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Department of Specialized Education Services

Specialized Education Services Courses (SES)

New or changed courses | New or changed prerequisites

New or amended courses for 2010–11

315 Assessment and Planning for Inclusive B–K Programs (4:4)

Pr. HDF 211, 302

Pr. or Coreq. SES 242

Theoretical, practical, ethical issues in observing, assessing, and planning for young children with and without disabilities. Individualized approaches for program planning and monitoring development are integrated. (Same as HDF 315)

320 Seminar/Practicum with Deaf Students I (3:1:6)

Pr. SES 101 and 102 or permission of instructor

The field component of the Birth–12 Deaf and Hard-of-Hearing Teacher Preparation program; allows students to work in various settings with students who are Deaf and process these experiences in a weekly seminar. (Fall)

321 Seminar/Practicum with Deaf Students II (3:1:6)

Pr. SES 320 and admission to the Teachers Academy

340 Strategies for Teaching Students with Disabilities in General Education Settings (3:3)

Pr. TED 250 and/or admission to the Teachers Academy and/or permission of instructor

Provides teacher candidates with essential knowledge and skills for understanding and addressing academic and behavioral needs of students with disabilities in their classrooms.

341 Social Emotional Competence in Inclusive Settings (3:3)

Social, emotional, and physical environments of inclusive early childhood settings (birth to kindergarten) and their role in promoting optimal development and successful learning. (Same as HDF 341)

397 Teaching American Sign Language: Methods and Practicum I (4:3:3)

Pr. permission of instructor

Examination of American Sign Language as a modern language, theories of language acquisition, teaching standards and methodologies, comparison of curricular materials, and the American Sign Language Teachers Association. Field placement required. (Fall)

398 Teaching American Sign Language: Methods and Practicum II (4:3:3)

Pr. SES 397

Curriculum design and teaching strategies for American Sign Language instruction, K–12, including materials development and assessment techniques. Field experience required. (Spring)

401 Understanding and Teaching Students with Disabilities in Inclusive Settings (1:1)

Pr. admission to the Teachers Academy

Legal and pedagogical understandings related to teaching students with disabilities and related special needs in general education settings. Enrollment is limited to students pursuing initial teaching licensure.

410 Early Intervention and Hearing Loss (3:3)

Pr. CSD 334; HDF 211 or 302; SES 240

Overview of theories, principles, practices, and issues related to the provision of early intervention services for infants, toddlers, and young children who are Deaf or hard of hearing. (Spring)

415 Deaf Learners' Literacy Development (3:3)

Pr. admitted to Teachers Academy

Coreq. SES 320 or 321 or permission of instructor

Focus on research-based strategies and proven instructional methods in literacy to address the unique reading and writing needs of learners who are Deaf or hard of hearing. (Spring)

425 Infants and Toddlers: Development, Learning, and Curriculum (3:3)

Pr. HDF 211 and 302; HDF or SES 315; SES 242; 2.50 GPA; formal admission to HDFS major required.

Theories, principles, methods, and issues related to infant and toddler development and inclusive programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs will be taken. (Same as HDF 425)

435 Preschool: Development, Learning, and Curriculum (3:3)

Pr. HDF 211 and 302; HDF or SES 315 and 425; SES 242; 2.50 GPA; formal admission to HDFS major required.

In-depth examination of typical and atypical development of diverse preschool-age children. Integrated teaching strategies and effective inclusive learning environments will be emphasized. (Same as HDF 435)

436 Kindergarten: Development, Learning, and Curriculum (3:3)

Pr. HDF or SES 315; HDF or SES 425; HDF or SES 435; 2.50 GPA; and formal admission to HDFS major.

In-depth examination of current policies and practices in public school kindergartens. Development of children with and without disabilities and appropriate teaching strategies in kindergarten will be emphasized. (Same as HDF 436)

450 Audition Development of Deaf Children (3:3)

Pr. CSD 250 and 334, or permission of instructor; admission to the Teachers Academy

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)

463 Visual English Systems (3:3)

Learn and apply various systems for visually representing English including sign-supplemented speech, oral transliterating, Cued Speech, and Visual Phonics.

468 Diversity in Inclusive Early Care and Education (3:3)

Pr. HDF 450 or 460; 2.50 GPA; formal admission to HDFS major or permission of instructor

In-depth analysis of the issues, challenges, and recommended practices related to effectively serving diverse populations of young children and their families in inclusive early care and education settings. (Same as HDF 468)

469L Laboratory in Mild Disabilities: Reading Instruction (1:0:3)

Coreq. SES 469

Error analyses, practice teaching, and adapting reading materials. A passing grade in SES 469 must also be achieved for successful completion of this course. (Fall)

Courses with new or changed prerequisites for 2010–11

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

Pr. SES 250 or TED 250, 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. SES 250 or TED 250, SES 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)

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

Pr. SES 250 or TED 250, 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)

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

Pr. SES 250 or TED 250 or permission of the instructor

Coreq. SES 469L

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)

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

Pr. SES 250 or TED 250, SES 252, 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. SES 250 or TED 250, SES 252 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)

