Special Education

Centennial Hall 3715

715-836-5511
www.uwec.edu/sped

Honor Societies and Student Organizations:

Student Council for Exceptional Children (SCEC)

A pre-professional organization open to those interested in working with people who have disabilities.

Best Buddies

College students are matched with adults with disabilities in the community to share leisure activities.

Goals and Purposes

The special education programs are designed to provide students with experiences that develop skills in assessing students as well as planning, implementing, and evaluating interventions. Special education graduates are prepared for a variety of specialized jobs. Those who prefer to teach may be employed in public or private schools, institutions, or agencies. Those seeking other careers may work as house parents or home trainers or directors of service agencies. Some graduates will continue their study in other areas of special education. Others will engage in research, develop curricular and instructional materials, or lead in-service teacher training.

Programs

The Department of Special Education offers undergraduate and graduate programs. Bachelor’s degree programs are offered in the areas of intellectual disabilities, specific learning disabilities, and unified early childhood. These programs lead to the following teacher licensure:

  • Cross-categorical Special Education
  • Special Education: Unified Early Childhood
  • Specific Learning Disabilities and Intellectual Disabilities
  • Specific Learning Disabilities and Regular Education

A minor in Specific Learning Disabilities is also offered for Middle Childhood/Early Adolescence and Early Adolescence/Adolescence majors. This program leads to teacher licensure in Specific Learning Disabilities.

Emotional/Behavioral Disabilities certification can also be added to a special education program.

Adaptive education: special field programs are available in the areas of art, music, and physical education and lead to licensure to teach learners with disabilities in those areas.

Portfolio Review

As part of the Teacher Education Program, students in the Department of Special Education are expected to develop a portfolio for three distinct gates or admission points. Further information may be obtained from the student’s adviser.

Admission to Program

Minimal criteria for admission to professional programs (Gate 1) are outlined in the College of Education and Human Sciences section under “Admission to Professional Education Programs” (see items 1-6 under “Criteria for Admission”). In addition to meeting these minimum requirements, a separate Special Education application must be completed and submitted to the Department of Special Education. These applications (available in the Special Education office) are due October 1 and March 1.

Admission to any major or minor program in Special Education may be limited by the resources available. Admission to program will be determined by a review committee which will rank applicants based on quality and quantity of service related to the helping professions, quality of formal application (resumé, academic success, and recommendations), and documentation of successful completion of SPED 200 and SPED 205. Guidelines for application are available in Centennial Hall 3715, or on the department’s website at www.uwec.edu/sped.

Department Requirements

Students must earn a grade of B- in their special education courses. Students can only repeat a special education course one time for program purposes. Permission to repeat is required.

Admission to Professional Semester

Applicants for student teaching/internship experience must:

  1. complete an application with the College of Education and Human Sciences office;
  2. have the recommendation of the Department of Special Education;
  3. submit a Gate 2 portfolio;
  4. earn a minimum grade of B- in special education courses;
  5. earn a passing score on the appropriate Praxis II content exam.

All special education majors require the Middle Level content exam, ETS 5146, with the exception of the Special Education: Unified Early Childhood major which requires the Elementary Education content exam, ETS 5014. Even though a B- is required in special education courses, a student must earn a 2.75 cumulative GPA and a 2.75 GPA in the major in order to be eligible for teaching certification.

Student Teaching Requirements

Completion of student teaching courses requires undergraduates to earn at least a grade of B- in SPED 470 or SPED 472 or SPED 475. If the grade requirement is not met, the undergraduate student may repeat the student teaching course or may graduate without the recommendation for teaching licensure. In addition to student teaching requirements, students must participate in and earn passing scores on the edTPA. Finally, students with a special education major or minor will need to complete the WI Foundations of Reading Test (FORT) with a passing score of 240 or higher.

Student Transportation

Students in the teacher education programs must provide their own transportation to and from field experiences. Some field experiences may require travel to other communities. All costs associated with transportation to and from field experiences are the responsibility of the student.

Adaptive Education: Special Fields Programs for Art, Music, and Physical Education Educators

Admission requirements include bachelor’s degree, eligibility for art, music, or physical education licensure, and any additional courses deemed necessary. Course requirements for these programs are as follows:

Art

Select one of the following:2-3
Introduction to Diverse Learners
Inclusive Practices for Secondary Educators
Inclusive Practices for Elementary Educators
Select one of the following:3
Introduction to Intellectual Disabilities
Introduction to Inclusive Early Childhood Education 1
Introduction to Specific Learning Disabilities
Introduction to Emotional/Behavioral Disabilities
ART 300Art in Elementary/Middle Level School3
or ART 304 Fundamentals of Art Education
SPED 472Student Teaching in Special Education3

Completion of this sequence leads to Early Childhood through Adolescence Adaptive Art licensure for art teachers.

1

 SPED 220 is the equivalent to UEC 220

Music

Select one of the following:2-3
Introduction to Diverse Learners
Inclusive Practices for Secondary Educators
Inclusive Practices for Elementary Educators
Select one of the following:3
Introduction to Intellectual Disabilities
Introduction to Inclusive Early Childhood Education 1
Introduction to Specific Learning Disabilities
Introduction to Emotional/Behavioral Disabilities
SPED 306Behavior Management3
SPED 472Student Teaching in Special Education3

Completion of this sequence leads to Early Childhood through Adolescence Adaptive Music licensure for music teachers.

