2012-14 Academic Catalog

Special Education

(College of Education)

www.uni.edu/coe/specialed

The Department of Special Education offers the following minors and graduate programs.  Specific requirements for these programs are listed within this Department of Special Education section in the following order:

  • Minors
    • Early Childhood Special Education-Teaching
    • Special Education-Teaching
      • Instructional Strategist I: Mild/Moderate K-8 Emphasis
      • Instructional Strategist I: Mild/Moderate 5-12 Emphasis
      • Instructional Strategist II: Mental Disabilities K-12 Emphasis
    • Teacher of Students With Visual Impairments (TVIS)
  • Graduate Majors (M.A.E.)
    • Special Education
    • Teacher of Students With Visual Impairments
  • Graduate Major (Ed.D.)
    • Doctor of Education: Special Education intensive study area

Undergraduate Programs

Minors

Early Childhood Special Education Minor-Teaching

Required
SPED 4140/5140 (220:140g)Services to Families with Infants and Toddlers with Disabilities3
SPED 4141/5141 (220:141g)Including Young Children with Special Needs Into the General Education Programs3
SPED 4153/5153 (220:153g)Introduction to Assistive Technology for Instruction3
Special Education:
SPED 4192/5192 (220:192g)Experience in Special Education (Practicum with Children with Disabilities in Least Restrictive Environment)3
SPED 4192/5192 (220:192g)Experience in Special Education (Practicum in Home Intervention)1
Total Hours13

Special Education Minor-Teaching                                                            

This minor will lead to certification in teaching students with mild to moderate disabilities (Instructional Strategist I). Students must complete all requirements for an Early Childhood, Elementary, or Secondary Education major and complete student teaching in both the major and the special education minor endorsement area.

Instructional Strategist I: Mild/Moderate K-8 Emphasis

Required
Special Education core:
SPED 4170/5170 (220:170g)Educational Management in Special Education3
SPED 4174/5174 (220:174g)Assessment and Instruction for Students with Mild Disabilities3
SPED 4184/5184 (220:184g)Professional Interdisciplinary Relationships in Special Education I3
SPED 4192/5192 (220:192g)Experience in Special Education3
Minor requirements
Special Education:12
Classroom Instructional Management for Students with Disabilities (K-8) *
Experience in Special Education (corequisite)
Methodology and Assessment for Students with Mild/Moderate Disabilities (K-8)
Issues and Applications for Students with Mild Moderate Disabilities
Total Hours24

Instructional Strategist I: Mild/Moderate 5-12 Emphasis

Required
Special Education core:
SPED 4170/5170 (220:170g)Educational Management in Special Education3
SPED 4174/5174 (220:174g)Assessment and Instruction for Students with Mild Disabilities3
SPED 4184/5184 (220:184g)Professional Interdisciplinary Relationships in Special Education I3
SPED 4192/5192 (220:192g)Experience in Special Education3
Minor requirements
Special Education: 15
Classroom Instructional Management for Students with Disabilities (5-12) *
Experience in Special Education (corequisite)
Methodology and Assessment for Students with Mild/Moderate Disabilities (5-12)
Vocational and Transition Programming for Individuals with Disabilities
Issues and Applications for Students with Mild Moderate Disabilities
Total Hours27

*

Corequisite SPED 4192/5192 (220:192g).

Instructional Strategist II: Mental Disabilities K-12 Emphasis

This minor will lead to certification for teaching students with moderate, severe and profound disabilities from chronological ages 5-21 (Instructional Strategist II). Students must complete the requirements for an Early Childhood, Elementary or Secondary Education major and complete student teaching in both the major and the special education minor endorsement area.

Required
Special Education:
SPED 4142/5142 (220:142g)Classroom Instructional Management for Students with Disabilities (K-8)3
or SPED 4143/5143 (220:143g) Classroom Instructional Management for Students with Disabilities (5-12)
SPED 4153/5153 (220:153g)Introduction to Assistive Technology for Instruction3
SPED 4167/5167 (220:167g)Current Issues in the Education of Students with Severe Disabilities2
SPED 4183/5183 (220:183g)Teaching Secondary-Level Students with Severe Disabilities3
SPED 4184/5184 (220:184g)Professional Interdisciplinary Relationships in Special Education I3
SPED 4187/5187 (220:187g)Teaching Preschool and Elementary Students with Severe Disabilities3
SPED 4192/5192 (220:192g)Experience in Special Education6
Communicative Disorders:
CSD 4100/5100 (51C:160g)Augmentative Communication2
Total Hours25

Teacher of Students With Visual Impairments (TVIS) Minor

This minor will lead to endorsement for teaching students with visual impairments, from birth to 21.  Students must complete the requirements for an Early Childhood, Elementary, or Secondary Education major and complete student teaching in both the major and the special education minor endorsement area.

