2005-2006 UNIVERSITY CATALOGUE

SPED - Special Education

200 Introduction to Special Education
3 crs (3-0). F, Sp.
Survey of the education of children with communication disorders, cognitive disabilities, sensory and physical disabilities, learning disabilities, and emotional disturbance.

205 School and Community Experience in Special Education
3 crs (0.5-2.5). F, Sp.
P: SPED 200
S/U only grade basis
The student will observe, participate, and reflect based on experiences with pre-elementary or elementary/secondary students. Lectures, discussions, and school experiences will facilitate career decision.

210 Introduction to Cognitive Disabilities
3 crs (3-0). F.
P: SPED 200
This course studies the causes and characteristics of cognitive disabilities. Social, educational, and vocational issues are also discussed.

220 Introduction to Special Education: Early Childhood
3 crs (3-0). F, Sp.
P: SPED 200
Introduction to early intervention for young children, birth to nine years of age who are at-risk or disabled. Focus is on rationale, philosophy, goals, and basic intervention practices.

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

300 /500 Inclusive Practices for Secondary Educators
2 crs (2-0). F, Sp, Su.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Limited to secondary education majors.
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.

301 /501 Observation and Participation with Students without Disabilities in Educational Programs
3 crs (1-2). F, Sp.
P: SPED 200 and 205
P: Limited to teaching majors admitted to College of
Education and Human Sciences
S/U only grade basis
Concurrent enrollment in CI 305 for LD and CD majors
Fieldwork with children without disabilities in order to acquire a more complete understanding of typical and atypical child growth and development, and general education curriculum. Experience is required by Wisconsin DPI.

306 /506 Behavior Management
3 crs (3-0). F, Sp, Su.
P: SPED 200, or 300, or 400 or consent of instructor
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Behavioral approaches to managing student behaviors. Includes classroom management techniques, contingency contracting, behavior counting and charting, reinforcement systems, behavior therapy, and uses of punishment.

314 /514 Principles of Career and Vocational Education
3 crs (3-0). F, Sp.
P: SPED 210 or 330/530 or 460/660
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Career/vocational education for elementary/secondary students with disabilities. Emphasis on daily living skills, personal-social skills, occupational guidance and preparation, leisure skills, state and federal legislation, and assessment.

324 /524 Creative Activities for the Developmentally Young
3 crs (2-1). F.
P: SPED 200; SPED 210 or 220 or 330/530 or 460/660; or
consent of instructor
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Emphasis will be placed on the selection, modification, and use of developmentally appropriate creative activities to facilitate development, enhance learning, and minimize the effect of disabilities.

330 /530 Introduction to Learning Disabilities
3 crs (3-0). F, Sp.
P: SPED 200 or 300 or 400; or junior standing for CSD
majors, or consent of instructor; limited to teaching
majors admitted to College of Education and Human
Sciences; CSD and school psychology students may also
enroll
Survey course of causes, educational problems, and intervention programs associated with learning disabilities.

331 /531 Curriculum and Methods for Students with Mild Disabilities
3 crs (3-0). F, Sp, Su.
P: SPED 210 or 220 or 330 or 460; or consent of
instructor. May be taken concurrently with SPED330/530
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Foundation level skills in curriculum development and programming for teachers of students with mild disabilities.

335 /535 Pre-student Teaching Experiences with Individuals with Learning Disabilities
1-3 crs. F, Sp, Su.
P: SPED 331/531 with a grade of B- or above
P: Limited to teaching majors admitted to College of
Education and Human Sciences
SL-Full
Instructor approval required
Supervised clinical experiences with children and adolescents who are learning disabled.

400 /600 Inclusive Practices for Elementary Educators
3 crs (3-0). F, Sp, Su.
P: Limited to elementary education majors admitted to
College of Education and Human Sciences
Admission to elementary education program or consent of instructor.
Designed to help elementary educators in observing, identifying, and teaching diverse learners including children with disabilities, cultural differences, gifts/talents and/or at-risk concerns. Provides knowledge and practice related to special education processes, professional collaboration, and curricular adaptations/modifications.

401 /601 Assessment of Students with Disabilities
3 crs (3-0). F, Sp.
P: SPED 210 or 220 or 330/530 or 460/660, and 331/531; or
consent of instructor
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Application of assessment terminology and statistical concepts. Selection, administration of tests, and interpretation of scores from teacher-made, norm- referenced, and criterion-referenced assessments.

402 /602 Parent and Family Involvement
3 crs (3-0). F, Sp, Su.
P: SPED 200 and 331/531 and 210 or 220 or 330/530 or
460/660
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Rationale, efficacy, methods, and materials for involving parents and family members through collaborative activities. Community resources, communication skills, legal issues, and effective team membership are also studied.