1

 SPED 220 is the equivalent to UEC 220

Physical Education

The following courses are required:
KINS 484Adapted Physical Education3
KINS 487Assessment in Adapted Physical Education3
KINS 493Practicum in Adapted Physical Education3
AND select one of the following:3
Introduction to Diverse Learners
Introduction to Intellectual Disabilities
Behavior Management
Introduction to Inclusive Early Childhood Education

Completion of this sequence leads to Early Childhood through Adolescence Adaptive Physical Education licensure for physical education teachers.

Faculty

Cathy Thorsen, Chair

Rosemary Battalio
Arthur Brandt
Angela Dalhoe
Barbara Meier

Karsten Powell
Kirsten Rossi
Todd Stephens

Special Education (SPED)

SPED 200 Introduction to Diverse Learners (3 crs)

Survey of the education of children with communication disorders, intellectual disabilities, sensory and physical disabilities, specific learning disabilities, and emotional behavior disabilities.

Attributes: LE-R3 Civic and Environmental Issues

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 205 School and Community Experience in Special Education (3 crs)

Prerequisite: Grade of B- (B minus) or above in SPED 200.

The student will observe, participate, and reflect based on experiences with pre-elementary or elementary/secondary students. Lectures, discussion, and school experiences will facilitate career decision. Student completes approximately 50 hours of observation.

Attributes: Special Course Fee Required

Grading Basis: S/U Only Grade Basis

Lecture/Discussion Hours: 0.5

Lab/Studio Hours: 2.5

SPED 210 Introduction to Intellectual Disabilities (3 crs)

Prerequisite: SPED 200

This course studies the causes and characteristics of intellectual disabilities. Social, educational, and vocational issues are also discussed.

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 300 Inclusive Practices for Secondary Educators (2 crs)

Prerequisite: Limited to teaching majors admitted to College of Education and Human Sciences.

• Limited to secondary education majors. NOTE: Upper division courses required of special education majors carry the prerequisite of admission to the student's professional program.

Surveys characteristics of diverse learners including students with disabilities, cultural differences, gifts/talents, and at-risk concerns. Provides knowledge and practice regarding the secondary educator's role related to special education processes, professional collaboration, and curricular adaptations/modifications.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 301 Observation and Participation with Students without Disabilities in Educational Programs (3 crs)

Prerequisite: SPED 200 and SPED 205. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with ES 301.

SPED 301 may not be substituted for ES 203.

Fieldwork with children without disabilities in order to acquire a more complete understanding of typical and atypical child growth/development, and general education curriculum. Experience is required by Wisconsin DPI. Student completes approximately 70 hours.

Attributes: Undergraduate/Graduate Offering

Grading Basis: S/U Only Grade Basis

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

SPED 306 Behavior Management (3 crs)

Prerequisite: SPED 200, or SPED 300, or SPED 400 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

Behavioral approaches to managing student behaviors. Includes classroom management techniques, contingency contracting, behavior counting and charting, reinforcement systems, behavior therapy, and uses of punishment.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 330 Introduction to Specific Learning Disabilities (3 crs)

Prerequisite: SPED 200 or SPED 300 or SPED 400; or junior standing for CSD majors, or consent of instructor. Limited to teaching majors admitted to the College of Education and Human Sciences; CSD and school psychology students may also enroll.

Survey course of causes, educational problems, and intervention programs associated with specific learning disabilities.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 331 Special Education Procedures and General Methods (2 crs)

Prerequisite: SPED 210 or SPED 220 or SPED 330/SPED 530 or SPED 350/SPED 550; or consent of instructor. May be taken concurrently with SPED 330/530. Limited to teaching majors admitted to College of Education and Human Sciences.

This course is designed to provide a basic knowledge of special education procedures as outlined by current federal legislation. General methods related to planning, managing, delivering, and evaluating instruction in a special education classroom are presented.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 335 Assessment and Intervention for Students with Mild Disabilities (3 crs)

Prerequisite: SPED 306/SPED 506 and SPED 331/SPED 531. Limited to teaching majors admitted to College of Education and Human Sciences.

Consent: Instructor Consent Required

A structured clinical experience in which candidates assess and teach academics to children who are struggling or have mild disabilities. Candidates conduct multiple assessments, identify student needs, plan and inform instruction, and summarize student progress.

Attributes: Service-Learning, Full 30 Hours

Lecture/Discussion Hours: 1

Lab/Studio Hours: 5

SPED 350 Introduction to Emotional/Behavioral Disabilities (3 crs)

Prerequisite: SPED 200 or SPED 300/SPED 500 or SPED 400/SPED 600 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

Survey course of characteristics, causes, and intervention in relation to the education of students with emotional behavioral disabilities. Focus is on historical, theoretical, and current issues impacting school-based practice.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 400 Inclusive Practices for Elementary Educators (3 crs)

Prerequisite: Limited to elementary education majors admitted to College of Education and Human Sciences.

• Admission to elementary education (Middle Childhood through Early Adolescence or MCEA) program or consent of instructor.

Designed to help elementary educators in observing, identifying, and teaching diverse learners including children with disabilities, cultural differences, gifts/talents and/or at-risk concerns. Provides knowledge and practice related to special education processes, professional collaboration, and curricular adaptations/modifications.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 401 Assessment of Students with Disabilities (3 crs)

Prerequisite: SPED 210 or SPED 220 or SPED 330/SPED 530 or SPED 350/SPED 550, and SPED 331/SPED 531; or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

Application of assessment terminology and statistical concepts. Selection, administration of tests, and interpretation of scores from teacher-made, norm-referenced, and criterion-referenced assessments.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 402 Collaboration and Consultation (2 crs)

Prerequisite: SPED 200 and SPED 331/SPED 531 and SPED 210 or SPED 220 or SPED 330/SPED 530 or SPED 350/SPED 550. Limited to teaching majors admitted to College of Education and Human Sciences.

