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New Mexico State University
Graduate Catalog
2012-2013

SPECIAL EDUCATION/ COMMUNICATION DISORDERS

Department website: http://education.nmsu.edu/sped/

(575) 646-2402

sanromer@nmsu.edu

Y. Bae, Ph.D. (Illinois-Urbana) – speech and hearing science; M. Brown, Ph.D. (UNLV) – special education and secondary special education; K. Chinn, Ed.D. (Lamar) – deaf education/deaf studies; K. Cronin, Ph.D. (UC Riverside) – special education; R. Ivey, Ph.D. (Wisconsin) – audiology; A.Y. Ortega, Ph.D. (Illinois- Urbana) – speech and hearing science; D. Rhein, Ph.D. (Arizona) – communication disorders; L. Salas, Ph.D. (New Mexico State) – bilingual special education; M.B. Salas-Provance, Ph.D., interim department head (Illinois-Urbana) – speech and hearing science; L. Spencer, Ph.D. (Iowa) speech and hearing science; A. Valdez, Ph.D. (University of New Mexico) – educational psychology;

DEGREE: Master of Arts
MAJOR: Communication Disorders

DEGREE: Master of Arts
MAJOR: Education
CONCENTRATION: Autism Spectrum Disorders
CONCENTRATION: Special Education
CONCENTRATION: Special Education Administration
CONCENTRATION: Special Education/Deaf-Hard of Hearing
CONCENTRATION: Speech-Language Pathology

DEGREE: Specialist in Education
MAJOR: Curriculum and Instruction
CONCENTRATION: Special Education Administration
CONCENTRATION: Special Education/ Deaf-Hard of Hearing
CONCENTRATION: Special Education

DEGREE: Doctor of Education
MAJOR: Special Education
CONCENTRATION: Bilingual/Multicultural Special Education

DEGREE: Doctor of Philosophy
MAJOR: Special Education
CONCENTRATION: Bilingual/Multicultural Special Education

MINOR: Communication Disorders
MINOR: Deaf Education
MINOR: Special Education

The Department of Special Education/Communication Disorders offers programs designed for students with career goals as master special education teachers, special education consultants and directors, educational diagnosticians, school psychologists, and speech-language pathologists in school, community, and medical settings, or as higher education faculty in the fields of special education (SPED) and communication disorders (CD).

The department offers programs leading to the Master's degree. The M.A. in education with emphasis in special education can be earned with the following emphasis: general special education (i.e., noncategorical), mild-to-moderate disabilities (behavior disorders, learning disabilities, and mental retardation), early-childhood special education, bilingual special education, special education administration, deaf/hard-of-hearing education, and educational diagnostics. Students who have earned a bachelor's degree and who are seeking special education licensure must enroll in a graduate degree program. Depending on the individual student's needs and experiences, programs can be designed to lead toward special education licensure, specialization in categorical areas, educational diagnostician licensure, or administrative licensure.

The M.A. in Communication Disorders offers a specialization in speech-language pathology. The program is designed primarily for students who are interested in becoming speech-language pathologists in schools, hospitals, community-based clinical facilities, or private practice. The programs for students entering without a communication disorders background are generally one year longer. The programs are designed to provide the academic background and clinical-practicum experience for meeting state and national certification and licensure requirements.

The master's degree program in speech-language pathology is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association. Enrollment in graduate courses in communication disorders is limited to individuals in good standing in the Graduate School. In addition, the licensure courses in the communication disorders curriculum are restricted to CD majors. To complete a course of study, each student must meet the program's academic and clinical competency criteria, as well as the recommendation of state and national certifying bodies for educational licensure and clinical certification. Only those courses in which a grade of B or higher has been earned will apply toward the program of study. If a student earns lower than a B grade in any course, he or she will meet with the Communication Disorders Graduate Faculty Selective Review Committee to determine a consequential course of action before proceeding with the next module of the program.

Admission to the department's M.A. programs is based on the evaluation of a portfolio of materials that includes:

  • Undergraduate GPA
  • Graduate GPA (if applicable)
  • Psychometric score on the Miller Analogies Test or the Graduate Record Exam (aptitude portion) for SPED program applicants
  • Psychometric score on the Graduate Record Exam (aptitude portion) for CD program applicants
  • An academic vita
  • A one-page letter of interest in which the candidate cites relevant background experiences and personal motives for applying to the program
  • Three letters of reference
  • Other optional materials (as available) such as samples of writing, evidence of scholarship, indication of membership in a group traditionally underrepresented in graduate programs, or extenuating factors highlighted by applicants in their letters of interest.

The department offers three advanced degrees in curriculum and instruction with emphasis in special education: the Specialist in Education (Ed.S.), Doctor of Education (Ed.D.), and Doctor of Philosophy (Ph.D.).

The Ed.S. provides additional study beyond the M.A. to prepare the student for leadership roles within his or her field. An Ed.S. degree can be earned in School Psychology. An Ed.S. project is required.

The Ed.D. program is designed to provide advanced professional training and to develop further ability in the scholarly study of professional problems. This program is intended primarily for students pursuing careers that emphasize teaching, administration, and service delivery.

The Ph.D. program has a theoretical and research orientation requiring the student to demonstrate competency with two of the following research tools: (a) advanced statistics, (b) computer language, and (c) foreign language.

The residency requirements for the Ed.D. and Ph.D. are described in the section "Requirements for Higher Degrees." 'Three years' teaching experience, or the equivalent, is required for admission to doctoral programs. Applicants for the Ed.S. degree must have at least one year of successful teaching experience prior to receiving the degree.

The following psychometric scores are required for admission to the Ed.D. and Ph.D. programs: Miller Analogies Test and Graduate Record Examination (aptitude).

For detailed information on admission requirements, stipends, and program requirements, write to the Department of Special Education/Communication Disorders, MSC 3SPE, NMSU, P.O. Box 30001, Las Cruces, New Mexico 88003-8001.