Required
Special Education core:
SPED 4125/5125 (220:125g)Current Issues in Visual Impairments2
SPED 4126/5126 (220:126g)Braille Learning and Tactile Communication I3
SPED 4132/5132 (220:132g)Introduction to Visual Impairments3
SPED 4134/5134 (220:134g)Foundations of Orientation and Mobility3
SPED 4136/5136 (220:136g)Methods of Teaching Students with Visual Impairments3
SPED 4138/5138 (220:138g)Anatomy of the Eye and Educational Implications of Low Vision3
SPED 4153/5153 (220:153g)Introduction to Assistive Technology for Instruction3
SPED 4192/5192 (220:192g)Experience in Special Education (2 required in Visual Impairments K-12 for total of 6 hrs)6
Total Hours26

Master of Arts in Education Degree Programs

Major in Special Education

This major is designed to prepare special education professionals for leadership positions and for advanced professional studies. To be eligible for the Special Education Consultant endorsement the student must have four years of successful teaching experience, two of which must be congruent with the desired Special Education Consultant endorsement. Students desiring to be endorsed as Work Experience Coordinators must hold a Special Education Teaching 5-12 endorsement.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Special Education for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

This major is available on the thesis and non-thesis options, and requires a minimum of 30 semester hours. A minimum of 18 hours of 200/6000-level course work is required for both thesis and non-thesis options.

Students on the thesis option must complete 6 hours of 220:299 Research and present a defense of the thesis. Students on the non-thesis option must submit an acceptable graduate research paper and successfully complete a final written comprehensive examination.

Required professional core
Educational Psychology:
EDPSYCH 6214 (200:214)Foundations of Instructional Psychology3
or SOCFOUND 6234 (260:234) Philosophy of Education
Measurement and Research:
MEASRES 6205 (250:205)Educational Research3
Required special education
Special Education:
SPED 6289 (220:289)Seminar3
Emphasis in special education (choose one from below)21
Total Hours30

Field Specialization Emphasis

Required
Special Education:
SPED 6256 (220:256)Best Practices in Inclusion3
or SPED 6260 (220:260) Special Education Law and Policy
SPED 6293 (220:293)Qualitative Research in Special Education3
SPED 6295 (220:295)Single-subject Research Applications3
Approved electives *12
Total Hours21

*

6 hrs of SPED 6299 (220:299) Research required on thesis option.

Special Education Consultant Emphasis

Required
Elementary, Early Childhood, and Middle Level Education:
ELEMECML 6221 (210:221)Analysis and Design of Curriculum for Young Children3
or ELEMECML 6270 (210:270) Recent Developments in Middle Level Curriculum
Special Education:
SPED 6240 (220:240)Collaborative Consultation I: The Relationship3
SPED 6245 (220:245)Collaborative Consultation II: The Process3
SPED 6290 (220:290)Practicum5-6
Approved electives *6-7
Total hours21

*

6 hrs of SPED 6299 (220:299) Research required on thesis option.

Career/Vocational Programming and Transition Emphasis

Required
Special Education:
SPED 6254 (220:254)Vocational and Transition Assessment of Individuals with Disabilities3
SPED 6290 (220:290)Practicum3
SPED 6293 (220:293)Qualitative Research in Special Education3
SPED 6295 (220:295)Single-subject Research Applications3
Approved electives *9
Total Hours21

*

6 hrs of SPED 6299 Research required on thesis option.

Teacher of Students With Visual Impairments

This major will lead to an M.A.E. degree for teaching students with visual impairments from birth to 21. Students must complete the requirements for Early Childhood, Elementary, or Secondary Education major at the B.A. level to be enrolled in this major.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should contact the Department of Special Education for other admission requirements.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

This major is available on the thesis and non-thesis options. A minimum of 44 hours is required for the thesis option; a minimum of 41 hours is required for the non-thesis option. A minimum of 15 hours of 200/6000-level course work is required on the thesis option. A minimum of 12 hours of 200/6000-level course work is required on the non-thesis option.

