Note: Semesters listed are when courses are normally offered. However, course offerings may change due to low course enrollment or unexpected staffing changes.

111 SIGN LANGUAGE (3)	FALL/SPRING
This course, open to all students, introduces beginning sign language vocabulary, development of skills, and an understanding of deaf culture.

216 INTRODUCTION TO EXCEPTIONAL CHILDREN (3)	FALL/SPRING
This course is an introduction to the characteristics of students with special needs and their education. Course topics include learning disabilities, giftedness, mainstreaming, and inclusion. Field Experience: 50 hours in a special education setting. Prerequisites: Psychology 123.

217 PSYCHOLOGICAL DIAGNOSIS OF EXCEPTIONAL LEARNERS (3)	SPRING
This course introduces the procedures for educational assessment of exceptional children. Emphasis is placed upon informal assessment, observation, and criterion-referenced tests as well as norm-referenced tests designed for exceptional children. Prerequisite: Special Education 216.

314 TEACHING STUDENTS W/HIGH INCIDENCE DISABILITIES AGE3-GRADE5 (3)

FALL

This course is designed to incorporate characteristics of students from age 3 through grade 5 with “high incidence” disabilities and methodologies for teaching them. “High incidence” refers to disabilities that occur most often. Included in this category are learning disabilities, mild social/ emotional disorders, and mild mental retardation. A companion course, Special Education 316, addresses the needs of students from grade 6 through age 21. Prerequisites: Special Education 216 and Education 203.

315 TEACHING STUDENTS W/LOW INCIDENCE DISABILITIES, AGE3-GRADE5 (3)

FALL

This course is designed to incorporate characteristics of students from age 3 through grade 5 with “low incidence” disabilities and methodologies for teaching them. “Low incidence” refers to disabilities that occur least often. Included in this category are moderate to severe mental impairments, social/emotional disorders, autism, traumatic brain injury, and physical and other health impairments. 50 hours of field experience are required. A companion course, Special Education 317, addresses the needs of students from grade 6 through age 21. Field Experience: 50 hours in a special education setting. Prerequisites: Special Education 216 and Education 203.

316 TEACHING STUDENTS W/HIGH INCIDENCE DISABILITIES GRADE6-AGE21 (3)

SPRING

This course is designed to incorporate characteristics of students from grade 6 through age 21 with “high incidence” disabilities and methodologies for teaching them. “High incidence” refers to disabilities that occur most often. Included in this category are learning disabilities, mild social/ emotional disorders, and mild mental retardation. A companion course, Special Education 314, addresses the needs of students from age 3 through grade 5. Field Experience: 50 hours in a special education setting. Prerequisites: Special Education 216, 314, and Education 203.

317 TEACHING STUDENTS W/LOW INCIDENCE DISABILITIES GRADE6-AGE21 (3)

SPRING

This course is designed to incorporate characteristics of students from grade 6 through age 21 with “low incidence” disabilities and methodologies for teaching them. “Low incidence” refers to disabilities that occur least often. Included in this category are moderate to severe mental impairments, social/emotional disorders, autism, traumatic brain injury, and physical and other health impairments. A companion course, Special Education 315, addresses the needs of students from age 3 through grade 5. Prerequisites: Special Education 216, Special Education 315, and Education 203.

319 REMEDIATION OF LANGUAGE AND COMMUNICATION DISORDERS (3)

FALL

This course is designed to address the unique characteristics of students ages 3 through 21 with language and communication disorders and devise teaching strategies to meet their needs. The normal role and development of language, along with the implications for teaching students with impairments in these areas, will be included. Prerequisites: Education 203, Special Education 216, Special Education 314, and Special Education 316.

330 COMMUNICATION&COLLABORATION IN SPED, STRATEGIES&METHODS (2)

SPRING

This course explores the interpersonal and collaborative skills necessary for today’s educators in both regular education and special education settings, and for communication between the two disciplines. The course also helps equip students with specific special educations methods of instruction. Topics include interpersonal work relationships among school professionals, models and strategies for co-teaching, relationships with parents, principles of effective verbal and nonverbal communication, conflict resolution, differentiation of instruction, accommodations, and modifications. Prerequisite: Special Education 216.

380 GENERAL METHODS FOR SPECIAL EDUCATION TEACHERS (3)

FALL/SPRING

This course is the study and implementation of teaching strategies for both general and special education populations, ages 3-21. Specific topics include lesson planning, preparation of IEPs (Individual Education Plans), methods of instruction, and assessment. Novice teaching: 90 hours. Prerequisites: Education 203, Special Education 216, Special Education 314 and 316 (concurrent registration approved), 200 hours of field experience, and acceptance into the teacher education program.

399 INDEPENDENT STUDY (1)

420 CRITICAL ISSUES IN SPECIAL EDUCATION (3)	FALL
This course explores current trends and practices in the field of special education, as well as the changing roles and responsibilities of the special educator. Prerequisites: Special Education 216 and two 300-level special education courses.

450 STUDENT TEACHING - LOW INCIDENCE (5)	FALL/SPRING
Special education student teachers will be placed in one low incidence placement and in one high incidence placement for a total of 17 weeks. During the student teaching internship the intern gradually assumes the full responsibilities of the cooperating teacher. Student teaching requires fulltime commitment for the entire semester. Concurrent enrollment in Education 454.

455 STUDENT TEACHING - HIGH INCIDENCE (5)	FALL/SPRING
Special education student teachers will be placed in one low incidence placement and in one high incidence placement for a total of 17 weeks. During the student teaching internship the intern gradually assumes the full responsibilities of the cooperating teacher. Student teaching requires fulltime commitment for the entire semester. Concurrent enrollment in Education 454.