Course Descriptions

SPED 425 Introduction to Exceptional Children and Youth (3).
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.

SPED 497 Independent Study (1-2).
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.

SPED 500 Introduction to Sign Language (3).

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

SPED 501 American Sign Language I (ASL I) (3).

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

SPED 502 American Sign Language II (ASL II) (3).

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 501. LEC

SPED 503 American Sign Language III (ASL III) (3).

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

SPED 504 American Sign Language IV (ASL IV) (3).

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

SPED 598 Special Course (1-5).

A special course designed to address topical issues. LEC

SPED 631 Characteristics of Students Needing an Adaptive Curriculum (3).

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

SPED 632 Characteristics of Students Needing a Functional Curriculum (3).

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

SPED 633 Characteristics of Learners with Hearing Loss - Deaf Studies (3).

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

SPED 635 Characteristics of Children and Youth with Disabilities (3).

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

SPED 641 Methods: Academic Instruction for Children and Youth with Disabilities in General Education and Learning Center Settings (3).

This course is an initial methods course for individuals seeking licensure in Adaptive or Functional Special Education. The course addresses how to develop and write Individualized Educational Plans. Students learn about instructional planning to differentiate various learner needs, universal design principles, and developing appropriate accommodations and modifications to facilitate student learning. Particular attention is given to instructional strategies for supporting the development of literacy in reading and math. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732. LEC

SPED 644 Assessment and Instructional Methods I: Learners with Hearing Loss (3).

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

SPED 660 Education of Children and Youth with Disabilities I (3).

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

SPED 667 Field Experience in Preschool (1).
This supervised field experience is intended to allow the pre-service teacher to apply the knowledge gained in UEC 665 Inclusive strategies and intervention for preschoolers, by working with preschoolers in community based and school based preschool settings/programs. Prerequisite: Admission to the Teacher Education Program. To be taken concurrently with UEC 665.

SPED 668 Field Experience in Infant/Toddler (1).
This supervised field experience is intended to allow the pre-service teacher to apply the knowledge gained in UEC 664 Inclusive strategies and intervention for infants and toddlers, by working with infants and toddlers in early intervention settings/programs. Prerequisite: Admission to the Teacher Education Program. To be taken concurrently with UEC 664.

SPED 672 Field Experiences with Exceptional Children and Youth (3).

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

SPED 700 Introduction to Sign Language (3).

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

SPED 701 American Sign Language I (ASL I) (3).

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

SPED 702 American Sign Language II (ASL II) (3).

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

SPED 703 American Sign Language III (ASL III) (3).

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

SPED 704 American Sign Language IV (ASL IV) (3).

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

SPED 706 Advanced Practices for Children with Disabilities in the Elementary General Education Classroom (3).

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 elementary 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 (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

SPED 707 Advanced Practices for Adolescents with Disabilities in the Middle/Secondary General Education Classroom (3).

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 enhancement, 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

SPED 708 Introduction to Hearing Impaired (2).

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

SPED 710 Methods of Teaching Language to the Deaf I (3).

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

SPED 717 Exceptional Children in Regular Classrooms (3).

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

SPED 718 Instructional Planning for Children and Youth with Disabilities (1-3).

This course provides knowledge and skills to select, adapt, and sequence instructional methods and materials to facilitate general education curriculum mastery. LEC

SPED 719 Learning and Technology (1).

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

SPED 724 Data-driven Instructional Decision Making (1).

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

SPED 725 Introduction to the Psychology and Education of Children and Youth with Disabilities (3).

This course provides an overview of current practices in the identification, placement, and education of students with disabilities. This course emphasizes patterns of social, cognitive, language, and physical development. Social, political, and economic advocacy issues are also addressed. Prerequisite: One course in Child Development. LEC

SPED 726 Exceptionality and Technology (1).

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

SPED 729 Introduction to Computing in Special Education (3).

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. (Same as T&L 729.) LEC

SPED 730 Characteristics of Students in the Adaptive and Functional Curriculum (3).

This course is designed as an introduction to the definition, characteristics, causes, assessment, and specific remedial techniques for students needing an adaptive and functional 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 disabilities. 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. 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

SPED 733 Characteristics of Learners with Hearing Loss - Deaf Studies (3).

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

SPED 735 Characteristics of Children and Youth with Disabilities (3).

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

SPED 738 Unified Early Childhood Applied Research (1).
This seminar is designed to facilitate the Unified Early Childhood (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. Co-requisite: SPED 739 UEC Student Teaching.

