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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)
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This course centers on the dynamics of identity of Creoles, Amerindians, Blacks and members of the castes in colonial Spanish America. It concentrates on how members of these racial and ethnic groups relate to coloniality, space, place and gender. LEC
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A survey by region or country (Mexican Prose Fiction, Cuban Prose Fiction, Argentine Prose Fiction, Caribbean Prose Fiction, etc.) of Spanish American Prose Fiction from the beginning to the present, with emphasis on the 19th and 20th centuries. Course title will vary by country or region. Prerequisite: A survey course in Spanish American literature. LEC
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A study of the poetry and/or prose of modernismo and the vanguards in Spanish America. Prerequisite: One course in Spanish American literature or permission of instructor. LEC
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The content of this course will vary, and the course may be taken more than once, with full credit provided there is no duplication in the material covered. Prerequisite: A survey course in Spanish American literature. LEC
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An introduction to linguistics and applied linguistics focused on the phonology, morphology, and syntax of Spanish, including work in tagmemics and transformational grammar. Part of the course deals with problems of language instruction, testing, and use of the language laboratory. LEC
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A theoretically informed study of the picaresque mode in Spanish and Spanish-American literature. Course may be repeated for credit provided that the topic changes. LEC
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Systematic study of the development of theories of literature. Emphasis usually placed on twentieth century although scope may vary. Prerequisite: 700-level course in Spanish or concurrent enrollment. LEC
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Required of all teaching assistants who teach beginning Spanish at the University of Kansas for the first time. Instruction in classroom procedures for first year Spanish, demonstration of teaching techniques, and survey of current methodology. FLD
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Combines discussion of theoretical teaching concepts and development of pedagogical materials with practical solutions arising concurrently in Spanish languages courses. LEC
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A diachronic study of the syntax and morphology of Spanish from the thirteenth century to the present; sound change and orthography; evolution of literary styles. Prerequisite: A course in Spanish phonetics. LEC
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Individually directed work to fill the student's needs not met by available organized courses. One to three hours of credit in any semester. Maximum total credit for the M.A. degree is three hours. May be taken with full credit as often as recommended by department. THE
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An intensive investigation of a particular topic in Spanish Literature and Culture; content will vary in terms of topics, genres, and time periods covered. The course may be taken more than once with full credit, provided there is no duplication. Prerequisite: Graduate standing. LEC
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An intensive investigation of a particular topic in Spanish and Latin American Literatures and Cultures; content will vary in terms of topics, genres, and time periods covered. The course may be taken more than once, with full credit provided there is no duplication. Prerequisite: Graduate standing. SEM
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An intensive investigation of a particular topic in Spanish American Literatures and Cultures; content will vary in terms of topics, genres, and time periods covered. The course may be taken more than once, with full credit provided there is no duplication. Prerequisite: Graduate standing. SEM
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This course provides information on issues and practices related to working together in partnership with families of young children including those who have a young child with special needs. Emphasis will be placed on taking a family systems prospective and a family-centered approach to family support. Strategies for effective communication for the purpose of information sharing and collaborative planning with families are provided. Relevant current scientifically based evidence will be reviewed and discussed pertaining to these topics. LEC
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This course is designed for general education teacher trainees. It will provide them information about students with disabilities that they will have in their classrooms and the law governing special education and its implications for them as general educators. The course will address Individualized Educational Plans that are developed for students with disabilities and how general educators contribute to these plans. Students will learn about planning instruction that is differentiated to meet various learner needs, universal design principles and instructional tools, providing meaningful access to general education classrooms and curriculum for students with disabilities and designing and delivering appropriate accommodations and modifications to assist student learning. Prerequisite: Admission to the Teacher Education Program. 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. LEC
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Designed for regular education teacher trainees, those in training for support roles in public schools and/or residential facilities (music educators/therapists, speech clinicians, etc.), and others interested in providing services for exceptional children and youth. Emphasis on the learning and adjustment problems of exceptional children and youth. Includes fieldwork experiences in residential and/or public school settings. LEC
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The course is designed to provide the student with knowledge of and direct experiences within instructional settings that include one or more exceptional children. Structured experiences will be provided to (a) ensure mastery of skills in differentiating normal from atypical patterns of behavior in children or adolescents, (b) promote acquisition of skill in understanding the educational needs of exceptional learners as well as the procedures used to identify and provide instruction for them, (c) ensure the generalization of communication skills to the unique needs of exceptional learners in instructional settings, and (d) promote a positive attitude toward atypical students. LEC
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Only one enrollment permitted each semester, a maximum of four hours will apply toward a bachelor's degree. Prerequisite: Recommendation of adviser and consent of instructor. IND
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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 in 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 501. 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 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
View current sections...
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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