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Principal Course Distribution Requirement

Principal courses offer introductions to the breadth of disciplines in the College. They acquaint students with the subject matter in an area, with the types of questions that are asked about that subject matter, with the knowledge that has been developed and is now basic to the area, and with the methods and standards by which claims to truth are judged.

Students must complete courses in topical groups in three major divisions (humanities, natural sciences and mathematics, and social sciences). For the B.A., three courses are required from each division, with no more than one course from any topical group. The B.G.S. requires two courses from each division, with no more than one from any topical group. To fulfill the requirement, a course must be designated as a principal course according to the codes listed below.

These are the major divisions, their topical subgroups, and the codes that identify them:

Humanities

  • HT: Historical studies
  • HL: Literature and the arts
  • HR: Philosophy and religion

Natural Sciences and Mathematics

  • NB: Biological sciences
  • NE: Earth sciences
  • NM: Mathematical sciences
  • NP: Physical science

Social Sciences

  • SC: Culture and society
  • SI: Individual behavior
  • SF: Public affairs

No course may fulfill both a principal course distribution requirement and a non-Western culture or second-level mathematics course requirement. Laboratory science courses designated as principal courses may fulfill both the laboratory science requirement and one of the distribution requirements. No free-standing laboratory course may by itself fulfill either the laboratory science requirement or a principal course requirement. Students should begin taking principal courses early in their academic careers. An honors equivalent of a principal course may fulfill a principal course requirement.

View all approved principal course distribution courses »

Non-Western Culture Requirement

A non-Western culture course acquaints students with the culture, society, and values of a non-Western people, for example, from Asia, the Pacific Islands, the Middle East, or Africa. Students must complete one approved non-Western culture course.

One approved non-Western culture course is required. Occasionally courses with varying topics fulfill the non-Western culture course requirement. See the Schedule of Classes for details. These courses are coded NW.

View all approved non-Western culture courses »

Transfer and Earned Credit Course Codes

These codes are used to evaluate transfer credit and to determine which academic requirements a course meets.

  • H: Humanities
  • N: Natural Sciences and Mathematics
  • S: Social Sciences
  • W: World Civilization and Culture
  • U: Undesignated Elective Credit (course does not satisfy distribution requirement)

