post-school outcomes with information on laws and resources. (F)
4890 Advanced Practicum. Prerequisite: 3890; corequisite: 4723. The final field experience before students earn the bachelor's degree. Students complete a minimum of 160 hours of observation and participation in a special education classroom. (F) [V]
G5143 Enhancement of Social and Task-Related Behavior. Prerequisite: 4753. Various theoretical approaches to teaching social competency; increasing and improving pro-social behavior of students with disabilities and their peers; and improving learning behavior. (F)
G5153 Instructional Modifications for Students with Disabilities. Prerequisite: 4623, 4743. Develop instructional skills necessary to teach students with mild/moderate disabilities in varied instructional settings. Topics will include effective instructional techniques, strategies for modifying and adapting general education curriculum, and models for improving student academic performance. (Sp)
G5173 Collaboration for Lifelong Integration. Prerequisite: graduate standing. Explores collaborative approaches to working with families, general educators, related service providers, and personnel in other agencies to facilitate the integration of individuals with disabilities from birth through adulthood. (F)
G5183 Advanced Assessment and Remediation Procedures. Prerequisite: 5173 or equivalent. Focus will be on innovative approaches to assessment and remediation of mild to moderate learning and/or behavior problems. Techniques, methods and materials will be presented within a career/ecological framework and will be research based.
G5303 Applied Research in Special Education. Prerequisite: graduate standing. Involves cooperative planning of research project (with mentors) to be designed, implemented, evaluated and written. (F)
G5403 Exceptional Infant/Toddler. Prerequisite: graduate standing. Examines the infant/toddler who is at risk/developmentally delayed-possible problems, complications and need for multidisciplinary intervention and procedures.
G5412 Theories in the Education of Exceptional Children. Prerequisite: graduate standing. Surveys all types of disabilities with special attention to causes, diagnosis and educational planning. Legislation related to special education is overviewed. Designed for teachers, supervisors and administrators.
G5982 Directed Project in Special Education. Prerequisite: graduate standing. Under the direct supervision of the student's adviser, the student conducts an applied project on a topic or challenge in special education related to the student's interest. (F, Sp, Su)
G6003 Attitudes Toward Individuals with Disabilities. Prerequisite: graduate standing. Focuses on the attitudes of parents, peers and professionals toward individuals with disabilities, and on measurement of attitudes and procedures which may be used to increase acceptance.
G6023 Antecedent Applied Behavior Analysis and Research Design. Prerequisite: graduate standing. Examines applied behavior analysis principles and techniques, including observational analysis data based instruction, and antecedent strategies. ABA research design, APA writing style, ethics, human subjects approval process will also be included. (Irreg.)
G6033 Self-Determination Seminar. Prerequisite: graduate standing. Examines self-determination assessment, instruction, and infusion into secondary IEPS as a method to improve post-school outcomes for students with disabilities and those at high risk of school failure. Implementation issues and effective practice will be examined in light of efficacy research. (Irreg.)
G6043 Secondary Education and Transition Seminar. Prerequisite: graduate standing. Examines the status of secondary education for students with disabilities and those at high risk for school failure. Focus will be upon transition assessment, planning, and instructional issues and strategies to improve post-secondary outcomes, especially transition into post-secondary education. (Irreg.)
G6053 Post-Secondary Education Seminar. Prerequisite: graduate standing. Examines the status of post-secondary education for students with disabilities and those at high risk for school failure. Focus will be upon transition into and success strategies to maximize post-school success. Transition from school to work or advanced study will be discussed. (Irreg.)
G6113 Program Development. Prerequisite: graduate standing and permission of instructor. May be repeated; maximum credit six hours. Examine educational media; models of information; producing and consuming applied research; grant writing; dissemination; program, design, development and evaluation for advanced masters or doctoral students. (Sp)
G6123 Contemporary Issues/Research. Prerequisite: 5173, graduate standing, and permission of instructor. Examines critical issues influencing the field of special education and services for persons with disabilities. (Sp)
G6202 Practicum in Special Education Consultation. Prerequisite: 4422, 6103. Students will rehearse consultation skills in a field setting. Emphasis is placed on establishing consultation programs; entering, maintaining, and terminating consultative relationships; evaluating intervention effectiveness; conducting inservice training; and utilizing observational data as a basis for implementing change.
G6203 Professional Seminar I. Prerequisite: graduate standing or permission of instructor. Designed for post-master's student who has been accepted into the Ph.D. program. Covers review and synthesis of a current research area, professional writing and dissemination. (F)
G6223 Pro Seminar II. Prerequisite: 6203, 6113, and permission of instructor. Students are required to write four position papers; base writing and discussion on current empirical research; demonstrate understanding of conceptual and theoretical basis of empiricism, undergo peer and instructor critical review of written products. (Irreg.)
Updated: October 9, 2007