Provides students with knowledge and skills related to collaboration and consultation with parents, school personnel, and agencies. Family relations, conflict resolution, co-teaching practices, Special Education law and ethical behavior will also be covered.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 404 Pre-Student Teaching Experience with Individuals with Mild Disabilities (3 crs)

Prerequisite: SPED 306/SPED 506 and SPED 331/SPED 531. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 431/SPED 631.

Pre-student teaching experience with children and adolescents with disabilities in K-8 environments. Assignments are in conjunction with SPED 431. Student completes approximately 90 hours of observation/teaching.

Attributes: Service-Learning, Full 30 Hours, Undergraduate/Graduate Offering

Repeat: Course may be repeated for a maximum of 6 credits

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

SPED 414 Special Vocational Support Strategies (3 crs)

Prerequisite: SPED 416/SPED 616. Limited to teaching majors admitted to College of Education and Human Sciences. Teaching certification students may also enroll.

Vocational support strategies used with high school students with disabilities. Emphasis is placed on active involvement in vocational laboratory experiences.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 416 Career Education and Transition (2 crs)

Prerequisite: SPED 335 or SPED 404/SPED 604 and SPED 431/SPED 631 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 434.

This course will introduce the basic concepts of career and vocational education. This course includes a clinical experience with adolescents with disabilities for approximately 35 hours.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 1

Lab/Studio Hours: 1

SPED 417 Curriculum and Methods for Students with Moderate or Severe Disabilities (3 crs)

Prerequisite: SPED 210 or SPED 331/SPED 531 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

Study, selection, and preparation of suitable curriculum and methods used in teaching students with moderate/severe intellectual disabilities.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 423 Characteristics and Interventions for Young Children with Low Incidence Disabilities (3 crs)

Prerequisite: Grade of B- or above in SPED 200, grade of B- or above in SPED 210 or UEC 220. Limted to teaching majors admitted to the College of Education and Human Sciences. Limited to SPED, UEC majors admitted to the College of Education and Human Sciences.

This course will emphasize medical/instructional needs for the care of young children with health conditions, orthopedic impairments, as well as characteristics/interventions for teaching young children with Autism, multiple disabilities, and children with challenging behavior.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 431 Reading/Writing Remediation, Assessment, and Diagnosis for Students with Mild Disabilities (3 crs)

Prerequisite: SPED 331 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 404.

SPED 335 substitutes for SPED 404.

This course focuses on research-based methods for assessment, instruction, and remediation of reading and written expression for elementary-age students with mild disabilities. The course includes applied activities and occurs concurrently with a field experience.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 432 Language Development and Intervention for Students with Disabilities (3 crs)

Prerequisite: SPED 401. Limited to teaching majors admitted to College of Education and Human Sciences. Teaching certification students may also enroll.

Theoretical models and strategies for assessing and teaching language skills to students with disabilities.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 434 Secondary Methods for Students with Mild Disabilities (2 crs)

Prerequisite: SPED 335 or SPED 404, and SPED 431. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 416.

This course will provide the student with knowledge about secondary methods used in reading, written expression, study skills, and self-advocacy. Behavioral methods, IEP development, and post-secondary planning will also be presented.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 436 Mathematics Methods for Students with Mild Disabilities (2 crs)

Prerequisite: SPED 331 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

This mathematics course addresses methods for teaching students with mild disabilities. Topics such as, number sense, concrete representation for mathematical concepts, understanding basic operations, and applying assessments to remediate mathematical difficulties will be covered.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 453 Behavioral Assessment and Planning (1 cr)

Prerequisite: SPED 306/SPED 506 and SPED 401/SPED 601; or consent of instructor.

This course will focus on the development of knowledge and skills in the areas of implementing a functional behavior assessment (FBA) and creating a behavior intervention plan (BIP) based on FBA results.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 1

Lab/Studio Hours: 0

SPED 455 Advanced Behavioral Intervention for Students with Emotional Behavioral Disabilities (3 crs)

Prerequisite: SPED 306/SPED 506, SPED 350/SPED 550, and SPED 401/SPED 601; or consent of instructor.

This course will assist in the development of knowledge and skills in the areas of social skills training, behavioral techniques, instructional strategies, and collaboration for delivery of intensive behavioral techniques for students with emotional/behavioral disabilities.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 465 Child Abuse and Neglect: Educational Implications (3 crs)

Provides professionals with basic information relative to identifying and reporting suspected cases of child abuse and neglect, effects of abuse and neglect upon the child's total school performance, the role of community agencies, and the school's role in prevention.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 470 Student Teaching in Special Education (6 crs)

• Admission to professional semester and department approval.

Student teaching in special education class all day for one-half semester or half days for one semester.

Repeat: Course may be repeated for a maximum of 14 credits

SPED 471 Student Teaching in Special Education (3-6 crs)

Prerequisite: Limited to special education majors admitted to College of Education and Human Sciences.

Consent: Department Consent Required

• Teacher licensure, admitted to special education program, completed methods courses, and departmental approval. On-the-job practica have additional eligibility requirements.

Intended for teachers already certified who are seeking additional licensure; student teaching experience specially designed for the student.

Repeat: Course may be repeated for a maximum of 18 credits

SPED 472 Student Teaching in Special Education (3 crs)

Consent: Department Consent Required

• Admission to professional semester.

Student teaching in special education for students seeking to extend a certification.

Repeat: Course may be repeated for a maximum of 6 credits

SPED 474 Student Teaching with Students with Disabilities (1-3 crs)

Consent: Department Consent Required

Supervised student teaching for post baccalaureate students seeking additional certification.