All Education courses

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This is the third level course in American Sign Language. The primary objective of the American Sign Language III "Signing Naturally" Level 2 curriculum is for students to continue using the two basic language skills: visual listening and signing. Prerequisite: SPED 502. LEC
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This is the fourth level course in American Sign Language. The primary objective of the American Sign Language IV "Signing Naturally" Level 3 curriculum is for students to continue using the two basic language skills -- visual listening and signing. Prerequisite: SPED 503. LEC
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A special course of study designed to meet current needs of education students; primarily for undergraduates. LEC
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This course is designed as an introduction to the definition, characteristics, causes, assessment, and specific remedial techniques for students needing an adaptive curriculum. The needs for specialized services to meet specific learning and/or behavioral needs will be presented. Students will learn about the history of serving children and youth with high incidence disabilities associated with specific learning, emotional/behavioral, mild mental retardation and a range of physical and health needs. Key individuals in the research of specific disabilities associated with these needs and how they helped expand our understanding of who these individuals are and how to address specific needs, will also be addressed. Learning characteristics will be addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instructional and assistive technology. LEC
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This introductory course provides an overview of the characteristics of learners with significant support needs. Students will learn to define and understand various classification systems and the implications of: low-incidence disabilities, significant cognitive disability, various vision and/or hearing impairments, including deaf-blindness motor disabilities, and health impairments. Students will be introduced to various etiologies: pre-, peri-, and post-natal causes, syndromes and chromosomal disorders, and biomedical causes of severe disability. Additional content includes anatomy of sensory organs, interpretation of pertinent medical reports, assessment procedures, and in school settings considerations (e.g., orientation and mobility, cochlear implants, medications, tube feeding, physical therapy, occupational therapy). Prerequisite: An introductory course in special education. LEC
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Deaf Studies is the basic characteristics course for both the Master's degree in Deaf Education and for Kansas and Missouri endorsement in Deaf/HOH. The course includes medical aspects/etiology of hearing loss, history, pertinent laws, Deaf culture and community, issues in assessment and psychology, language and sign systems, multicultural education, multiple disabilities and hearing loss, and specific issues in the field. LEC
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Social, cognitive, emotional, and other developmental aspects associated with children and youth identified with learning disabilities, behavior disorders, and mental retardation are covered by this course. Characteristics, special needs, and service delivery approaches are compared and contrasted. Prerequisite: SPED 425 or SPED 725. LEC
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This course will provide in depth learning experiences targeting literacy; both reading and writing. Students will learn about assessment tools and assessment systems used in tiered support frameworks to determine the required intensity of literacy support and instruction needed by children/adolescents with adaptive special education needs, and will learn about evidence-based instructional approaches and curriculum developed for students with disabilities and struggling students in general. The course is intended for persons working toward the Kansas teaching license in teaching students needing an adapted curriculum. Prerequisite: SPED 730, admittance into the Adaptive program in the Department of Special Education, or permission of the instructor. LEC
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This course will provide an introduction to appropriate instructional methodology for teaching students who are deaf or hard of hearing at the early childhood, elementary, and secondary levels. Upon completion students will be familiar with legal issues, teaming, assessment, IEP development, curriculum planning, instructional methods, and transition. LEC
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Students in this course will learn to design, implement and evaluate developmentally appropriate curricula and programs for children from birth to four years of age. Examination of historical, legal, philosophical and theoretical foundations of early childhood care and education for young children and their families will be addressed. Issues of curriculum design and assessment are introduced as interrelated processes that include structuring learning environments and experience that are responsive to children's interests and abilities. Students analyze and evaluate curriculum that focuses on the five developmental domains a) social emotional development; b) cognitive development; c) language and communication development; d) adaptive behavior development; and e) gross and fine motor development. Strategies for developing learning opportunities that are appropriate for young children, including children with special needs and children from diverse cultural, ethnic and linguistic backgrounds, will be explored. LEC
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This is a methods course that covers instructional approaches and procedures that offer developmentally appropriate, effective and inclusive early intervention for preschool and kindergarten age children who experience developmental delays, disabling conditions or who are at-risk for developmental problems and disabilities. It is directed toward: (a) "how" to teach, or the technical components of developing and delivering effective instruction that provide access to the general early childhood curriculum within recognized approaches to early childhood education for young children, and (b) the "what" to teach, or the selection of developmentally and individually appropriate child objectives as well as specific materials and specialized instructional approaches. The relationship of instructional planning to state and federal mandates will also be considered. The course is primarily intended for persons who are currently working toward certification in the ECSE program area. Prerequisite: SPED 425 or SPED 725, and SPED 735, which can be taken concurrently. LEC
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Students in this course will gain knowledge of the causes, and intervention and support approaches for young children with multiple and significant disabilities including neurological impairments, physical disabilities, sensory impairments, significant developmental disabilities and challenging behavior. Emphasis is placed on environmental adaptions and direct instructional techniques to maximize independence as determined through systematic ecological inventories tailored to the individual child's strengths and needs. Information is also provided on assistive technology designed to provide appropriate supports. Functional behavioral assessment procedures, proactive intervention strategies, and developing collaborative support plans will be studied. Prerequisite: Admission to the Teacher Education Program. LEC
