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Specialized Education Services Courses (SES)

GE Core denotes General Education Core credit;
GE Marker
denotes General Education Marker credit;
CAR denotes College Additional Requirement credit.

AULER/CLER, intended for students who began their undergraduate programs prior to fall 2001, is described in Appendix C.

Courses for Undergraduates

135 Sign Language for the Deaf I (3:3)

American Sign Language and fingerspelling with emphasis on the development of basic receptive and expressive skills. (Fall & Spring & Summer)

240 Communication Development in Children (3:3)

GE Core: GSB

AULER/CLER: SB/CSB

Students cannot receive credit for both this course and CSD 308.

Psychosociolinguistic and developmental processes in the acquisition of communication in typically developing children. Emphasis on interpersonal communication patterns in diverse cultures that contribute to and influence social interaction. (Fall & Spring & Summer)

242 Introduction to Exceptional Children: Early Years (2:2)

Provides an overview to early childhood special education. Issues related to legislation, identification, characteristics, family roles, and programmatic concerns will be addressed. (Spring)

243 History and Psychology of the Deaf (3:3)

Traditional and experimental methods of educating deaf children. Review of psychological studies of deafness and implications for education. (Fall)

250 Introduction to Professions in Specialized Education (3:2:3)

Overview of fundamental information about special education and occupations related to individuals with disabilities. Includes required field components in several settings, including public and private schools, residential schools, hospitals, and social service agencies. (Spring)

252 Survey of Learning and Behavior Differences (3:3)

Pr. 250 or permission of instructor

Overview of learning and behavior differences as related to special education. Addresses etiology prevalence, characteristics, diagnosis, and treatment. Historical and legal aspects of educational programs also are addressed. (Fall)

270 Fingerspelling and Numbers in ASL (2:2:1)

Pr. 135

Provides concentrated instruction and practice in fingerspelling and numbers as used in ASL. Assists students in acquiring fluent fingerspelling ability through the use of receptive and expressive skills. (Spring)

333 Special Problems (1–3)

Pr. permission of faculty supervisor

May be repeated for credit.

Guided individual study in an area of special interest to the student.

335 Sign Language for the Deaf II (3:3)

Pr. 135 or permission of instructor

Development of conversational skills in American Sign Language (ASL). Review of origin and application of contemporary manual communication systems. (Fall & Spring)

350 A, B, C Interprofessional and Instructional Field Experience (2:0:6)

Pr. 250; pr. or coreq. 360, 447, 464, or 472, or permission of instructor

Course is repeated for credit three times, during the first three professional semesters.

Field component of special education teacher preparation program. Provides opportunities for teachers to apply their knowledge and skills in a variety of settings with students with disabilities. (Fall & Spring)

360 Assessment for Exceptional Learners (3:3)

Pr. 250 and 252, or permission of instructor

Formal and informal assessment approaches for identification and eligibility for special education for students who access the general curriculum. Strategies for planning and evaluating programs for students receiving special education. (Fall)

370 Deaf Literature (3:3:1)

Pr. permission of instructor

Study of literature by deaf authors and poets. Videotapes and reading selections pertaining to everyday lives of deaf people including ABC and number stories, residential stories, and ASL poetry. (Alt Fall)

380 English/ASL Lexical Development (3:2:2)

Expands an interpreter’s lexical base in both ASL and English so that appropriate choices are made regarding context, register, culture, and economy of the interpreting process. (Fall)

420 Sign Language IV (3:3:1)

Pr. 555, or permission of instructor, or placement test

Continuation of Sign Language III with an increased emphasis on expressive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. Community lab hours required. (Spring)

425 Infant and Toddler Programs: Foundations and Methods (4:3:3)

Pr. HDF 211, 212, 302; SES 242

Theories, principles, methods and issues related in infant and toddler programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs. Laboratory experience required. (Fall & Spring) (Same as HDF 425)

435 Preschool/Kindergarten Curriculum (4:3:3)

Pr. HDF 211, 212, 302; SES 242; SES or HDF 425

Provides information on principles and components of preschool/kindergarten curricula, and strategies of learning for young children. Emphasis includes young children with and without disabilities. Laboratory experience required. (Fall & Spring) (Same as HDF 435)

441 Young Children’s Learning Environments (4:3:3)

Pr. HDF 211, 302; SES 242

Principles and methods of working with typical and atypical young children. Emphasis on identifying and evaluating strategies for enhancing children’s development within a program setting. Laboratory experience required. (Fall & Spring) (Same as HDF 441)

447 Service Delivery Systems and Role Management (3:3)

Pr. 250 and 460, or permission of instructor

Design and delivery of school service delivery models for students with mild/moderate disabilities (e.g., general education, resource programs; co-teaching; consultation); management of exceptional children’s teachers’ many roles and responsibilities. (Spring)

450 Audition Development of Deaf Children (4:3:3)

Pr. CSD 250 and 334, or permission of instructor

Listening processes and auditory development, procedures and techniques for assessing audition development in young children with hearing impairments, and the history and philosophy of spoken language development programs. (Fall)

451 Spoken Language Facilitation in Deaf Children (4:3:3)

Pr. SES 240 and CSD 250, or permission of instructor

Assessment procedures and strategies for developing spoken language in naturalistic settings for infants, toddlers, and preschoolers with hearing impairments. (Spring)

452 Amplification Technology for Deaf Children (3:3)

Pr. CSD 250 and 334, or permission of instructor

Design and use of assistive listening technology available for young children who have hearing impairments, such as hearing aids, FM systems, and cochlear implants. (Fall)

