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• Undergraduate Fall 2024
• Special Education

Undergraduate Special Education

2024 Fall Term

Class Schedule

DISABILITY, RACE, & ETHNICITY IN SOCIETY

SPECED 201

The course addresses the perspectives and social construction of disability in underrepresented groups (e.g., African Americans, Latina). The course focuses on the intersection of political, racial, and cultural context of disability. Particular attention is given to perceptions of access to resources pertaining to underrepresented groups. Strategies to promote access, authentic and more equitable and responsive services are discussed.

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INTRODUCTION TO SPECIAL EDUCATION

SPECED 205

A survey course designed to familiarize students with a wide range of disabilities, including the psychological, physiological, and educational problems that confront persons with intellectual disabilities, learning disabilities, gifts and talents, emotional or behavioral disorders, autism, speech impairments, auditory impairments, visual impairments, and orthopedic and neurological impairments. The course provides a foundation for interacting with individuals throughout the lifespan and addresses how the referral/placement processes can discriminate against marginalized populations or facilitate inclusion.

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CHARACTERISTICS OF AND INTERVENTIONS FOR EBD

SPECED 321

This course introduces the field of Emotional Behavioral Disorders (EBD). Students will learn about characteristics of EBD and how they manifest, learn about how different theories explain challenging behavior and interventions from multiple perspectives through the lifespan The course also provides intervention strategies for working with children with severe emotional/behavioral disorders. Strategies related to AODA, social skills curriculum, abuse/neglect, juvenile corrections, and medication management are taught. In addition, methods for creating effective program models is a focus.

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CHARACTERISTICS AND INTERVENTIONS FOR INTELLECTUAL DISABILITIES

SPECED 322

This course introduces students to the field of intellectual disabilities. Students will learn about the causes, characteristics; eligibility requirements; current cultural and historical views of intellectual disabilities; and social emotional, medical, physical, educational, and life-span considerations for individuals with intellectual disabilities.

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CHARACTERISTICS AND INTERVENTIONS FOR LEARNING DISABILITIES

SPECED 325

This course provides an examination of the field of learning disabilities. Emphasis on the concept of learning disabilities, etiology, diagnosis, characteristics, teaching strategies, theory, historical influences, and current trends. Eligibility and models of service delivery will also be examined. Typical and atypical learning development across the life-span is addressed.

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INTRODUCTION TO INDIVIDUALIZED DIAGNOSTIC ASSESSMENT OF EEN

SPECED 326

A core course providing an overview of educational assessment and diagnosis of those with disabilities. Emphasis is placed upon testing for IEP development, the teaching and implications of the educational evaluation for multidisciplinary team decision making.

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CHARACTERISTICS AND METHODS FOR AUTISM AND NEURODIVERSITY

SPECED 327

This course offers an overview of characteristics, theory, and teaching applications for students with autism spectrum disorder (ASD) and neurodiverse students. Discussion includes the major theories, teaching approaches, trends, etiological and diagnostic issues, classroom structure and environmental arrangement, research based instructional strategies, and family involvement.

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BEHAVIOR MANAGEMENT FOR THE INCLUSIVE CLASSROOMS

SPECED 360

The purpose of this course is to provide general strategies to promote effective behavior management in the inclusive educational environment. Focus will be on theories and practices for facilitating successful integration of children with disabilities in the regular education classroom or public school special education programs.

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INCLUSIVE METHODS OF INSTRUCTION

SPECED 361

This course is designed to help prospective special education teachers in grades K-12 learn to work effectively with students with mild disabilities. Instructional principles and strategies to provide quality instruction to help students become successful learners will be emphasized. Content emphasis includes models of instruction, and methods for delivering instruction including lesson planning and unit planning.

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EVIDENCE BASED EARLY INTERVENTION FOR INFANTS AND TODDLERS

SPECED 365

This course examines relevant theories and pertinent research pertaining to care of infants and toddlers with special needs within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth to three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting families, and team collaboration styles. Mental health issues related to infants and toddlers are examined in relation to those who provide care to this population.

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ADVANCED BEHAVIOR INTERVENTION STRATEGIES

SPECED 440

The purpose of this course is to provide special educators with the knowledge and skills to intervene with children with intense patterns of behavior that prevent the student from accessing the general education classroom. Techniques for conducting functional behavior assessments and designing behavior intervention plans will be provided. In addition, legal aspects regarding behavior intervention will be provided.

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COLLABORATION FOR EFFECTIVE INSTRUCTION

SPECED 458

This course develops student's skills and understanding of the laws pertaining to students with disabilities, writing individualized instructional plans, inclusion, collaboration and school-based team membership, and adaptation and modifications of instruction including tiered objectives and UDL. Students also develop their personal philosophy of education including beliefs about teachers, students, diversity, community, inclusion, etc. and a profile of their role as a team member through the use of a variety of self-assessment tools, develop professional dispositions, and the use of a cooperative learning structure (co-teaching arrangements).