SPED 739 Unified Early Childhood Student Teaching (1-6).
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 Unified Early Childhood Student Teaching. Co-requisite: SPED 738 Unified Early Childhood Applied Research.

SPED 740 Managing Classroom Behavior of Exceptional Children and Youth (3).

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

SPED 741 Methods and Assessment: Academic Instruction for Students with Disabilities in General Education and Learning Center Settings (3).

This course is an initial assessment and methods course for individuals seeking Kansas licensure in Adaptive or Functional Special Education. The course addresses how to assess student academic skills and to develop Individualized Educational Plans. Students learn about academic assessment and instructional planning to differentiate various learner needs, universal design principles, and developing appropriate accommodations and modifications to facilitate student learning. Particular attention is given to assessment and instructional strategies for supporting literacy development in reading and math. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732. LEC

SPED 742 Methods and Assessment: Life Skills and Community Based Instruction (3).

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, and administrative and policy support. Prerequisite: SPED 632 or SPED 732. LEC

SPED 743 Methods: Functional Behavioral Assessment, Positive Behavior Support and Classroom Management (3).

This course provides a problem-solving approach and the framework for assessment and teaching strategies to develop pro-social behavior in students with disabilities and their typical peers in classrooms and school-wide 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

SPED 744 Assessment and Instructional Methods I: Learners with Hearing Loss (3).

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

SPED 745 Audiology and Aural Rehabilitation (3).

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

SPED 751 Application of Assessment Information in Planning Instruction for Students with High-incidence Disabilities (Adaptive) (3).

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

SPED 760 Education of Children and Youth with Disabilities I (3).

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

SPED 761 Foundations of Positive Behavioral Support (PBS) (1).

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

SPED 762 Functional Assessment Methods for Positive Behavioral Support (PBS) (1).

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

SPED 763 Development and Implementation of PBS Plans (1).

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

SPED 764 Intervention Strategies for PBS I (1).

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

SPED 765 Intervention Strategies for PBS II (1).

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

SPED 766 Redesigning Environmental Systems (1).

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

SPED 767 Creating Positive Lifestyles through PBS (1).

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

SPED 772 Participation with Children and Youth with Disabilities (3).

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

SPED 774 Education of Secondary and Post-secondary Level Exceptional Students(1-3).

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

SPED 775 Practicum with Children and Youth with Disabilities (1-10).

Intensive direct teaching experiences with children and youth with disabilities in educational settings. FLD

SPED 785 Application of Assessment Information for Exceptional Children and Youth (3).

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

SPED 793 Psychology of Deafness (2).

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

SPED 798 Special Course (1-5).

A special course designed to address topical issues. LEC

SPED 800 Classroom Intervention for Language Disorders of Handicapped Learners (3).

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

SPED 801 Practicum in School Psychology (4).

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

SPED 802 Advanced Practicum in School Psychology (4).

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

SPED 804 Designing Online Instruction for E-learning Environments (3).

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. (Same as T&L 804.) Prerequisite: None. A background in education is preferred. LEC

SPED 805 Practicum in Individual Intelligence Testing (4).

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

SPED 809 Language Assessment and Instruction II: Learners With Hearing Loss (3).

This course covers the evaluation and treatment of speech skills of students who are deaf or hard of hearing (S-D/HH). A historical review of the emphasis placed on speech development in deaf students is provided, including prominent professionals throughout history. Students learn formal and informal methods of evaluation, the developmental order and classification systems for sounds in the English language, and visual, auditory, and tactile facilitation techniques. Auditory training programs and techniques are also emphasized to train future professionals to improve their students' listening abilities. LEC

SPED 810 Speech Assessment and Instruction III: Learners with Hearing Loss (3).

The purpose of this course is to better prepare students to provide effective language instruction to children who are Deaf or Hard of Hearing (D/HH). The course focuses on the effect of hearing loss on language and reading, communication options, assessment , and instructional strategies. LEC

SPED 811 Methods of Teaching Elementary School Subjects to the Deaf (3).

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

SPED 812 Instructional Approaches in Inclusive Elementary Settings (2).

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

SPED 814 Instructional Approaches in Inclusive Secondary Settings (2).

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

SPED 839 Management Principles and Assessment Procedures for the Young or Severely Handicapped (2-3).

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

SPED 840 Program Planning in Special Education - Early Childhood (3).

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

SPED 841 Advanced Methods and Assessment: Learning Strategies and Content Enhancements (3).