Repeat: Course may be repeated for a maximum of 4 credits

SPED 475 Internship Teaching (6-12 crs)

Consent: Department Consent Required

• Admission to the professional semester and departmental approval is required. Students with a major in special education with dual certification in elementary education may register for an internship of six credits in special education (SPED 475) and six credits in elementary education (ES 440).

The intern is a paid contractual member of a public school staff who spends an entire semester in a school system, including the opening and closing periods.

Attributes: Internship, Special Course Fee Required

SPED 476 Professional Practices in Special Education (2 crs)

Prerequisite: Must be taken with appropriate student teaching course(s). Admission to professional semester and recommendation of SPED department. Limited to teaching majors admitted to the College of Education and Human Sciences.

• Must be taken with appropriate student teaching course(s). Admission to professional semester and recommendation of Special Education department.

Provides a capstone experience in special education. Students organize and synthesize information from professional coursework, maintain and utilize a professional portfolio, and design curricular and behavioral interventions consistent with federal law and state regulations.

Attributes: LE-I1 Integration, LE-S3 Creativity, Capstone Course, Special Course Fee Required

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 477 Reading Assessment and Intervention in Practicum (1 cr)

Prerequisite: SPED 476

Capstone experience requiring the use of assessment tools and practices for planning and evaluating reading needs. Students will analytically evaluate reading progress through the use of lesson planning and progress monitoring focused on PK-8 environments.

Grading Basis: A-F Grades Only

Field Practicum Hours: 1

SPED 495 Directed Studies in Special Education (1-3 crs)

Consent: Department Consent Required

• Arranged by department in response to need.

Group study, under the immediate direction of a Special Education faculty member, of a defined problem not covered in existing courses.

Attributes: Undergraduate/Graduate Offering

Repeat: Course may be repeated

SPED 499 Independent Study (1-3 crs)

Prerequisite: Limited to teaching majors admitted to College of Education and Human Sciences. Minimum junior standing.

Consent: Department Consent Required

Permits a student to study a special problem or issue.

Repeat: Course may be repeated

SPED 500 Inclusive Practices for Secondary Educators (2 crs)

Prerequisite: Limited to teaching majors admitted to College of Education and Human Sciences.

• Limited to secondary education majors. NOTE: Upper division courses required of special education majors carry the prerequisite of admission to the student's professional program. Cross-listed with SPED 300. Credit may not be earned in both courses.

Surveys characteristics of diverse learners including students with disabilities, cultural differences, gifts/talents, and at-risk concerns. Provides knowledge and practice regarding the secondary educator's role related to special education processes, professional collaboration, and curricular adaptations/modifications.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 501 Observation and Participation with Students without Disabilities in Educational Programs (3 crs)

Prerequisite: SPED 200 and SPED 205. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with ES 301/ES 501.

SPED 301/SPED 501 may not be substituted for ES 203. Cross-listed with SPED 301. Credit may not be earned in both courses. Must have master's degree, early childhood, except for already certified teachers.

Fieldwork with children without disabilities in order to acquire a more complete understanding of typical and atypical child growth and development, and general education curriculum. Experience is required by Wisconsin DPI.

Grading Basis: S/U Only Grade Basis

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

SPED 506 Behavior Management (3 crs)

Prerequisite: SPED 200, or SPED 300, or SPED 400, or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

• Cross-listed with SPED 306. Credit may not be earned in both courses.

Behavioral approaches to managing student behaviors. Includes classroom management techniques, contingency contracting, behavior counting and charting, reinforcement systems, behavior therapy, and uses of punishment.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 530 Introduction to Specific Learning Disabilities (3 crs)

Prerequisite: SPED 200, or SPED 300, or SPED 400 or consent of instructor. Limited to teaching majors admitted to the College of Education and Human Sciences. Communication Sciences and Disorders (CSD) and school psychology students may also enroll.

• Cross-listed with SPED 330. Credit may not be earned in both courses.

Survey course of causes, educational problems, and intervention programs associated with specific learning disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 531 Special Education Procedures and General Methods (2 crs)

Prerequisite: SPED 210 or SPED 220 or SPED 330/SPED 530 or SPED 350/SPED 550; or consent of instructor. May be taken concurrently with SPED 330/SPED 530. Limited to teaching majors admitted to College of Education and Human Sciences.

• Cross-listed with SPED 331. Credit may not be earned in both courses.

This course is designed to provide a basic knowledge of special education procedures as outlined by current federal legislation. General methods related to planning, managing, delivering, and evaluating instruction in a special education classroom are presented.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 550 Introduction to Emotional/Behavioral Disabilities (3 crs)

Prerequisite: SPED 200 or SPED 300/SPED 500 or SPED 400/SPED 600 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

• Cross-listed with SPED 350. Credit may not be earned in both courses.

Survey course of characteristics, causes, and intervention in relation to the education of students with emotional behavioral disabilities. Focus is on historical, theoretical, and current issues impacting school-based practice..

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 600 Inclusive Practices for Elementary Educators (3 crs)

Prerequisite: Limited to elementary education (Middle Childhood through Early Adolescence or MCEA) majors admitted to College of Education and Human Sciences.

• Admission to elementary education (Middle Childhood through Early Adolescence or MCEA) program or consent of instructor. Cross-listed with SPED 400. Credit may not be earned in both courses.

