Graduate Special Education (SPED)
The minimum prerequisite for 50000-69999 level courses is graduate standing. The minimum prerequisite for courses 70000 and higher is doctoral standing. Additional prerequisites may apply and are listed in this catalog.
50093/70093 Variable Title Workshop in Special Education (1-5)
Topics of special interest to students desiring to intensify their knowledge in particular areas. Presenters include faculty members of Kent State University and other institutions. Offered irregularly. S/U grading.
53010 Family and Professional Collaboration (3)
This course provides knowledge and strategies for working with family members of exceptional individuals and members of related professions who provide services to them. Use of collaborative, interdisciplinary, interagency models in special education. 20 clinical and 10 field hours. Prerequisite: SPED 63200.
53020 Assessment in Special Education (3)
Use/interpretation normed, criterion-referenced and informal curriculum-based assessments for students with mild/moderate disabilities. Standards-based alternative assessments for student with intensive needs. 10 field and 20 clinical hours. Special fee: $20 per credit hour (subject to change).
53030 Applied Behavior Analysis I: Theory and Techniques (3)
Theory and techniques associated with applied behavior analysis. Approaches for establishing, implementing, maintaining and monitoring skill development are emphasized. Procedures for assessing and modifying classroom environments/instructional techniques to enhance learning/behavior of individuals with disabilities, with specific emphasis on preventing, increasing positive and decreasing inappropriate behavior are introduced. 25 field hours.
53031 Applied Behavior Analysis II: Application (3)
Equips students with the skills necessary to integrate the technology of applied behavior analysis (as learned in SPED 53030, Applied Behavior Analysis I) with the analytical skills necessary to prevent, teach, manage and assess behavior. Specific behavioral interventions are presented. Includes 40 field hours. Prerequisite: SPED 53030.
53040 Language and Reading in Special Education (3)
Instructional approaches to teaching reading/language arts to students with disabilities. Emphasis on adapting instructional techniques, materials, assessments to meet the needs of learners with disabilities. Contains 15 clinical and 15 field hours.
53050 Characteristics of Students with Mild/Moderate Intervention Needs (3)
Definitions, causes, characteristics; social, educational implications of learning, developmental and emotional/behavioral disorders of students identifi ed with mild/moderate disabilities. Methods of assessment and interventions; current issues. 10 clinical/10 field hours.
53051 Characteristics of Students with Moderate/Intensive Intervention Needs (3)
Overview of specific facets and causes of severe disabilities, physical/psychological aspects, family/societal responses, political trends, etiology and medical implications, educational and vocational programming, assessment and treatment planning, assistive technology. 10 clinical/10 field hours.
53060 Curriculum Methods in Special Education (3)
Curriculum development, programming, delivery for students with mild to moderate disabilities. Introduction to transition planning. Emphasis on functional curriculum and adapting instructional techniques, materials, assessment to meet needs. 33 field clinical hours.
53062 Curriculum Methods Mild/Moderate Intervention (3)
Delivery and adaptation of evidence-based practices for students with mild/moderate disabilities. Emphasis on achievement in general curriculum. Training to mentor other professionals.
53063 Curriculum Methods Moderate/Intensive Intervention (3)
Meeting academic socialization, health, motor skills, communication needs in inclusive setting. Working with paraprofessionals to provide community-based instruction, assessment, observation, record-keeping, IEPs and ITPs, lesson plans. Prerequisite: SPED 53060.
53070 Planning and Programming for Transitions (3)
This course addresses life-span community participation and the planning, support development and services available to accomplish it. Introduction to community agencies and adult services. 10 clinical/15 field hours.
53080 Assistive Technology for Students with Disabilities (3)
Examines the application of high- and low-technology assistive devices for students with intensive intervention needs. Analysis of technology needs; selection/development of technology; training/evaluation of technology use by students. 20 clinical hours. Prerequisite: SPED 53050 or 53051.
53092 Deaf Residential School Field Experience (1-3)
Week-long practicum at a residential school for the deaf; 24-hour interaction with deaf students and adults. Students stay on campus. Conduct, interaction, sign language skills, maturity, responsibility and performance are evaluated by staff at the school. Prerequisite: ASL or SPED 29202 with a minimum grade of B- (2.7); and SPED 53309 with a minimum grade of B- (2.7).
53100 Survey of Interpreting Profession (3)
Issues and concerns facing educational interpreters: legal mandates and constraints, ethical guidelines and their application to educational environments, roles/responsibilities including sign interpreting/transliterating, team membership, classroom and building roles, and negotiating the educational environment.
53101 Deaf Culture and Community (3)
Exploration of historical events and figures from deaf community perspective. Life experiences of “typical” deaf individuals as minority culture representatives interacting with majority culture institutions and processes as depicted in narrative story-telling and folklore.
53102 Interpreting Processes Deaf/Hard of Hearing I (3)
Beginning-level interpreting course addressing voice-to-sign and sign-to-voice processes using simultaneous and consecutive strategies: ASL, SEE, Signed English, Total Communication signing. Preschool, primary, elementary students developmentally delayed through gifted academic levels. Requires 20 hours of field experience.
53103 Interpreting Processes Deaf/Hard of Hearing II (3)
Intermediate-/advanced-level interpreting course addressing voice-to-sign and sign-to-voice processes using simultaneous and consecutive strategies: ASL, SEE, Signed English, Total Communication. Focus on middle school/high school/post-secondary students developmentally delayed through gifted academic levels. Requires 30 hours of field experience. Prerequisite: SPED 39201 and SPED 4/53105 and SPED 4/53102.
