Course Descriptions

SD 303. SPECIAL TOPICS IN SPECIAL EDUCATION  3 HRS.

A sub-title will be assigned for each special topic offered.  The course will be taught on demand to provide in-depth consideration of specialized topics and current issues in special education.

SD 550. SURVEY OF EXCEPTIONALITY  3 HRS.

(Prerequisite, PY100.)  This course provides an introduction to each of the following exceptionalities:  gifted and talented, learning disabled, mentally retarded, behavior disordered, visually impaired, hearing impaired, communication disordered, physically disabled, and early childhood disabilities.  Specific information presented for each exceptionality includes the following:  1) etiology; 2) assessment/identification; 3) characteristics, and 4) basic remediation/intervention techniques.

SD 560. COLLABORATION AND STRATEGIES FOR INCLUSIVE SETTINGS  3 HRS.

(Prerequisite, SD550.)  This course provides the elementary teacher with the attitudes, skills, and strategies to educate children with a diverse range of learning needs in the general education classroom.  This would include the gifted and talented, children with learning and behavior disabilities, distractibility and/or hyperactivity, health problems, sensory impairments, children who are at risk, and the culturally diverse.  The teacher will also be provided with skills to increase the desire and ability to collaborate with other professionals, paraeducators, and parents in a team effort.

SD 650. INSTRUCTIONAL TECHNIQUES FOR INDIVIDUALS WITH GIFTEDNESS AND LEARNING DISABILITIES  1 HR.

(Prerequisite, SD550.)  The course provides coverage of current legislation and practices regarding identification, characteristics, and instruction regarding the learning disabled/gifted.  Learning strategies will be identified that are appropriate for the individual with giftedness and learning disabilities.  Specific case studies will be utilized.  Appropriate strategies will be explored as they relate to parents and administrators.

SD 700. CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE DISABILITIES  3 HRS.

This course provides an introduction to the following exceptionalities:  learning disabled, mentally retarded, behavior disordered and other disability categories.  Specific information presented for each exceptionality includes the following:  1) etiology; 2) assessment/identification; 3) characteristics, 4) basic remediation/intervention techniques.  Legislation pertaining to individuals with disabilities will also be emphasized.

SD 702. STRATEGIES FOR STUDENTS WITH MILD/MODERATE DISABILITIES  3 HRS.

This course will provide the candidate with descriptions and applications of methods and strategies for teaching students with mild and moderate disabilities in need of an adapted curriculum.  Candidates will participate in a variety of activities to demonstrate knowledge and skills to meet the academic and behavioral needs of learners in primary through secondary levels.  Candidates will learn educational programming techniques, implementation, and evaluation of appropriate interventions in a variety of roles including consultation and co-teaching.

SD 703. SPECIAL TOPICS IN SPECIAL EDUATION  1-3 HRS.

(A sub-title will be assigned for each special topic offered.)  The course will be taught on demand to provide in-depth consideration of specialized topics and current issues in Special Education.

SD 703XA.  STRATEGIES FOR STUDENTS WITH AUTISTIC SPECTRUM DISORDERS 3 HRS.

This course will provide the candidate with descriptions and applications of methods and strategies for teaching students with autistic spectrum disorders.  Candidates will participate in a variety of activities to demonstrate knowledge and skills to meet the academic, social, and behavioral needs of learners in primary through secondary levels.  Candidates will learn educational programming techniques, implementation, and evaluation of appropriate interventions in a variety of roles including consultation and co-teaching.

SD 708. SUPERVISED PRACTICE ELEMENTARY ADAPTIVE I  3 HRS.

(Prerequisites, SD700 and SD702; permission of instructor.)  This course provides initial organized observation and instruction of the student with special needs in various learning situations.  Candidates will participate in activities associated with the role of a professional educator.

SD 709. SUPERVISED PRACTICE SECONDARY ADAPTIVE I  3 HRS.

(Prerequisites, SD700 and SD702; permission of instructor.)  This course provides initial organized observation and instruction of the student with special needs in various learning situations.  Candidates will participate in activities associated with the role of a professional educator.

SD 800. CONSULTATION AND COLLABORATION  3 HRS.

Students will refine and practice effective communication skills.  Current models of consultation/collaboration will be presented and critical.

SD 801. SEMINAR IN CURRENT ISSUES IN SPECIAL EDUCATION  3 HRS.

This course provides a format for discussing current issues, trends, and research affecting individuals with special educational needs.  A pair of candidates select a topic from an array of issues, research, analyze, and summarize the topic and direct a seminar presentation, assisted by the informed discussion and questions from all others enrolled in the class.

SD 802. SEMINAR IN BEHAVIOR MANAGEMENT  3 HRS.

This course provides a practical guide to experienced teachers, teachers-in-training, parents, and paraprofessionals for applying behavior management techniques both in general and special education settings and in the home.  The course focuses on the principles of behavior management and their application in the educational programs, as well as in the home.  This course will help the student become a critical thinker, creative planner, and effective practitioner.

SD 804. INSTRUCTING INDIVIDUALS WITH SIGNIFICANT DIFFICULTIES  3 HRS.

(Prerequisites, SD700, SD702, or permission of instructor.)  This course addresses the instruction of students with significant learning and adaptive behavior needs.  The course provides perspective on delivering the instruction in the least restricted environment through a continuum of placements ranging from inclusion in the general education classroom to pull-out programs in special education.