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Examines the practice of gathering information for the purpose of making individual referral and instructional decisions for infants, toddlers, and young children with and without special needs. Discusses effective informal assessment techniques and emphasizes an ecological approach to gathering information. Introduces standardized assessment and screening instruments and provides an overview of the purposes and limitations of such tests. Prerequisite: Admission to the Teacher Education Program. LEC
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Emphasizes curriculum development and early intervention provision for infants and toddlers through the planning of appropriate learning experiences, the design of learning environments, developing Individual Family Service Plans (IFSP), promoting collaboration among families and the use of various methods of enhancing the child's development across the five (social-emotional, adaptive, cognitive, physical/movement, communication) development domains. The role of the educator/early interventionist in relation to the family and the child is examined. Curriculum resources and intervention strategies for infants and toddlers with special needs are reviewed with emphasis on interdisciplinary planning and implementation. Prerequisite: Admission to the Teacher Education Program. LEC
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Provides the opportunity for students to develop and evaluate inclusive environments for young children. This course emphasizes meeting the needs of all young children through an integrated approach to planning, implementing and assessing instruction in all areas; linking assessment information to individualized instruction; developing Individual Educational Plans (IEPs) and promoting collaboration among families, schools and communities. Service delivery systems and transitions between early childhood programs are reviewed in relation to curriculum. Curriculum development for early childhood content areas (literacy and language, numeracy, science, social studies, physical education and the arts) and domains (language, social/emotional, physical, and cognitive) will be explored. Prerequisite: Admission to the Teacher Education Program. LEC
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This supervised field experience is intended to allow the pre-service teacher to apply the knowledge gained in SPED 665 Inclusive Strategies and Intervention for Preschoolers, by working with infants and toddlers in early intervention settings/programs. To be taken concurrently SPED 665. Prerequisite: Admission to the Teacher Education Program. FLD
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This supervised field experience is intended to allow the pre-service teacher to apply the knowledge gained SPED 664 Inclusive Strategies and Intervention for Infants and Toddlers, by working with infants and toddlers in early intervention settings/programs. To be taken concurrently SPED 664. Prerequisite: Admission to the Teacher Education Program. FLD
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A course designed to provide experiences for students to participate with exceptional children in public schools and/or residential facilities and with professional personnel associated with the lives of exceptional students including special education teachers, child care workers, therapists, etc. Students will have opportunities to participate as aides, tutors, and instructors with individual and small groups of exceptional youth in one or more placements. Through weekly meetings with the instructor students are guided to relate their experiences to the needs and services for exceptional children and youth. Prerequisite: SPED 635. FLD
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This is an introductory course in Sign Language and includes ASL and English sign vocabulary, a description of all manual sign systems, medical aspects of hearing loss, communication and language, and Deaf culture and community. LEC
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This course will cover the development of American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction. LEC
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This is the second level course American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction. Prerequisite: SPED 701. LEC
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This is the third level course in American Sign Language. The primary objective of the American Sign Language III "Signing Naturally" Level 2 curriculum is for students to continue using the two basic language skills: visual listening and signing. Prerequisite: SPED 702. LEC
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This is the fourth level course in American Sign Language. The primary objective of the American Sign Language IV "Signing Naturally" Level 3 curriculum is for students to continue using the two basic language skills -- visual listening and signing. Prerequisite: SPED 703. LEC
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This course is designed to enable novice teachers to master and apply the instructional and communicative skills that will facilitate appropriate and productive inclusion of children and youth with exceptionalities within general education classrooms and other school settings. Specific research-based strategies in curriculum content acquisition (content enhancements, learning strategies, classwide-peer tutoring), and specific research-based strategies in behavior management will be learned and applied to real teaching experiences. Novice teachers will learn about collaborative structures found in schools to support student learning in general education settings (co-teaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. Prerequisite: Admission to the Teacher Education Program. LEC
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This course is designed to enable novice teachers to master and apply the instructional and communicative skills that will facilitate appropriate and productive inclusion of middle and secondary age students with disabilities within general education classrooms and other school settings. Specific research-based strategies in curriculum content acquisition (content enhancements, learning strategies, classwide-peer tutoring), and specific research-based strategies in behavior management will be learned and applied to real teaching experiences. Novice teachers will learn about collaborative structures found in schools to support student learning in general education settings (coteaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. Prerequisite: Admission to the Teacher Education Program. LEC
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A study of hearing defects and methods of diagnosis. The course also covers remedial work which teachers can use in treating such defects and meeting problems of hearing defective children. Prerequisite: Nine hours of education including educational psychology. LEC
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The effects of hearing loss on language acquisition and development. Systems for teaching language to individuals with hearing loss are introduced. Prerequisite: Course in normal language development and nine hours of education including educational psychology. LEC
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This course introduces concepts and skills involved in understanding and analyzing research in special education. The course provides an overview of basic, general knowledge of various research methodologies. In addition, this course will teach students to locate, read, comprehend, and critically analyze research articles and reports. Students will become familiar with the principles of educational research to become good "consumers" of this research. LEC
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This course is designed to explore the relationship between regular and special education. Educational service delivery systems for exceptional children are identified and analyzed. Emphasis is placed upon procedures and special services that regular class teachers can use to provide instructional services to exceptional children assigned to regular classrooms. Procedures for enabling normal children to understand and appreciate the interaction with children who exhibit physical and behavioral variance from established norms are conveyed. Especially for regular class teachers and students desiring a career in teaching exceptional children. Will be offered by designated area sections or as a general overview of several areas. LEC