53104 Interpreting Process III (3)
Continued advanced-level skill development in voice-to-sign processes using simultaneous and consecutive strategies: Advanced ASL, SEE, Signed English, Total Communication. Dialect, idiom, idiosyncratic language usage and patterns, regional/local variations; age, gender, register variations. Requires 30 hours field experience. Prerequisite: SPED 39201 and 4/53103.
53105 Signed English and Other Systems (3)
Receptive and expressive use of English-based sign language systems; ASL root words, prefix/suffix use, simultaneous speaking and signing. Explanation and demonstration of cued speech; exploration of the research related to individuals who use cued speech. Prerequisite: SPED 4/53100; ASL/SPED 29202.
53106 Classroom-Setting Interpreting (3)
Issues and challenges of classroom-based educational interpreting. Mainstreaming, inclusion, resource room, and self-contained academic and nonacademic class preparation and interpreting environments. Off-campus practicum four hours each week to observe and assist with classroom interpreting. Prerequisite: ASL 19201 or SPED 19201 and SPED 4/53100.
53107 Nonclassroom-Setting Interpreting (3)
Issues and challenges of nonclassroom-based educational interpreting. Student participation with IEP-designated related services; professional consultations; assessment interpreting; miscellaneous interpreting. Off-campus practicum four hours per week to observe and assist with classroom interpreting. Prerequisite: SPED 29201 and 4/53100.
53108 American Sign Language Linguistics and Usage (3)
Analytical study of American Sign Language syntactic, semantic, morphology and pragmatics; comparison of spoken languages and ASL using the Stokoe system, impact of educational-setting characteristics on linguistic processes. Prerequisite: SPED 29202 and 4/53100.
53109 Cued Speech and Oral Interpreting (3)
Introduction to Cued Speech using hand shapes and hand positions to differentiate between homophonous sounds; theoretical background and development history; oral interpreting homophonous sounds, synonym selection processes; positioning, lighting, and related concerns and issues. Prerequisite: SPED 29202.
53110 Discourse Analysis for Interpreters (3)
Spoken English and ASL usage is studied as they appear in conversational situational and interpreted contexts. Analyze of discourse and self analysis of classroom discourse will be targeted. Prerequisite: SPED 43100, 43102, 43106, 43107. Corequisite: SPED 43101.
53111 The Professional Interpreter (3)
This course will cover current trends in the field regarding situational and ethical issues. Demand/Control Schema and Ethics will be the focus in order to prepare students for the national certifi cation test. SPED 4/53100, 4/53106.
53192 Practicum: Interpreting Process (1-3)
Field-based practicum experience provides preservice educational interpreters with opportunity to participate with currently practicing master educational interpreters. Students placed in education-based settings. University supervisor and teacher-mentor observe and assess student skill. Prerequisite: SPED 29202.
53309 Introduction to Deaf Studies (3)
Introductory survey course provides informational base and understanding of experiences of deaf people as a cultural minority. Includes etiology and prevalence data, service delivery systems, diagnosis and assessment of issues and communication systems. 20 field hours.
53310 Language Development for Deaf and Hard-of-Hearing Students (3)
Reviews research, theories and theorists in the field of language development for hearing and deaf children; develops awareness of language differences commonly demonstrated by deaf and hard-of hearing children; demonstrates ways to assess linguistic differences and facilitate instruction. Six topic areas include theories of language development (review), language and cognition, normal language acquisition in signed and spoken languages, child-caregiver interaction, language learning in a bilingual setting and language assessment. Students gain foundational understanding of language development and awareness of classroom applications for this knowledge. Includes 20 hours of fi eld work. Course may be repeated up to 3 times. Prerequisite: SPED 53309 with a minimum grade of B- (2.7); and SPED 29202 or ASL 29202 with a minimum grade of B- (2.7); and SPA 34104. Corequisite: SPED 63392.
53311 Instruction of Deaf/Hard-of-Hearing Students with Special Needs (3)
IEP and transition-planning strategies and program content for deaf/hard of hearing students with ADHD, BD, DD, VI, DB, LD, CMI, TBI, chronically health impaired/medically fragile, gifted. Curriculum and lesson developed and adapted for impacted areas. Prerequisite: SPED 53313 with a minimum grade of B- (2.7). Corequisite: 2 credit hours of SPED 63392.
53313 Literacy Assessment and Intervention for Deaf/Hard of Hearing Students (6)
Theoretical overview of integrated linguistics curriculum. Reading theories: difficulties for students with significant hearing loss and auditory processing difficulties; instructional planning; materials design; ongoing assessment strategies. Course includes a practicum placement. $8.33/cr fee. Prerequisite: SPED 53310 with a minimum grade of B- (2.7); and SPED 29202 or ASL 29202 with a minimum grade of B- (2.7); and CI 67310. Corequisite: 2 credit hours of SPED 63992.
53316 Early Childhood Deaf Education: Family and Child Service Provision (3)
Targets the issues and needs of young deaf/hard-of-hearing children and their families. Topics covered relate to service provision in the home and classroom for deaf/hard-of-hearing children from birth to 5 years of age. Includes 30 hours of work in a practicum placement with a young D/HH child and his/her family.
53317 Family-Focused Approaches to Cochlear Implant Use (3)
Examines effective support and utilization of cochlear implants from a family perspective. Includes the initial decision making and issues, through the child’s and family’s adjustment to the activation, use and maintenance of the device. Also focuses on the need long-term and sometimes unexpected outcomes of device usage and ultimately, adolescent and young-adult issues. Prerequisites: SPED 29202 or ASL 29202; and SPED 53310; and SPED 53010 or 63952; and SPA 43600.