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EDUCATIONAL-DIAGNOSIS AND ASSESSMENT IN LD, E/BD, ID

SPECED 462

A course designed to develop advanced diagnostic skills for elementary/secondary students with mild/moderate disabilities (LD, ED, ID). Emphasis is placed upon the assessment of cognitive, academic, developmental and behavioral skills that affect classroom performance. The application of advanced trend analysis and data synthesis techniques for special education placement and program planning is stressed and current issues/trends are discussed.

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CURRICULUM AND METHODS FOR INTELLECTUAL DISABILITIES - FUNCTIONAL

SPECED 465

This course prepares teacher candidates to work with high incidence and low incidence disabilities. It provides methods, strategies and techniques in assessment, curriculum development (augmentative communication, sensory integration, adaptive switches, and functional life skills), program design (positioning, physical handling, feeding facilitation), instructional strategies, material development, and community transition for the population with moderate disabilities. A major focus is on all aspects of functional programs across home, school, community and vocational environments.

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WORKING WITH PARENTS OF EXCEPTIONAL CHILDREN & COMMUNITY AGENCIES

SPECED 466

Provides insight into the adjustment problems of individuals with disabilities in the home and school environments. Particular emphasis upon consultation and supportive skills to aid the person and their parents in dealing with school or agency personnel and programs.

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LEGAL COMPLIANCE IN SPECIAL EDUCATION

SPECED 475

Students will review laws governing the education of students with disabilities, learn specifics of individualized education program compliance and practice program writing and development that meet both the letter and intent of federal and state law. Students will also explore common areas of noncompliance and learn strategies to prevent noncompliance. The focus will be on IFSP and IEP procedures.

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CURRICULUM/METHODS/MATERIALS FOR THOSE WITH MULTIPLE DISABILITIES

SPECED 476

For persons interested in acquiring specialized techniques and strategies in the care, instruction, programming, and management of individuals with physical, motor, medical, intellectual, communicative and/or behavioral disabilities. Specific information on positioning, physical handling, feeding facilitation, augmentative communication, sensory integration, adaptive switches, medication therapy and life skills development for the person with severe and profound disabilities. Emphasis is on functional skills.

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STUDENT TEACHING/INTERNSHIP PRACTICUM SEMINAR

SPECED 480

Teacher candidates will explore the respective roles and responsibilities of all student teaching personnel and school personnel. Attention is given to the recognition and application of skills and activities fundamental to the development of effective teachers. Teacher candidates will complete all special education department requirements including unit plans, an IEP, an FBA and BIP, and online reflection journal submissions.

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SPECIAL ED ALTERNATIVE WISCONSIN FOUNDATIONS OF READING TEST

SPECED 485

This capstone course is designed to meet the professional licensing requirement of passing the Wisconsin Foundations of Reading Test in an alternative portfolio format required for Wisconsin Cross Categorical Special Education teachers. Participants will complete the required portfolio content to pass the Alternative WIFORT including documentation of required course grades, intensive intervention planning (phonological awareness, phonics, and fluency), integrative thematic unit instruction plans (vocabulary, comprehension, and fluency), and completion of a minimum of two instructional observations and coaching sessions by a Wisconsin certified Reading Specialist addressing phonological (phonemic) awareness, phonics, fluency, vocabulary, and reading comprehension.

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SCIENCE OF READING I FOR STUDENTS WITH DISABILITIES

SPECED 486

The course addresses phonemic awareness, phonics, advanced word reading, and reading fluency for students who struggle to read and have disabilities. Through using research validated strategies in phonemic awareness, decoding, fluency, spelling, and handwriting, the processes and skills children and adolescents use to read fluently are examined as well as similarities and differences in reading instruction in special/general education. This course addresses development in language (including ELL/ESL differences), phonological awareness (including phonemic awareness), phonics, and fluency from birth through adulthood.

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SCIENCE OF READING II FOR STUDENTS WITH DISABILITIES

SPECED 487

This course addresses reading and writing instruction across the curriculum including processes and skills students engage in to develop vocabulary, comprehend text, and compose quality written work. The difficulties encountered by students with language and learning differences (including ELL/ESL) are reviewed. Pedagogical research providing "best practices" in teaching vocabulary, comprehension, and writing is emphasized. Students will develop skills for teaching reading/writing vocabulary, reading comprehension, and writing process/products and explore technology that supports instruction. The course addresses development of language, reading (vocabulary & comprehension), and writing from birth through adulthood.