Designed to help elementary educators in observing, identifying, and teaching diverse learners including children with disabilities, cultural differences, gifts/talents and/or at-risk concerns. Provides knowledge and practice related to special education processes, professional collaboration, and curricular adaptations/modifications.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 601 Assessment of Students with Disabilities (3 crs)

Prerequisite: SPED 210 or SPED 220 or SPED 330/SPED 530 or SPED 350/SPED 550, and SPED 331/SPED 531; or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

• Cross-listed with SPED 401. Credit may not be earned in both courses.

Application of assessment terminology and statistical concepts. Selection, administration of tests, and interpretation of scores from teacher-made, norm-referenced, and criterion-referenced assessments.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 602 Collaboration and Consultation (2 crs)

Prerequisite: SPED 200 and SPED 331/SPED 531 and SPED 210 or SPED 220 or SPED 330/SPED 530 or SPED 350/SPED 550. Limited to teaching majors admitted to College of Education and Human Sciences.

• Cross-listed with SPED 402. Credit may not be earned in both courses.

Provides students with knowledge and skills related to collaboration and consultation with parents, school personnel, and agencies. Family relations, conflict resolution, co-teaching practices, Special Education law and ethical behavior will also be covered.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 604 Pre-student Teaching Experience with Individuals with Disabilities (3 crs)

Prerequisite: SPED 306/SPED 506 and SPED 331/SPED 531. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 431/SPED 631.

• Cross-listed with SPED 404. Credit may not be earned in both courses.

Pre-student teaching experience with children and adolescents with disabilities in K-8 environments. Assignments are in conjunction with SPED 431. Student completes approximately 90 hours of observation/teaching.

Repeat: Course may be repeated for a maximum of 6 credits

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

SPED 614 Special Vocational Support Strategies (3 crs)

Prerequisite: SPED 416/SPED 616. Limited to teaching majors admitted to College of Education and Human Sciences. Teaching certification students may also enroll.

• Cross-listed with SPED 414. Credit may not be earned in both courses.

Vocational support strategies used with high school students with disabilities. Emphasis is placed on active involvement in vocational laboratory experiences.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 616 Career Education and Transition (2 crs)

Prerequisite: SPED 335 or SPED 404/SPED 604 and SPED 431/SPED 631 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 434.

• Cross-listed with SPED 416. Credit may not be earned in both courses.

This course will introduce the basic concepts of career and vocational education. This course includes a clinical experience with adolescents with disabilities for approximately 35 hours.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 1

Lab/Studio Hours: 1

SPED 617 Curriculum and Methods for Students with Moderate or Severe Disabilities (3 crs)

Prerequisite: SPED 210 or SPED 331/SPED 531 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences.

• Cross-listed with SPED 417. Credit may not be earned in both courses.

Study, selection, and preparation of suitable curriculum and methods used in teaching students with moderate/severe intellectual disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 623 Characteristics and Interventions for Young Children with Low Incidence Disabilities (3 crs)

Prerequisite: Grade of B- or above in SPED 200, grade of B- or above in SPED 210 or UEC 220. Limted to teaching majors admitted to the College of Education and Human Sciences. Limited to SPED, UEC majors admitted to the College of Education and Human Sciences.

• Cross-listed with SPED 423. Credit may not be earned in both courses.

This course will emphasize medical/instructional needs for the care of young children with health conditions, orthopedic impairments, as well as characteristics/interventions for teaching young children with Autism, multiple disabilities, and children with challenging behavior.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 631 Reading/Writing Remediation, Assessment, and Diagnosis for Students with Mild Disablities (3 crs)

Prerequisite: SPED 331/SPED 531 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 404/SPED 604.

SPED 335 substitutes for SPED 404. Cross-listed with SPED 431. Credit may not be earned in both courses.

This course focuses on research-based methods for assessment, instruction, and remediation of reading and written expression for elementary-age students with mild disabilities. The course includes applied activities and occurs concurrently with a field experience.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 632 Language Development and Intervention for Students with Disabilities (3 crs)

Prerequisite: SPED 401/SPED 601. Limited to teaching majors admitted to College of Education and Human Sciences. Teaching certification students may also enroll.

• Cross-listed with SPED 432. Credit may not be earned in both courses.

Theoretical models and strategies for assessing and teaching language skills to students with disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 634 Secondary Methods for Students with Mild Disabilities (2 crs)

Prerequisite: SPED 335/SPED 535 or SPED 404/SPED 604, and SPED 431/SPED 631. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 416/SPED 616.

• Cross-listed with SPED 434. Credit may not be earned in both courses.

This course will provide the student with knowledge about secondary methods used in reading, written expression, study skills, and self-advocacy. Behavioral methods, IEP development, and post-secondary planning will also be presented.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 636 Mathematics Methods for Students with Mild Disabilities (2 crs)

• Cross-listed with SPED 436. Credit may not be earned in both courses.

This mathematics course addresses methods for teaching students with mild disabilities. Topics such as, number sense, concrete representation for mathematical concepts, understanding basic operations, and applying assessments to remediate mathematical difficulties will be covered.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 653 Behavioral Assessment and Planning (1 cr)

Prerequisite: SPED 306/SPED 506, and SPED 401/SPED 601; or consent of instructor.

• Cross-listed with SPED 453. Credit may not be earned in both courses.

This course will focus on the development of knowledge and skills in the areas of implementing a functional behavior assessment (FBA) and creating a behavior intervention plan (BIP) based on FBA results.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 1

Lab/Studio Hours: 0

SPED 655 Advanced Behavioral Intervention for Students with Emotional Behavioral Disabilities (3 crs)

Prerequisite: SPED 306/SPED 506, SPED 401/SPED 601, and SPED 350/SPED 550; or consent of instructor.

• Cross-listed with SPED 455. Credit may not be earned in both courses.

