Special Education and Inclusive Practices

Faculty

Barbara Meier, Chair
Angela Dalhoe
Rod Jones
Angela Passero-Jones
Karen Potter
Karsten Powell
Kirstin Rossi
Cathy Thorsen

Special Education (SPED)

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

Prerequisite: Grade of B- or above in SEIP 200, grade of B- or above in SPED 210 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.

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 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 SEIP 401/SEIP 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 SEIP 401/SEIP 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 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. 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 623 Characteristics and Interventions for Young Children with Low Incidence Disabilities (3 crs)

Prerequisite: Grade of B- or above in SEIP 200, grade of B- or above in SPED 210 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 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 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 SEIP 401/SEIP 601; or consent of instructor.

• Dual-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, SEIP 401/SEIP 601, and SPED 350/SPED 550; or consent of instructor.

• Dual-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 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

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

Prerequisite: SPED 306/SPED 506, SPED 350/SPED 550, 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

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

Prerequisite: SEIP 401/SEIP 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 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 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

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: SEIP 200

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

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

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 Play and Sensory Pedagogy (3 crs)

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

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: Undergraduate/Graduate Offering, Special Course Fee Required

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 (2 crs)

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.

• Students are expected to spend a minimum of 4 hours per week in a pre-primary classroom.

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: 1

Lab/Studio Hours: 2

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 (5 crs)

Prerequisite: Admission to professional semester and department approval. Minimum GPA of 2.75 in major and minimum total overall GPA of 2.75.

Consent: Department Consent Required

Student teaching in an early childhood education setting all day for nine weeks. There are two placements completed as part of the UEC student teaching semester.

Repeat: Course may be repeated for a maximum of 10 credits

Grading Basis: S/U Only Grade Basis

Lab/Studio Hours: 0

Practicum Hours: 5

UEC 472 Student Teaching in Early Childhood (3 crs)

Prerequisite: SPED 423, SPED 431; UEC 220, UEC 321, UEC 322, UEM 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

Lab/Studio Hours: 0

Practicum Hours: 3

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

Prerequisite: SPED 423, SPED 431; UEC 220, UEC 321, UEC 322, UEM 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 UEM 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.

• 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 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.

• 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 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.

• 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 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.

• 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: A-F Grades Only

Lecture/Discussion Hours: 1

Lab/Studio Hours: 2

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.

• 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: 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.

• 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 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.

• 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 B- or above in UEC 220 (formerly SPED 220). Grade of B- or above in UEM 324 or concurrent enrollment. Limited to Special Education, Unified Early Childhood majors, admitted to 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

Unified Elementary/Middle (UEM)

UEM 301 Inclusive Early Literacy & Reading (3 crs)

Prerequisite: Limited to teaching majors admitted into the Special Education & Inclusive Practices Programs.

Pre-service teachers learn to teach reading and writing acquisition skills for students in PreK through beginning reading levels. Reading skills learned include research and evidence-based practices for providing instruction in the five pillars of reading (i.e., phonemic awareness, phonics, vocabulary, comprehension, fluency). Writing skills learned include research and evidence-based practices for providing instruction from pre-writing skills (e.g., development of writing, copying shapes and letters) through paragraph writing.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 324 Language and Cultural Diversity (3 crs)

Prerequisite: Grade of B- or above in SEIP 208. Limited to SEIP, Unified Early Childhood, Unified Special Education K-12 and Elementary/Middle School majors admitted to the College of Education and Human Sciences.

This course explores language/cultural diversity in the PK-9th grade classrooms. Topics include literacy, social and instructional language development, anti-bias education, advocacy, self-reflection, and the intentional diversification of classroom materials, environments, and topics. Strategies for collaboratively and intentionally involving families/caregivers in the literacy process while supporting their language and culture in the classroom are also discussed.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 407 Inclusive Education Practicum (1 cr)

Prerequisite: Minimum grade B- in SPED/SEIP 404; SPED/SEIP 431; and UEM 301 OR ES 301 or 305. Co-requisite UEC 425. Admission to the Unified Early Childhood or Unified Special Education K-12 Elementary/Middle program.

This course serves as the seminar for the intensive and inclusive grade-level field placement in grades 5k-8. The placement occurs under the supervision of a cooperating teacher, coupled with UEC or UEM Core classes. Includes 100 hours of pre-student teaching.

Attributes: LE-I1 Integration, LE-S3 Creativity, Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 0

Lab/Studio Hours: 1

UEM 433 Inclusive Literacy Methods in Grades 4-9 (3 crs)

Prerequisite: SEIP 331, 431, UEM 301 or consent of instructor. Limited to teaching majors admitted to the SEIP Department. Must be taken with UEM 407

This course examines research-based techniques to effectively teach reading, writing, content area reading and writing, and other literacies in diverse middle grade classrooms. The course promotes the use of UDL and other inclusive practices to ensure access to the curriculum for diverse learners.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 436 Inclusive Math Content, Instruction, and Interventions Grades 4-9 (3 crs)

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

This mathematics course includes instructional techniques, interventions, and assessment effective for teaching diverse learners from intermediate elementary through secondary grades (Grades 4-9). Student will apply knowledge of major concepts, algorithms, and procedures in varied educative contexts.