403 /603 Measurement in Early Intervention
3 crs (3-0). Sp.
P: SPED 220
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Informal and formal measurement procedures used in early intervention (birth to nine years of age) will be addressed. Special attention is directed to the identification of family needs and the process of involving the primary caregivers in measurement functions.

404 /604 Pre-student Teaching Experiences with Individuals with Mild Disabilities
3 crs (1-2). F, Sp, Su.
P: SPED 306/506 and 331/531
P: Limited to teaching majors admitted to College of
Education and Human Sciences
SL-Full
Course may be taken 2 times
Supervised clinical experiences with children and adolescents with mild disabilities.

411 /611 Methods and Materials for Students with Mild Cognitive Disabilites
3 crs (3-0). F.
P: SPED 210
P: Limited to teaching majors admitted to College of
Education and Human Sciences; teaching certification
students may also enroll
Special curricula, materials, and methods for teaching students with mild cognitive disabilities at the elementary and secondary levels.

412 Pre-student Teaching Experiences with Individuals with Cognitive Disabilities
1-3 crs. F, Sp.
P: SPED 331/531 or 411/611, or 417; limited to special
education majors admitted to College of Education and
Human Sciences
Course may be taken 3 times
Supervised clinical experiences with children and adolescents with cognitive disabilities.

414 /614 Special Vocational Support Strategies
3 crs. Su.
P: SPED 314/514
P: Limited to teaching majors admitted to College of
Education and Human Sciences; teaching certification
students may also enroll
Vocational support strategies used with high school students with disabilities. Emphasis is placed on active involvement in vocational laboratory experiences.

417 /617 Curriculum and Methods for Students with Moderate or Severe Disabilities
3 crs (3-0). Sp.
P: SPED 210 OR 331/531 or consent of instructor
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Study, selection, and preparation of suitable curriculum and methods used in teaching students with moderate/severe cognitive disabilities.

421 /621 Methods in Early Intervention
3 crs (3-0). F.
P: SPED 220
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Curriculum and instruction practices used in centers and homes. Emphasis on use of procedures for facilitating motor, cognitive, communication, and self-help skills across all types and degrees of disabling conditions.

425 /625 Problems: Teaching Children Birth to Nine
1 cr (1-0). F, Sp.
P: SPED 421/621 & appropriate student teaching course(s).
P: Limited to teaching majors admitted to College of
Education and Human Sciences
CP
Must be taken with F ED 497
Problems associated with teaching young children and collaborating with their primary caregivers and related professionals will be addressed. This is taught in conjunction with student teaching (Sped 470 ages 0-3 and Sped 470 ages 3-9).

426 /626 Intervention with Atypical Infant-Toddlers (Birth to Three)
3 crs (3-0). Sp.
P: SPED 220
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Examines specific disabilities of infants and toddlers, assessment methods for detecting significant delays, best practices of family involvement in at-risk infant-toddler programs, and practical transition programming.

431 /631 Methods for Students with Learning Disabilities
3 crs (3-0). F, Sp.
P: SPED 331/531 or consent of instructor
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Advanced skills needed to organize and implement individualized programs for students who have learning disabilities. Emphasis is placed on informal assessment and curriculum skills for teaching reading and language arts.

432 /632 Language Development and Intervention for Students with Disabilities
3 crs (3-0).
P: SPED 401/601
P: Limited to teaching majors admitted to College of
Education and Human Sciences; teaching certification
students may also enroll
Theoretical models and strategies for assessing and teaching language skills to students with disabilities.

453 /653 Behavioral Assessment and Planning
1 cr (1-0). Su.
P: SPED 306/506, and 401/601 or 403/503; or consent of
instructor; limited to admitted special education
majors
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.

455 /655 Advanced Behavior Intervention for Students with Emotional Behavioral Disabilities
3 crs (3-0). Su.
P: SPED 306/506, 401/601 or 403/603, and 460/660 or
consent of instructor; limited to admitted special
education majors
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/behavior disabilities.

460 /660 Introduction to the Education of Students with Emotional Disturbance
3 crs (3-0). F, Su.
P: SPED200 or 300/500 or 400/600 or consent of instructor
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Survey course of characteristics, causes, and intervention in relation to the education of students with emotional disturbance. Focus is on historical, theoretical, and current issues impacting school-based practice.

465 /665 Child Abuse and Neglect: Educational Implications
3 crs (3-0).
Provides professionals with basic information relative to identifying and reporting suspected cases of child abuse and neglect, effects of abuse and neglect upon the child’s total school performance, the role of community agencies, and the school’s role in prevention.

470 Student Teaching in Special Education
7 crs. F, Sp.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Course may be taken 2 times
Admission to professional semester and department approval.
Student teaching in special education class all day for one-half semester or half days for one semester.