SD 805. ADVANCED BEHAVIOR INTERVENTIONS  3 HRS.

(Prerequisites, SD802 or PY851.)  This course provides a practical guide to experienced teachers, teachers-in-training, parents, and paraprofessionals for applying behavior management techniques both in general and special educational settings and in the home.  The course focuses on the principles of behavior management and their application in the educational programs, as well as in the home.

SD 806. FAMILY, PROFESSIONAL WORKING WITH EXCEPTIONALITY  3 HRS.

This course focuses on a family systems perspective and emphasizes the importance of parent/family and professional collaboration and a multicultural approach.  The course will cover theory, research, and best practices related to the family-professional partnership from both general and special education.

SD 807. SECONDARY SCHOOL PROGRAMMING FOR INDIVIDUALS WITH SPECIAL NEEDS  3 HRS.

This course provides an overview of research validated methods and materials that teachers should use while instructing adolescents with high-incidence disabilities and ways to address learning and behavioral problems that are typical of such adolescents.  The content of the course is cross-categorical with emphasis on methods found to be effective with all types of youth with high-incidence disabilities.

SD 808. SUPERVISED PRACTICE ADAPTIVE ELEMENTARY II  3 HRS.

(Prerequisite, permission of instructor.)  This course provides organized observation and instruction of the student with special needs in various learning situations.  Candidates will participate in activities associated with the role of a professional educator.

SD 809. SUPERVISED PRACTICE ADAPTIVE SECONDARY II  3 HRS.

(Prerequisite, permission of instructor.)  This course provides organized observation and instruction of the student with special needs in various learning situations.  Candidates will participate in activities associated with the role of a professional educator.

SD 820. ASSESSMENT IN SCHOOLS  3 HRS.

This course is a survey of the broad spectrum of psychological tests used in the assessment of human potential and functioning.  The focus is on the nature, use, and interpretations of various methods of evaluation with specific reference to measurement in the areas of aptitude, achievement, interest, personality, and intelligence.  Analyzing data and the interpretation of test results is a major emphasis.

SD 850.  CHARACTERISTICS OF INDIVIDUALS WITH GIFTS & TALENTS  3 HRS.

This course emphasizes the definition of giftedness from historical to present, characteristics of the gifted, and factors (such as gender, cultural differences, creativity) involved in identification of the gifted.  Special problem topics are identified and addressed.  Programs for various levels are covered as well as evaluation and parenting skills.

SD 851.  EDUCATING INDIVIDUALS WITH GIFTS & TALENTS  3 HRS.

(Prerequisite, SD850.)  Methods and procedures for adapting the educational process to the gifted are studied.

SD 852. SOCIAL & EMOTIONAL NEEDS OF INDIVIDUALS WITH GIFTS & TALENTS  3 HRS.

(Prerequisite, permission of instructor.)  Seminar providing information on affective aspects of giftedness, which emphasizes process and proactive and preventive approaches.  Includes field experiences in conferencing with a gifted student and using affective curriculum with a small group, as well as meeting with student colleagues to discuss field experiences and assigned readings.

SD 855.  SUPERVISED PRACTICE, ELEMENTARY GIFTS & TALENTS I  3 HRS.

(Prerequisites, SD850, SD851 and consent of instructor.)  The course provides directed experiences in an educational setting specifically designed for gifted children at the primary and/or elementary level.

SD 856. SUPERVISED PRACTICE, ELEMENTARY GIFTS & TALENTS II  3 HRS.

(Prerequisites, SD850, SD851, SD852, SD855, and SD864.)  The supervised practicum requires students to draw on knowledge and skills gained in previous gifted education courses to plan and carry out relevant, appropriate projects with gifted elementary students.

SD 857. SUPERVISED PRACTICE, SECONDARY GIFTS & TALENTS I  3 HRS.

(Prerequisites, SD850, SD851 and consent of instructor.)  The course provides directed experiences in an educational setting specifically designed for gifted children at the junior and/or senior high school level.

SD 858. SUPERVISED PRACTICE, SECONDARY GIFTS & TALENTS II  3 HRS.

(Prerequisites, SD850, SD851, SD852, SD857, SD864 or approval of instructor.)  This supervised practicum requires a student to draw on knowledge and skills gained in previous gifted education courses to plan and carry out relevant, appropriate projects with gifted elementary students.

SD 860. ADMINISTRATION AND SUPERVISION  3 HRS.

Principles, practices, and problems related to administering and supervising all areas of special education are dealt with through practical experiences.  Special consideration is given to communication with faculty and community, finance, legal questions, state regulations, and research development.  Services for all exceptionalities are designed.

SD 861. ISSUES IN SPECIAL EDUCATION AND ADMINISTRATION  3 HRS.

Students will select, research, and propose a solution for current issues affecting the delivery of service in special education.

SD 864. CREATIVE TEACHING AND LEARNING  3 HRS.

(Prerequisite, SD850 or permission of the instructor.)  The course, appropriate for both special teachers of the gifted and general educators, including teachers, counselors, and administrators, explores the nature of creativity, with the emphasis given to attitudes, motivations, and educational practices which foster the identification, development, and maintenance of creative behaviors.

SD 867. SUPERVISED PRACTICE, SPECIAL EDUCATION SUPERVISOR AND COORDINATOR  1 HR.

(Prerequisite, SD860.)  This practicum provides direct experiences with a supervisor/coordinator in special education, including observation of at least one administrator and participation in an administrative project.