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This course provides knowledge and skills to select, adapt, and sequence instructional methods and materials to facilitate general education curriculum mastery. LEC
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The central framework of "human learning" provides a context for understanding technology-based educational innovations. The lessons in this course explore how various "features of learning" and "features of technology" intersect. They discuss realistic options for improving the learning of students, and the learning of teachers, as they use technology in education. (Life-span range of levels.) LEC
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The lessons in this course present research-based methods for monitoring student behavior and academic progress. They explain how teachers may use this information to evaluate current and plan future instructional and behavioral interventions following a decision making model. It is also explored how computer and information management technology tools support and facilitate the collection, storage, and analysis of observational data. LEC
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This course provides an overview of current practices in the identification, placement, and education of students with disabilities. This course emphasizes on patterns of social, cognitive, language, and physical development. Social, political, and economic advocacy issues are also addressed. Prerequisite: One course in Child Development. LEC
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Technology has the potential to dramatically improve the education and quality of life for people with disabilities. This course presents you with a basic foundation for understanding technology in special education, a functional model for selecting the best technology applications for students with special needs, and strategies for applying your knowledge to practical situations. LEC
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This course explores to design, development, and implementation of technology-based solutions for struggling learners in the preK-12 instructional environment. Throughout the course, students will (1) gain an understanding of the Principles of Universal Design for Learning, (2) examine how technology has and can be developed in a manner to meet multiple needs, especially those with disabilities, and (3) analyze how professionals can identify and assess what technology-based solution would meet the needs of a particular individual or group of individuals. LEC
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This course is designed to provide an introduction to basic concepts of computer literacy, with particular emphasis on the uses of microcomputers in educational settings for individuals with special needs. Topics include an overview of computing specific to the needs of individuals with special needs including: a)applications and the impact of computers on society; b) an introduction to computer hardware and associated concepts; c) introductory programming concepts; d) a survey of instructional and instructional-support applications of computers including examples of related software; e) software evaluation techniques; and f) an overview of resources in educational computing. Students will acquire hands-on operating experience with microcomputers through scheduled laboratory periods. LEC
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The course is designed as an introduction to the characteristics, assessment and identification process, and initial instructional and behavioral interventions needed in meeting the needs of students with high-incidence disabilities under the Kansas Adaptive Teacher Education Standards. The needs for specialized services to meet specific learning and/or behavioral needs will be presented. Frameworks for instruction and conceptualizing best practice will be introduced including the principles of Universal Design for Learning and the Multi-Tier System of Support. The role of the educator in identifying, understanding and implementing evidence-based practices is also examined. Curriculum resources and intervention strategies for students with high-incidence disabilities will be introduced with emphasis on tiered planning and implementation. The course is intended for persons working toward the Kansas teaching endorsement in the Special Education Adaptive Area. Prerequisite: Admittance into the Adaptive endorsement teacher education program in the Department of Special Education or permission of the instructor. LEC
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Students in this course will gain knowledge of the causes, and intervention and support approaches for young children birth through 5 years with significant support needs. These include young learners with multiple and significant disabilities including neurological impairments, physical disabilities, sensory impairments including dual sensory impairments, complex health care needs, significant developmental disabilities and challenging behavior. Emphasis is placed on environmental adaptations and direct instructional techniques to maximize independence as determined through systematic ecological inventories tailored to the individual child's strengths and needs. Information is also provided on assistive technology designed to provide appropriate supports. Functional behavioral assessment procedures, proactive intervention strategies, and developing collaborative support plans will be studied. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. SPED 752 or its equivalent, SPED 734 or its equivalent, and SPED 755 or its equivalent. LEC
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Deaf Studies is the basic characteristics course for both the Master's degree in Deaf Education and for Kansas and Missouri endorsement in Deaf/HOH. The course includes medical aspects/etiology of hearing loss, history, pertinent laws, Deaf culture and community, issues in assessment and psychology, language and sign systems, multicultural education, multiple disabilities and hearing loss, and specific issues in the field. LEC
View current sections...
Emphasizes curriculum development and early intervention provision for infants and toddlers through the planning of appropriate learning experiences, the design of learning environments, developing Individual Family Service Plans (IFSP), promoting collaboration among families and the use of various methods of enhancing the childs development across the five (social-emotional, adaptive, cognitive, physical, communication) developmental domains. The role of the educator/early interventionist in relation to the family and the child is examined. Curriculum resources and intervention strategies for infants and toddlers with special needs are reviewed with emphasis on interdisciplinary planning and implementation. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. LEC
View current sections...
Social, cognitive, emotional, and other developmental aspects associated with children and youth identified with learning disabilities, behavior disorders, and mental retardation are covered by this course. Characteristics, special needs, and service delivery approaches are compared and contrasted. Prerequisite: SPED 425 or SPED 725. LEC
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This seminar is designed to facilitate the UEC teacher candidate's completion of a Teaching Work Sample during the UEC Student Teaching experience. The purpose of the seminar together with the UEC student teaching experience is to provide the UEC teacher candidate with the opportunity to study and experience the fundamentals of teaching young children with and without disabilities with the aim of evolving a set of values, principles, and skills which will guide future early education teaching situations. Prerequisite: Admission to UEC Student Teaching. Corequisite: SPED 739 UEC Student Teaching. LEC
