SEIP 506 Applied Behavior Analysis for Teachers (3 crs)

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

• Dual-listed with SEIP 306. Credit may not be earned in both courses.

This course will introduce the student to models, methods, and materials for managing the classroom behavioral problems of children with exceptional needs. The course will focus on the acquisition and development of skills which will permit teachers to: (a) manage behaviors that are counterproductive to learning in the classroom, (b) teach prosocial interpersonal behaviors that facilitate successful functioning in schools and society, and (c) structure the classroom environment so that both academic and social interpersonal behaviors produce appropriate consequences for children.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SEIP 531 Special Education Policies, Procedures, and Planning (3 crs)

Prerequisite: SEIP 200. Limited to students admitted to the SEIP program.

• Dual-listed with SEIP 331. Credit may not be earned in both courses.

This course is designed for students to begin the process of writing and reviewing IEPs for students in special education. Specific IEP forms will be used to demonstrate the procedures while discussing variations in the overall process. As students develop an IEP, the importance of measurable goals and appropriate accommodations/ modifications will be discussed. In addition, topics related to legal procedures, data collection, and collaboration will be addressed.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SEIP 540 Introduction to Mild Disabilities (3 crs)

Consent: Department Consent Required

• Dual-listed with SEIP 340. Credit may not be earned in both courses.

This course is a survey of the causes, characteristics, and challenges of children and adolescents with mild disabilities, including those with emotional behavioral disabilities and specific learning disabilities.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SEIP 600 Inclusive Practices for Elementary-Middle Educators (3 crs)

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

• Dual-listed with SEIP 400.

Designed to help elementary-middle level 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

SEIP 601 Assessment of Students with Disabilities (3 crs)

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

• Dual-listed with SEIP 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

SEIP 602 Collaboration for Student Success (3 crs)

Prerequisite: SEIP 200 and SEIP 331/SEIP 531; and SEIP 219 or UEC 220 or SEIP 340/SEIP 540. Limited to teaching majors admitted to the College of Education and Human Sciences.

• Dual-listed with SEIP 402. Credit may not be earned in both courses.

This course will provide students with the knowledge and skills related to collaboration skills with parents, teachers, agencies and other school personnel that impact students with disabilities. Parent and family relations, conflict resolution, co-teaching practices, Special Education law and ethical behavior will also be presented.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

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

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

• Dual-listed with SEIP 404. Credit may not be earned in both courses.

Students will observe, interact (with), and reflect, with regards to individuals with mild (and at-times moderate) disabilities. Students will also demonstrate effective teaching skills out in the field and will participate in teaching assignments relevant to their placements and as assigned in SPED/SEIP 431 (Academic Skills for Elementary/Early Middle School Students with Disabilities) or by course instructor(s). Approximately 90 hours of school-based placement.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

SEIP 618 Career Education and Transition (3 crs)

Prerequisite: UEM 438/638 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with SPED 439/639.

• Dual-listed with SEIP 418. 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 50 hours.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 1.5

Practicum Hours: 1.5

SEIP 619 Advanced Interventions in Developmental Disabilities and Autism Spectrum Disorders (3 crs)

Prerequisite: SEIP 219 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 Developmental Disabilities and Autism Spectrum Disorders.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

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

Prerequisite: Grade of C or above in SEIP 200, grade of C or above in SEIP 219 or UEC 220. Limited to teaching majors admitted to the College of Education and Human Sciences. Limited to SEIP or UEC majors admitted to the College of Education and Human Sciences.

• Dual-listed with SEIP 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

SEIP 627 Early Intervention Service Delivery and Interprofessional Collaboration (2 crs)

Prerequisite: Admission to Special Education-Unified Special Education K-12 and Elementary/Middle. C or better in SEIP 200 or consent of instructor. Must be taken with SEIP 628 and SEIP 629.

• Dual-listed with SEIP 427. Credit may not be earned in both courses.

This course unpacks the foundations of early intervention in the United States and service delivery models with a focus on interprofessional collaboration. Topics include legal foundations, Child Find, Individualized Family Service Plans (ISFPs), Office of Special Education Programs (OSEP) accountability, and primary provider support model. Students will also learn roles and responsibilities of IFSP team members in service delivery and decision making.

Attributes: Undergraduate/Graduate Offering

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SEIP 628 Child and Family Assessment in Early Intervention (2 crs)

Prerequisite: Admission to Special Education-Unified Special Education K-12 and Elementary/Middle. C or better in SEIP 200 or consent of instructor. Must be taken with SEIP 627 and SEIP 629.

• Dual-listed with SEIP 428. Credit may not be earned in both courses.

This course is designed to help students gain knowledge and understanding of the purposes of assessment in early intervention. Students will learn how to choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Students will analyze, interpret, document, and share assessment information using a strength-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

SEIP 629 Methods in the Natural Environment (2 crs)

Prerequisite: Admission to Special Education-Unified Special Education K-12 and Elementary/Middle. C or better in SEIP 200 or consent of instructor. Must be taken with SEIP 627 and SEIP 628.

• Dual-listed with SEIP 429. Credit may not be earned in both courses.

This course is designed to help students plan and implement intentional, systematic, evidence- based, responsive interactions, interventions, and instruction to support learning and development of infants, toddlers, and preschoolers with special needs across all developmental domains in partnership with families and other professionals. Students will learn to facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Students will use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 2

Lab/Studio Hours: 0

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

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

• Dual-listed with SEIP 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

SEIP 639 Secondary Methods (3 crs)

Consent: Instructor Consent Required

This course provides students knowledge of secondary instructional methods used in reading, written language, and mathematics. The instructional methods can be effectively used with learners of all needs.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

SEIP 653 Behavioral Assessment and Planning (1 cr)

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

• Dual-listed with SEIP 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

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

Prerequisite: SEIP 306/SEIP 506, SEIP 401/SEIP 601, and SEIP 340/SEIP 540; or consent of instructor.