53324 Curriculum Methods and Mat3erials for Deaf/Hard of Hearing Students (3)
Designed to provide students with basic knowledge and skills needed to effectively design and implement instruction for deaf and hard-of-hearing students. Conducted through a combination of lectures, discussions, demonstrations and group activities. Upon successful completion, students posses foundational understanding of how to design and implement lessons and curriculum with students who are deaf and hard of hearing. Prerequisite: SPED 43313 with a minimum grade of B- (2.7); CI 57501 and 57502. Corequisite: 2 credit hours of SPED 63392.
53529 Nature and Needs of Gifted Children (3)
Personal characteristics, abilities and potentialities of gifted children through review of related research. Evaluation of research findings and implications for psychoeducational development.
53530 Instructional Processes for Gifted Children (3)
Discovery and guidance of mentally superior children. Provision for school attention and accommodations. Case studies of gifted children. Selecting appropriate instructional strategies. Prerequisite: SPED 53529.
53534 Social/Emotional Components of Giftedness (3)
Affective growth of gifted persons is reviewed through research literature and analysis of case studies. Reviews adjustment problems of gifted youth and adults.
54161 Transitional Programming and Services for Disabled Youth (3)
Transition from school to work and community life; vocational exploration/assessment and preparation/placement methods and techniques for secondary and postsecondary disabled youth. Prerequisite: SPED 53200.
60199 Thesis I (2-6)
Thesis students must register for a total of 6 hours, 2 to 6 hours in a single semester, distributed over several semesters if desired. S/U grading; IP permissible.
60299 Thesis II (2)
Thesis students must continue registration each semester until all degree requirements are met. S/U grading; IP permissible. Prerequisite: SPED 60199.
63030/73030 Pharmacological Interventions in Special Education (3)
Introduce mechanisms by which drugs act; identify benefits/side effects; implications for delivery/intervention; monitoring in classroom. Classes of drugs examined; issues examined; delineation of responsibilities and prohibitions.
63031/73031 Program Development and Ethical Application of Applied Behavior Analysis (3)
(Cross listed with SPSY 6/77931) Describe and apply methodology and research design in monitoring the effectiveness of behavioral interventions and to use such information to evaluate overall program efficacy. Consideration is given to student characteristics (e.g., underlying disability) when developing and evaluating behavior programs based. Use of specific tools for prioritizing behaviors, evaluating progress, and making treatment program decisions are presented. Issues related to ethics, treatment implementation fidelity, and behavioral program development are also emphasized. Prerequisites: SPED 53030.
63032/73032 Advanced Interventions for Addressing Severe Behavior (3)
(Cross listed with SPSY 6/77932) Use and interpretation of functional behavioral assessments in educational settings to lead to the identifi cation of empirically-supported interventions to address the behavioral needs of children. The development, implementation and analysis of functional analysis procedures. Special emphasis given to identifying/ designing, implementing and assessing the effectiveness of advanced behavioral interventions in consultation. 20 field hours. Prerequisite: SPED 53030.
63092 Field Experience in Special Education (1-9)
S/U grading; IP permissible. Prerequisite: special approval.
63101 Administration and Supervision in Special Education (3)
Administration of educational programs for exceptional children; improvement of teacher competencies; function of special education supervisors; and special education operations at local, state and national levels.
63200 Introduction to Exceptionalities (3)
Introduction to exceptionalities of student development. Focus on foundations/theories associated with characteristics and accommodations for human exceptionalities. Collabortive/multidiscipline educational service design. 15 clinical/field hours.
63201 Issues in Special Education (3)
Surveys current research, literature and policy issues that affect identification, assessment and service provision to students with exceptionalities.
63202 Instructing Students with Special Needs in Inclusive Settings (3)
Students will develop knowledge of models of grouping and instructing students with special needs in inclusive settings, with a focus on curricular adaptations and methods of consulting, teaming and collaborating. Prerequisite: SPED 23000, 63200 or 63201. Special fee: $25 per semester.
63300 Research Applications in Special Education (3)
Culminating experience in which students apply their content, methods and research skills to develop a fi nal project that addresses an area of special education. Focuses on techniques for answering research questions, developing curriculum and assimilating knowledge through applied projects. IP permissible. Prerequisite: EVAL 65510 or 65511.
63301 Single Subject Research Methods (3)
Research designs and techniques associated with behavioral observation and a description of single subject experimental methodology are presented. The study of this methodology includes topics related to applied behavior analysis, assessment, experimental design and data evaluation. In addition, single subject methods are discussed in relation to other research designs. 20 field hours.
63392 Advanced Practicum in Special Education (2-8)
Recreational, therapeutic and academic experience with exceptional children in camp, school or residential facility. Prerequisite: special approval.
63531/73531 Curriculum Development for Gifted Learners (3)
Focus on design/development of curriculum for gifted learners; adapt/modify existing curricula; design curricular materials through predetermined process assessment of suitability of materials.
63532/73532 Gifted Program Design and Administration (3)
Fundamentals of designing gifted programs are reviewed. Topics include student identification, in-service, advocacy, program evaluation, compliance with state standards and teacher preparation. Prerequisite: SPED 53529 and 53530.
63533/73533 Gifted Subpopulations (3)
The characteristics and needs of intellectually gifted individuals who often are not high academic achievers are studied with consideration of the implications for school practices.
63535/73535 Intelligence, Assessment and Evaluation in Gifted Education (3)
Provides examination of historical/contemporary theories of intelligence and influences on definitions/beliefs about giftedness. Alternative models of assessment discussed and implemented. Prerequisite: special approval.
63950/73950 Curriculum and Intervention in Early Childhood Services (3)
(Cross-listed with ECED 60150) Overview and comparison of early childhood service approaches, including history and issues in delivering services, developmentally appropriate practice, environmental arrangement and how to modify curriculum. Prerequisite: special approval.