Successful completion of a thesis and a comprehensive examination are required for the thesis option. Successful completion of a research paper and a comprehensive examination  are required for the non-thesis option.

Note that students should take an additional nine hours of student teaching to qualify for the Teacher of Students With Visual Impairments State Endorsement.

Required professional core
Educational Psychology:
EDPSYCH 6214 (200:214)Foundations of Instructional Psychology3
or SOCFOUND 6234 (260:234) Philosophy of Education
Measurement and Research:
MEASRES 6205 (250:205)Educational Research3
Required special education core
Special Education:
SPED 6293 (220:293)Qualitative Research in Special Education3
SPED 6295 (220:295)Single-subject Research Applications3
TVI emphasis requirement
Special Education:
SPED 4125/5125 (220:125g)Current Issues in Visual Impairments2
SPED 4126/5126 (220:126g)Braille Learning and Tactile Communication I3
SPED 4132/5132 (220:132g)Introduction to Visual Impairments3
SPED 4134/5134 (220:134g)Foundations of Orientation and Mobility3
SPED 4136/5136 (220:136g)Methods of Teaching Students with Visual Impairments3
SPED 4138/5138 (220:138g)Anatomy of the Eye and Educational Implications of Low Vision3
SPED 4153/5153 (220:153g)Introduction to Assistive Technology for Instruction3
SPED 4192/5192 (220:192g)Experience in Special Education (2 required for a total of 6 hrs)6
Research3-6
Research
Thesis (6 hrs.)
Non-thesis (3 hrs.)
Total hours thesis option44
Total hours non-thesis option41

Doctor of Education Degree Program

This program is intended to provide practicing educators the opportunity to continue their study and earn the terminal professional degree in their field. The Ed.D. degree requires a minimum of 60 semester hours of credit beyond the master's degree, including a minimum of 45 hours of course work at the 200/6000-level or 300/7000-level. Some intensive study areas may require more hours of 200/6000-level or 300/7000-level course work.

There are three components to the program: 15 semester hours in a Professional Common Core of work in educational foundations, fundamentals, and research; 38 semester hours of Advanced Professional Study in one of four areas of intensive study and a related area; and a Dissertation of 7 semester hours.

By design, then, all students are required to study in basic areas that undergird and define educational practice and develop skills of problem definition, data collection and analysis, and interpretation. The four areas of intensive study provide for a specialized focus on practice. The four intensive study areas are: Allied Health, Recreation, and Community Services; Curriculum and Instruction; Educational Leadership; and Special Education. (In some areas, it is possible to combine doctoral degree study with work toward an endorsement to perform a particular role in K-12 education.) For brief definitions of the four areas refer to respective departments.

The Special Education area of intensive study is designed to provide students with a variety of leadership positions in public schools, higher education and human services agencies serving infants, children, youth and adults with disabilities. This program will center on preparing leaders who will be able to promote new meanings about diversity, develop inclusive school cultures and instructional programs, and forge productive relationships between schools and their communities. (For more information, contact the Head, Department of Special Education.)

The Graduate Record Examination (General Test) is required for admission to the program.

Students interested in this program must submit a completed Application for Admission to Graduate Study.  Graduate information and application for graduate admission can be found at www.grad.uni.edu/admission. For requirements concerning admission, candidacy, scholarship, residence, examinations, dissertation, and graduation for the Doctor of Education degree refer to appropriate sections of this University Catalog.

I. Professional Common Core (15 hours)
Education Foundations
Interdepartmental, Education:
INTDEPED 7301 (190:301)Context of Contemporary Education3
Research
Interdepartmental, Education:
INTDEPED 7303 (190:303)Inquiry3
INTDEPED 7305 (190:305)Qualitative Methods in Educational Research3
INTDEPED 7307 (190:307)Quantitative Methods in Educational Research3
Measurement and Research: select one of the following:3
Educational Program Evaluation
Descriptive Educational Research
Advanced Experimental Research in Education
Advanced Qualitative Methods in Educational Research
II. Advanced Professional Studies38
This is the component of the program that relates to and supports the student's professional career goal. Specific course requirements for individual students will depend on faculty requirements and student background, interests, and goals. Must include a minimum of 23 hours at the 200/6000-level or 300/7000-level and must include a minimum of 6 hours outside Special Education.
III. Dissertation (7 hours)
This is the program component in which the student demonstrates proficiency in the integration of theory and practice (i.e., it involves the application of existing knowledge and/or results of individual research to an educational problem or situation).
Required
Doctoral Seminar:
INTDEPED 7389 (190:389)Doctoral Seminar1
Dissertation Research:
INTDEPED 7399 (190:399)Dissertation Research6
Total Hours60

