SPED 540 Language Arts for Exceptional Individuals (3:3:0)
This course is designed to develop a knowledge of remedial techniques and special curricular considerations for teachers who work with individuals moderately, severely, or multiply disabled language impaired. (Not regularly offered)

SPED 550 Nature and Needs of Individuals with Exceptionalities (3:3:0)
This course deasl with individuals having educational impairments including: identification and etiological factors; psychoeducational needs of emotionally disturbed, mentally handicapped, learning impaired, or severely disabled persons; community and professional services. Required for those students with limited experience in special education. (Offered fall, summer pre session)

SPED 551 Inclusionary Practices (3:3:0)
This course is intended for administrators, counselors, psychologists, curriculum supervisors, all teachers (regular, special), and school nurses concerned with proving appropriate educational experiences for students with special education needs in regular educational setting. Required for special education certification (Offered fall, spring, summer presession, and summer mainsession).

SPED 552 Together: Mainstreaming in Schools (3:3:0)
The purpose of the workshop is to cause meaningful interaction of special and regular education teachers. The interaction enables them to review and to develop positive models for their particular schools that allow for exceptional and non-exceptional children to learn together, to respect each other, to know each other.Amajor emphasis will be to devise, through group interaction, a plan for implementation of mainstreaming in the particular schools. The course is cross-listed with ELED 552 and PSED 552.

SPED 553 Creative Materials and Methods for Exceptional Individuals (3:3:0)
At the graduate level this course is designed for in-service regular classroom teachers anticipating students with multiple disabilities included in their classrooms, special educators, and other degree-holding persons planning to work with individuals with exceptionalities in a rehabilitative setting. Emphasis is on a case-by-case analysis of client or student needs, and development of appropriate projects for their training and rehabilitation. Small additional fee.

SPED 554 Curriculum and Instruction for Individuals with Mild Disabilities (3:3:0)
This course is designed to provide a basis for the development of individualized curriculum goals and instruction for students with mild disabilities. (Offered fall term and summer presession).

SPED 555 Curriculum and Instruction for Individuals With Moderate/Severe/Profound Disabilities (3:3:0)
This course is designed to provide a basis for the development of individualized curriculum goals and instructions for students with moderate/severe/profound disabilities. (Offered spring term, and summer main session).

SPED 567 Families in the Educational Process of Individuals with Exceptionalities (3:3:0)
The purpose of this course is to develop skills in working with parents of youths with exceptionalities. Attention will be given to conferencing, reporting, and instructing parents in the process of home training. Further attention will be given to directing parents toward community services and resources, developing school-initiated parent support groups. (Not regularly offered).

SPED 568 Early Intervention in Special Education (3:3:0)
This course is designed to develop skills in the identification and referral of preschool-age children with exceptionalities, determining training targets for this group, implementing alternative programs for individuals with multiple disabilities, developing appropriate preschool training environments, and implementing an adapted curriculum. (Offered fall term and summer main session).

SPED 570 Collaboration in the Educational Process (3:3:0)
This course is designed to prepare special educators to function as consultants to regular education teachers and other school personnel. The use of consultation is reviewed at the pre-referral, referral, and mainstreaming level of service. The goals for this course include student competence in consultation concepts and skills in working with classroom teachers. (Offered summer session).

SPED 572 Thesis I (3:0:0)
This course consists of the development of a thesis topic and review of the literature, writing and editing of the thesis, and submission of the final paper to peer-reviewedjournal. Prerequisites: ELED 570; SPED566.

SPED 573 Thesis II (3:0:0)
This course consists of the development of a thesis topic and review of the literature, collection of data, writing and editing of the thesis. Prerequisites: ELED 570; SPED 566.

SPED 574 Applied Behavior Analysis Principles I (3:3:0)
This course will cover the basic concepts of behavior analysis as applied to a variety of situations in teaching individuals with exceptionalities. Classroom management utilizing nonaversive behavior management techniques will be presented. Open to all students of graduate standing. (Offered fall, summer main session).

SPED 575 Applied Behavior Analysis Principles II (3:3:0)
This is an advanced examination of the basic principles of behavior and the development and application of each. This course will examine the principles of behavior in depth and focus on the use of these principles in applied settings with students and/or individuals with disabilities. The content of this course is determined by the Task List of the Behavior Analyst Certification Board. Prerequisites: SPED 574; permission of instructor. (Offered fall term).

SPED 576 Seminar: Research Problems in Special Education (3:3:0)
This coursewill develop student awareness of critical issues in special educationwhich have relevance for research concerns. Additionally, appropriate and feasible research designs and techniques are discussed within the framework of current special education methods and procedures. Required for Master's thesis. Prerequisites: ELED 570; SPED 574. (Offered spring term).