COMMUNICATION DISORDERS

C D 476. American Sign Language III 3 cr.
Continuation of C D 375, ASL II. Focus on more complex grammatical features. Students will comprehend and generate medium length stories, narratives, and discussions including culturally significant topics. Prerequisite: C D 375.
C D 479. Clinical Practicum 3 cr.
Supervised speech, language, and hearing clinical practice with assigned clients at the NMSU Speech and Hearing Center. Requires attendance at the weekly clinical staff meeting. Prerequisites: C or better in C D 380/C D 503, C D 453, and C D 462, and minimum 3.0 GPA or consent of instructor. May be repeated for a maximum of 6 credits. Restricted to majors.
C D 490. Training in Professional Teamwork 3 cr.
Team development including critical thinking, problem solving, and decision making. Prerequisites: C or better in C D 452, C D 456, and C D 481, and minimum 3.0 GPA, or consent of instructor.
C D 491. Selected Topics 1-6 cr.
Individual and/or group study of selected topics. To be identified by subtitle. Prerequisite: prior arrangement with faculty. May be repeated for a maximum of 12 credits.
C D 501. Phonetics 3 cr.
The science of phonetics, including work with the International Phonetic Alphabet. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors. Same as C D 390 with differentiated assignments for graduate students.
C D 502. Anatomy and Physiology of Speech Mechanisms 3 cr.
Structure and function of systems underlying human speech sound production and processing including nervous, respiratory, and articulatory components. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors. Same as C D 370 with differentiated assignments for graduate students.
C D 503. Speech Science 3 cr. (2+3P)
Basic concepts and theories in acoustics, speech production, and speech perception. Laboratory experience with instrumental measurement and analysis of speech systems. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors. Same as C D 380 with differentiated assignments for graduate students.
C D 505. Research Methods 3 cr.
Introduction to basic qualitative, quantitative, and single subject research methodology in speech-language pathology and audiology. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 509. Language Acquisition 3 cr.
Normal development of communication across the age span. Includes language sampling and analysis. A minimum grade of B- in all graduate courses and a minimum overall GPA of 3.0 required. Taught with C D 360 with differentiated assignments for graduate students. Restricted to CD majors andLING majors majors.
C D 521. Professional Issues and Practices in Communication Disorders 3 cr.
This course includes a range of topics pertinent to students entering professional practice as speech-language pathologists including current legal, ethical, and clinical service provision issues. Restricted to majors. Prerequisites: minimum of 3.0 in all graduate courses required.
C D 523. Assessment of Communication Disorders 3 cr.
Diagnostic theories and management of communication disorders using standardized and descriptive methodology. Includes the practice of interviewing, testing, and oral and written reporting. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 525. Pediatric Language and Disorders 3 cr.
Normal communication development of neonates, infants, toddlers, and preschoolers; etiologies, and treatment of cognitive, linguistic and social elements of communication problems in family systems. Prerequisites: minimum grade of B- and an overall GPA of 3.0 or higher. Restricted to majors.
C D 530. School Age Language and Disorders 3 cr.
Normal communication-learning development of elementary, secondary, and postsecondary students; etiologies, diagnosis, and treatment of interpersonal communication and language-based academic disorders. Prerequisites: a minimum grade of B- in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 535. Aphasia 3 cr.
Etiologies, diagnosis, assessment, and treatment of adult aphasia. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 542. Articulation and Phonological Disorders 3 cr.
Advanced study of the symptoms, etiologies, assessment, and clinical management of articulation and phonological disorders. Prerequisites: a minimum grade of B- in all graduate courses and a minimum overall GPA of 3.0 is required. Restricted to majors.
C D 545. Developmental Disabilities/Augmentative and Alternative Communication 3 cr.
Assessment and intervention for children and adults with developmental disabilities; Alternative communication strategies and systems for individuals with severe speech and/or language impairments. Prerequisite: Graduate standing; overall GPA of 3.0 or higher.
C D 546. Speech-Language Pathology and Audiology Conference Procedures 3 cr.
Interviewing and counseling strategies used in the diagnosis, treatment, and management of speech, language, and hearing disorders. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 547. Cognitive-Linguistic Communication Disorders 3 cr.
Etiologies, diagnosis, assessment, and treatment of communication disorders associated with TBI, right-hemisphere syndrome, and dementia. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher.
C D 548. Best Practices in Bilingual/Multicultural Assessment for Practitioners 3 cr.
The purpose of this course is to provide future speech-language pathologists, educational diagnosticians and special educators with a foundation for evaluating the linguistic, cognitive and academic skills of students from any cultural liguistic background. The course covers a review of the literature on best practices for working with interpreters during assessments. Practitioners will be expected to gather qualitative information about cultural/linguistic and educational histories of school-age children and integrate those results with the results of standardized tests. Prerequisite(s): C D 594.
C D 574. American Sign Language III 3 cr.
Continuation of ASL II. Focus on more complex grammatical features. Students will comprehend and generate medium length stories, narratives, and discussions including culturally significant topics. Prerequisite: C D 375 or consent of instructor.
C D 575. American Sign Language IV 3 cr.
Continuation of C D 476. Focus on more complex grammatical features and conversational skills. Skills built for in-depth conversion of English concepts into ASL structured expressions. In-depth knowledge of deaf culture as it relates to ASL.. Prerequisites: C D 374, C D 375, and C D 574, or consent of instructor.
C D 583. Dysphagia 3 cr.
Study of the anatomy and physiology of swallowing and upper aerodigestive systems. Review of the bases and etiologies of child and adult swallowing disorders, including diagnosis, assessment, and treatment. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 584. Fluency Disorders 3 cr.
Speech fluency development and the disorders of stuttering, cluttering, and neurogenic dysfluency. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 585. Motor Speech Disorders 3 cr.
Advanced studies of dysfunction of the nervous system that affect speech. Includes evaluation, diagnosis, and treatment of speech apraxias and dysarthias. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 586. Voice Disorders/Head and Neck Anomalies 3 cr.
Advanced studies of anatomy and physiology of the vocal tract with emphasis on diagnosis, assessment, and treatment of voice disorders, laryngectomy, cleft palate, and other oral-facial anomalies. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. Restricted to majors.
C D 589. Practicum in Speech-Language Pathology 1-4 cr.
Supervised clinical practice in a variety of speech, language, and hearing disorders. Practicum includes diagnostic, treatment, and management work through direct patient/client contact. Attendance at weekly clinical staff meetings is required. Prerequisite: good standing in the graduate school; a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. May be repeated for a maximum of 15 credits. Restricted to majors.
C D 591. Special Topics 1-9 cr.
Individual and/or group study of special topics identified by subtitle. Prerequisite: prior arrangement with faculty; a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher. May be repeated for a maximum of 9 credits.
C D 593. Professional Reasoning and Scientific Thinking 3 cr.
Overview of constructive thinking, problem solving, and decision making theories and strategies associated with professional reasoning and scientific thinking that are to be used academically and clinically in the transition from student to scholar to professional. Restricted to majors. Same as C D 393 except for differentiated assignments for graduate students. Prerequisites: a course grade of B- or higher in all graduate courses and an overall GPA of 3.0 or higher.
C D 594. Cultural/Linguistic Identity and Second Language Acquisition for Practitioners 3 cr.
The focus of this course is on the relationship between an indvidual's cultural/linguistic identity and efficacy of acquiring a second language. Major theories of second language acquisition will be covered from a cultural perspective, as well as the individual's affective and emotional connections to his/her first language. Prerequisite(s): A grade of B- or higher in all graduate courses and a minimum overall GPA of 3.0.
C D 598. Special Research Programs 1-6 cr.
Individual investigations either analytical or experimental.
C D 599. Master's Thesis 0-88 cr.
Thesis.
C D 640. Internship in Communication Disorders 3-6 cr.
The dissertation credit will allow doctoral students to be placed in a variety of clinical and/or supervisory settings. Assignments will be made in conjunction with the student's advisor. Consent of instructor required. May be repeated up to 6 credits.
C D 690. Doctoral Seminar 1-4 cr.
The seminar will engage doctoral students in scholarly dialogue and production. It will assist in preparing them for future careers in leadership roles. Same as SPED 690.
C D 700. Dissertation 3-6 cr.
The dissertation credit will allow doctoral students to conduct studies that are relevant to the field of communication disorders. Consent of instructor required. May be repeated up to 18 credits. Restricted to CD majors.