63952/73952 Family and Professional Collaboration in Early Childhood (3)
(Cross-listed with ECED 60159) Examines issues facing families and professionals serving young children who are at risk, disabled and typically developing. Prerequisite: special approval.
63953/73953 Practical Applications: Birth to Five (3)
(Cross-listed with ECED 60154) Practical application of recommended practices for young children birth to five. Observation of young children in natural environments. Plan and evaluate intervention with families and professionals. 60 field hours. Prerequisite: special approval.
63954/73954 Practical Applications: Five to Eight (3)
(Cross-listed with ECED 60162) Application of recommended practices for children five to eight. Observation of children in natural environment; plan/evaluate intervention collaboratively. 60 field hours. Prerequisite: special approval.
63955/73995 Typical and Atypical Development in Young Children (3)
(Cross-listed with ECED 60160) Overview of typical/atypical development pathways age three to grade three, including theories of behavior, implications of atypical development on play/learning, early childhood development within ecological framework. Prerequisite: special approval.
63956/73956 Foundations in Early Childhood Services (3)
(Cross-listed with ECED 60156) Overview of issues facing young children within context of family/society, including history, early childhood services, theoretical perspectives, implications of childhood disabilities, and recommended assessment, intervention and evaluation.
63957/73957 Assessment and Evaluation of Early Childhood Services (3)
(Cross-listed with ECED 60157) Examines a range of systems for comparing and observing early childhood services, practices, young children and families: types and purposes of assessment procedures and instruments, monitoring progress. Prerequisite: special approval. Special fee: $25 per semester.
63958/73958 Early Childhood Intervention Methods (3)
Specific strategies for working with children birth to eight with intensive needs (e.g., cerebral palsy, spina bifida, autism). 30 clinical hours will provide students with the opportunity to practice newly acquired intervention strategies, knowledge and skills. Prerequisite: special approval.
63959/73959 Medical Aspects of Lifespan Disabilities (3)
Description of medical issues facing individuals with lifespan disabilities and their families. Examination of etiology, co-occuring disabilities and disorders, and treatment options in relation to individuals with Autism Spectrum Disorders and other developmental disabilities. Prerequisite: special approval.
63991/73991 Seminar in Special Education (1-3)
Various topics include: behavior modification, research problems in special education, theories in special education, social processes in special education. Prerequisite: special approval.
63992 Advanced Practicum in Special Education (2-8)
Recreational, therapeutic and academic experience with exceptional children in camp, school or residential facility. Prerequisite: special approval. S/U grading; IP permissible.
63995/73995 Special Topics in SPED (1-3)
Specialized offerings in response to emerging or selected program needs.
63996/73996 Individual Investigation in Special Education (1-10)
S/U grading; IP permissible. Prerequisite: special approval.
63998/83998 Research: Special Education (1-10)
S/U grading; IP permissible. Prerequisite: special approval.
64092 Field Experience for Mild/Moderate Intervention Specialist (2-4)
Field assignments in conjunction with mild/moderate coursework. Evaluates students in personal conduct, communication skills, instructional design and methods, and impact on student learning aligned with CEC standards. Prerequisite: SPED 53020 and 53060 and 63992. Corequisite: SPED 53062 and 53040.
64192 Field Experience for Moderate/Intensive Intervention Specialist (2-4)
Field assignments in conjunction with moderate/intensive coursework. Evaluates students in personal conduct, communication skills, instructional design and methods, and impact on student learning aligned with CEC standards. Prerequisite: SPED 53020 and 53061 and 63992. Corequisite: SPED 53063 and 53040.
64310 Autism Spectrum Disorders: Lifespan Interventions (3)
(Cross-listed with SPA 64310/74310) Provides students with a review of the significant aspects related to educational, social, vocational transitions for children, adolescents, and young adults with ASD. Students learn skills necessary to evaluate and develop programs designed to meet the changing and long term needs of individuals with ASD.
70094 College Teaching (3)
(Cross-listed with SPSY 70094) Discusses important aspects of teaching in higher education, including such topics as the students’ philosophy of teaching, principles of adult learning, instructional strategies, student assessment and others.
80090 Doctoral Residency Seminar (3)
Provides students with the opportunity to synthesize courses, research and practice by focusing on diverse issues/topics. Ordinarily, SPED 80090 is taken no earlier than the second year of doctoral studies as a culminating course in the doctoral sequence. Prerequisite: special approval.
80199 Dissertation I (15)
Doctoral dissertation for which registration in at least two semesters is required, fi rst of which will be semester in which dissertation work is begun and continuing until the completion of 30 hours. S/U grading; IP permissible.
80299 Dissertation II (1 or15)
Continuing registration required of doctoral students who have completed the initial 30 hours of dissertation and continuing until all degree requirements are met. S/U grading; IP permissible. Prerequisite: SPED 80199.
83301 Single Subject Research Methods (3)
Research designs and techniques associated with behavioral observation and a description of single subject experimental methodology are presented. The study of this methodology includes topics related to applied behavior analysis, assessment, experimental design and data evaluation. In addition, single subject methods are discussed in relations to other research designs. 20 field hours.
83952 The Law and Special Education (3)
Selected principles of constitutional, statutory, case and common law affecting handicapped and special education students, teachers and administrators are studied.
83956 Biomedical Aspects of Special Education (3)
Considers neurological, genetic and biochemical factors associated with exceptional children and youth. Discussions focus on development and related issues in serving the exceptional person.
83991 Seminar in Special Education (1-3)
Variable topics. Prerequisite: special approval.