SPED 577 Application of Behavior Principles with Low Incidence Disabilities (3:3:0)
This course will examine issues relevant to the development and application of interventions with individuals with low incidence disabilities. Specific interventions and strategies will be discussed. Content for this course was determined by the Task List of the Behavior Analyst Certification Board and the Council for Exceptional Children Knowledge and Skill Statements. Prerequisites: SPED 574, SPED 575, SPED 576; permission of instructor. (Offered spring term).

SPED 578 Systems Issues in Behavioral Support (3:3:0)
This course willexamineissues related to service delivery, systemschange,andthe staffdevelopment in the application of applied behavior analysis. The content of this course was developed in accordance with the Task List of the Behavior Analyst Certification Board. Prerequisites SPED 574, SPED 575, Sped 576, Sped 577; permission of instructor. (Offered summer presession).

SPED 580 Seminar: Administration and Organization of Special Education (3:3:0)
The course is designed to review traditional and emerging leadership roles and organizational approaches in special education. The student will review, assess, and discuss implications of new mandates for human services. Objectives include evaluation of current delivery systems. (Offered summer main session).

SPED 581 Measurement and Evaluation in Special Education (3:3:0)
This course utilizes a variety of measures to assess and evaluate the educational, behavioral, and developmental areas of students with exceptionalities using traditional and alternative assessment instruments based upon the results of these measures. Prerequisite: SPED 550. (Offered fall and spring terms).

SPED 582 Seminar: Current Issues in Special Education (3:3:0)
This seminar is designed for all graduate students in the field of education who are interested in current issues arising out of litigation and legislated manfdates within the field of special education. An emphasis will be placed upon issues which are presently affecting (and will continue to shape) services to learners with exceptionalities, regular and special education professionals, and administrators. Attention will also focus upon a class member's individual/professional concerns in the special education arena. (Offered spring term).

SPED 583 Seminar: The Emotionally Disturbed (3:3:0)
This course will provide the student with a current overview of the field of education for students with emotional disturbances. Objectives include an awareness of conceptual models and program activities toward ameliorating impact of maladaptive behaviors. Prerequisite: SPED 550. (Offered summer post session).

SPED 584 Seminar: Vocational and Career Education for Exceptional Individuals (3:3:0)
This course is designed to help the teacher develop new skills and to find innovative means for career and vocational-technical planning and training with individuals with exceptionalities. Prerequisite: SPED 550. (Offered fall and spring terms).

SPED 588 Seminar: The Resource Room (3:3:0)
The course is designed to examine the Resource Room as an alternative delivery system in extending services to students with exceptionalities. Course work is designed to enhance students' skills in individualizing programs using diagnostic/prescriptive procedures. Prerequisite: SPED 550.

SPED 589 Curriculum Issues in Special Education (3:3:0)
This course will focus on the development, implementation, and evaluation of special education curriculum. This will include problems of programming for students with exceptionalities; differentapproaches and review of research implications. Prerequisite: SPED 550 or enrolled in the Special Education Supervisory Certificate Program. (Offered summer presession).

SPED 590 Seminar: Teaching Individuals with Learning Disabilities (3:3:0)
The purpose of this course is to broaden the in-service teacher's knowledge of the characteristics of the student with learning disabilities, instructional models and programmatic planning, solving real-life management problems, material problems, and teaching problems, in a sharing and seminar setting. Prerequisite: SPED 550.

SPED 591 Seminar: Assistive Technology (3:3:0)
This course describes the use of assistive technology services and devices as related services in the special education process. Emphasis is placed on consumer-driven technology selection and evaluation processes. Students will learn how to access assistive technology services as well as strategies for collaborating with experts in technology.

SPED 592 Seminar: Teaching Individuals with Physical Disabilities (3:3:0)
The course deals with appropriate educational interventions. Teaching skills are complimented with medical and technical advances. Objectives include amelioration of effects of physical disabilities toward possible mainstreaming. Prerequisite: SPED 550.

SPED 594 Seminar: Teaching Individuals with Mental Retardation (3:3:0)
This course will cover theories of intelligence, retardation, etiological factors of mental retardation, curriculum needs of mental retardation, methods and materials of instruction, an overview of career considerations, and emerging trends for adult services.

SPED 596 Internship in Special Education Supervision (3:1:4)
This supervised field experience is designed to provide the candidate for the Special Education Supervisor certificate with field experiences in personnel supervision, assessment techniques with the exceptional population, budgeting and financing for special class operation, participating in child study team conferences, curriculum development, and due process. Prerequisite: All courses listed for the Supervisory Certificate Program. (Offered summer presession)