SPECIAL EDUCATION

SPED 450. Working with Young Children with Special Needs, Ages 3-8 3 cr.
Addresses competencies for working with young children with exceptionalities, ages three-eight, and their families. Public school, private school, Head Start and other models are included. Taught with SPED 550. Prerequisite(s): SPED 350 or equivalent.
SPED 451. Assessment of Young Children, Birth-Eight 3 cr.
Covers instruments and procedures for assessing young children and their families in order to determine atypical development. Screening, diagnosis, program planning, placement and evaluation issues are covered. Prerequisite: SPED 450. Same as SPED 551.
SPED 452. Foundations of Visual Impairment 3 cr.
Provides the history and theory of teaching students with visual impairments and multiple disabilities. An overview of educational, historical, and psychosocial effects of visual impairments on the individual and means of adapting with a visual impairment will be covered. Taught with SPED 532 and SPED 632 with differentiated assignments. Consent of instructor required.
SPED 453. Anatomy and Functions of the Visual System 3 cr.
This course will cover the structure and function of the eye and associated diseases and how vision is affected. Appropriate educational recommendations and functional vision assessment techniques will be emphasized. Taught with SPED 533 and SPED 633 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 452 or consent of instructor.
SPED 454. Visual Impairment with Multisensory Impairments 3 cr.
This course is an overview of education services for the student with visual impairments and multiple sensory impairments. Emphasis is on curricula, communication, behavior management, inclusion, transition, and independent living. Taught with SPED 534 and SPED 634 with Differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 452 or SPED 532 or SPED 632 or consent of instructor.
SPED 455. Braille I: Literacy Skills for Students with Visual Impairments 3 cr.
This course will cover the uncontracted and contracted literary Braille code and methods of teaching Braille to tactile readers. Taught with SPED 536 and SPED 636 with differentiated assignments Consent of instructor required. Prerequisite(s): SPED 452 or SPED 453 or consent of instructor.
SPED 457. Braille II: Literacy Skills for Students with Visual Impairments 3 cr.
This course will cover the Nemeth Braille code for mathematics, the abacus, the use of technology for Braille, foreign language, music and Braille translation programs. Taught with SPED 538 and SPED 638 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 455 or SPED 536 or SPED 636 or Consent of Instructor.
SPED 458. Intellectual Disabilities in a Diverse Society: An Introduction 3 cr.
Dealing with history, philosophy, goals and objectives, classification, and characteristics of intellectual disabilities. Taught with SPED 558 and SPED 658 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 350 or SPED 500 or consent of instructor. Restricted to SPED majors.
SPED 459. Classroom Management for Diverse Learners 3 cr.
Behavior-change strategies for exceptional learners.
SPED 460. Instructional Strategies of Teaching Visually Impaired 3 cr.
This course covers assessment, curricular adaption's, knowledge of transition age, young children with multiple disabilities, and assistive technology. Prerequisite: Braille I, Braille II and Consent of Instructor Consent of instructor required. Prerequisite(s): Braille I and Braille II and consent of instructor.
SPED 463. Introduction to Assessment of Diverse Exceptional Learners 3 cr.
Theory and use of norm and criterion-referenced instruments and learning theories in the classroom; planning of prescriptive instructional programs.
SPED 464. Working with Young Children with Special Needs, Ages Birth-2 3 cr.
Provides competencies for working with infants and toddlers (birth-2) with exceptionalities and their families. Neo-natal, home-based, and community-based programs and issues are included. Same as ECED 465 and SPED 564.
SPED 466. The Learning Disabled Student in a Diverse Society 3 cr.
Current definitions, conceptualizations, and techniques. Taught with SPED 566 SPED 666 with differentiated assignments. Prerequisite(s): SPED 350 or 500 or consent of instructor. Restricted to SPED majors.
SPED 467. Behavior Disorders in a Diverse Society 3 cr.
An in-depth study of the classification, characteristics, educational needs, and professional literature regarding individuals with behavior disorders. Taught with SPED 567 and SPED 667 with differentiated assignments. Prerequisite(s): SPED 350 or SPED 500 or consent of instructor. Restricted to SPED majors.
SPED 469. Experiantial Learning in Career/Technical Education for Exceptional in a Diverse Society 3 cr.
Addresses the planning, delivering and evaluation of experiential learning activities for students with special needs. Specific strategies for working with students with special needs in a shop or laboratory setting within the Career and Technical Education environment will be included. Taught with AXED 569 and SPED 569. Prerequisite(s): SPED 350. Crosslisted with: AXED 469
SPED 470. Life Span Development and Transition in a Diverse Society 3 cr.
Special problems associated with transitions over the life span, with emphasis on adolescent and adult needs. Attention to service approaches for public schools, sheltered workshops, residential hospitals, and group homes.
SPED 480. Secondary Curriculum, Methods, and Materials for Special Education in a Diverse Society 3 cr.
Curriculum theory and development for elementary special education programs. Various teaching methods utilized with secondary exceptional learners and techniques for identifying, adapting, and developing materials will be addressed. Taught with SPED 580.
SPED 481. Practicum in Education, Equity and Cultural Diversity 2-6 cr.
Supervised experience in special education settings. One semester (2 credits) required. Prerequisite(s): SPED 350 and SPED 360 or consent of instructor.
SPED 482. Student Teaching SPED 1-12 cr.
Supervised teaching in a special education classroom and participation in a required seminar. Prerequisite: SPED 481 and admission to student teaching. May be repeated for a maximum of 6 credits. Restricted to special education majors. Same as SPED 582.
SPED 483. Early Childhood SPED Student Teaching 6 cr.