83992 Internship in Special Education (2-8)
S/U grading; IP permissible. Prerequisite: special approval.
83998 Research in Special Education (1-10)
50093/70093 Variable Title Workshop in Special Education (1-5)
Topics of special interest to students desiring to intensify their knowledge in particular areas. Presenters include faculty members of Kent State University and other institutions. Offered irregularly. S/U grading.
53010 Family and Professional Collaboration (3)
This course provides knowledge and strategies for working with family members of exceptional individuals and members of related professions who provide services to them. Use of collaborative, interdisciplinary, interagency models in special education. 20 clinical and 10 field hours. Prerequisite: SPED 63200.
53020 Assessment in Special Education (3)
Use/interpretation normed, criterion-referenced and informal curriculum-based assessments for students with mild/moderate disabilities. Standards-based alternative assessments for student with intensive needs. 10 field and 20 clinical hours. Special fee: $20 per credit hour (subject to change).
53030 Applied Behavior Analysis I: Theory and Techniques (3)
Theory and techniques associated with applied behavior analysis. Approaches for establishing, implementing, maintaining and monitoring skill development are emphasized. Procedures for assessing and modifying classroom environments/instructional techniques to enhance learning/behavior of individuals with disabilities, with specific emphasis on preventing, increasing positive and decreasing inappropriate behavior are introduced. 25 field hours.
53031 Applied Behavior Analysis II: Application (3)
Equips students with the skills necessary to integrate the technology of applied behavior analysis (as learned in SPED 53030, Applied Behavior Analysis I) with the analytical skills necessary to prevent, teach, manage and assess behavior. Specific behavioral interventions are presented. Includes 40 field hours. Prerequisite: SPED 53030.
53040 Language and Reading in Special Education (3)
Instructional approaches to teaching reading/language arts to students with disabilities. Emphasis on adapting instructional techniques, materials, assessments to meet the needs of learners with disabilities. Contains 15 clinical and 15 field hours.
53050 Characteristics of Students with Mild/Moderate Intervention Needs (3)
Definitions, causes, characteristics; social, educational implications of learning, developmental and emotional/behavioral disorders of students identifi ed with mild/moderate disabilities. Methods of assessment and interventions; current issues. 10 clinical/10 field hours.
53051 Characteristics of Students with Moderate/Intensive Intervention Needs (3)
Overview of specific facets and causes of severe disabilities, physical/psychological aspects, family/societal responses, political trends, etiology and medical implications, educational and vocational programming, assessment and treatment planning, assistive technology. 10 clinical/10 field hours.
53060 Curriculum Methods in Special Education (3)
Curriculum development, programming, delivery for students with mild to moderate disabilities. Introduction to transition planning. Emphasis on functional curriculum and adapting instructional techniques, materials, assessment to meet needs. 33 field clinical hours.
53062 Curriculum Methods Mild/Moderate Intervention (3)
Delivery and adaptation of evidence-based practices for students with mild/moderate disabilities. Emphasis on achievement in general curriculum. Training to mentor other professionals.
53063 Curriculum Methods Moderate/Intensive Intervention (3)
Meeting academic socialization, health, motor skills, communication needs in inclusive setting. Working with paraprofessionals to provide community-based instruction, assessment, observation, record-keeping, IEPs and ITPs, lesson plans. Prerequisite: SPED 53060.
53070 Planning and Programming for Transitions (3)
This course addresses life-span community participation and the planning, support development and services available to accomplish it. Introduction to community agencies and adult services. 10 clinical/15 field hours.
53080 Assistive Technology for Students with Disabilities (3)
Examines the application of high- and low-technology assistive devices for students with intensive intervention needs. Analysis of technology needs; selection/development of technology; training/evaluation of technology use by students. 20 clinical hours. Prerequisite: SPED 53050 or 53051.
53092 Deaf Residential School Field Experience (1-3)
Week-long practicum at a residential school for the deaf; 24-hour interaction with deaf students and adults. Students stay on campus. Conduct, interaction, sign language skills, maturity, responsibility and performance are evaluated by staff at the school. Prerequisite: ASL or SPED 29202 with a minimum grade of B- (2.7); and SPED 53309 with a minimum grade of B- (2.7).
53100 Survey of Interpreting Profession (3)
Issues and concerns facing educational interpreters: legal mandates and constraints, ethical guidelines and their application to educational environments, roles/responsibilities including sign interpreting/transliterating, team membership, classroom and building roles, and negotiating the educational environment.
53101 Deaf Culture and Community (3)
Exploration of historical events and figures from deaf community perspective. Life experiences of “typical” deaf individuals as minority culture representatives interacting with majority culture institutions and processes as depicted in narrative story-telling and folklore.
53102 Interpreting Processes Deaf/Hard of Hearing I (3)
Beginning-level interpreting course addressing voice-to-sign and sign-to-voice processes using simultaneous and consecutive strategies: ASL, SEE, Signed English, Total Communication signing. Preschool, primary, elementary students developmentally delayed through gifted academic levels. Requires 20 hours of field experience.
53103 Interpreting Processes Deaf/Hard of Hearing II (3)
Intermediate-/advanced-level interpreting course addressing voice-to-sign and sign-to-voice processes using simultaneous and consecutive strategies: ASL, SEE, Signed English, Total Communication. Focus on middle school/high school/post-secondary students developmentally delayed through gifted academic levels. Requires 30 hours of field experience. Prerequisite: SPED 39201 and SPED 4/53105 and SPED 4/53102.
53104 Interpreting Process III (3)
Continued advanced-level skill development in voice-to-sign processes using simultaneous and consecutive strategies: Advanced ASL, SEE, Signed English, Total Communication. Dialect, idiom, idiosyncratic language usage and patterns, regional/local variations; age, gender, register variations. Requires 30 hours field experience. Prerequisite: SPED 39201 and 4/53103.