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A supervised student teaching experience leading to initial teaching licensure in unified early childhood (birth through grade 3). The student assumes the total professional role as a teacher in an approved inclusive early childhood program to include infant/toddler, preschool or kindergarten. Prerequisite: Admission to UEC Student Teaching. Corequisite: SPED 738 UEC Unified Early Childhood Applied Research. FLD
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Designed to acquaint regular and special education teachers, principals, school psychologists, counselors, and speech pathologists with principles and application of classroom management techniques applicable to exceptional children and youth. Methods of changing inappropriate behaviors and prompting the acquisition of adaptive behaviors through positive management procedures will be stressed. Includes an introduction to behavior analysis. Prerequisite: SPED 425 or SPED 725. LEC
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This course will provide in depth learning experiences targeting literacy; both reading and writing. Students will learn about assessment tools and assessment systems used in tiered support frameworks to determine the required intensity of literacy support and instruction needed by children/adolescents with adaptive special education needs, and will learn about evidence-based instructional approaches and curriculum developed for students with disabilities and struggling students in general. The course is intended for persons working toward the Kansas teaching license in teaching students needing an adapted curriculum. Prerequisite: SPED 730, admittance into the Adaptive program in the Department of Special Education, or permission of the instructor. LEC
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This course will provide an overview of assessment and instructional practices contributing to community-referenced planning, community-based instruction, and life skills instruction. Students will conduct ecological inventories and other student-referenced assessments, design community-based instructional programs, ecologically-valid and age-appropriate to facilitate mastery of skills essential for community and social inclusions, explore best practices in community based instructional programs, including family and student involvement, transportation, and administrative and policy support. Prerequisite: SPED 632 or SPED 732. LEC
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This course provides a problem-solving approach and the framework for teaching and assessment strategies to develop pro-social behavior in students with disabilities and their typical peers in classrooms and whole school contexts. Students assess problem behavior, discover the functions of problem behavior, and learn pro-social alternatives in home, school, and community settings. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732. LEC
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This course will provide an introduction to appropriate instructional methodology for teaching students who are deaf or hard of hearing at the early childhood, elementary, and secondary levels. Upon completion students will be familiar with legal issues, teaming, assessment, IEP development, curriculum planning, instructional methods, and transition. LEC
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This course will provide a broad overview of the components of an aural rehabilitation service delivery model including audiological diagnostics and assessment, selection and fitting of a variety of listening devices, and intervention strategies for auditory training and speech perception training. The emphasis of this course will be on the aural habilitation of children; therefore, each of the components of an aural (re)habilitation plan will be considered in relation to the needs of individual children and their families. LEC
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This is a curriculum and methods course that addresses how to design, implement and evaluate developmentally appropriate curricula and programs for children from birth to six years of age. Issues of curriculum design and assessment are introduced as interrelated processes that include structuring learning environments and experiences that are responsive to children's interests and abilities. Strategies for developing learning opportunities that are appropriate for young children, including children with special needs and children from diverse cultural, ethnic and linguistic backgrounds, will be explored. Students analyze and evaluate curriculum that focuses on facilitating progress in the domains of a) social emotional development; b) cognitive development; c) language and communication development; d) adaptive behavior development and e) gross and fine motor development. Students also analyze and evaluate curriculum standards and frameworks for the young child's acquisition of concepts, skills and dispositions that support the development of early competencies and interest in literacy, mathematics, the sciences, social studies, the arts and individual and group sports. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. SPED 752 or its equivalent (may be taken concurrently). LEC
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This course is designed for teachers seeking the Adaptive certification to teach students with High-Incidence Disabilities (Adaptive). Students will learn how to select, administer, score, and interpret formal and informal assessments; make data-based instructional decisions for students with specific learning disabilities, with social and emotional needs and disorders in behavior, mild mental retardation, and/or who experience other chronic health impairments. Individually chosen and administered tests, as well as high-stakes assessments, and will be discussed. Prerequisite: SPED 631 or SPED 731. LEC
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The course serves as an introduction to the profession including historical, philosophical, social and psychological foundations, awareness of value, ethical and legal issues, staff relations and the importance of becoming an advocate for children and families. Students will analyze/interpret trends in early education, including diversity, early childhood special education, family centered practices, legislation, public policy, and developmentally appropriate practice. The two key professional organizations, National Association for the Education of Young Children (NAEYC) and Division of Early Childhood for the Council for Exceptional Children (DEC), recommended practices serve as the foundation for understanding the roles, knowledge and competencies of the early educator. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. LEC
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This course examines the practice of gathering information for the purpose of making individual referral and instructional decisions for infants, toddlers, and young children with and without special needs. Discusses effective informal assessment techniques and emphasizes an ecological approach to gathering information. Introduces standardized assessment and screening instruments and provides an overview of the purposes and limitations of such tests. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. LEC
View current sections...