A student teaching experience designed for students studying early childhood special education. Prerequisites: SPED 281 and admission to student teaching. Restricted to majors. Same as SPED 583.
SPED 485. Introduction to Autism 3 cr.
This course will provide an overview of autism spectrum disorders as a triad of impairments, including historical and theoretical perspectives, assessment issues, characteristics of autism, intervention programs, and family issues. Taught with SPED 585 and SPED 685.
SPED 486. Behavior and Autism 3 cr.
This course will cover the first of the triad of impairments. Students will gain an understanding of the behaviors of children with autism. Students will examine several behavior management philosophies and research based interventions and how they can be applied in the educational setting. Attention will also be given to play skills. The family perspective and participation in the proactive behavior management process will be incorporated throughout the course. Taught with SPED 586 and SPED 686 with differentiated assignments. Consent of instructor required. Pre/Corequisite(s): SPED 485 or SPED 585 or SPED 685.
SPED 487. Social Skills and Autism 3 cr.
This course will cover the second of the triad of impairments. As a blend of researched based models and evidenced based practical applications, students will gain an understanding of the social skill deficits often associated with autism spectrum disorders. Review a variety of social cognition theories and explore effective social skill interventions for children functioning at a variety of levels along the autism spectrum. Taught with SPED 587 and SPED 687 with differentiated assignments. Consent of instructor required. Pre/Corequisite(s): SPED 485 or SPED 585 or SPED 685.
SPED 488. Communication and Autism 3 cr.
This course will cover the third of the triad of impairments. Students will gain an overview of communication characteristics and difficulties often associated with autism spectrum disorders. Review current tools and strategies used to assess speech, language, and interaction skills. Use assessment results to identify needs and implement appropriate interventions. Explore a variety of intervention strategies aimed at building receptive, expressive, and pragmatic language of children functioning at a variety of levels along the autism spectrum. Taught with SPED 588 and SPED 688 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED485 or SPED585 or SPED685.
SPED 489. Topics 3 cr.
Offered under various subtitles which indicate the subject matter to be covered. May be repeated 3 times for a maximum of 9 credits.
SPED 495. Directed Study courses in Special Education 1-3 cr.
Each course shall be identified by a qualifying subtitle. A maximum of 3 credits per semester and a grand total of 9 credits.
SPED 495 H. Directed Study Courses in Special Education. 1-3 cr.
Designed for students in the honors program. Each course will be identified by a qualifying subtitle. A maximum of 3 credits in any one semester and a grand total of 6 credits.
SPED 500. Introduction to Special Education in a Diverse Society 3 cr.
This course introduces the field of special education to regular educators.
SPED 501. Topics in Special Education 1-3 cr.
Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.
SPED 502. Problems 1-3 cr.
Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.
SPED 503. Contemporary Development 1-3 cr.
Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.
SPED 504. Introduction to Assessment of Diverse Exceptional Learners 3 cr.
Required for students seeking licensure at graduate level. Theory and use of norm-and criterion-referenced instruments and learning theories in the classroom; planning of prescriptive instructional programs with differentiated assignments for graduate students.
SPED 505. Appraisal of Psychoeducational Achievement in a Diverse Society 3 cr.
Advanced theory and use of norm and criterion referenced instruments in the classroom: planning of prescriptive and educational programs. Prerequisite: SPED 463 or 504. Restricted to majors.
SPED 506. High Incidence Disabilities in a Diverse Society 3 cr.
Examines those areas of disability that most frequently occur in the special education population, including mental retardation, learning disabilities, communication disorders, and behavioral and emotional disorders.
SPED 507. Low Incidence Disabilities in a Diverse Society 3 cr.
Examines those disabilities that occur less frequently in the special education population, including hearing loss, visual disorders, autism, and other severe manifestations. Taught with SPED 607 with differentiated assignments.
SPED 509. Reading for Elementary Exceptional Learners in a Diverse Society, K-6 3 cr.
Emphasizes reading diagnosis and materials for students with special developmental and learning problems. Taught with SPED 409.
SPED 510. Current Issues in Special Education for Teaching in Culturally Responsive Society 3 cr.
Theoretical and empirical bases for special education practices. Skill development in critical thinking, reading, and writing in relation to contemporary problems. Taught with SPED 610.
SPED 511. Reading for Secondary Exceptional Learners in a Diverse Society, 7-12 3 cr.
Extends information covered in SPED 509, which covers grades K 6. Strategies and materials are addressed. Taught with SPED 411.
SPED 513. Current Research in Special Education 3 cr.
Current investigations and research techniques.
SPED 515. Working with Families of Exceptional Learners in a Diverse Society 3 cr.
Methods and techniques for educators and other professionals in parent-professional relationships. Emphasis is placed on young children. Taught with SPED 415.
SPED 519. School Interventions and Organization in a Diverse Society 3 cr.
Introduces public school organization and laws and the psycho-sociological perspective of education. Curriculum and theory, teaching methods and materials will be presented and operationalized through a psycho-educational point of view. Restricted to majors. Taught with SPED 619.
SPED 523. Advanced Curriculum for Diverse Exceptional Learners 3 cr.
Strategies for developing curricula appropriate to handicapped and gifted learners. Prerequisite: SPED 360 or consent of instructor.
SPED 524. Foundations of Education for Deaf & Hard of Hearing Students 3 cr.
