COURSES IN SPECIAL EDUCATION
2008-2009 Catalog

360 INTRODUCTION TO SPECIAL EDUCATION (4) An introduction to characteristics and categories of exceptionality, and the rules and regulations concerning provision of special education and related services. Includes federal and Washington state legislation pertinent to special education from preschool through high school. Requires a minimum of 15 hours of practicum experience during the quarter.

363 SECONDARY STUDENTS WITH SPECIAL NEEDS (4) Prereq: admission to the Woodring College of Education, Sec 431, 435. Introduction to the characteristics and needs of secondary students with special needs; pertinent federal and state laws; curricular and behavior management adaptations in the regular classroom; assessment of learning problems; instructional techniques; behavior management strategies.

364 TEACHING ALL STUDENTS (4) Prereq: admission to the Woodring College of Education. Introduction to impact of disability and English language acquisition on access to the general education curriculum. Research-based practices in planning in order to provide access to all students.

390 SPECIAL EDUCATION PRACTICUM (3) Prereq: special education major or permission. Practicum experience in school setting. Designed to provide opportunities for students to observe instructional intervention programs for individual students, small groups, and large groups. S/U grading.

420 EFFECTIVE TEACHING (4) Prereq: admission to the Woodring College of Education or permission of the instructor and concurrent enrollment in SPED 440 and 460. Research based recommended practices in the design, delivery and evaluation of instruction for diverse learners.

430 PROBLEM SOLVING FOR DIVERSE NEEDS (3) Prereq: SPED 364; concurrent enrollment in ELED 471. Legal issues and inclusive practices for diverse populations. A collaborative, problem-solving approach to best practices, with an emphasis on school-based services for students with academic, behavioral, and linguistic needs.

440 SCHOOL PRACTICUM (1-4) Prereq: admission to Woodring College of Education; SPED 390 or permission of instructor; SPED 320 and SPED 460 concurrent. Practicum experience in school setting designed to provide opportunities to demonstrate effective teaching and behavior management practices. S/U grading.

441 ANALYSIS AND STRATEGIES OF TEACHING (3-5) Prereq: one course from the educational psychology or foundations area, or permission of instructor. Systematic study of teaching; observation; analysis and development of teaching skills and strategies; individual projects. Repeatable to a maximum of 10 credits.

441a-m ANALYSIS AND STRATEGIES OF TEACHING (1-5) Prereq: one course from the educational psychology or foundations area, or permission of instructor. Systematic study of teaching; observation; analysis and development of teaching and classroom management skills and strategies; individual projects. Repeatable to a maximum of 10 credits. S/U grading.

442 WORKING WITH STUDENT TEACHERS (3) Prereq: teaching experience. Techniques for the orientation of student teachers, major problems which confront student teachers, and evaluation of their achievement. Repeatable to a maximum of 9 credits.

443 EARLY DEVELOPMENTAL VARIATIONS (4) Prereq: SPED 360, admission to ECE or ECSE major: or permission of instructor. Typical sequences and patterns of development and interrelationships across all areas from prenatal to age eight, and implications of developmental delays and disabilities.

444 ASSESSMENT AND INTERVENTION IN EARLY CHILDHOOD SPECIAL EDUCATION (4) Prereq: SPED 360, 420, 466. Issues and resources related to developmental assessment, intervention, and mentoring of infants, toddlers, and preschoolers with delays and/or disabilities. Emphasizes family-centered services, cross-cultural competence, activity-based strategies, and teaming.

460 INTERVENTIONS FOR CLASSROOM MANAGEMENT (4) Prereq: SPED 360; co-req SPED 420 & 440; or permission of instructor. Universal and targeted strategies for classroom management including behavioral, social and cognitive interventions.

461 EDUCATION FOR THE GIFTED AND TALENTED (4) Prereq: SPED 360 or permission of instructor. Exploration of characteristics, identification and special needs of the highly capable student. In-depth analysis of the application of local, regional and state programs. Time outside of class will be spent working on site in ongoing programs such as Young Authors, National History Day, arts.

466 ASSESSMENT, EVALUATION AND IEP (4) Prereq: SPED 360, 420, EDUC 302; co-req: SPED 467. Referral and assessment for special education eligibility, norm-referenced and teacher-developed assessments, legal and procedural issues in IEP development, and strategies for assessing students from culturally and linguistically diverse backgrounds.

467 CURRICULUM-BASED EVALUATION (4) Prereq: SPED 360, 420, EDUC 302; co-req: SPED 466; or permission of the instructor.  Curriculum-based procedures and formative evaluation. Determining present levels of educational performance, developing associated goals and objectives and monitoring progress. Guidelines for implementation of comprehensive Response to Intervention (RtI) procedures.

468 FAMILIES, PROFESSIONALS AND EXCEPTIONAL CHILDREN (4) Prereq: SPED 360. Techniques for collaborating and communicating with professionals and families of children and youth who have disabilities and challenges.