Attributes: Undergraduate/Graduate Offering

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 438 Inclusive Science and Social Studies Methods Grades 4-9 (3 crs)

Prerequisite: SEIP 331/SPED 331 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with UEM 407.

Pre-service teachers learn inclusive practices and methods for teaching science and social studies to support students in grades 4-9 in accessing and learning content. This course will focus in on reaching all students through planning with the Universal Design for Learning framework, incorporating scientific methods (e.g., inquiry), and the five themes of social studies.

Attributes: Undergraduate/Graduate Offering

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 470 Student Teaching in Inclusive Education K-9 (5 crs)

Prerequisite: Admission to professional semester and department approval

Student teaching in grade-level inclusive education class, all day for one-half semester or half days for one semester. Grades 4K-9th.

Repeat: Course may be repeated for a maximum of 10 credits

Grading Basis: S/U Only Grade Basis

UEM 472 Student Teaching in Inclusive Education (3 crs)

Consent: Department Consent Required

•Admission to professional semester.

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

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

Grading Basis: S/U Only Grade Basis

UEM 475 Internship Teaching in Inclusive Education (5-10 crs)

Consent: Department Consent Required

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

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.

Grading Basis: S/U Only Grade Basis

UEM 501 Inclusive Early Literacy & Reading (3 crs)

Consent: Department Consent Required

• Consent of Department of Special Education and Inclusive Practices

Pre-service teachers learn to teach reading and writing acquisition skills for students in PreK through beginning reading levels. Reading skills learned include research and evidence-based practices for providing instruction in the five pillars of reading (i.e., phonemic awareness, phonics, vocabulary, comprehension, fluency). Writing skills learned include research and evidence-based practices for providing instruction from pre-writing skills (e.g., development of writing, copying shapes and letters) through paragraph writing.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 524 Language and Cultural Diversity (3 crs)

Prerequisite: Grade of B- or above in SEIP 208/SPED 205. Limited to SEIP, Unified Early Childhood, Unified Special Education K-12 and Elementary/Middle School majors admitted to the College of Education and Human Sciences.

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

This course explores language/cultural diversity in the PK-9th grade classrooms. Topics include literacy, social and instructional language development, anti-bias education, advocacy, self-reflection, and the intentional diversification of classroom materials, environments, and topics. Strategies for collaboratively and intentionally involving families/caregivers in the literacy process while supporting their language and culture in the classroom are also discussed.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 607 Inclusive Education Practicum (1 cr)

Prerequisite: Minimum grade B- in SPED/SEIP 604; SPED/SEIP 631; and UEM 501 OR ES 501. Co-requisite UEC 625. Admission to the Unified Early Childhood or Unified Special Education K-12 Elementary/Middle program

• Dual-listed with UEM 407.

Seminar/This course serves as the seminar for the intensive and inclusive grade-level field placement in grades 5k-8. The placement occurs under the supervision of a cooperating teacher, coupled with UEC or UEM Core classes. Includes 100 hours of pre-student teaching.

Grading Basis: No S/U Grade Option

Lab/Studio Hours: 0

Practicum Hours: 3

UEM 633 Inclusive Literacy Methods in Grades 4-9 (3 crs)

Prerequisite: SEIP 531, 631, UEM 501 or consent of instructor. Must be taken with UEM 607

This course examines research-based techniques to effectively teach reading, writing, content area reading and writing, and other literacies in diverse middle grade classrooms. The course promotes the use of UDL and other inclusive practices to ensure access to the curriculum for diverse learners.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 636 Inclusive Math Content, Instruction, and Interventions Grades 4-9 (3 crs)

Consent: Instructor Consent Required

• Consent of instructor.

This mathematics course includes instructional techniques, interventions, and assessment effective for teaching diverse learners from intermediate elementary through secondary grades (Grades 4-9). Students will apply knowledge of major concepts, algorithms, procedures in varied educative contexts.

Grading Basis: A-F Grades Only

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0

UEM 638 Inclusive Science and Social Studies Methods Grades 4-9 (3 crs)

Prerequisite: SEIP 331/SPED 331 or SEIP 531/SPED 531 or consent of instructor. Limited to teaching majors admitted to College of Education and Human Sciences. Must be taken with UEM 407/607.

• Dual-listed with UEM 438. Credit may not be earned in both courses.

Pre-service teachers learn inclusive practices and methods for teaching science and social studies to support students in grades 4-9 in accessing and learning content. This course will focus in on reaching all students through planning with the Universal Design for Learning framework, incorporating scientific methods (e.g., inquiry), and the five themes of social studies.

Grading Basis: No S/U Grade Option

Lecture/Discussion Hours: 3

Lab/Studio Hours: 0