 

Courses

SPED 3150 (220:150). Meeting the Needs of Diverse Learners in Classrooms — 2 hrs.

Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. Physical Education majors will be waived from SPED 3150 (220:150). Prerequisite(s): EDPSYCH 2030 (200:030). (Fall, Spring)

SPED 4125/5125 (220:125g). Current Issues in Visual Impairments — 2 hrs.

Current issues in the education of students with visual impairments. Topics will include current research, historical context, students with additional disabilities and the impact of visual impairments on children and their families. Prerequisite(s): junior standing. (Variable)

SPED 4126/5126 (220:126g). Braille Learning and Tactile Communication I — 3 hrs.

Addresses issues in braille learning, literacy codes, and other methods of preparing braille materials along with instructional methods and strategies. Prerequisite(s): junior standing. (Variable)

SPED 4132/5132 (220:132g). Introduction to Visual Impairments — 3 hrs.

Overview of the field of visual impairments including types of services, placements, and instructional strategies along with legal, demographic, psychological, and historical perspectives of education for students with visual impairments. Hands-on experience through demonstration and simulation provides student with understanding and knowledge of educating students with visual impairments. Covers educational implications of students who are blind, as well as those who have low vision. Prerequisite(s): junior standing. (Variable)

SPED 4134/5134 (220:134g). Foundations of Orientation and Mobility — 3 hrs.

Focus on theory and learning of basic orientation and mobility skills and techniques by students with visual impairments. Students will gain understanding and knowledge about practical methods used for concept development, orientation skills, basic travel skills and techniques, and safe travel. Covers sighted guide techniques, electronic travel aids, and introduction to cane travel. Prerequisite(s): junior standing. (Variable)

SPED 4136/5136 (220:136g). Methods of Teaching Students with Visual Impairments — 3 hrs.

Covers assessment issues of students with visual impairments and instructional strategies applicable to students with visual impairments in all subject areas. Focus on expanded core curriculum for students with visual impairments. In conjunction with student teaching, provides students with opportunity to apply learned methods to teach students with visual impairments and assessment and instruction needs in real-life situations. Prerequisite(s): SPED 4132/5132 (220:132g); junior standing. (Variable)

SPED 4138/5138 (220:138g). Anatomy of the Eye and Educational Implications of Low Vision — 3 hrs.

Focus on basic structure of the eye and the visual system. Evaluation of the educational needs of specific visual disabilities along with assessment instruments and techniques, including discussion of functional vision assessment. Other topics include research in technology relevant to reading and writing with optical and non-optical devices, psycho-social implications of low vision conditions, curricular materials appropriate for students with low vision, and interpretation of ocular reports presented for specific visual disabilities. Prerequisite(s): SPED 4132/5132 (220:132g); junior standing. (Variable)

SPED 4140/5140 (220:140g). Services to Families with Infants and Toddlers with Disabilities — 3 hrs.

Working with families of infants and toddlers with disabilities. Prerequisite(s): SPED 3150 (220:150); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g). (Fall)

SPED 4141/5141 (220:141g). Including Young Children with Special Needs Into the General Education Programs — 3 hrs.

Advanced best practices for educating young children with diverse learning needs in the general education classroom. Prerequisite(s): SPED 3150 (220:150); SPED 4192/5192 (220:192g) (tutorial); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g). (Fall, Spring)

SPED 4142/5142 (220:142g). Classroom Instructional Management for Students with Disabilities (K-8) — 3 hrs.

Designed to develop the instructional and behavioral management competencies required to teach K-8 students with disabilities. Prerequisite(s): SPED 3150 (220:150); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g). (Fall, Spring)

SPED 4143/5143 (220:143g). Classroom Instructional Management for Students with Disabilities (5-12) — 3 hrs.