This is a methods course that covers instructional approaches and procedures that offer developmentally appropriate, effective and inclusive early intervention for preschool and kindergarten age children who experience developmental delays, disabling conditions or who are at-risk for developmental problems and disabilities. It is directed toward: (a) "how" to teach, or the technical components of developing and delivering effective instruction that provide access to the general early childhood curriculum within recognized approaches to early childhood education for young children, and (b) the "what" to teach, or the selection of developmentally and individually appropriate child objectives as well as specific materials and specialized instructional approaches. The relationship of instructional planning to state and federal mandates will also be considered. The course is primarily intended for persons who are currently working toward certification in the ECSE program area. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. SPED 752 (may be taken concurrently). LEC
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An introductory graduate-level course on autism spectrum disorders. It addresses characteristics of children and youth with autism spectrum disorders; trends and issues associated with autism spectrum disorders; and effective practices and strategies for structuring, managing, and promoting social skill development and social interactions among learners with autism spectrum disorders. LEC
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The purpose of this course is to provide an introduction to positive behavioral support (PBS). The lessons contained within this course include an overview of positive behavioral support, the basics of behavior, an introduction to specific positive behavioral support strategies, and a lesson on preventing problem behavior. LEC
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This course introduces current functional assessment methods that are used to build effective behavioral support plans. A strong functional assessment is at the heart of Positive Behavioral Support. After completing this course, you will have a better understanding of how to implement functional assessment methods in your classroom. LEC
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A positive behavioral support plan (PBS) describes how features of the environment associated with problem behavior will be modified, what and how skills and strategies will be taught, and how individuals supporting a student will respond to both positive and problematic behavior. This course contains lessons on designing PBS plans, implementing PBS plans, and modifying and assessing PBS plans. LEC
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The purpose of this course is to introduce interventions that can be used as part of a comprehensive positive behavioral support plan. An effective positive behavioral support plan contains multiple intervention strategies that address the function maintaining a student's problem behavior. This course contains lessons addressing setting events, antecedent interventions, replacing problem behavior, and consequence interventions. LEC
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The purpose of this course is to introduce three types of interventions that can be used in positive behavioral support. An effective positive behavioral support plan contains multiple intervention strategies that address the function maintaining a student's problem behavior. This course contains a lesson on social skills education, crisis prevention, and interventions addressing physiological factors that influence a student's problem behavior. LEC
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The purpose of this course is to describe how positive behavioral support can be used to redesign the environment at a systems level. Considering the larger issues within a system including the broader environment, the values and beliefs held by staff, policies and procedures that promote ongoing learning, and collaborative problem solving processes within a school will improve implementation of long-term positive behavioral support efforts. This course contains lessons on classroom management, staff development, and school-wide discipline. LEC
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One of the most important outcomes of a positive behavioral support plan is an increase in the quality of life for both the student and everyone within the student's social network. The purpose of this course is to introduce topics related to creating positive lifestyles including person-centered planning, self-determination, and quality of life. LEC
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A course designed to provide field experiences with children and youth with disabilities in settings where educational services are provided. Students work directly with professionals such as special education teachers, general education teachers, therapists and other support personnel. Students participate as aides, tutors, and instructors with individual and small groups of children and youth. Ongoing meetings with supervisors are designed to facilitate both reflection and strategic learning. FLD
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A course based on the problems and needs of secondary and post-secondary level handicapped students with a focus on curriculum alternatives (academic and vocational), instructional planning options, instructional methods and materials and educational and community resources. The focus is on both mildly and moderately handicapped students. Prerequisite: Appropriate section of SPED 735 which may be taken concurrently. LEC
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Intensive direct teaching experiences with children and youth with disabilities in educational settings. FLD
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An analysis of information derived from assessment instruments and procedures appropriate to measuring the social and cognitive development of exceptional children and youth. Provides experiences in determining assessment data required in the development of individualized educational programs (IEP). Attention is also given to the design of informal assessment procedures, specific to the needs of exceptional children and youth. Experience is provided in the preparation and presentation of assessment data for use in instructional planning conferences. Prerequisite: An undergraduate or graduate course in educational measurement, and SPED 425 or SPED 725. LEC
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Reviews of the literature pertaining to psychological evaluations of the deaf and hard of hearing. Divergent views of deafness, type and degree of deafness are considered. Prerequisite: SPED 791. LEC
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A special course designed to address topical issues. LEC
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Emphasis is given to milestones in normal language acquisition and variations from norms demonstrated by handicapped learners. Attention is also given to theoretical approaches to language training, formal and informal language assessment techniques, and instructional methods. Students design individualized instructional plans for incorporating language into the daily curriculum for handicapped learners. Prerequisite: SPED 425 or SPED 725. LEC
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Supervised practice in the application of psychological theory to educational problems. Includes work useful with exceptional children as well as experiences in the application of such areas as mental hygiene and learning theory to problems involving the total school population. (Same as PRE 910.) Prerequisite: Permission of adviser and instructor. FLD
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A continuation of SPED 801 with special emphasis on remedial techniques associated with learning difficulties. (Same as PRE 911.) Prerequisite: SPED 801 and permission of adviser and instructor. FLD