53105 Signed English and Other Systems (3)
Receptive and expressive use of English-based sign language systems; ASL root words, prefix/suffix use, simultaneous speaking and signing. Explanation and demonstration of cued speech; exploration of the research related to individuals who use cued speech. Prerequisite: SPED 4/53100; ASL/SPED 29202.
53106 Classroom-Setting Interpreting (3)
Issues and challenges of classroom-based educational interpreting. Mainstreaming, inclusion, resource room, and self-contained academic and nonacademic class preparation and interpreting environments. Off-campus practicum four hours each week to observe and assist with classroom interpreting. Prerequisite: ASL 19201 or SPED 19201 and SPED 4/53100.
53107 Nonclassroom-Setting Interpreting (3)
Issues and challenges of nonclassroom-based educational interpreting. Student participation with IEP-designated related services; professional consultations; assessment interpreting; miscellaneous interpreting. Off-campus practicum four hours per week to observe and assist with classroom interpreting. Prerequisite: SPED 29201 and 4/53100.
53108 American Sign Language Linguistics and Usage (3)
Analytical study of American Sign Language syntactic, semantic, morphology and pragmatics; comparison of spoken languages and ASL using the Stokoe system, impact of educational-setting characteristics on linguistic processes. Prerequisite: SPED 29202 and 4/53100.
53109 Cued Speech and Oral Interpreting (3)
Introduction to Cued Speech using hand shapes and hand positions to differentiate between homophonous sounds; theoretical background and development history; oral interpreting homophonous sounds, synonym selection processes; positioning, lighting, and related concerns and issues. Prerequisite: SPED 29202.
53110 Discourse Analysis for Interpreters (3)
Spoken English and ASL usage is studied as they appear in conversational situational and interpreted contexts. Analyze of discourse and self analysis of classroom discourse will be targeted. Prerequisite: SPED 43100, 43102, 43106, 43107. Corequisite: SPED 43101.
53111 The Professional Interpreter (3)
This course will cover current trends in the field regarding situational and ethical issues. Demand/Control Schema and Ethics will be the focus in order to prepare students for the national certifi cation test. SPED 4/53100, 4/53106.
53192 Practicum: Interpreting Process (1-3)
Field-based practicum experience provides preservice educational interpreters with opportunity to participate with currently practicing master educational interpreters. Students placed in education-based settings. University supervisor and teacher-mentor observe and assess student skill. Prerequisite: SPED 29202.
53309 Introduction to Deaf Studies (3)
Introductory survey course provides informational base and understanding of experiences of deaf people as a cultural minority. Includes etiology and prevalence data, service delivery systems, diagnosis and assessment of issues and communication systems. 20 field hours.
53310 Language Development for Deaf and Hard-of-Hearing Students (3)
Reviews research, theories and theorists in the field of language development for hearing and deaf children; develops awareness of language differences commonly demonstrated by deaf and hard-of hearing children; demonstrates ways to assess linguistic differences and facilitate instruction. Six topic areas include theories of language development (review), language and cognition, normal language acquisition in signed and spoken languages, child-caregiver interaction, language learning in a bilingual setting and language assessment. Students gain foundational understanding of language development and awareness of classroom applications for this knowledge. Includes 20 hours of fi eld work. Course may be repeated up to 3 times. Prerequisite: SPED 53309 with a minimum grade of B- (2.7); and SPED 29202 or ASL 29202 with a minimum grade of B- (2.7); and SPA 34104. Corequisite: SPED 63392.
53311 Instruction of Deaf/Hard-of-Hearing Students with Special Needs (3)
IEP and transition-planning strategies and program content for deaf/hard of hearing students with ADHD, BD, DD, VI, DB, LD, CMI, TBI, chronically health impaired/medically fragile, gifted. Curriculum and lesson developed and adapted for impacted areas. Prerequisite: SPED 53313 with a minimum grade of B- (2.7). Corequisite: 2 credit hours of SPED 63392.
53313 Literacy Assessment and Intervention for Deaf/Hard of Hearing Students (6)
Theoretical overview of integrated linguistics curriculum. Reading theories: difficulties for students with significant hearing loss and auditory processing difficulties; instructional planning; materials design; ongoing assessment strategies. Course includes a practicum placement. $8.33/cr fee. Prerequisite: SPED 53310 with a minimum grade of B- (2.7); and SPED 29202 or ASL 29202 with a minimum grade of B- (2.7); and CI 67310. Corequisite: 2 credit hours of SPED 63992.
53316 Early Childhood Deaf Education: Family and Child Service Provision (3)
Targets the issues and needs of young deaf/hard-of-hearing children and their families. Topics covered relate to service provision in the home and classroom for deaf/hard-of-hearing children from birth to 5 years of age. Includes 30 hours of work in a practicum placement with a young D/HH child and his/her family.
53317 Family-Focused Approaches to Cochlear Implant Use (3)
Examines effective support and utilization of cochlear implants from a family perspective. Includes the initial decision making and issues, through the child’s and family’s adjustment to the activation, use and maintenance of the device. Also focuses on the need long-term and sometimes unexpected outcomes of device usage and ultimately, adolescent and young-adult issues. Prerequisites: SPED 29202 or ASL 29202; and SPED 53310; and SPED 53010 or 63952; and SPA 43600.