An examination of historic and current developments in the education of the deaf and hard of hearing including: sound sensation/perception, cognition/intelligence, language/literacy, memory, psychosocial development, counseling, culture, and assessment. Taught with SPED 424 & SPED 622 with differentiated assignments.
SPED 525. Language Development for Deaf and Hard of Hearing Students 3 cr.
Developmental approach to language learning for individuals with hearing impairments including linguistic and cognitive potential, assessment and intervention strategies, and reading language. Taught with SPED 425 and SPED 623 with differentiated assignments. Prerequisite(s): C D 509.
SPED 526. Teaching Content Subjects to Preschool-Twelfth Grade for Deaf and Hard of Hearing Students 3 cr.
Curriculum and instructional procedures common to education of hearing impaired including reading, adaptations to regular curriculum, methods for planning, implementing, and translating diagnostic information into programming. Taught with SPED 426 & SPED 626 with differentiated assignments. Prerequisite(s): SPED 524.
SPED 527. Internship in Education of the Deaf and Hard of Hearing 1-6 cr.
Supervised internship in a deaf education classroom. Prerequisite: student teaching. May be repeated for a maximum of 6 credits. Restricted to deaf education majors.
SPED 528. Deafness: Psychological Theories, Assessments, and Accommodations 3 cr.
Developmental psychological and cognitive theories related to deafness. Assessment issues and accommodations for assessment of deaf and hard-of-hearing children. Restricted to majors. Taught with SPED 428 and SPED 628 with differentiated assignments. Prerequisite(s): SPED 524 or consent of instructor.
SPED 529. Literacy and Deafness 3 cr.
Covers literacy development framework. Methods for teaching reading and writing and for assessment of reading and writing skills in deaf and hard-of-hearing children. Taught with SPED 429 and SPED 629 with differentiated assignments. Restricted to majors. Prerequisite(s): SPED 524 or consent of instructor.
SPED 532. Foundations of Visual Impairment 3 cr.
Provides the history and theory of teaching students with visual impairments and multiple disabilities. An overview of educational, historical, and psychosocial effects of visual impairments on the individual and means of adapting with a visual impairment will be covered. Taught with SPED 452 and SPED 632 with differentiated assignments. Consent of instructor required.
SPED 533. Anatomy and Functions of the Visual System 3 cr.
This course will cover the structure and function of the eye and associated diseases and how vision is affected. Appropriate educational recommendations and functional vision assessment techniques will be emphasized. Taught with SPED 453 and SPED 633 with differentiated assignments Consent of instructor required. Prerequisite(s): SPED 532 or consent of instructor.
SPED 534. Visual Impairment with Multisensory Impairments 3 cr.
This course is an overview of education services for the student with visual impairments and multiple sensory impairments. Emphasis is on curricula, communication, behavior management, inclusion, transition, and independent living. Taught with SPED 454 and SPED 634 with differentiated assignments Consent of instructor required. Prerequisite(s): SPED 532 or consent of instructor.
SPED 536. Braille I: Literacy Skills for Students with Visual Impairments 3 cr.
This course will cover the uncontracted and contracted literary Braille code and methods of teaching Braille to tactile readers. Taught with SPED 455 and SPED 636 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 532 or SPED 533 or consent of instructor.
SPED 537. Independent Readings in Special Education 1-3 cr.
Each course shall be identified by a qualifying subtitle. Maximum of 6 credits, 3 credits per semester.
SPED 538. Braille II: Literacy Skills for Students with Visual Impairments 3 cr.
This course will cover the Nemeth Braille code for mathematics, the abacus, the use of technology for Braille, foreign language, music and Braille translation programs. Taught with SPED 457 and SPED 638 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 455 or SPED 536 or SPED 636 consent of instructor.
SPED 539. Instructional Strategies of Teaching Visually Impaired 3 cr.
This course covers assessment, curricular adaption's, knowledge of transition age, young children with multiple disabilities, and assistive technology. Taught with SPED 460 and SPED 639 with differentiated assignments. Consent of instructor required. Prerequisite(s): Braille I and Braille II and Consent of instructor.
SPED 545. Technology and Exceptionality in a Diverse Society 3 cr.
This class will address the unique educational needs of learners with exceptionalities, and will provide information and practice in addressing those needs through the use of technology-based interventions. Taught with SPED 645.
SPED 548. Field Experience in Education, Equity & Cultural Diversity 1-3 cr.
Supervised experience for the advanced student. Designed for both the practicing classroom teacher and nonteaching graduate student. May be repeated for a maximum of 6 credits. Prerequisite(s): SPED 350 and SPED 360, or SPED 500 and SPED 523, or consent of instructor.
SPED 550. Working with Young Children with Special Needs, Ages 3-8 3 cr.
Addresses competencies for working with young children with exceptionalities, ages three eight, and their families. Public school, private school, Head Start and other models are included. Prerequisite: SPED 500 or equivalent, or consent of instructor. Same as SPED 450 with differentiated assignments for graduate students. Same as ECED 550.
SPED 551. Assessment of Young Children, Birth Eight 3 cr.
Covers instruments and procedures for assessing young children and their families in order to determine atypical development. Screening, diagnosis, program planning, placement and evaluation issues are covered. Prerequisite: SPED 550 or consent of instructor. Same as SPED 451.
SPED 552. Introduction to Orientation and Mobility 3 cr.
The history and philosophy of orientation and mobility. The impact of visual impairment and other impairments to concept motor development, travel techniques, tactual maps, structured pre-cane orientation, and mobility assessment and instruction are covered. Prerequisite: consent of instructor. Restricted to majors.
SPED 553. Beginning Orientation and Mobility 3 cr.