Designed to develop the instructional and behavioral management competencies required to teach students in grades 5-12 with disabilities. Prerequisite(s): SPED 3150 (220:150); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g). (Spring)

SPED 4146/5146 (220:146g). Methodology and Assessment for Students with Mild/Moderate Disabilities (K-8) — 3 hrs.

Deals with pragmatic knowledge about assessment, methodologies, techniques, and technology related specifically for group instruction of K-8 students with mild/moderate disabilities. Prerequisite(s): SPED 4174/5174 (220:174g); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g). (Fall, Spring)

SPED 4147/5147 (220:147g). Methodology and Assessment for Students with Mild/Moderate Disabilities (5-12) — 3 hrs.

Deals with pragmatic knowledge about assessment, methodologies, techniques, and technology related specifically for group instruction of students in grades 5-12 with mild/moderate disabilities. Prerequisite(s): SPED 4174/5174 (220:174g); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g). (Fall)

SPED 4151/5151 (220:151g). Vocational and Transition Programming for Individuals with Disabilities — 3 hrs.

Development and implementation of work experience and other vocational programs for adolescents and adults with disabilities. Overview of the transition planning process and resources. Prerequisite(s): SPED 4174/5174 (220:174g); junior standing. Registration requires full admission to the Teacher Education Program. (Fall)

SPED 4152/5152 (220:152g). Community Resources for Special Education — 3 hrs.

Study of cooperation and coordination of the school and other agencies serving persons with disabilities, including various programs and services provided by governmental and private organizations. Prerequisite(s): SPED 3150 (220:150); junior standing; consent of instructor. (Variable)

SPED 4153/5153 (220:153g). Introduction to Assistive Technology for Instruction — 3 hrs.

Designed to familiarize current and future educators in related exceptional education service personnel with educational and assistive technologies (AT) used to support individuals with a range of exceptional education needs. Provides information regarding legal aspects of AT and an orienting framework for evaluating the need for and success of AT. Prerequisite(s): SPED 3150 (220:150); junior standing. (Spring)

SPED 4167/5167 (220:167g). Current Issues in the Education of Students with Severe Disabilities — 2 hrs.

Current issues in the education of students with severe disabilities, including historical context, etiology, and impact on the children and family. Prerequisite(s): SPED 3150 (220:150); junior standing. (Fall)

SPED 4170/5170 (220:170g). Educational Management in Special Education — 3 hrs.

Individual behavior management, behavioral change strategies, and classroom management for students with special needs. Prerequisite(s): junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4174/5174 (220:174g); SPED 4192/5192 (220:192g). (Fall, Spring)

SPED 4174/5174 (220:174g). Assessment and Instruction for Students with Mild Disabilities — 3 hrs.

Collection and use of educational data to assess and teach students with diverse learning needs, educational planning, material adaptation, and curriculum development. Prerequisite(s): SPED 3150 (220:150); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4170/5170 (220:170g); SPED 4192/5192 (220:192g). (Fall, Spring)

SPED 4176/5176. Issues and Applications for Students with Mild Moderate Disabilities — 3 hrs.

Provides information regarding special education law, assistive technology, and current issues and trends in special education. Prerequisite(s): SPED 4170/5170 (220:170g), SPED 4174/5174 (220:174g), SPED 4192/5192 (220:192g), or consent of instructor; junior standing. (Fall, Spring)

SPED 4180/5180. Interdisciplinary Study of Disability — 3 hrs.

Prerequisite(s): junior standing. (Fall, Spring)

SPED 4183/5183 (220:183g). Teaching Secondary-Level Students with Severe Disabilities — 3 hrs.

Instructional methods, materials, and assessment for secondary-level students with severe disabilities; emphasis on strategies to support students within the inclusive classroom and promote transition. Prerequisite(s): SPED 4167/5167 (220:167g); SPED 4174/5174 (220:174g); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g) or consent of instructor. (Fall)

SPED 4184/5184 (220:184g). Professional Interdisciplinary Relationships in Special Education I — 3 hrs.

Development of professional behaviors characterized by positive personal interaction with others and effective team skills. Strategies for collaborating with parents, regular and special educators, paraprofessionals, and other individuals in the educational program. Prerequisite(s): SPED 3150 (220:150); junior standing. (Fall, Spring)

SPED 4185/5185 (220:185g). Readings in Special Education — 1-2 hrs.