This course will assist in the development of knowledge and skills in the areas of social skills training, behavioral techniques, instructional strategies, and collaboration for delivery of intensive behavioral techniques for students with emotional/behavioral disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 665 Child Abuse and Neglect: Educational Implications (3 crs)

• Cross-listed with SPED 465. Credit may not be earned in both courses.

Provides professionals with basic information relative to identifying and reporting suspected cases of child abuse and neglect, effects of abuse and neglect upon the child's total school performance, the role of community agencies, and the school's role in prevention.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 695 Directed Studies in Special Education (1-3 crs)

Consent: Department Consent Required

• Cross-listed with SPED 495. Arranged by department in response to need.

Group study, under the immediate direction of a Special Education faculty member, of a defined problem not covered in existing courses.

Attributes: Special Course Fee Required Varies by Term/Section

Repeat: Course may be repeated

Grading Basis: No S/U Grade Option

SPED 701 Motor Function in Individuals with Disabilities (3 crs)

Theories, research, methods, and implementation of motor development programs for children and adolescents with disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 708 Introduction to Graduate Studies in Special Education (3 crs)

Consent: Instructor Consent Required

• Must be taken prior to taking 12 graduate credits in Master's of Special Education (MSE) program.

Study of issues and trends in special education. Prepares students to be more effective graduate students by developing critical thinking and technical writing skills.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 711 Program Planning for Students with Disabilities (3 crs)

Consent: Instructor Consent Required

Examination of alternative goals, objectives, curriculum, methods, and materials currently for use with students with disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 729 Organization and Administration of Education Programs for Learners with Disabilities (3 crs)

Prepares teachers, related service personnel, and administrators to function proactively and successfully on behalf of learners with disabilities and their families through family, school, and community partnerships.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 731 Design of Academic and Social Skills Instruction in Special Education (3 crs)

Focuses on effective instruction for students with disabilities. Principles of instructional design lay the foundation for constructing, modifying, and evaluating academic and social skills curricula. Also examines the factors that influence curriculum change and reform.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 735 Intervention for Students with Academic or Social Needs (3 crs)

Prerequisite: SPED 401/SPED 601 and SPED 431/SPED 631 or consent of instructor.

Supervised experience teaching in a summer clinic. Use of curriculum-based assessment to monitor academic, social, and behavioral interventions with students who have academic or social needs.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 765 Behavior Mgmt Methods and Curriculum EBD (3 crs)

Prerequisite: SPED 306/SPED 506, SPED 350/SPED 550, SPED 401/SPED 601.

Focus on management techniques and instructional strategies for the more severely emotionally disturbed. Areas addressed include psychiatric disorders such as depression, school phobia, somatic disorders, personality disorders, and schizophrenia.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 775 Advanced Seminar and Practicum in Assessment (3 crs)

Prerequisite: SPED 401/SPED 601, or SPED 403/SPED 603, or consent of instructor.

Study of advanced skills, current trends, and issues in the assessment of children/youth with disabilities. Includes participation (one weekday per semester) in Human Development Center, educational assessment, report writing, and independent research.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 778 The Special Education Cooperating Teacher (3 crs)

• Open to approved certified teachers

Designed to develop competencies in guidance and supervision of practicum with children with disabilities.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 779 Special Education Supervision Practicum (3 crs)

Prerequisite: SPED 778.

• Current involvement in supervision.

Designed for cooperating teachers who have completed Sped 778, The Special Education Cooperating Teacher. Supervision competencies are developed through supervising student teachers in school settings.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 782 Special Education Law (3 crs)

This intensive course is designed for graduate level students and addresses federal legislation, regulations, and process and litigation specifically related to special education. In-depth analysis of case law and the implications for the PK-12 education system emphasized.

Attributes: Special Course Fee Required Varies by Term/Section

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 784 Issues and Trends in Special Education (2 crs)

Consent: Instructor Consent Required

Contemporary issues and trends in special education, including children's rights, educational needs, practices, and programs.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SPED 786 Leadership in Special Education (3 crs)

Prerequisite: SPED 782

Consent: Instructor Consent Required

This course addresses leadership and administration of PK-12 special education programs. Operational responsibilities will be analyzed.

Attributes: Special Course Fee Required Varies by Term/Section

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SPED 787 Leadership in Pupil Services (3 crs)

Prerequisite: SPED 782

This course addresses leadership and administration of PK-12 pupil services programs. Operational responsibilities will be analyzed.

Grading Basis: No S/U Grade Option

Lecture Hours: 3

Lab/Studio Hours: 0

SPED 788 Budget & Finance in SPED/Pupil Services (1 cr)

Prerequisite: SPED 782, SPED 786, SPED 787

Consent: Department Consent Required

• Open only to students admitted to the Director of Special Education & Pupil Services certification program.

Introductory exposure, understanding, principles and practices for budget and finance as applied to leadership in special education and pupil services.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 1

Lab/Studio Hours: 0

SPED 789 Practicum: Leadership in Special Ed & Pupil Services (3 crs)

Prerequisite: SPED 782, SPED 786, and SPED 787.

Consent: Instructor Consent Required

This field-/seminar-based course, which includes a 150-hour practicum, is the culminating experience for Special Education Director/Director of Pupil Services licensure. Seminar component addresses issues encountered by Directors of Special Education and/or Pupil Services.

Grading Basis: No S/U Grade Option

Lab/Studio Hours: 0

Practicum Hours: 3

SPED 793 Directed Studies in Education (1-3 crs)

• Approval of department chair and associate dean.

