300: Introduction to Exceptional Students. 0-3-3. A survey of the physical, emotional, social, and learning characteristics of exceptional students; educational programs; incidence and prevalence.
301: Specific Learning Problems in Students. 0-3-3. Preq., SPED 300. Learning principles, issues, specific deficits in learning; assessment and remediation of problems in visual and auditory perception, cognitive processes, language; gross and fine motor coordination.
302: Characteristics of Exceptional Students. 0-3-3. Preq., SPED 300. Specific problems in cognitive, language and social skills related to academic and vocational training, special educator's role in management, planning, and resource or community interaction.
303: Characteristics of Severely and Profoundly Handicapped Students. 0-3-3. Preq., SPED 300. An overview of education of student classified as severely and profoundly handicapped, including educationally relevant physical, cognitive and behavioral characteristics.
325: Introduction to Mental Retardation. 0-3-3. Preq., SPED 301. Medical, psychological, social, and educational aspects of mental retardation.
335: Information on Childhood Diseases and Crippling Conditions. 0-3-3. Emphasis on orthopedic conditions and chronic medical health problems with implications for education, psychology, social work, and occupational, physical, and speech therapy.
340: Management of Behavior Disorders. 4-2-3. Preq., SPED 300. Foundations of behavioral science, operant analysis of human behavior, learning principles, behavior modification principles and techniques; educational programs, supervised application of skills and techniques covered.
341: Psycho-social Management of Exceptional Students. 4-2-3. Preq., SPED 300. Non-behavioral teaching interventions emphasizing biophysical, psychodynamic, sociological, and ecological strategies; supervised application of skills and techniques using an instructional model that synthesizes strategies covered.
360: Education of the Partially Seeing Child. 0-2-2. Preq. SPED 301. Learning behavior, curriculum adaptation, educational programs, environmental movement and control, and behavioral characteristics of children with visual impairment.
375: Education Procedures and Materials in Special Education. 4-2-3. Preq., SPED 300 and 302 or permission of instructor. Educational procedures in developing and implementing curricula in the areas of self-help, language, social skills, motor skills, vocational skills, cognitive skills, and functional academics.
376: Materials and Methods for Severely and Profoundly Handicapped Students. 4-2-3. Preq., SPED 303 or permission of instructor. Educational procedures in developing and implementing curricula in the areas of self-help, language, social skills, motor skills, vocational skills, cognitive skills, and functional academics.
460: Introduction to the Education of Exceptional Preschool Children. 2-3-3. An introduction to the nature and needs of preschool handicapped children. Students will review literature, publications, trends, and model programs. (G)
461: Teaching Strategies for Exceptional Preschool Children. 4-2-3. Preq., SPED 300, 460, and F&CS 301. Emphasis on specific programs, materials and strategies for teaching young preschool children who have serious handicapping conditions. Areas covered include perceptual, motor, and intellectual development. (G)
462: Language and Cognitive Development in Exceptional Preschool Children. 4-2-3. Preq., SPED 461. An emphasis on the identification, assessment and remediation of problems in language and cognitive development of preschool handicapped children.
463: Early Identification and Evaluation of Exceptional Children. 4-2-3. Preq., SPED 460. Early identification and evaluation principles and procedures, parent interviews, norm-and criterion-referenced measure; diagnostic evaluation assessment incorporated into individualized educational planning. (G)
464: Parent Involvement and Community Resources for Education for the Exceptional Student. 0-3-3. Preq., SPED 300 and 460. Parent-teacher duality roles and the dyadic process between student and teacher; material planning and implementation by parents through teacher modeling; community services. (G)
465: Interagency Services in Special Education. 4-2-3. Preq., SPED 300 and 460. Study of related services to the handicapped, team control and contributions, strategies used in integrating overall life-experience planing and implementation. (G)
471: Prevocational Skills and Procedures for Exceptional Students. 4-2-3. Preq., SPED 375 and 475. Competency-based prevocational education incorporated with curriculum design and informal assessment; long-term planning for vocational needs, occupational guidance.
477: Advanced Procedures in Educating Severely and Profoundly Handicapped Students. 4-2-3. Preq., SPED 303 and 376 or permission of instructor. Diagnostic-prescriptive teaching procedures for educating severely and profoundly handicapped students, including criterion-referenced assessment procedures and individualized educational programming. (G)
490: Psycho-social and Educational Appraisal of Exceptional Students. 3-2-3. Preq., EDUC 402 and SPED 300 or consent of instructor. Concepts of measurement applied to exceptional students; normative assumptions; measures of receptive and expressive language; social maturity; and perceptual-motor functions, observations of procedures. (G)
495: Psycho-social and Educational Appraisal of Exceptional Students II. 7-2-3. Preq., SPED 490. Supervised administration of individual diagnostic tests, developmental scales, measure for the handicapped, interpretation and application to individualized educational planning and report writing. (G)
500: Curriculum Design for Exceptional Students. 4-2-3. A examination of issues and strategies required in selecting and developing curriculum for exceptional students. Emphasis on the scope and sequence of curriculum for all areas of exceptional students.
501: Contemporary Issues in Special Education. 0-3-3 (6). Historical and comparative approaches to theoretical issues and research, critical examination of assumptions, sampling, and tactics of research.
503: Educationally Disadvantaged. 0-3-3. Biological, learning, interpersonal, and motivational determinants of behavior, cultural deprivation as a factor in school learning; educational implications.
510: The Exceptional Adolescent Student. 0-3-3. Advanced course designed to acquaint the student with the complex challenges of the exceptional adolescent. Emphasis on remedial efforts, pre-vocational and vocational skills needed by the exceptional adolescent.
517: Curriculum for the Gifted/Talented. 0-3-3. Preq., consent of area coordinator. Curriculum models in gifted/talented education, emphasizing essential principles and skills necessary for designing, implementing, and evaluating educational plans for gifted/talented students.
520: Advanced Study: Mental Retardation. 0-3-3. Preq., EDUC 541 and SPED 501. Advanced study of the biological, social, and psychological factors in retarded behavior.
530: Advanced Study: Nonsensory Physically Impaired. 0-3-3. Preq., EDUC 541 and SPED 501. Advanced study of the biological, social and psychological factors in crippling conditions and special health problems.
540: Advanced Study: Behavior Disorders. 0-3-3. Preq., EDUC 541 and SPED 501. Advanced study of the biological, social, and psychological factors in behavior disorders.
560: Administration in Special Education. 0-3-3. The major administrative and supervision functions necessary for the effective operation of special education programs and the major areas of knowledge necessary to carry out these basic functions.
562: Advanced Study: School-Related Language Problems in Special Education. 0-3-3. Analysis of language deviations and disorders in classroom situations, understanding of assessment, approaches and models for remediation/enrichment. Intervention and flexibility in curriculum development.
570: Advanced Study: Learning Disabilities. 0-3-3. Advanced study of the biological, social, and psychological factors in learning disabilities.
575: Behavior Technology in Special Education. 3-2-3. Preq., SPED 475. Remediation of severe learning and behavior problems in students through programming and behavior modification; use of automated equipment for direct control of stimuli and contingencies.