Systems of orientation and mobility, indoor, and outdoor beginning cane techniques, and overview of the profession of orientation and mobility. Prerequisite: consent of instructor. Restricted to majors.
SPED 554. Intermediate Orientation and Mobility 3 cr.
Intermediate skill development in outdoor cane travel including residential and small business districts. Strategies and methods necessary to conduct assessments and appropriate sequencing of skill acquisition based on individual needs. Prerequisite: consent of instructor. Restricted to majors.
SPED 555. Advanced Orientation and Mobility 3 cr.
Advanced skill development in the development, administration, and supervision of orientation and mobility programs. Advanced cane skills including transportation systems and large business districts will be covered. Prerequisite: consent of instructor. Restricted to majors.
SPED 558. Intellectual Disabilities in a Diverse Society: An Introduction 3 cr.
Dealing with history, philosophy, goals and objectives, classification, and characteristics of intellectual disabilities. Same as SPED 458 and SPED 558 with differentiated assignments for graduate students. Consent of instructor required. Prerequisite(s): SPED 350 or SPED 500. Restricted to SPED majors.
SPED 559. Classroom Management for Diverse Learners 3 cr.
Behavior-change strategies for exceptional learners. Taught with SPED 459 with differentiated assignments for graduate students.
SPED 561. The Bilingual Exceptional Student 3 cr.
Introduction to the field of bilingual/multicultural special education. Same as BIL 561, BIL 661, SPED 661.
SPED 562. Elementary Curriculum Methods and Materials for Special Education in a Diverse Society 3 cr.
ESL and bilingual methods applied to bilingual exceptional students. Appropriate curriculum needs and materials development are also included. Taught with SPED 360, SPED 662.
SPED 563. Assessment and Consultation for Exceptional Multicultural Populations 3 cr.
Covers formal and informal methods of assessment as well as consultation models for multicultural populations. Same as BIL 563, BIL 663, SPED 663.
SPED 564. Working with Young Children with Special Needs, Birth-Two 3 cr.
Provides competencies for working with infants and toddlers (birth two) with exceptionalities and their families. Neonatal, home-based, and community-based programs and issues are included. Prerequisite: SPED 500 or equivalent, or consent of instructor. Same as SPED 464 and ECED 465 with differentiated assignments for graduate students.
SPED 565. Sociocultural Perspectives in Bilingual/Multicultural SPED 3 cr.
Covers a discussion of current issues impacting the education of exceptional minority students. Same as BIL 565, BIL 665, SPED 665.
SPED 566. The Learning Disabled Student in a Diverse Society 3 cr.
Current definitions, conceptualizations, and techniques. Taught with SPED 466 with differentiated assignments for graduate students Prerequisite(s): SPED 350 or SPED 500. Restricted to SPED majors.
SPED 567. Behavior Disorders in a Diverse Society 3 cr.
An in-depth study of the classification, characteristics, educational needs, and professional literature regarding individuals with behavior disorders. Taught with SPED 467 and SPED 667 with differentiated assignments. Prerequisite(s): SPED 350 or SPED 500 or consent of instructor. Restricted to SPED majors.
SPED 569. Experiential Learning in Career/Technical Education for Exceptional Learners in a Diverse Society 3 cr.
Addresses the planning, delivering and evaluation of experiential activities for students with special needs. Specific strategies for working with students with special needs in a shop or laboratory setting within the Career and Technical Education environment will be included. Taught with SPED 469 and AXED 469. Prerequisite(s): SPED 350 or SPED 500. Crosslisted with: AXED 569
SPED 570. Life Span Development and Transition in a Diverse Society 3 cr.
Covers special problems associated with transitions over the life span, with emphasis on adolescent and adult needs. Attention to service approaches for public schools, sheltered workshops, residential hospitals, and group homes. Taught with SPED 470.
SPED 580. Curriculum, Methods, and Materials for Secondary Special Education 3 cr.
Curriculum theory and development for elementary special education programs. Various teaching methods utilized with secondary exceptional learners and techniques for identifying, adapting, and developing materials will be addressed. Taught with SPED 480.
SPED 582. Student Teaching SPED 1-12 cr.
Required for students seeking licensure at graduate level. May be repeated for a maximum of 6 credits. Prerequisites: bachelor s degree, SPED 548, and admission to student teaching. Restricted to majors. Same as SPED 482 with differentiated assignments for graduate students.
SPED 583. Early Childhood SPED Student Teaching 6 cr.
A student teaching experience designed for students studying early childhood special education. Prerequisites: SPED 281 and admission to student teaching. Restricted to majors. Same as SPED 483 with differentiated assignments for graduate students.
SPED 585. Introduction to Autism 3 cr.
This course will provide an overview of autism spectrum disorders as a triad of impairments, including historical and theoretical perspectives, assessment issues, characteristics of autism, intervention programs, and family issues. Taught with SPED 485 and SPED 685. Differentiated Assignments.
SPED 586. Behavior and Autism 3 cr.
This course will cover the first of the triad of impairments. Students will gain an understanding of the behaviors of children with autism. Students will examine several behavior management philosophies and research based interventions and how they can be applied in the educational setting. Attention will also be given to play skills. The family perspective and participation in the proactive behavior management process will be incorporated throughout the course. Taught with SPED 486 and SPED 686 with differentitated assignments. Consent of instructor required. Prerequisite(s): SPED 485 or SPED 585 or SPED 685.
SPED 587. Social Skills and Autism 3 cr.
This course will cover the second of the triad of impairments. As a blend of researched based models and evidenced based practical applications, students will gain an understanding of the social skill deficits often associated with autism spectrum disorders. Review a variety of social cognition theories and explore effective social skill interventions for children functioning at a variety of levels along the autism spectrum. Taught with SPED 487 and SPED 687 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED485or SPED585 or SPED685. Crosslisted with: SPED