This course is based on the principles of strategic instruction. Specific learning strategies and content enhancement teaching routines are presented; students will implement these tools in classroom settings. Teaching routines that facilitate strategic learning during content-area instruction that compensate for inefficient learning will be introduced, evaluated, and implemented in classroom settings. The focus is strategy and routine implementation to help students in general education classrooms acquire, store, and express information; demonstrate competence; and interact with others in school, home, community, and employment settings. Course content will focus on learning how to select learning strategies that match student needs from published curricula as well as how to create strategies with youth to meet specific needs. Prerequisite: SPED 631 or SPED 731, and SPED 641 or SPED 741. LEC

SPED 842 Advanced Methods: Strategies for Students with Significant Sensory, Motor, and Health Needs (2).

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

SPED 843 Advanced Methods and Assessment: Strategies for Students with Significant Behavior, Social, and Emotional Needs (3).

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 assessment of 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

SPED 844 Advanced Methods: Nonsymbolic and Symbolic Communication Assessment and Augmentation Strategies (3).

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

SPED 850 Curriculum Planning for Exceptional Children and Youth (3).

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

SPED 851 Law and Special Education (3).

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. LEC

SPED 852 Citizens with Disabilities, Public Policy, and Policy Analysis (3).

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 T&L 857.) Prerequisite: SPED 851 or permission of instructor. LEC

SPED 853 Professional Ethics, Public Values, and Citizens with Disabilities (3).

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 T&L 858.) Prerequisite: SPED 850, SPED 852 or permission of instructor. LEC

SPED 854 Family and Interprofessional Collaboration in Special Education (3).

This course is designed to provide knowledge and skills to implement federal and state development mandates for special education and related services programs. It covers procedures for developing, implementing, and evaluating (a) instructional accountability for special education students' participation in district and state assessments; (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

SPED 855 Family and Community Systems (3).

This course is designed to introduce students to literature, theory, practice, and applications of successful relationships between families of students with disabilities and the school community. Course topics will include family involvement, historical perspectives of family life and school involvement, effective relationships between home, school, community, communication with families, collaborative leadership in working 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

SPED 856 Transition Education and Services from Childhood through Adulthood (3).

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

SPED 857 Vocational Training and Employment (3).

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

SPED 858 Assessment for Transition Planning (3).

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

SPED 859 Interagency Services for Transition to Adulthood (3).

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

SPED 860 Education of Children and Youth with Disabilities II (3).

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

SPED 874 Planning for Adult Outcomes (1-3).

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

SPED 875 Practicum with Children and Youth with Disabilities (1-10).

This course is designed to provide intensive field work and direct teaching experiences with children and youth with disabilities in educational, residential, and clinical settings. Prerequisite: SPED 775. LEC

SPED 879 Conferencing with Parents of Exceptional Children and Youth (3).

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

SPED 880 Coordination and Supervision of Services for Exceptional Children (3).

An analysis of the role of the special education coordinator and supervisor. Particular attention will be given to: program development; planning, organizing, and delivering in-service 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

SPED 890 Interdisciplinary Programming for Children and Youth with Disabilities (3).

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

SPED 896 Capstone Adaptive Program Seminar: Written Comprehensive Exam (3)

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). Through a series of topical seminars, focused readings, individual and group assignments, students will prepare for the Department of Special Education Comprehensive Exam: Adaptive. The four-hour exam will be given at the conclusion of the course.

SPED 897 Independent Study (1-4). Prerequisite: Consent of adviser and instructor. RSH

SPED 898 Master's Project (1-4). RSH

SPED 899 Master's Thesis (1-6). THE

SPED 910 Advanced Application of Behavioral Management Techniques to Exceptional Children and Youth (3).

Theory and principles of behavioral analysis. Emphasis will be given to observation, measurement, recording, and visual display techniques. Other topics include maintenance and generalization of behavior change. Students will be provided experience in the design and carrying out of research studies related to exceptional children and youth using principles and methods of behavioral analysis. Prerequisite: SPED 425 or SPED 725 and SPED 839. LEC

SPED 915 Advanced Curriculum Development for Children and Youth with Disabilities (3).

This course is designed to provide principles of development, needs assessment, evaluation and dissemination applied to curriculum products. Analysis of organizational and conceptual features of major curriculum development projects for students with disabilities are addressed; participants design curriculum procedures. Prerequisite: Twelve semester hours in special education and a general curriculum course. LEC

SPED 920 Management of Instructional Resources for Exceptional Children and Youth (3).