• Dual-listed with SEIP 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

SEIP 658 Advanced Behavior Interventions and Assessment for Students with Emotional/Behavioral Disabilities (3 crs)

Prerequisite: SEIP 306/506; SEIP 401/601; or consent of instructor

The purpose of this course is to develop and implement intensive behavioral approaches based upon functional behavior assessment and other behavioral assessments This course will assist the students in acquiring the knowledge and skills for the delivery of services to children and youth with emotional/behavior disabilities. Areas that will be addressed are functional behavior assessment behavioral interventions, social skills curriculum methods and materials, instructional activities and strategies, classroom management techniques, and the educator’s roles.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

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

Consent: Department Consent Required

• Dual-listed with SEIP 495. Arranged by department in response to need.

Group study, under the immediate direction of a Special Education and Inclusive Practices 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

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

Prerequisite: SEIP 306/SEIP 506, SEIP 340/SEIP 540, SEIP 401/SEIP 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

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

Prerequisite: SEIP 401/SEIP 601 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

SEIP 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

SEIP 779 Special Education Supervision Practicum (3 crs)

Prerequisite: SEIP 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

SEIP 782 Special Education Law (3 crs)

Prerequisite: Admission to the Director of Special Education & Pupil Services licensure program; SEIP 786

Consent: Department Consent Required

• Accepted into the Director of Special Education & Pupil Services Program or consent of DSEPS program required.

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

SEIP 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

SEIP 786 Systemic Leadership & Ethics (3 crs)

Prerequisite: Admission to the Director of Special Education & Pupil Services licensure program

Consent: Department Consent Required

• Accepted into the Director of Special Education & Pupil Services Program or consent of DSEPS program 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

SEIP 787 Leadership in Special Education and Pupil Services (3 crs)

Prerequisite: Admitted to the Director of Special Education & Pupil Services licensure program

Consent: Department Consent Required

• Accepted into the Director of Special Education and Pupil Services Program or consent of the DSEPS program.

This course addresses the leadership, administration, and staffing of PK-12 special education and pupil services programs. Operational responsibilities, advocacy, due process, collaboration, and special education instructional leadership/related and pupil services provision will be analyzed.

Grading Basis: No S/U Grade Option

Lecture Hours: 3

Lab/Studio Hours: 0

SEIP 788 Special Education and Pupil Services Budget & Finance (3 crs)

Prerequisite: Admitted to the Director of Special Education & Pupil Services licensure program

Consent: Department Consent Required

• Accepted into the Director of Special Education & Pupil Services Program or consent of DSEPS program required.

This course provides introductory exposure, understanding, principles, and practices to budget financing applications in special education and pupil services.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

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

Prerequisite: Accepted into the Director of Special Education & Pupil Services Program, SEIP 782, SEIP 788 or consent of DSEPS program director required.

Consent: Department Consent Required

• Accepted into the Director of Special Education & Pupil Services Program or consent of DSEPS program required.

Mentored field-based course (150 hours) designed to evaluate/analyze the school-based application of Special Education Director and/or Director of Pupil Services. Successful completion leads to recommendation for DPI 80 Licensure.

Grading Basis: No S/U Grade Option

Lab/Studio Hours: 0

Practicum Hours: 3

SEIP 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 and Inclusive Practices 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

SEIP 795 Research Paper (1-2 crs)

Students will write a research paper under the supervision of a faculty member.

Repeat: Course may be repeated

Grading Basis: No S/U Grade Option

SEIP 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

SEIP 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

SPED 500 Inclusive Practices for Secondary Educators (2 crs)

Prerequisite: Limited to teaching majors admitted to the 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. Dual-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 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 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: SEIP 401/SEIP 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

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

Prerequisite: Grade of C or above in UEC 220. Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

• Dual-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 Play and Sensory Pedagogy (3 crs)

Prerequisite: Grade of C or above in UEC 220. Limited to Special Education, Unified Early Childhood majors, admitted to College of Education and Human Sciences.

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

This course emphasizes play pedagogy and the importance of connecting the various components of play into teaching and learning in intentional/effective ways for all children to succeed and engage in/with their learning. Components of sensory processing for individuals and as part of classroom/environment design are investigated as well as the Universal Design for Learning (UDL) framework. These concepts are applied within teaching, the learning environment, and with other educational stakeholders. Topics include advocacy, creativity, risk-taking, culture, language, social engagement opportunities, behavior, observation, data collection, and child development within the context of play. Play theory and sensory integration are examined to expertly embed IEP/IFSP goals into the routines, environments, learning opportunities, and social interactions provided to children with disabilities.

Attributes: Special Course Fee Required

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 C or above in SEIP 200, UEC 220. Grade of C or above in UEC 422 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

• Dual-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 (2 crs)

Prerequisite: Grade of C or above in SEIP 200, UEC 220. Grade of C or above in UEC 421 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors admitted to the College of Education and Human Sciences.

• Dual-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: 1

Lab/Studio Hours: 2

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

Prerequisite: Grade of C or above in UEC 220. Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

• Dual-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: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEC 625 Integrated Curriculum and Inquiry (3 crs)

Prerequisite: Grade of C or above in UEC 220. Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

• Dual-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 C or above in SEIP 200, UEC 220. Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

• Dual-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 C or above in UEC 220. Grade of C or above in UEM 324 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to the College of Education and Human Sciences.

Consent: Instructor Consent Required

• Dual-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