SPED 588. Communication and Autism 3 cr.
This course will cover the third of the triad of impairments. Students will gain an overview of communication characteristics and difficulties often associated with autism spectrum disorders. Review current tools and strategies used to assess speech, language, and interaction skills. Use assessment results to identify needs and implement appropriate interventions. Explore a variety of intervention strategies aimed at building receptive, expressive, and pragmatic language of children functioning at a variety of levels along the autism spectrum. Taught with SPED 488 and SPED 688 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED485 or SPED585 or SPED685.
SPED 590. Masters Degree Seminar 3 cr.
Capstone review of current issues in special education. Each student will participate in a practice comprehensive oral exam.
SPED 598. Special Research Problems 1-3 cr.
Individual investigation either analytical or experimental. May be repeated for a maximum of 6 credits, 3 credits per semester.
SPED 599. Master's Thesis 0-88 cr.
Thesis.
SPED 600. Doctoral Research 1-88 cr.
Research.
SPED 603. Special Education in a Diverse Society 3 cr.
This course introduces the field of special education to Ph.D. students. Taught with SPED 500. Consent of instructor required. Prerequisite(s): MA Degree. Restricted to SPED & CD majors.
SPED 605. Independent Study Topics in Special Education 1-6 cr.
A problem and seminar course for those pursuing an advanced graduate degree. Each course to bear an appropriate subtitle.
SPED 606. High Incidence Disabilities in a Diverse Society 3 cr.
Examines those areas of disability that most frequently occur in the special education population, including mental retardation, learning disabilities, communication disorders, and behavioral and emotional disorders. Taught with SPED 506. Prerequisite: Master's Degree. Restricted to SPED and CD majors.
SPED 607. Low Incidence Disabilities 3 cr.
Examines those disabilities that occur less frequently in the special education population, including hearing loss, visual disorders, autism, and other severe manifestations. Taught with SPED 507 with differentiated assignments.
SPED 610. Current Issues in Special Education for Teaching in a Culturally Responsive Society 3 cr.
Required for students seeking the Ed.D./Ph.D. Taught with SPED 510.
SPED 613. Current Research in Special Education 3 cr.
Required for students seeking the Ed.D./Ph.D. Prerequisite: M.A. degree. Restricted to majors. Same as SPED 513.
SPED 619. School Intervention and Organization in a Diverse Society 3 cr.
Introduces public school organization and laws and the psycho-sociological perspective of education. Curriculum and theory, teaching methods and materials will be presented and operationalized through a psycho-educational point of view. Restricted to majors. Taught with SPED 519.
SPED 622. Foundations of Education for Deaf & Hard of Hearing 3 cr.
An examination of historic and current developments in the education of the deaf and hard of hearing including: sound sensation/perception, cognition/intelligence, language/literacy, memory, psychosocial development counseling, culture, and assessment. Taught with SPED 524 and SPED 622 with dfferentiated assignments.
SPED 623. Language Development for Deaf & Hard of Hearing Students 3 cr.
Developmental approach to language learning for individuals with hearing impairments including linguistic and cognitive potential, assessment and intervention strategies, and reading language. Taught with SPED 425 and SPED 525 with differentiated assignments.
SPED 626. Teaching Content Subjects to Preschool-Twelfth Grade for Deaf and Hard of Hearing Students 3 cr.
Curriculum and instructional procedures common to education of hearing impaired including reading, adaptations to regular curriculum, methods for planning, implementing, and translating diagnostic information into programming. Taught with SPED 426 and SPED 526 with differentiated assignments.
SPED 628. Deafness: Psychological Theories, Assessments and Accommodations 3 cr.
Developmental psychological and cognitive theories related to deafness. Assessment issues and accommodations for assessment of deaf and hard-of-hearing children. Restricted to majors. Taught with SPED 428 and SPED 528 with differentiated assignments.
SPED 629. Literacy and Deafness 3 cr.
Cover literacy development framework. Methods for teaching reading and writing skills in deaf and hard-of-hearing children. Taught with SPED 429 and SPED 529 with differentiated assignments.
SPED 632. Foundations of Visual Impairment 3 cr.
Provides the history and theory of teaching students with visual impairments and multiple disabilities. An overview of educational, historical, and psychosocial effects of visual impairments on the individual and means of adapting with a visual impairment will be covered. Taught with SPED 452 and SPED 532 with differentiated assignments. Consent of instructor required.
SPED 633. Anatomy and Functions of the Visual System 3 cr.
This course will cover the structure and function of the eye and associated diseases and how vision is affected. Appropriate educational recommendations and functional vision assessment techniques will be emphasized. Taught with SPED 453 and SPED 533 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 632 or consent of instructor.
SPED 634. Visual Impairment with Multisensory Impairments 3 cr.
This course is an overview of education services for the student with visual impairments and multiple sensory impairments. Emphasis is on curricula, communication, behavior management, inclusion, transition, and independent living. Taught with SPED 454 and SPED 534 with differentiated assignments Consent of instructor required. Prerequisite(s): SPED 632 or consent of instructor.
SPED 636. Braille I: Literacy Skills for Students with Visual Impairments 3 cr.
This course will cover the uncontracted and contracted literary Braille code and methods of teaching Braille to tactile readers. Taught with SPED 455 and SPED 536 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 632 or SPED 633 or consent of instructor.
SPED 638. 638 Braille II: Literacy Skills for Students with Visual Impairments 3 cr.