471 Student Teaching in Special Education
3-6 crs. F, Sp, Su.
P: Limited to special education majors admitted to
College of Education and Human Sciences
Course may be taken for a maximum of 18 credits
Teacher licensure, admitted to special education program, completed methods courses, and departmental approval. On- the-job practica have additional eligibility requirements.
Department permission required
Intended for teachers already certified who are seeking additional licensure; student teaching experience specially designed for the student.

472 Student Teaching in Special Education
3 crs.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Course may be taken 2 times
Admission to professional semester
Department permission required
Student teaching in special education class one half day for nine weeks.

474 /674 Clinical Experiences with Students with Disabilities
1-3 crs. F, Sp, Su.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Minimum junior standing
Department permission required
Supervised clinical experiences with students with disabilities.

475 Internship Teaching
7-14 crs. F, Sp.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Special course fee required
Admission to the professional semester and departmental approval is required. Students with a major in Sped with dual certification in Eled may register for an internship of seven credits in Sped (Sped 475) and seven credits in Eled (CI 440).
Department permission 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.

476 Professional Practices in Special Education
1 cr (2-0). F, Sp.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
CP
Must be taken with F ED 497
and appropriate student teaching course(s). Admission to professional semester and recommendation of Sped department.
Provides a capstone experience in special education. Students organize and synthesize information from professional coursework, maintain and utilize a professional portfolio, and design curricular and behavioral interventions consistent with federal law and state regulations.

495 /695 Directed Studies in Special Education
1-3 crs.
May be repeated - additional restrictions may apply
Arranged by department in response to need.
Group study, under the immediate direction of a Special Education faculty member, of a defined problem not covered in existing courses.

499 Independent Study
1-3 crs.
P: Limited to teaching majors admitted to College of
Education and Human Sciences
Minimum junior standing
May be repeated - additional restrictions may apply
Get form from department office
Permits a student to study a special problem or issue.

701 Motor Function in Individuals with Disabilities
3 crs (2-1).
Theories, research, methods, and implementation of motor development programs for children and adolescents with disabilities.

708 Introduction to Graduate Studies in Special Education
3 crs (3-0).
P: Must be taken prior to taking 12 graduate credits in
M.S.E. program.
Instructor approval required
Study of issues and trends in special education. Prepares students to be more effective graduate students by developing critical thinking and technical writing skills.

711 Program Planning for Students with Disabilities
3 crs (3-0).
Consent of instructor
Examination of alternative goals, objectives, curriculum, methods, and materials currently for use with students with disabilities.

714 Vocational Services for Individuals with Disabilities
2 crs.
P: SPED 314/514
Study of and field experiences in vocational and habilitation service agencies.

729 Organization and Administration of Education Programs for Learners with Disabilities
3 crs (3-0). Su.
P: SPED 708 or consent of instructor
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.

731 Design of Academic and Social Skills Instruction in Special Education
3 crs (3-0).
P: SPED 708 or consent of instructor
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.

735 Intervention for Students with Academic or Social Needs
3 crs (3-0). Su.
P: SPED 401/601 and 431/631 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.

765 Behavior Management Methods and Curriculum for Students with Severe Emotional Disturbance
3 crs (3-0). Sp.
P: SPED 306/506, 401/601, 460/660
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.

775 Advanced Seminar and Practicum in Assessment
3 crs (3-0). F, Sp.
P: Sped 401/601, or 403/603, 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.

778 The Special Education Cooperating Teacher
3 crs (3-0).
Open to approved certified teachers
Designed to develop competencies in guidance and supervision of practicum with children with disabilities.

779 Special Education Supervision Practicum
3 crs.
P: 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.

780 Administration and Supervision of Special Education
3 crs (3-0).
Instructor approval required
Principles and practices in administration and supervision of special education in urban, rural, and shared systems.

782 Special Education Law
3 crs (3-0). Su.
This intensive course is designed for graduate level students and addresses federal legislation, regulations, and process and litigation specifically related to special education. In-depth analysis of case law and the implications for the PK-12 education system emphasized.

784 Issues and Trends in Special Education
2 crs (2-0).
Instructor approval required
Contemporary issues and trends in special education, including children’s rights, educational needs, practices, and programs.

793 Directed Studies in Education
1-3 crs.
May be repeated - additional restrictions may apply
Approval of department chair and associate dean.
Group study, under the immediate supervision of a Department of Special Education staff member, of a defined problem or issue not covered in existing courses.

795 Research Paper
1-2 crs.
May be repeated - additional restrictions may apply

797 Independent Study
1-3 crs.
May be repeated - additional restrictions may apply
Get form from department office

799 Thesis
1-6 crs.
May be repeated - additional restrictions may apply