Special Education

  • SED SE 250: Disability, Education, and Public Policy
    Designed to develop an understanding of the impact of disability on individuals and their families, and the necessary educational and public policies necessary to support them. 4 cr., Fall and Spring
  • SED SE 251: Special Education and Adolescents
    Designed to develop an understanding of the impact of disability on middle and high school students and the necessary educational interventions and public policies necessary to support them. 2 cr., Fall and Spring
  • SED SE 315: Field Experience: Special Education: Severe Disabilities
    Students develop observational skills regarding students with severe disabilities and the settings in which they learn in this pre-practicum fieldwork experience and accompanying seminar and they learn to analyze students' learning profiles. 50 hours of fieldwork plus seminar. 2 cr. Fall and Spring
  • SED SE 316: Field Work in Special Education: Severe Disabilities
    Through a second fieldwork experience and accompanying seminar, students further develop observational skills regarding students with severe disabilities disabilities and the settings in which they learn, and demonstrate their ability to plan and implement instruction with student in the field setting. 50 hours of fieldwork plus seminar Prereq. SE 315. 2 cr. Fall and Spring
  • SED SE 401: Special Education: Cognition and Learning
    Designed to develop an understanding of the various theories of learning that have informed the development of instructional strategies that are frequently used with students with disabilities.4 cr. Fall
  • SED SE 480: Teaching Students with Special Needs
    Undergraduate Prerequisites: SED LR 501.
    Students will acquire the necessary knowledge and skills to design, implement and evaluate individualized educational program for students with mild/moderate disabilities, aged Prek-8. 4 cr, Spring
  • SED SE 493: Practicum in Disabilities Studies
    Through fieldwork experience and corresponding seminar, students develop an understanding of human services agencies serving individuals with disabilities and the nature and processes of service provision, roles and responsibilities, and collaboration. Variable credit. Fall and Spring
  • SED SE 500: Directed Study
    For description, see SED AP 500.
  • SED SE 502: Behavioral and Emotional Problems: Characteristics and Methods
    This course introduces students to childhood emotional and behavioral disorders in educational settings. Students will identify questions that should be asked if they know or believe a student may have an emotional or behavioral disorder, gain knowledge of resources within the educational system and the broader children's mental health system, and identify and discuss the selection of evidence-based interventions to address emotional and behavioral disorders. 4 cr., Spring
  • SED SE 504: An Introduction to Early Childhood Disabilities
    Students acquire and demonstrate their knowledge of the etiology, history, service delivery models, and issues and trends relating to young children with disabilities. 2cr, Fall.
  • SED SE 505: An Introduction to Severe Disabilities
    Student acquire and demonstrate their understanding of the etiology, history, service delivery models, and issues and trends related to education, transition to and life as individuals with severe disabilities. 2 cr. Fall.
  • SED SE 506: Young Children with Disabilities
    Designed for education of children from birth to age seven. Emphasis on identification, characteristics, development and disabilities, and contributions of families and agencies to functioning of young children.
  • SED SE 507: Early Childhood Disabilities/Severe Disabilities: Assessment and Instructional Planning
    Undergraduate Prerequisites: SED SE 504; or consent of instructor.
    Graduate Prerequisites: SED SE 504; or consent of instructor.
    Designed to develop knowledge and skills related to goal-setting, instructional planning, implementation, and evaluation of students with early childhood disabilities and severe disabilities. Emphasis on collaboration and cross-cultural competence. Prerequisite SE 504/505. 4 cr. Fall
  • SED SE 508: Early Childhood Disabilities/Sever Disabilities: Curriculum and Methods
    Undergraduate Prerequisites: SED SE 507; or consent of instructor.
    Graduate Prerequisites: SED SE 507; or consent of instructor.
    Designed to develop knowledge and skill related to designing curricular content and instructional methods for students with early childhood disabilities and severe disabilities. Includes strategies for facilitating development in the following areas: motor, communication, social, self-care, academic, vocational, and special health care needs. Prerequisite SE 507 4 cr. Spring
  • SED SE 510: Special Education: Curriculum and Instruction
    Designed to develop an understanding of the historical background and legal framework of special education, various disabilities, instructional practices and behavioral support strategies. Focus will be on middle- and high-school students. 2 cr. Fall and Spring
  • SED SE 515: Assessment in Special Education: Procedures
    Undergraduate Prerequisites: SED LR 503.
    Designed to develop the knowledge and skill related to the assessment of students who are in or being referred to special education for educational support services. 2 cr. Fall and Spring
  • SED SE 520: Brain Perc Mem
  • SED SE 531: Inclusion of Students with Severe Disabilities into General Education
    Students will demonstrate their understanding of inclusive education for students with severe disabilities. They will also learn about and describe individualized supports and evidence-based practices for teaching and delivering special education and related services to students with severe disabilities in general education settings. 2 cr. Summer.
  • SED SE 533: The Families of Children with Special Needs
    This course examines the nature of families and how families change or evolve as a function of the presence of a child with a disability. Students will develop an understanding of family systems theory. Students will learn specific strategies and evidence-based approached to working with families of children with disabilities. 4 cr., Fall
  • SED SE 534: Classroom and Behavior Management
    Designed to develop an understanding of the theoretical basis and implementation strategies of effective classroom and behavior management for students with and without disabilities. Positive behavioral intervention and supports (PBIS) will be used as the overarching framework for school-wide, classroom, and individualized approaches that are used to build and maintain environments that provide positive and pro-active behavioral supports for all learners. 2 cr. Fall, Spring, Summer