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The focus of the course is on the status of e-learning at the K-12 and postsecondary levels and the process of designing content for e-learning applications. Attention will be given to design features, content structuring, instructional management, evaluation, and collaboration in the process of working with technicians in the process of developing online curriculum and instruction. Prerequisite: None. A background in education is preferred. LEC
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Practicum training, by arrangement, in administration and interpretation of test results for school situations with particular emphasis on the Stanford-Binet. Prerequisite: Permission of instructor. FLD
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This course covers assessment and instruction of speech skills for students who are deaf or hard of hearing. A historical review of the emphasis placed on speech development in deaf students will be provided. Students will learn formal and informal methods of assessment, developmental order and classification systems for English language sounds, and visual, auditory, and tactile facilitation techniques. Auditory training programs and techniques will be emphasized. LEC
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The purpose of this course is to prepare students to provide effective language assessment and instruction to students who are deaf or hard of hearing. This course focuses on the effect of hearing loss on assessment, language and reading, communication options, and instructional strategies. LEC
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Focus is on development of skills in adapting materials and methods of teaching science, math, social studies, spelling, and writing to hearing impaired students. Emphasis is placed on problems, trends and procedures used in career education specifically for the hearing impaired. Prerequisite: SPED 711. LEC
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This advanced method course provides curriculum design and instructional procedures appropriate for students at the elementary and middle school levels, including functional academic, social, and home and community life skills. NOTE: This is a 2 credit course to be offered during the first 8 weeks of a semester. It will precede SPED 814 in the same semester. Prerequisite: SPED 614 or SPED 714: Learning Styles and Instructional Accommodations. LEC
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This advanced method course provides curriculum design and instructional procedures for students at the secondary level, including career preparation and transition from school to adult life in the community. Prerequisite: SPED 614 or SPED 714: Learning Styles and Instructional Accommodations. LEC
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Examines basic learning procedures and techniques that are essential to programming efforts with the severely or young handicapped. Includes assessment scales, writing instructional programs, measuring operant behavior and evaluating operant behavior. Task and concept analysis related to treatment programs. Prerequisite: Students in the Early Childhood for the Handicapped program must enroll in one hour of practicum, SPED 775. Students in the Severely Handicapped Program must have completed SPED 726. LEC
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This course is designed to provide knowledge and skills to implement federal and state development mandates for special education and related services programs for young children from birth to five. It covers procedures for developing, implementing, and evaluating (a) instructional accountability for these children's participation in the general early childhood curriculum, (b) relationships between general and special early education personnel and programs; (c) roles and responsibilities; (d) interdisciplinary team planning including families; (e) coordinating, educating, and supervising paraeducators; and (f) general management responsibilities associated with instruction of young children with disabilities. Prerequisite: SPED 760 or SPED 860, which may be taken concurrently. LEC
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This course is designed for graduate students enrolled in the Masters of Science Program with an emphasis in school-age populations primarily with high mild disabilities or seeking to obtain a license to teach students needing an adapted curriculum in Kansas. Course experiences focus on how to identify and implement evidenced-based practices designed to increase the success of students with mild disabilities in mathematics, social studies, science, and language arts through their participation in general and special education classrooms primarily in grades 4-12. This course emphasizes practices associated with understanding and evaluating curricular demands, monitoring student progress in content-area courses, providing tiered supports and accommodations in teaching, using assessment and grading alternatives, and incorporating the principles of explicit and strategic instruction to design instruction that will promote and enhance content-area learning. The course is intended for persons working toward the Kansas teaching license in teaching students needing an adapted curriculum. Prerequisite: SPED 730, SPED 741, admittance into the High Incidence Disabilities program in the Department of Special Education, or permission of the instructor. LEC
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In this course, students learn assessment techniques and instructional strategies for teaching learners with sensory and/or motor impairments and complex medical needs. Students will learn use of residual and alternative senses; proper positioning and transfer for students with motor impairments, nutrition, hydration, and medical monitoring, and seizure activity. Students will develop appropriate goals and objectives in the sensory and motor areas, incorporate related services into inclusive educational settings, embed sensory and motor skills training into the general education curriculum, adapt materials and apply assistive technologies. Prerequisite: SPED 632 or SPED 732, and SPED 742. LEC
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This course is designed to introduce educators and related service professionals to prevention and intervention related to a broad range of antisocial, aggressive, and behavioral problems. Approaches focus on understanding and addressing the precipitating factors related to inappropriate behavior, short-term approaches for immediate crises, and problem-solving strategies for longer-term change. Course content will include antisocial, aggressive, and violent behavior; options for classroom interventions; school and system-oriented interventions, and ethical and legal issues involved in various prevention and intervention approaches. Class work will focus on literature, research-based intervention approaches, and case work illustrating specific approaches and programs. Prerequisite: SPED 631 or SPED 731, SPED 741, and SPED 743. LEC
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This advanced course examines current principles and practices in the development of multi-modal communication programs for students who do not spontaneously use speech for effective communication. It provides a framework upon which communication programming decisions can be based and interventions and strategies can be developed. Prerequisite: SPED 632 or SPED 732, and SPED 742. LEC
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Provides experiences in applying information on identifying learning and behavioral characteristics of exceptional children and youth. Practices in adapting curriculum materials to meet the needs of the handicapped. Prerequisite: SPED 725 and SPED 735. LEC
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This course focuses on laws that apply to special education, especially "Individuals with Disabilities Education Act" and "No Child Left Behind Act." The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. The course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities and examines the six principles of P. L. 94-142 and similar principles in state legislation. (Same as ELPS 856.) LEC
