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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.

Courses for Undergraduates

100 Visual Gestural Communication (2:2)

Pr. SES 101 recommended, but not required

Development of skills in nonverbal communication. Topics of spatial awareness, visual processing skills, and the use of facial expression, gestures, pantomime, and body language as it pertains to interpreting. (Fall)

101 American Sign Language I (3:3)

American Sign Language with emphasis on the development of basic receptive and expressive skills. ASL grammar will be covered to develop rudimentary conversational skills in ASL. Introduction to deaf culture and community. (Fall & Spring & Summer) (Formerly SES 135)

102 American Sign Language II (3:3)

Pr. SES 101 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) (Formerly SES 335)

200 People with Disabilities in American Society (3:3)

GE Core: GSB

Exploration of the treatment of people with disabilities in American society from a personal, historical, political, and social perspective, including related legislation, portrayal in popular media, and contemporary issues. (Fall)

203 American Sign Language III (3:3)

CAR: GFL

Pr. SES 102 or permission of instructor

Continuation of Sign Language II with an increased emphasis on expressive skills, receptive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. (Fall) (Formerly SES 355)

204 American Sign Language IV (3:3:1)

CAR: GFL

Pr. SES 203, or permission of instructor, or placement test

Continuation of American 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) (Formerly SES 420)

240 Communication Development in Children (3:3)

GE Core: GSB

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 (3:3)

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

245 Introduction to the Deaf Community (3:3)

Introduction to the diverse members of the Deaf Community with emphasis on Deaf people as a linguistic and cultural minority. Focus is on historical, educational, political, social, and vocational issues. (Fall & Spring)

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. SES 102 or permission of instructor

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. (Summer)

305 American Sign Language V (3:3)

Pr. SES 204 or permission of instructor

A continuation of the grammatical aspects of ASL with emphasis on conceptualization. Beginning translation activities including famous quotes, speeches, pledges, and songs. (Fall)

306 American Sign Language VI (3:3)

Pr. SES 305 or permission of instructor

Narrative skills will be enhanced by using fairy tales and folktales to free students up to imagine, develop characters, identify basic storytelling techniques and formal presentations in ASL. (Spring)

333 Special Projects (1–3)

Pr. permission of faculty supervisor

May be repeated for credit.

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

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

Pr. 250; pr. or coreq. 360, 447, 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)

357 The Profession of Interpreting (3:3)

An overview of the profession of interpreting including its history, organizations, guidelines for professional conduct, basic business practices, roles and responsibilities, legislative issues, health concerns, and certification requirements. (Alt Fall) (Formerly SES 572)

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)

366 Discourse Analysis: English/American Sign Language (3:3)

Pr. SES 204 or permission of instructor

Analyzing discourse in English and American Sign Language (ASL) toward an awareness of language features. Theoretical notions underlying language are presented, discussed, and applied through feature transcription and analysis. (Fall)

369 Linguistics of American Sign Language (3:3)

Pr. SES 204 or permission of instructor

Provides an introduction to sociolinguistics and the linguistic structures of American Sign Language including phonology, morphology, syntax, and pragmatics through lecture and analysis of native ASL users. (Fall)

370 American Sign Language/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)

379 Teaching Deaf Students (3:3)

Pr. admission to Teacher Education, permission of instructor

Teaching strategies to provide deaf and hard-of-hearing students access to the general curriculum. Emphasis on assessment, transition planning, and teaching deaf students with multiple disabilities. (Spring)

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)

397 Methods of Teaching American Sign Language (3:3)

Pr. permission of instructor

Examination of current methods and theories of teaching ASL and Deaf Culture; practice in designing curriculum, syllabi, lesson plans, activities, and assessment techniques for a variety of ages. (Fall)

400 Global Perspectives on Deafness (3:3)

Pr. SES 204, 245, 370, and permission of instructor

Global perspectives of deaf people in other countries including perspectives on identity, language, human rights issues, education, advocacy, and social and economic self-sufficiency.

411 Diagnostics and Assessment of Interpreters (2:2)

Pr. permission of instructor

Practice in analyzing interpreting/translation work, identifying patterns of errors and developing a plan for improvement. Prepares students to sit for state and national examinations for interpreters. (Fall)

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)

444 Issues in Teaching Deaf Students (2:2)

Pr. admission to Teacher Education, permission of instructor

Exploration and analysis of technological, educational, political/legal, and sociocultural issues in teaching children who are deaf or hard of hearing. (Fall)

445 Advocacy & Services for the Deaf (3:3)

Pr. permission of instructor

Overview of services, laws, demographics, and ethical issues necessary to work with deaf people in nontraditional settings. (Fall)

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. (Spring)

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

Pr. SES 240 and CSD 250, 2.75 overall GPA, and admission to Teacher Education

Assessment procedures and strategies for developing spoken language in naturalistic and school settings with children with hearing impairments. (Fall)

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 Students with Hearing Loss (12:1:15)

Pr. 2.75 overall GPA and 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. SES 102 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)

464 Manually Coded English (3:3)

Pr. SES 102 or permission of instructor

Advanced manual communication with emphasis on receptive and expressive skills using Signing Exact English and Cued Speech. (Fall)

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 Advocacy and Services for the Deaf Internship (12:1:30)

Pr. permission of instructor

Internship component of Advocacy and Services for the Deaf 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. TED 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 TED 320 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)

477 Interpreting: English to ASL I (3:3)

Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis on discourse analysis, translation, and consecutive interpreting exercises. (Spring) (Formerly SES 557)

478 Interpreting: English to ASL II (3:3)

Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis is placed on simultaneous interpreting of narrative discourse and interactive interpreting. (Fall) (Formerly SES 558)

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: Students with Hearing Loss (3:3:3)

Pr. 2.75 overall GPA and admission to Teacher Education

Strategies for facilitating deaf and hard of hearing students’ acquisition of curricular content in inclusive educational settings. Emphasis on developing and implementing individualized learning plans. (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. permission of instructor

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)

489 Internship: Student Teaching American Sign Language (12)

Pr. admission to Student Teaching

Supervised student teaching experience under the direction of a cooperating teacher and University supervisor. Conferences and monthly seminars required. (Fall and Spring)

493 Honors Work (3–6)

Pr. permission of instructor; 3.30 GPA in the major, 12 s.h. in the major

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

 

495 Interpreting in Medical Settings (2:2)

Recommended for students with advanced skills in American Sign Language

Apply principles of ASL in primary and emergency care medical settings and gain knowledge of specialized vocabulary, appropriate roles, standards of practice and ethical codes involved in medical interpreting. (Summer)

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)

497 Interpreting in Mental Health Settings (2:2)

Recommended for students with advanced skills in American Sign Language

Techniques specific to interpreting in mental health and substance abuse settings. Application of the demand-control schema framework and a teleological approach to ethical decision making. (Summer)

498 Interpreting in Social Service Settings (2:2)

Apply principles of American Sign Language in various social service settings and gain an understanding of the specialized vocabulary, appropriate roles, standards of practice, sensitive issues, and ethical codes involved. (Summer)

499 Theatrical/Artistic Uses of American Sign Language (2:2)

Recommended for students with advanced skills in American Sign Language

Designed to enhance an interpreter's ability to use artistic forms of ASL in theatrical/musical settings. Emphasis on technical considerations, script analysis, the theatrical rehearsal process, and artistic signing. (Alt Summer)