455 Rural Education I: Deaf and Hard of Hearing (3:3)

Pr. permission of instructor

Study and description of rural communities and social problems within communities. Emphasis on change and diversity and how unique responses to needs of deaf and hard-of-hearing children are warranted. (Fall)

456 Rural Education II: Deaf and Hard of Hearing (3:3)

Pr. 455 and permission of instructor

Methods of working collaboratively with other school professionals to serve deaf and hard-of-hearing children in rural public schools. Emphasis on interpersonal working relationships and development of co-teaching strategies. (Spring)

457 Rural Education III: Deaf and Hard of Hearing (3:3)

Pr. 455, 456 and permission of instructor

Specialized in-service training techniques and knowledge about deaf and hard-of-hearing children. Module development for staff, parents, and children in rural public schools. (Fall)

460 Home-School Partnerships for Students with Exceptional Needs (3:3)

Pr. 250, or permission of instructor

Focuses on the needs of parents and families as they interact with personnel in schools, including procedural safeguards for parents/families, formal and informal meetings, culturally competent interactions, and home-school communication systems. (Fall)

461 Internship in Teaching the Deaf (12:1:15)

Pr. admission to Student Teaching

Full-time supervised student teaching in one or more educational settings with deaf and hard-of-hearing students under direction of University supervisor. Conferences and seminars required. (Fall & Spring)

462 Interpreting in Educational Settings (3:3)

Pr. 335 or permission of instructor

Overview of the roles and responsibilities of the interpreter as a member of the educational team. Includes professional protocol, and the academic, social, and emotional implications of mainstreaming. (Fall)

463 Transliterating (3:3)

Pr. 462 or permission of instructor

Builds a foundation for transliterating using various manually-coded English systems. Includes a basic introduction to sign-supplemented speech, oral transliterating, and Cued Speech. (Spring)

465 Student Teaching and Seminar: Students with Mild/Moderate Disabilities (12)

Pr. permission of department chair

Student teaching emphasizing teaching students with mild/moderate learning disabilities in K–12 settings with University supervision. Full-time special education teaching assignment in cooperating schools for a full semester. Conferences and seminars required. (Spring)

466 Positive Behavior Supports for Exceptional Learners (3:3)

Pr. 250 and 252, or permission of instructor

Perspectives on cultural influences on school behaviors. Skills for completing functional assessment for systemic, classroom, and individual strategies using constructive therapeutic approaches to support exceptional learners in general curriculum emphasized. (Spring)

467 Internship in Community Based Services (12:1:30)

Pr. 333 and permission of instructor

Internship component of Community Based Services concentration. Provides students with opportunities to apply knowledge and skills in working with individuals with disabilities in nontraditional educational settings in community. (Fall & Spring)

469 Reading Instruction for Learners with Disabilities (3:3:0)

Pr. CUI 320, 335 or 420 or permission of the instructor

Course is designed to provide students with the instructional methodology to remediate students with disabilities through the use of direct, explicit, and systematic instructional strategies in reading. (Fall)

470 Parent Guidance and Hearing Impairment (3:3)

Pr. CED 310 and HDF 212, or permission of instructor

The impact on the family of having a child with a hearing impairment, and strategies to empower parents to facilitate their child’s spoken language development. (Spring)

471 Teaching Exceptional Learners the General Curriculum I (3:3)

Pr. 250, 252, 360, and CUI 330 or 420; or permission of instructor

Part of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing educational programs for this population. (Spring)

472 Teaching Exceptional Learners the General Curriculum II (3:3)

Pr. 250, 252, 360, and 471; or permission of instructor

Second of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing general curriculum programs for this population. (Fall)

480 Interpreting in Specialized Settings (3:3:2)

Pr. 572

Focuses on techniques, ethics, and specific terminology associated with interpreting for diverse populations within the Deaf Community. Included are mental health, medical, performing arts, religious, social services, and vocational settings. (Alt Fall)

483 Instructional Methods with Deaf Students (3:3:3)

Pr. permission of instructor

Strategies for facilitating deaf and hard-of-hearing students’ acquisition of curricular content in inclusive settings. Emphasis on developing and implementing individualized learning plans. Field experience in schools required. (Fall)

484 Methods of Service Delivery: Deaf Students (3:3:3)

Pr. 250, 460; or permission of instructor

Coreq. 483

Design and management of diverse school delivery options for deaf and hard-of-hearing students (e.g., resource programs, itinerant teaching, co-teaching, consultation). Management of multiple role responsibilities in collaborative relationships. (Fall)

486 Seminar and Practicum (3:3:2)

Pr. 557

Designed to prepare students for entrance into their professional careers. Includes portfolios, resumes, invoices, interview skills, and assessment instruments. Professional Development Plans, which incorporate practicum experiences, are constructed. (Fall & Spring)

487 Interpreting/Transliterating Internship (12)

Pr. 486; completion of Interpreting Assessment I

Full-time supervised field experiences in a variety of settings related to the student’s professional goals. Regularly scheduled conferences, seminars, and other projects are required. (Fall & Spring)

488 Interpreting: ASL-to-English I (3:3)

Develops skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on rehearsed and spontaneous consecutive interpreting. (Spring)

 

493 Honors Work (3–6)

See prerequisites under Honors Program, XXX 493

May be repeated for credit if the topic of study changes.

 

496 Interpreting ASL-to-English II (3:2:2)

Pr. 488

Development of skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on simultaneous interpreting. (Fall)