Reading and discussion of current methodological developments and innovations in special education. May be repeated once for maximum of 2 hours. Prerequisite(s): junior standing. (Fall, Spring, Summer)

SPED 4187/5187 (220:187g). Teaching Preschool and Elementary Students with Severe Disabilities — 3 hrs.

Instructional methods, materials, and assessment for students with severe disabilities in the inclusive classroom. Emphasis on strategies for supporting students with significant needs in the general education classroom. Prerequisite(s): SPED 4167/5167 (220:167g) or consent of instructor; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPED 4192/5192 (220:192g) or consent of instructor. (Spring)

SPED 4192/5192 (220:192g). Experience in Special Education — 1-12 hrs.

Supervised assessment and teaching experience in special education as listed in the Schedule of Classes. May be repeated in different areas for up to 12 hours. Offered credit/no credit option only. Section on Early Childhood, Birth-3 may be taken for 1-3 hours, and is graded credit. Prerequisite(s): junior standing; consent of instructor. Registration requires full admission to the Teacher Education Program. (Fall, Spring)

SPED 6240 (220:240). Collaborative Consultation I: The Relationship — 3 hrs.

Emphasis on the psychological and behavioral considerations involved in successfully forming and maintaining a collaborative consulting relationship. In-depth topics include self-management, personality style and versatility, starting the relationship, and establishing one's role with the group and individual. (Fall)

SPED 6245 (220:245). Collaborative Consultation II: The Process — 3 hrs.

Provides in-depth understanding and beginning execution of a systematic model of collaborative consulting including four processes or sets of procedures for carrying out the model. Emphasis on planning, problem clarification and analysis, teaching and teacher strategy, presenting solutions, and dealing with teacher concerns and fears. (Spring)

SPED 6254 (220:254). Vocational and Transition Assessment of Individuals with Disabilities — 3 hrs.

Assessment and application of techniques for professionals working with adolescents or adults with disabilities. Designed for those interested in vocational and transition programming for individuals with disabilities. Prerequisite(s): SPED 4151/5151 (220:151g) or consent of instructor. (Variable)

SPED 6256 (220:256). Best Practices in Inclusion — 3 hrs.

Provides preparation in pedagogical, curricular, and professional collaboration practices, and provides knowledge of empirical, legal, and historical considerations integral to the accommodation of all learners into the general education classroom. Prerequisite(s): graduate standing. (Variable)

SPED 6260 (220:260). Special Education Law and Policy — 3 hrs.

Provides information and conceptual understanding of legislative, executive, and judicial action affecting special education programs for children and youth with disabilities. Prerequisite(s): graduate standing. (Fall, Spring)

SPED 6278 (220:278). Administration of Special Education — 3 hrs.

Prepares administrators to plan programs for various areas of special education, select and evaluate personnel, provide instructional materials, interpret the program to the community, and be informed concerning legal provisions for special education. (Variable)

SPED 6289 (220:289). Seminar — 3 hrs.

May be repeated on different topics for maximum of 9 hours. Prerequisite(s): SPED 4183/5183 (220:183g) or SPED 4187/5187 (220:187g); SPED 4192/5192 (220:192g). (Spring)

SPED 6290 (220:290). Practicum — 1-6 hrs.

Requires written consent of department. May be repeated for maximum of 9 hours. (Fall, Spring)

SPED 6293 (220:293). Qualitative Research in Special Education — 3 hrs.

In-depth methodological understanding of qualitative research and the opportunity to conduct qualitative research projects in special educational settings. Prerequisite(s): MEASRES 6205 (250:205). (Fall)

SPED 6295 (220:295). Single-subject Research Applications — 3 hrs.

In-depth understanding of single-subject methodology for conducting applied research projects in educational settings. Participation in an applied research project with emphasis on the relationship between applied research and best practices in teaching persons with disabilities. (Spring)

SPED 6299 (220:299). Research — 2-3 hrs.

May be repeated for maximum of 6 hours. (Fall, Spring)

SPED 7386 (220:386). Studies in Special Education — 1-3 hrs.

Offered by department for specialized work. May be repeated. Prerequisite(s): consent of instructor. (Variable)