Designed for individuals with responsibilities for the operation of instructional resource centers and educational programs serving exceptional children and youth. Experiences relate to: selection, acquisition, circulation, and management of special education instructional media/materials and the delivery of in-service training specific to their skills. Prerequisite: Professional preparation and/or experience in the Education of Exceptional Children and Youth and C&I 616, Introduction to Educational Communications. LEC

SPED 925 Medical Aspects of Handicapping Conditions (3).

The organization of this course follows the chronology of an individual's total development from genetic origin through fetal development, perinatal, infancy, childhood, and adolescence. Emphasis is given to etiology and implications of handicapping conditions on development. Attention is given to prevention, treatment, and habilitation or rehabilitation of various conditions. Prerequisite: SPED 725. LEC

SPED 949 Specialist Research (1-4). RSH

SPED 950 Civic Professionalism (3).

This course is concerned with the relationship between professions and society in a democracy, and specifically, with the ethics and practices associated with the professions of education, special education, and other disability-related fields. Models of professionalism are compared and advantages of civic professionalism for individuals with disabilities and their families, the professions, and society as a whole are explored. Lessons drawn from disagreements over questions such as the nature and social consequences of the professions are used to broaden understanding of what professionalism could and should be in a democracy. Prerequisite: Admission to doctoral program. LEC

SPED 970 Problems of Exceptionality (3).

An extensive analysis of the literature and research pertinent to issues in a given disability. Separate sections are organized for various disabilities. Students may enroll in more than one section as a part of a graduate program. Prerequisite: Three courses in special education or permission of instructor. LEC

SPED 971 Organization and Administration of Services for Children and Youth with Disabilities (3).

This course is designed to prepare administrators and prospective administrators for organizing and administering educational programs for students with disabilities. Major topics include a review of current trends in special education, state and federal guidelines and regulations, legal and financing aspects of special education, program planning, and administration of special services. (Same as T&L 959.) Prerequisite: Nine hours of education including educational psychology and SPED 725. LEC

SPED 972 Issues and Trends in Special Education I (2).

This course is designed to assist first-year special education doctoral students organize and synthesize a conceptual and substantive map of the field of special education and introduce them to corresponding faculty research interests and resources. Emphasis is placed on the academic writing expectations and resources of the field, university, and department, and on building a cohort of students to address common issues and to provide a foundation for peer support throughout the doctoral program. Prequisite: Admission to special education doctoral program or permission of instructor. LEC

SPED 973 Issues and Trends in Special Education II (2).
This capstone seminar is designed to assist advanced doctoral students synthesize and evaluate information on a broad range of current and historically significant special education issues and trends in preparation for comprehensive examinations and future professional roles. Substantively, its primary focus is issues and trends that affect the entire field or cut across several areas of study and practice. Its secondary focus is significant issues and trends that affect particular categorical or functional sub-areas of study and practice within the field. Prerequisite: Completion of nine doctoral courses in special education, including 4 of 6 departmental Core courses.

SPED 974 Issues and Trends: Students with Learning Disabilities, Emotional/Behavioral Disorders and Autism Spectrum Disorders (3).
This doctoral level course will explore current issues related to characteristics, educational methods and curricula, and questions, problems, concerns and movements connected to the education of children and youth with learning disabilities, emotional/behavioral disorders and autism spectrum disorders. Prerequisite:Doctoral program admission or permission of instructor.

SPED 975 Advanced Practicum with Children and Youth with Disabilities (1-10).

Advanced development of conceptual and practical field-based skills. Prerequisite: SPED 775. FLD

SPED 977 LD/BD Issues II (3).
This course is designed to provide students an opportunity to engage in an extensive analysis of the literature and research pertinent to critical issues in the field of learning and behavioral exceptionality. Prerequisite: SPED 970 LD/BD Issues I; SPED 972 Trends & Issues in Special Education I

SPED 980 Advanced Topics (1-3).

A special course of study to meet current needs of education professionals - primarily for post-master's level students. LEC

SPED 981 Leadership and Systems Change (3).

This course is designed to provide students with an overview of seminal leadership and systems change literature. Students analyze and apply the literature at the teacher, family, school building, district, state, and federal levels. Strategies for developing and mobilizing stakeholders to support the process of change will be covered. Prerequisite: Admission to doctoral program. LEC

SPED 982 Preparing Future Faculty (3).
This course is designed to give students an introduction and overview of academic life and the roles and responsibilities of an academic career. Its primary purpose is to help develop a realistic perspective of the expectations of academic life and the competencies required for a successful start in an academic career. Organized around the broad themes of understanding the academy, faculty life and work, and academic career paths, course content addresses the roles and responsibilities of faculty life in different types of institutions and the issues faculty face as they pursue their academic careers. The course offers an opportunity for students to critically review their doctoral program in the context of preparing them for a successful start in an academic career and to explore options for academic career choices. Prerequisite: Doctoral program admission.