470 VIOLENT AND AGGRESSIVE YOUTH (3) This course is designed to present information on the problem of violent and/or aggressive youth in school. The class will stress an educative approach by focusing on what educators can do to prevent, respond to and follow up on acts of violence.

471 INTERVENTIONS FOR LEARNING PROBLEMS (4) Prereq: SPED 360, 420, 460. Learning characteristics of students with academic problems. Focuses on attention, motivation and self-monitoring. Emphasis on teaching task-related skills, strategies and content area knowledge needed for students to learn efficiently and effectively.

472 BEHAVIOR ASSESSMENT AND INTERVENTION (4) Prereq: SPED 460, 466, 467. Assessment and intervention for students with intensive behavioral needs; including functional behavior assessment, positive behavior supports, crisis management, and applied behavior analysis

473 PROMOTING RESILIENCY IN VULNERABLE STUDENTS (3) Prereq: admission to the Woodring College of Education or permission of instructor. Exploration of characteristics, identification and special needs of students who are at risk for academic and/or social failure in school due to chemical dependence issues, bilingualism, poverty, dysfunctional family situations or other factors that may interfere with a student’s ability to succeed. Analyzes strategies that combine the skills of special and regular education teachers.

474 STUDENTS WITH COMPLEX SPECIAL NEEDS (4) Prereq: SPED 360, 420, 466. History, philosophy, characteristics and services for students with low incidence disabilities. Empirically-based design of instruction and monitoring of functional curricula for people who need some level of continual support.

480 SPECIAL EDUCATION PRACTICUM II: LITERACY I (1-3) Prereq: SPED 466 & 467; Co-req SPED 483. Practicum experience in school/community settings. Designed to provide opportunities for students to develop, implement, and monitor literacy intervention programs for individuals or small groups of students.

481 SPECIAL EDUCATION PRACTICUM III: LITERACY III (1-3) Prereq: special education major or permission of instructor. Practicum experience in school/community settings. Designed to provide opportunities for students to develop, implement, and monitor instructional intervention programs in literacy for small and large groups.

482 SPECIAL EDUCATION PRACTICUM IV: MATH (1-3) Prereq: special education majors only or permission of instructor. Practicum experience in school/community settings. Designed to provide opportunities for students to develop, implement, and monitor instructional intervention programs in math for small and large groups.

483 READING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS (4) Prereq: SPED 466, 467. Co-req: SPED 480. Basic reading instruction for K-12 students in inclusive classrooms; emergent literacy, instructional methods, curriculum and materials; accommodating for individual differences.

484 WRITTEN EXPRESSION INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS (4)Prereq: SPED 467, 483. Co-req: SPED 481, 482, 485, 486. Differentiated instruction strategies for P-12 students with special needs specific to the writing process. Focus on the range of assessment strategies, instructional methods, curriculum and material available to special educators for addressing students’ individual needs with written language.

485 MATH INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS (4) Prereq: MATH 381, SPED  466 & 467, Co-req: SPED 481, 482, 484. 485. Specially designed, differentiated instruction for P-12 students in inclusive resource and self-contained classrooms. Includes emergency numeracy, computation, problem solving, generalization and functional application to measurement, time and money. Covers a range of assessment strategies, instructional methods, curricula and materials plus accommodations and modifications for addressing individual student needs.

486 CASE STUDY APPLICATIONS IN SPECIAL EDUCATION (2) Prereq: all required special education 400-level courses to be taken as prerequisites or concurrent. Uses the case study method to present situations frequently encountered in special education settings, in review of special education course content and application in preparation for student teaching internships.

491 SEPTEMBER EXPERIENCE (2-3) Prereq: permission of department. Observation and participation in the opening of school. Repeatable to a maximum of 9 credits. S/U grading.

496 INTERNSHIP — EXCEPTIONAL CHILDREN/EARLY CHILDHOOD (2-18) Prereq: recommendation for supervised teaching. Supervised teaching experience to develop and demonstrate teaching competence for exceptional children. Repeatable to 24 credits. S/U grading.

498 INTERNSHIP — EXCEPTIONAL CHILDREN/ELEMENTARY (2-18) Prereq: recommendation for supervised teaching. Supervised teaching experience to develop and demonstrate teaching competence for exceptional children. Repeatable to 24 credits. S/U grading.

499 INTERNSHIP — EXCEPTIONAL CHILDREN/SECONDARY (2-18) Prereq: recommendation for supervised teaching. Supervised teaching experience to develop and demonstrate teaching competence for exceptional children. Repeatable to 24 credits. S/U grading.

Graduate Courses

Admission to Graduate School or special permission required. See the Graduate

School section of this catalog.

501 Research in Special Education (4)  Introduction to the concepts and procedures of contemporary research within special education.  Reviewing, analyzing and interpreting research literature applicable to special education.  Planning research with exceptional populations including defining research problems, developing relevant hypotheses, and selecting appropriate research designs (including quantitative and qualitative approaches).