Courses that have been deleted from the curriculum effective fall 2010

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)

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)

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(Same as HDF 315) 320 Seminar/Practicum with Deaf Students I (3:1:6) Pr. SES 101 and 102 or permission of instructor The field component of the Birth–12 Deaf and Hard-of-Hearing Teacher Preparation program; allows students to work in various settings with students who are Deaf and process these experiences in a weekly seminar. (Fall) 321 Seminar/Practicum with Deaf Students II (3:1:6) Pr. SES 320 and admission to the Teachers Academy The field component of the Birth–12 Deaf and Hard-of-Hearing Teacher Preparation program; allows students to work in various settings with students who are Deaf and process these experiences in a weekly seminar. (Spring) 340 Strategies for Teaching Students with Disabilities in General Education Settings (3:3) Pr. TED 250 and/or admission to the Teachers Academy and/or permission of instructor Provides teacher candidates with essential knowledge and skills for understanding and addressing academic and behavioral needs of students with disabilities in their classrooms. 341 Social Emotional Competence in Inclusive Settings (3:3) Social, emotional, and physical environments of inclusive early childhood settings (birth to kindergarten) and their role in promoting optimal development and successful learning. (Same as HDF 341) 397 Teaching American Sign Language: Methods and Practicum I (4:3:3) Pr. permission of instructor Examination of American Sign Language as a modern language, theories of language acquisition, teaching standards and methodologies, comparison of curricular materials, and the American Sign Language Teachers Association. Field placement required. (Fall) 398 Teaching American Sign Language: Methods and Practicum II (4:3:3) Pr. SES 397 Curriculum design and teaching strategies for American Sign Language instruction, K–12, including materials development and assessment techniques. Field experience required. (Spring) 401 Understanding and Teaching Students with Disabilities in Inclusive Settings (1:1) Pr. admission to the Teachers Academy Legal and pedagogical understandings related to teaching students with disabilities and related special needs in general education settings. Enrollment is limited to students pursuing initial teaching licensure. 410 Early Intervention and Hearing Loss (3:3) Pr. CSD 334; HDF 211 or 302; SES 240 Overview of theories, principles, practices, and issues related to the provision of early intervention services for infants, toddlers, and young children who are Deaf or hard of hearing. (Spring) 415 Deaf Learners' Literacy Development (3:3) Pr. admitted to Teachers Academy Coreq. SES 320 or 321 or permission of instructor Focus on research-based strategies and proven instructional methods in literacy to address the unique reading and writing needs of learners who are Deaf or hard of hearing. (Spring) 425 Infants and Toddlers: Development, Learning, and Curriculum (3:3) Pr. HDF 211 and 302; HDF or SES 315; SES 242; 2.50 GPA; formal admission to HDFS major required. Theories, principles, methods, and issues related to infant and toddler development and inclusive programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs will be taken. (Same as HDF 425) 435 Preschool: Development, Learning, and Curriculum (3:3) Pr. HDF 211 and 302; HDF or SES 315 and 425; SES 242; 2.50 GPA; formal admission to HDFS major required. In-depth examination of typical and atypical development of diverse preschool-age children. Integrated teaching strategies and effective inclusive learning environments will be emphasized. (Same as HDF 435) 436 Kindergarten: Development, Learning, and Curriculum (3:3) Pr. HDF or SES 315; HDF or SES 425; HDF or SES 435; 2.50 GPA; and formal admission to HDFS major. In-depth examination of current policies and practices in public school kindergartens. Development of children with and without disabilities and appropriate teaching strategies in kindergarten will be emphasized. (Same as HDF 436) 450 Audition Development of Deaf Children (3:3) Pr. CSD 250 and 334, or permission of instructor; admission to the Teachers Academy 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) 463 Visual English Systems (3:3) Learn and apply various systems for visually representing English including sign-supplemented speech, oral transliterating, Cued Speech, and Visual Phonics. 468 Diversity in Inclusive Early Care and Education (3:3) Pr. HDF 450 or 460; 2.50 GPA; formal admission to HDFS major or permission of instructor In-depth analysis of the issues, challenges, and recommended practices related to effectively serving diverse populations of young children and their families in inclusive early care and education settings. (Same as HDF 468) 469L Laboratory in Mild Disabilities: Reading Instruction (1:0:3) Coreq. SES 469 Error analyses, practice teaching, and adapting reading materials. A passing grade in SES 469 must also be achieved for successful completion of this course. (Fall) Courses with new or changed prerequisites for 2010–11 350 A, B, C Interprofessional and Instructional Field Experience (2:0:6) Pr. SES 250 or TED 250, 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. SES 250 or TED 250, SES 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) 447 Service Delivery Systems and Role Management (3:3) Pr. SES 250 or TED 250, 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) 469 Reading Instruction for Learners with Disabilities (3:3) Pr. SES 250 or TED 250 or permission of the instructor Coreq. SES 469L 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) 471 Teaching Exceptional Learners the General Curriculum I (3:3) Pr. SES 250 or TED 250, SES 252, 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. SES 250 or TED 250, SES 252 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) Courses that have been deleted from the curriculum effective fall 2010 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) 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)