Group study, under the immediate supervision of a Department of Special Education staff member, of a defined problem or issue not covered in existing courses.

Repeat: Course may be repeated

Grading Basis: No S/U Grade Option

SPED 795 Research Paper (1-2 crs)

Repeat: Course may be repeated

Grading Basis: PR Only Grade Basis

SPED 797 Independent Study (1-3 crs)

Consent: Department Consent Required

Individual project under the direction of a faculty member.

Repeat: Course may be repeated

Grading Basis: No S/U Grade Option

SPED 799 Thesis (1-6 crs)

• Full-time equivalent.

A description of acceptable topics and the precise nature of the thesis requirement is provided in the departmental program descriptions.

Repeat: Course may be repeated

Grading Basis: PR Only Grade Basis

Unified Early Childhood (UEC)

UEC 220 Introduction to Inclusive Early Childhood Education (3 crs)

Prerequisite: SPED 200

Introduction to history, philosophy, and legal foundation of ECE and early childhood special education and blended/inclusive early childhood education practices. Weekly Field Placement.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 2

Lab/Studio Hours: 2

UEC 221 Leadership & Mentoring in Early Childhood 1 (1 cr)

Consent: Instructor Consent Required

Academic component for ECLIPSE, work-study, community service learning and child development grant. Participation in supervised field experiences (90 hours) serving children from high-risk populations. Focus is Early Childhood literacy and community resources.

Attributes: LE-I1 Integration, LE-R3 Civic and Environmental Issues, Service-Learning, Full 30 Hours

Repeat: Course may be repeated for a maximum of 2 credits

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 1

Lab/Studio Hours: 0

UEC 321 Observation and Informal Assessment of Young Children (2 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Survey of observational and informal assessment strategies for documenting the developmental changes in young children. Developmental screening and eligibility determination, and planning and monitoring instruction/intervention are included.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

UEC 322 Inclusive Play and Sensory Exploration in Early Childhood Education (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

This course emphasizes connections between play/sensory exploration and development in all five domains and pre-academic skills. Theory is integrated into embedding IEP/IFSP goals into the routines, planning environments, and facilitating/extending engagement and social interactions.

Attributes: Undergraduate/Graduate Offering, Special Course Fee Required

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 324 Language and Cultural Diversity in Inclusive Early Childhood Education (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to SPED, Unified Early Childhood majors admitted to the College of Education and Human Sciences.

Exploration of language/cultural diversity in ECE. Topics include literacy, social and instructional language development in young dual language learners. Strategies for involving families/caregivers in the early literacy process and supporting their language and culture.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 325 Inclusion and Collaboration in Early Childhood (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Exploration of communication skills, collaboration, co-teaching, itinerant, coaching and consultation models of ECSE and EI services. Working with paraprofessionals, therapists, families, and caregivers to adapt/modify curriculum and participation, as a team will be emphasized.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 421 Early Childhood Pre-Primary Methods (3 crs)

Prerequisite: Grade of B- or above in SPED 200, UEC 220 (formerly SPED 220). Grade of B- or above in UEC 422 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Instructional and intervention methods for children three-to-six in inclusive settings. Developing/ maintaining healthy, safe, and engaging stands-based learning environments as well as nutrition, program administration, parent involvement, and supervision of classroom staff will be covered.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 422 Pre-Primary Practicum (1 cr)

Prerequisite: Grade of B- or above in SPED 200, UEC 220 (formerly SPED 220). Grade of B- or above in UEC 421 (formerly SPED 421) or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors admitted to College of Education and Human Sciences.

Candidates will develop and teach teacher- and child-directed activities and lessons in an inclusive pre-primary classroom. They will also assist the classroom teacher in monitoring groups and setting up learning areas of the classroom.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 0

Lab/Studio Hours: 1

UEC 424 Inclusive Numeracy and Math: 0-8 (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

The developmental process of early numeracy birth throughout third grade mathematics instruction. Emphasis on the mathematical language and early numeracy; facilitating, scaffolding, nurturing, and igniting interest in numeracy and mathematical thinking in young children.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 425 Integrated Curriculum and Inquiry (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Integrated curriculum development and intentionally planning inquiry-based learning connected to the interests of young children. Active, standards-based science, numeracy/literacy, and social studies, promoting social relationships/oral language development, critical thinking and problem solving, in inclusive environments.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 426 Infant and Toddler Intervention and Programming (3 crs)

Prerequisite: Grade of B- or above in SPED 200, UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Infant and toddler early intervention and care with emphasis on Health/safety, nutrition and designing/evaluating effective activities/environments. Cultural competence, Child Find, IFSPs, OSEP accountability, primary provider support model, child care and Parents as Teachers will be addressed. Weekly Field Placement.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 2.5

Lab/Studio Hours: .5

UEC 470 Student Teaching in Early Childhood (4 crs)

Prerequisite: SPED 423, SPED 431; UEC 220, UEC 321, UEC 322, UEC 324, UEC 325, UEC 421, UEC 422, UEC 424, and UEC 425. Minimum GPA of 2.75 in major and minimum total overall GPA of 2.75.

Consent: Department Consent Required

• Admission to the professional semester and department approval is required. Must earn a B- or above in this course.

Student teaching in an early childhood education setting all day for six weeks or half days for semester. Three experiences required: ECSE, pre-primary, primary.

Repeat: Course may be repeated for a maximum of 12 credits

Grading Basis: A-F Grades Only

Practicum Hours: 4

UEC 472 Student Teaching in Early Childhood (3 crs)

Prerequisite: SPED 423, SPED 431; UEC 220, UEC 321, UEC 322, UEC 324, UEC 325, UEC 421, UEC 422, UEC 424, and UEC 425. Minimum GPA of 2.75 in major and minimum total overall GPA of 2.75.