503 Instructional Design for Diverse Learners (4)  IT 443 or equivalent, graduate status and SPED 501, or permission of the instructor.  Systematic analysis, design, development and evaluation of instructional systems and practices for diverse learners.  Application of instructional design principles and supporting technologies in P-12 and transitional settings, within decision making frameworks and Response to Instruction.

510 Secondary Students with Special Needs (4) Prereq: Admission to Secondary MIT or permission of instructor. Rules, regulations, and related funding categories within special education.  Includes specialized instruction and evaluation procedures for use in general education settings.

518 CURRENT ISSUES IN EDUCATION: SPECIAL EDUCATION (1-5) Prereq: graduate status or permission of instructor. Examination and discussion of current issues in special education. Repeatable to a maximum of 10 credits.

542 ISSUES IN INCLUSIVE EARLY EDUCATION (3) Prereq: admission to graduate school or permission of instructor. Current issues and best practices in early childhood program design and implementation. Emphasis on family-centered, play-based interagency models that serve children of all abilities. Applied research focus.

543 ASSESSMENT OF YOUNG CHILDREN (BIRTH TO 8 YEARS) (4)Prereq: admission to graduate school or permission of instructor. Issues and resources for accurate and appropriate assessment of young children. Current best practices in instructionally relevant assessment, monitoring child progress and evaluating overall program success. Alternative strategies for assessing the very young child, family needs and special populations. Emphasis on critical evaluation of instruments, psychometric adequacy and technical aspects of test development.

544 INCLUSIVE CURRICULUM IN EARLY CHILDHOOD (3) Prereq: admission to graduate school or permission of instructor. Curriculum development and adaptation for infants, toddlers and preschool children. Includes available resources, best practices with the developmentally young and play-based curricula. Focus on model program curricular approaches, the use of daily routines and parent-child interaction as a context and content for curriculum, and peer-mediated learning strategies. Emphasis on efficacy research and the impact of various curricular models.

560 LITERACY INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS (4) Advanced study of literacy instruction for K-12 students in inclusive classrooms. Emphasis on supportive learning environments, including computers, adaptive equipment, peer-mediated learning strategies and accommodation for individual differences. Includes theories of literacy acquisition, research- based instructional methods, curriculum and material, related disabilities and assessment and evaluation.

562 LEARNING PROBLEMS (4) Prereq: admission to graduate program or permission of instructor. Information processing and learning theory as it applies to students with mild disabilities. Discusses assessment and evaluation of cognitive strategies and their application to academic and social skill development.

563 CURRICULUM AND METHODS IN SPECIAL EDUCATION (4) Prereq: admission to graduate program or permission of instructor. Analysis and application of curricular design, research-based instructional models, and assistive technology with discussions of universal design and legal mandates.

564 SOCIAL SKILLS (4) Prereq: admission to graduate program or permission of instructor. Applied behavior analysis and cognitive intervention strategies for disabled children and high-risk children. Emphasis on functional assessment, single-subject research design and the teaching of social skills.

565 COMMUNICATION AND COLLABORATION IN SPECIAL EDUCATION (4) Prereq: admission to graduate program or permission of instructor. The collaborating teacher’s role in providing special education services to children in integrated settings. Emphasizes instructional and communication skills needed to achieve that role.

567 ADVANCED ISSUES IN SPECIAL EDUCATION (2) Prereq: admission to graduate program or permission of instructor. Intensive study of legal, intervention and ethical issues in special education. Repeatable to a maximum of 6 credits.

568 CURRICULUM-BASED EVALUATION AND DECISION MAKING (4) Prereq: admission to graduate program or permission of instructor. Advanced evaluation and decision-making processes. Focus on curriculum based procedures, formative evaluation and educational decision making. Emphasis on generating present levels of educational performance and associated goals and objectives.

570 VIOLENT AND AGGRESSIVE YOUTH (3) This course is designed to present information on the problem of violent and aggressive youth in school. The class will stress an educative approach by focusing on what educators can do to prevent, respond to and follow up on acts of violence.

590 SEMINAR IN DEMONSTRATION TEACHING AND SUPERVISION (3) Prereq: ELED 442 or permission of department. Advanced studies in the principles of supervision; utilization of instructional resources and the evaluation and improvement of teaching.

598 RESIDENCY IN SPECIAL EDUCATION (4-16) Full-time residency placement in a special education environment in the public schools. Repeatable to a maximum of 16 credits.

598a INTERNSHIP: EXCEPTIONAL CHILDREN (8 or 16) Full-time student teaching placement in a special education environment for ME. certification students. Not applicable to graduate plans of study. Repeatable to 24 credits. S/U grading.

690 THESIS (1-9) Prereq: approval of the student’s graduate committee. Research study under the direction of a faculty committee. Repeatable to a maximum of 9 credits. S/U grading.

691 RESEARCH SEMINAR (1-6) Prereq: approval of the student’s graduate committee or program advisor. Graduate research under the direction of a program advisor/committee. S/U grading. Repeatable to a maximum of 6 credits.