53324 Curriculum Methods and Mat3erials for Deaf/Hard of Hearing Students (3)
Designed to provide students with basic knowledge and skills needed to effectively design and implement instruction for deaf and hard-of-hearing students. Conducted through a combination of lectures, discussions, demonstrations and group activities. Upon successful completion, students posses foundational understanding of how to design and implement lessons and curriculum with students who are deaf and hard of hearing. Prerequisite: SPED 43313 with a minimum grade of B- (2.7); CI 57501 and 57502. Corequisite: 2 credit hours of SPED 63392.
53529 Nature and Needs of Gifted Children (3)
Personal characteristics, abilities and potentialities of gifted children through review of related research. Evaluation of research findings and implications for psychoeducational development.
53530 Instructional Processes for Gifted Children (3)
Discovery and guidance of mentally superior children. Provision for school attention and accommodations. Case studies of gifted children. Selecting appropriate instructional strategies. Prerequisite: SPED 53529.
53534 Social/Emotional Components of Giftedness (3)
Affective growth of gifted persons is reviewed through research literature and analysis of case studies. Reviews adjustment problems of gifted youth and adults.
54161 Transitional Programming and Services for Disabled Youth (3)
Transition from school to work and community life; vocational exploration/assessment and preparation/placement methods and techniques for secondary and postsecondary disabled youth. Prerequisite: SPED 53200.
60199 Thesis I (2-6)
Thesis students must register for a total of 6 hours, 2 to 6 hours in a single semester, distributed over several semesters if desired. S/U grading; IP permissible.
60299 Thesis II (2)
Thesis students must continue registration each semester until all degree requirements are met. S/U grading; IP permissible. Prerequisite: SPED 60199.
63030/73030 Pharmacological Interventions in Special Education (3)
Introduce mechanisms by which drugs act; identify benefits/side effects; implications for delivery/intervention; monitoring in classroom. Classes of drugs examined; issues examined; delineation of responsibilities and prohibitions.
63031/73031 Program Development and Ethical Application of Applied Behavior Analysis (3)
(Cross listed with SPSY 6/77931) Describe and apply methodology and research design in monitoring the effectiveness of behavioral interventions and to use such information to evaluate overall program efficacy. Consideration is given to student characteristics (e.g., underlying disability) when developing and evaluating behavior programs based. Use of specific tools for prioritizing behaviors, evaluating progress, and making treatment program decisions are presented. Issues related to ethics, treatment implementation fidelity, and behavioral program development are also emphasized. Prerequisites: SPED 53030.
63032/73032 Advanced Interventions for Addressing Severe Behavior (3)
(Cross listed with SPSY 6/77932) Use and interpretation of functional behavioral assessments in educational settings to lead to the identifi cation of empirically-supported interventions to address the behavioral needs of children. The development, implementation and analysis of functional analysis procedures. Special emphasis given to identifying/ designing, implementing and assessing the effectiveness of advanced behavioral interventions in consultation. 20 field hours. Prerequisite: SPED 53030.
63092 Field Experience in Special Education (1-9)
S/U grading; IP permissible. Prerequisite: special approval.
63101 Administration and Supervision in Special Education (3)
Administration of educational programs for exceptional children; improvement of teacher competencies; function of special education supervisors; and special education operations at local, state and national levels.
63200 Introduction to Exceptionalities (3)
Introduction to exceptionalities of student development. Focus on foundations/theories associated with characteristics and accommodations for human exceptionalities. Collabortive/multidiscipline educational service design. 15 clinical/field hours.
63201 Issues in Special Education (3)
Surveys current research, literature and policy issues that affect identification, assessment and service provision to students with exceptionalities.
63202 Instructing Students with Special Needs in Inclusive Settings (3)
Students will develop knowledge of models of grouping and instructing students with special needs in inclusive settings, with a focus on curricular adaptations and methods of consulting, teaming and collaborating. Prerequisite: SPED 23000, 63200 or 63201. Special fee: $25 per semester.
63300 Research Applications in Special Education (3)
Culminating experience in which students apply their content, methods and research skills to develop a fi nal project that addresses an area of special education. Focuses on techniques for answering research questions, developing curriculum and assimilating knowledge through applied projects. IP permissible. Prerequisite: EVAL 65510 or 65511.
63301 Single Subject Research Methods (3)
Research designs and techniques associated with behavioral observation and a description of single subject experimental methodology are presented. The study of this methodology includes topics related to applied behavior analysis, assessment, experimental design and data evaluation. In addition, single subject methods are discussed in relation to other research designs. 20 field hours.
63392 Advanced Practicum in Special Education (2-8)
Recreational, therapeutic and academic experience with exceptional children in camp, school or residential facility. Prerequisite: special approval.
63531/73531 Curriculum Development for Gifted Learners (3)
Focus on design/development of curriculum for gifted learners; adapt/modify existing curricula; design curricular materials through predetermined process assessment of suitability of materials.
63532/73532 Gifted Program Design and Administration (3)
Fundamentals of designing gifted programs are reviewed. Topics include student identification, in-service, advocacy, program evaluation, compliance with state standards and teacher preparation. Prerequisite: SPED 53529 and 53530.
63533/73533 Gifted Subpopulations (3)
The characteristics and needs of intellectually gifted individuals who often are not high academic achievers are studied with consideration of the implications for school practices.
63535/73535 Intelligence, Assessment and Evaluation in Gifted Education (3)
Provides examination of historical/contemporary theories of intelligence and influences on definitions/beliefs about giftedness. Alternative models of assessment discussed and implemented. Prerequisite: special approval.
63950/73950 Curriculum and Intervention in Early Childhood Services (3)
(Cross-listed with ECED 60150) Overview and comparison of early childhood service approaches, including history and issues in delivering services, developmentally appropriate practice, environmental arrangement and how to modify curriculum. Prerequisite: special approval.