Consent: Department Consent Required

• Admission to the professional semester and departmental approval is required. Must earn a B- or above in this course.

Student teaching in an early childhood education setting for candidates seeking to extend a certification.

Repeat: Course may be repeated for a maximum of 6 credits

Grading Basis: A-F Grades Only

Practicum Hours: 3

UEC 475 Internship Teaching in Early Childhood (7-14 crs)

Prerequisite: SPED 423, SPED 431; UEC 220, UEC 321, UEC 322, UEC 324, UEC 325, UEC 421, UEC 422, UEC 424, and UEC 425. Minimum GPA of 2.75 in major and minimum total overall GPA of 2.75.

Consent: Department Consent Required

• Admission to the professional semester and department approval is required.

Must earn a B- or above in this course.The intern is a paid contractual member of a public school staff who spends an entire semester in a school system, including the opening and closing periods.

Attributes: Internship

Grading Basis: A-F Grades Only

UEC 493 International Experience in Early Childhood (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Grade of B- or above in UEC 324 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Consent: Instructor Consent Required

Candidates will assist/teach in an international early childhood classroom. Emphasis is on applying strategies for facilitating social interaction, literacy/numeracy, play, and communication between young children in the home language and English.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

UEC 521 Observation and Informal Assessment of Young Children (2 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

• Cross-listed with UEC 321. Credit may not be earned in both courses.

Survey of observational and informal assessment strategies for documenting the developmental changes in young children. Developmental screening and eligibility determination, and planning and monitoring instruction/intervention are included.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

UEC 522 Inclusive Play and Sensory Exploration in Early Childhood (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

• Cross-listed with UEC 322. Credit may not be earned in both courses.

This course emphasizes connections between play/sensory exploration and development in all five domains and pre-academic skills.Theory is integrated into embedding IEP/IFSP goals into the routines, planning environments, and facilitating/extending engagement and social interactions.

Attributes: Special Course Fee Required

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 524 Language and Cultural Diversity in Inclusive Early Childhood Education (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to SPED, Unified Early Childhood majors admitted to the College of Education and Human Sciences.

• Cross-listed with UEC 324. Credit may not be earned in both courses.

Exploration of language/cultural diversity in ECE. Topics include literacy, social and instructional language development in young dual language learners. Strategies for involving families/caregivers in the early literacy process and supporting their language and culture.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 525 Inclusion and Collaboration in Early Childhood (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

• Cross-listed with UEC 325. Credit may not be earned in both courses.

Exploration of communication skills, collaboration, co-teaching, itinerant, coaching and consultation models of ECSE and EI services. Working with paraprofessionals, therapists, families, and caregivers to adapt/modify curriculum and participation, as a team will be emphasized.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 621 Early Childhood Pre-Primary Methods (3 crs)

Prerequisite: Grade of B- or above in SPED 200, UEC 220 (formerly SPED 220). Grade of B- or above in UEC 422 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

• Cross-listed with UEC 421. Credit may not be earned in both courses.

Instructional and intervention methods for children three-to-six in inclusive settings. Developing/maintaining healthy, safe, and engaging standards-based learning environments as well as nutrition, program administration, parent involvement, and supervision of classroom staff will be covered.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 622 Pre-Primary Practicum (1 cr)

Prerequisite: Grade of B- or above in SPED 200, UEC 220 (formerly SPED 220). Grade of B- or above in UEC 421 (formerly SPED 421) or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors admitted to College of Education and Human Sciences.

• Cross-listed with UEC 422. Credit may not be earned in both courses.

Candidates will develop and teach teacher- and child-directed activities and lessons in an inclusive pre-primary classroom. They will also assist the classroom teacher in monitoring groups and setting up learning areas of the classroom.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 0

Lab/Studio Hours: 1

UEC 624 Inclusive Numeracy and Math: 0-8 (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

• Cross-listed with UEC 424. Credit may not be earned in both courses.

The developmental process of early numeracy birth throughout third grade mathematics instruction. Emphasis on the mathematical language and early numeracy; facilitating, scaffolding, nurturing, and igniting interest in numeracy and mathematical thinking in young children.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 625 Integrated Curriculum and Inquiry (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

• Cross-listed with UEC 425. Credit may not be earned in both courses.

Integrated curriculum development and intentionally planning inquiry-based learning connected to the interests of young children. Active, standards-based science, numeracy/literacy, and social studies, promoting social relationships/oral language development, critical thinking and problem solving, in inclusive environments.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 626 Infant and Toddler Intervention and Programming (3 crs)

Prerequisite: Grade of B- or above in SPED 200, UEC 220 (formerly SPED 220). Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

• Cross-listed with UEC 426. Credit may not be earned in both courses.

Infant and toddler early intervention and care with emphasis on Health/safety, nutrition and designing/evaluating effective activities/environments. Cultural competence, Child Find, IFSPs, OSEP accountability, primary provider support model, child care and Parents as Teachers will be addressed. Weekly Field Placement.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2.5

Lab/Studio Hours: .5

UEC 693 International Experience in Early Childhood (3 crs)

Prerequisite: Grade of B- or above in UEC 220 (formerly SPED 220). Grade of B- or above in UEC 324 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

Consent: Instructor Consent Required

• Cross-listed with UEC 493. Credit may not be earned in both courses.

Candidates will assist/teach in an international early childhood classroom. Emphasis is on applying strategies for facilitating social interaction, literacy/numeracy, play, and communication between young children in the home language and English.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2