This course will cover the Nemeth Braille code for mathematics, the abacus, the use of technology for Braille, foreign language, music and Braille translation programs. Taught with SPED 457 and SPED 538 with differentiated assignments Consent of instructor required. Prerequisite(s): SPED 455 or SPED 536 or SPED 636.
SPED 639. Instructional Strategies of Teaching Visually impaired 3 cr.
This course covers assessment, curricular adaption's, knowledge of transition age, young children with multiple disabilities, and assistive technology. Taught with SPED 460 and SPED 539 with differentiated assignments. Consent of instructor required. Prerequisite(s): Braille I and Braille II and consent of instructor.
SPED 640. Internship in Special Education 1-6 cr.
Each course bears a qualifying subtitle. Maximum of 6 credits per semester.
SPED 645. Technology and Exceptionality in a Diverse Society 3 cr.
This class will address the unique educational needs of learners with exceptionalities, and will provide information and practice in addressing those needs through the use of technology-based interventions. Taught with SPED 545.
SPED 658. Intellectual Disabilities in a Diverse Society: An Introduction 3 cr.
Dealing with history, philosophy, goals and objectives, classification, and characteristics of intellectual disabilities. Taught with SPED 458 and SPED 558 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 350 or SPED 500. Restricted to SPED majors.
SPED 661. The Bilingual Exceptional Student 3 cr.
Same as BIL 561, BIL 661, SPED 561.
SPED 662. Elementary Curriculum Methods and Materials for Special Education in a Diverse Society 3 cr.
ESL and bilingual methods applied to bilingual exceptional students. Appropriate curriculum needs and materials development are also included. Taught with SPED 360, SPED 562.
SPED 663. Assessment and Consultation for Exceptional Multicultural Population 3 cr.
Covers formal and informal methods of assessment as well as consultation models for multicultural populations.
SPED 665. Sociocultural Perspectives in Bilingual/Multicultural SPED 3 cr.
Same as BIL 565, BIL 665, SPED 565.
SPED 666. The Learning Disabled Student in a Diverse Society 3 cr.
Current definitions, conceptualizations, and techniques. Taught with SPED 466 and SPED 566 with differentiated assignments. Prerequisite(s): SPED 350 or SPED 500. Restricted to SPED majors.
SPED 667. Behavior Disorders in a Diverse Society 3 cr.
An in-depth study of the classification, characteristics, educational needs, and professional literature regarding individuals with behavior disorders. Taught with SPED 467 and SPED 567 with differentiated assignments. Prerequisite(s): SPED 350 or SPED 500 or consent of Instructor. Restricted to SPED majors.
SPED 684. Internship in School Psychology 3-12 cr.
Supervised experience in school psychology. Prerequisites: SPED 672 and SPED 675, and consent of instructor. May be repeated for a maximum of 12 credits. Restricted to school psychology majors.
SPED 685. Introduction to Autism 3 cr.
This course will provide an overview of autism spectrum disorders as a triad of impairments, including historical and theoretical perspectives, assessment issues, characteristics of autism, intervention programs, and family issues. Differentiated Assignments.Taught with SPED 585 and SPED 485.
SPED 686. Behavior and Autism 3 cr.
This course will cover the first of the triad of impairments. Students will gain an understanding of the behaviors of children with autism. Students will examine several behavior management philosophies and research based interventions and how they can be applied in the educational setting. Attention will also be given to play skills. The family perspective and participation in the proactive behavior management process will be incorporated throughout the course. Taught with SPED 486 and SPED 586 with differentiated assignments. Consent of instructor required. Prerequisite(s): SPED485 or SPED585 or SPED685.
SPED 687. Social Skills and Autism 3 cr.
This course will cover the second of the triad of impairments. As a blend of researched based models and evidenced based practical applications, students will gain an understanding of the social skill deficits often associated with autism spectrum disorders. Review a variety of social cognition theories and explore effective social skill interventions for children functioning at a variety of levels along the autism spectrum. Taught with SPED 487 and SPED 587 with differentiated assignments. Consent of instructor required. Pre/Corequisite(s): SPED 485 or SPED 585 or SPED 685.
SPED 688. Communication and Autism 3 cr.
This course will cover the third of the triad of impairments. Students will gain an overview of communication characteristics and difficulties often associated with autism spectrum disorders. Review current tools and strategies used to assess speech, language, and interaction skills. Use assessment results to identify needs and implement appropriate interventions. Explore a variety of intervention strategies aimed at building receptive, expressive, and pragmatic language of children functioning at a variety of levels along the autism spectrum. Taught with SPED 488 and SPED 588 and differentiated assignments. Consent of instructor required. Prerequisite(s): SPED 485 or SPED 585 or SPED 685.
SPED 690. Doctoral Seminar 1-4 cr.
The seminar will engage doctoral students in scholarly dialogue and production. It will assist in preparing them for future careers in leadership roles. Same as CD 690.
SPED 693. Dissertation Seminar 3 cr.
Same as EMD 693, BIL 693, C EP 693, ECED 693, EDUC 693, RDG 693.
SPED 698. Selected Topics in Special Education 1-6 cr.
Offered under various subtitles which indicate the subject matter to be covered. Maximum of 6 credits, 3 credits per semester.
SPED 699. Ed.S. Thesis 1-88 cr.
Offered primarily for those pursuing the research requirements for the Ed.S. degree. Course may be repeated up to a maximum allowed for this degree. Each research project will be designated by a qualifying subtitle.
SPED 700. Dissertation 0-9 cr.
Credit may be earned by students who have successfully completed their doctoral comprehensive exams and presented their dissertation proposals to their committees. At least 18 credits are required during the course of dissertation study. May be repeated for a maximum of 24 credits. Restricted to majors..