63952/73952 Family and Professional Collaboration in Early Childhood (3)
(Cross-listed with ECED 60159) Examines issues facing families and professionals serving young children who are at risk, disabled and typically developing. Prerequisite: special approval.
63953/73953 Practical Applications: Birth to Five (3)
(Cross-listed with ECED 60154) Practical application of recommended practices for young children birth to five. Observation of young children in natural environments. Plan and evaluate intervention with families and professionals. 60 field hours. Prerequisite: special approval.
63954/73954 Practical Applications: Five to Eight (3)
(Cross-listed with ECED 60162) Application of recommended practices for children five to eight. Observation of children in natural environment; plan/evaluate intervention collaboratively. 60 field hours. Prerequisite: special approval.
63955/73995 Typical and Atypical Development in Young Children (3)
(Cross-listed with ECED 60160) Overview of typical/atypical development pathways age three to grade three, including theories of behavior, implications of atypical development on play/learning, early childhood development within ecological framework. Prerequisite: special approval.
63956/73956 Foundations in Early Childhood Services (3)
(Cross-listed with ECED 60156) Overview of issues facing young children within context of family/society, including history, early childhood services, theoretical perspectives, implications of childhood disabilities, and recommended assessment, intervention and evaluation.
63957/73957 Assessment and Evaluation of Early Childhood Services (3)
(Cross-listed with ECED 60157) Examines a range of systems for comparing and observing early childhood services, practices, young children and families: types and purposes of assessment procedures and instruments, monitoring progress. Prerequisite: special approval. Special fee: $25 per semester.
63958/73958 Early Childhood Intervention Methods (3)
Specific strategies for working with children birth to eight with intensive needs (e.g., cerebral palsy, spina bifida, autism). 30 clinical hours will provide students with the opportunity to practice newly acquired intervention strategies, knowledge and skills. Prerequisite: special approval.
63959/73959 Medical Aspects of Lifespan Disabilities (3)
Description of medical issues facing individuals with lifespan disabilities and their families. Examination of etiology, co-occuring disabilities and disorders, and treatment options in relation to individuals with Autism Spectrum Disorders and other developmental disabilities. Prerequisite: special approval.
63991/73991 Seminar in Special Education (1-3)
Various topics include: behavior modification, research problems in special education, theories in special education, social processes in special education. Prerequisite: special approval.
63992 Advanced Practicum in Special Education (2-8)
Recreational, therapeutic and academic experience with exceptional children in camp, school or residential facility. Prerequisite: special approval. S/U grading; IP permissible.
63995/73995 Special Topics in SPED (1-3)
Specialized offerings in response to emerging or selected program needs.
63996/73996 Individual Investigation in Special Education (1-10)
S/U grading; IP permissible. Prerequisite: special approval.
63998/83998 Research: Special Education (1-10)
S/U grading; IP permissible. Prerequisite: special approval.
64092 Field Experience for Mild/Moderate Intervention Specialist (2-4)
Field assignments in conjunction with mild/moderate coursework. Evaluates students in personal conduct, communication skills, instructional design and methods, and impact on student learning aligned with CEC standards. Prerequisite: SPED 53020 and 53060 and 63992. Corequisite: SPED 53062 and 53040.
64192 Field Experience for Moderate/Intensive Intervention Specialist (2-4)
Field assignments in conjunction with moderate/intensive coursework. Evaluates students in personal conduct, communication skills, instructional design and methods, and impact on student learning aligned with CEC standards. Prerequisite: SPED 53020 and 53061 and 63992. Corequisite: SPED 53063 and 53040.
64310 Autism Spectrum Disorders: Lifespan Interventions (3)
(Cross-listed with SPA 64310/74310) Provides students with a review of the significant aspects related to educational, social, vocational transitions for children, adolescents, and young adults with ASD. Students learn skills necessary to evaluate and develop programs designed to meet the changing and long term needs of individuals with ASD.
70094 College Teaching (3)
(Cross-listed with SPSY 70094) Discusses important aspects of teaching in higher education, including such topics as the students’ philosophy of teaching, principles of adult learning, instructional strategies, student assessment and others.
80090 Doctoral Residency Seminar (3)
Provides students with the opportunity to synthesize courses, research and practice by focusing on diverse issues/topics. Ordinarily, SPED 80090 is taken no earlier than the second year of doctoral studies as a culminating course in the doctoral sequence. Prerequisite: special approval.
80199 Dissertation I (15)
Doctoral dissertation for which registration in at least two semesters is required, fi rst of which will be semester in which dissertation work is begun and continuing until the completion of 30 hours. S/U grading; IP permissible.
80299 Dissertation II (1 or15)
Continuing registration required of doctoral students who have completed the initial 30 hours of dissertation and continuing until all degree requirements are met. S/U grading; IP permissible. Prerequisite: SPED 80199.
83301 Single Subject Research Methods (3)
Research designs and techniques associated with behavioral observation and a description of single subject experimental methodology are presented. The study of this methodology includes topics related to applied behavior analysis, assessment, experimental design and data evaluation. In addition, single subject methods are discussed in relations to other research designs. 20 field hours.
83952 The Law and Special Education (3)
Selected principles of constitutional, statutory, case and common law affecting handicapped and special education students, teachers and administrators are studied.
83956 Biomedical Aspects of Special Education (3)
Considers neurological, genetic and biochemical factors associated with exceptional children and youth. Discussions focus on development and related issues in serving the exceptional person.
83991 Seminar in Special Education (1-3)
Variable topics. Prerequisite: special approval.
83992 Internship in Special Education (2-8)
S/U grading; IP permissible. Prerequisite: special approval.
83998 Research in Special Education (1-10)
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