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Students to analyze public policy that affects citizens with disabilities, various models of analysis are brought to bear on federal policy (e.g., education, transportation, housing, institutionalization, protection and advocacy, medical assistance, employment, vocational rehabilitation, and others). This course is not valid for core requirement in history and/or philosophy of education. (Same as ELPS 857.) Prerequisite: SPED 851 or permission of instructor. LEC
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This course addresses the issues that professionals (e.g., educators, physicians, allied health providers, attorneys, and others) and families of persons with disabilities face in the context of public values, attitudes, and rules of law. The issues include education, treatment and nontreatment. This course is not valid for core requirement in history and/or philosophy of education. (Same as ELPS 858.) Prerequisite: SPED 850, SPED 852 or permission of instructor. LEC
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This course is designed to provide knowledge and skills to implement federal and state mandates for special education and related services programs as they relate to building and maintaining relationships with families of students with disabilities, and developing effective school programs. It covers procedures for developing, implementing, and evaluating (a) instructional accountability for special education students' participation in district and state assessment; (b) relationships between general and special education personnel and programs; (c) roles and responsibilities; (d) interdisciplinary team planning including families; (e) coordinating, educating, and supervising paraeducators; and (f) general management responsibilities associated with instruction of children and youth with disabilities. Course topics will include collaboration in schools, community systems and families, historical perspectives of family life and school involvement, effective relationships between home, school, community, communication among professionals and with families, school-based programs, home-based programs, and multicultural considerations. Prerequisite: SPED 631 or SPED 731, or SPED 632 or SPED 732, or SPED 735. LEC
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The purpose of this course is to provide a background in career development and transition education for persons with disabilities from middle school through adulthood. Emphasis is placed on IDEA requirements for transition services, career development and transition processes, transition services assessment, secondary special education curricular implications, career development and transition service needs, collaborative services in schools and communities to promote quality transition services, and issues and trends in transition education and services. LEC
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This course is designed to provide graduate students in special education and related areas with an overview of employment and vocational models for adolescents and young adults with disabilities. Emphasis is placed upon theory and practice related to career development, supported employment, working with businesses, and school and community vocational training models. Prerequisite: SPED 856 or SPED 858. LEC
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This course is designed to provide a review of psychometric principles and their utility as a foundation for quality assessment in transition assessment and planning for youth with disabilities. Formal and informal assessments across a range of transition planning areas are reviewed and evaluated. Skills in curriculum-based assessment, rating scales, situational assessment, and functional assessment are emphasized. Prerequisite: SPED 856 or permission of instructor. LEC
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The purpose of this course is to provide an overview of interagency and community services and systems for adolescents and young adults with disabilities. Emphasis is placed on theory and practice related to interagency collaboration; systems change efforts in transition services; and state-of-art practices regarding supporting individuals with disabilities in community employment, living, socialization, community participation, and other areas of adult life. Prerequisite: SPED 856. LEC
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This course is designed to prepare students to implement specialized alternative strategies for individualized group instruction. Methods for developing and implementing overall treatment/educational programs, planning or selecting curriculum/service models for programs, and developing instructional materials are emphasized. Procedures for managing classroom staff and service resources, coordinating educational programs with families, other service personnel and program support staff, and monitoring overall program effectiveness are addressed. Prerequisite: SPED 760. LEC
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The problems, trends, issues, and procedures used in planning life skills, occupational and vocational skills, and transition from school to adult living for persons with disabilities. Separate sections will be organized by topics pertaining to career/vocational development, assessment, and transition programs and services. These will include: (a) transitions from early childhood to adulthood, (B) application of assessment information, and (c) vocational preparation and employment. Prerequisite: SPED 725 (may be taken concurrently). LEC
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This course is designed to provide intensive fieldwork and direct teaching experiences with children and youth with disabilities in educational, residential, and clinical settings. Prerequisite: SPED 775. LEC
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A course to develop knowledge and skills in the techniques of interviewing and conferencing, with special application to the professional, legal and ethical problems related to working with parents of exceptional children. Prerequisite: SPED 425 or SPED 725. LEC
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An analysis of the role of the special education coordinator and supervisor. Particular attention will be given to: program development; planning, organizing, and delivering inservice training; personnel recruitment, selection, and evaluation; program management; and program evaluation. Students will relate the topical content to their specific area of expertise in special education. Prerequisite: SPED 425 or SPED 725 and six additional semester hours in special education. LEC
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This course is designed to provide students a survey of disciplines which contribute to care and treatment of students with disabilities. Emphasis on professional roles, team participation, case management, and reporting and follow up. Disciplines include medicine, education, audiology, psychology, speech pathology, occupational therapy, physical therapy, music therapy and social work. Prerequisite: SPED 425 or SPED 725. LEC
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This course is designed to be a culminating experience for Adaptive Program students who choose to complete their masters programs with a comprehensive masters examination instead of one of the other program options (i.e., project or thesis). Students will complete this course during the final semester of their programs. Participants will review current issues, evidence-based practices, home-school considerations, state and federal regulations, and Kansas standards regarding appropriate education for students with mild to moderate disabilities (i.e., Adaptive category designation). The course is a prerequisite for the departmental comprehensive examination in the Adaptive area. LEC
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