SPED 983 Proposal Development (3).

This course is designed to teach a broad array of strategies associated with the development of successful proposals that will generate funds to support programmatic work. Among the topics covered in this course are sources of funding, strategies for conceptualizing and writing proposals, collaboration strategies, proposal peer-review process, and integrating proposal development activities into other professional responsibilities. Prerequisite: Admission to doctoral program and PRE 710. LEC

SPED 984 School Reform and School Community Partnerships (3).
This is an interprofessional course in public policy and school reform that is concerned with current policy and systems transformations in education and child/family services, including educational, social and health service systems and the movement toward school-linked service integration strategies and family partnerships, called the "community school" movement. Issues connected with comprehensive school reform including the role of special education and mental health in this process will be emphasized. Particular emphasis will be placed on urban, multicultural issues affecting community schools. Prerequisite : Doctoral program admission or permission of instructor.

SPED 985 Naturalistic Research (3).
This course is designed to develop skills in naturalistic or constructivist research, while situating it theoretically within the broader framework of modern and postmodern social inquiry, and exploring its social, political and ethical implications. The course develops students' skills in using this form of interpretive qualitative research, provides a theoretical framework for selecting inquiry paradigms, compares and contrasts positivist and constructivist inquiry, and reviews social and political implications of constructivist inquiry. Prerequisite: Six hours of statistics, measurement, and/or large or small group research design.

SPED 986 Trends and Issues Associated with Online Instruction (3) (Cross listed as C&T 896).
The course examines the opportunities, challenges, cautions, and demands of web-based instruction in higher education. It explores the policy implications of web-based instruction, development of collaborative teaming skills utilizing telecommunications resources, and the design and technical aspects of online instruction. Particular attention is given to the implications of online instruction for accommodating needs presented by diverse learners through strategies such as universal designs. Prerequisite: Admission to doctoral program or permission of instructor.

SPED 990 Small Sample Empirical Research Methods (3).
This course provides a detailed examination of research methods for advancing knowledge and validating hypothetically useful treatments in situations in which sufficient sample sizes to conduct formal experiments are lacking, the question of interest is better addressed by multiple observations of treatment effects over time, and/or the question is best addressed by taking a variety of observations of a single unit of interest. Specifically, two small sample research methods will be examined in depth with examples and practical application experience: interrupted time series design for small samples (“single case” design), and Yin's empirical case study method. Prerequisite: Doctoral program admission or permission of instructor.

SPED 991 Family Outcomes in Special Education (3).
This course focuses on analyzing and synthesizing research literature focusing on intermediate outcomes (e.g., family-professional partnerships) and long-term outcomes (e.g., family quality of life) related to families of children, youth, and adults with disabilities. Key family theories are discussed and applied in the development and implementation of interventions that have potential to increase intermediate and long-term family outcomes. Prerequisite: Three courses in special education or permission of instructor.

SPED 992 Doctoral Seminar in Early Childhood Education/Intervention (3).
This seminar examines research to support evidence-based practices that currently exist in the areas of early intervention and early childhood special education. The primary objective is to learn how to read and critically analyze studies that form the evidence base for several early intervention and early childhood special education practices. Primary goals of the class include the development of skills for evaluating research studies in early intervention and early childhood special education, and increasing knowledge of evidence-based practices in the early intervention literature. Prerequisite : Three courses in special education or permission of instructor.

SPED 995 Field Experience in: _____ (1-5).

Supervised and directed experiences in selected educational settings. Instructors conduct regular observations and conference with students. Written summaries and evaluations of field experiences are prepared independently by the student, a representative of the cooperating agency, and the instructor. Open only to advanced students and field experience credit in any one semester may not exceed five hours, and total credit may not exceed eight hours. FLD

SPED 996 College Teaching Experience (2).

This course is designed to prepare students for college teaching. Enrolled students shall engage in semester-long, planned, instruction that includes college classroom teaching under supervision. Planning shall be done with a member of the faculty who will supervise the experience. FLD

SPED 997 Individual Study (1-4).

Prerequisite: Prior graduate course work in the area of study and consent of instructor. RSH

SPED 998 Seminar in: _____ (1-4). LEC

SPED 999 Doctoral Dissertation (1-15). THE