Department of
Specialized Education Services
Undergraduate Level Courses
SES 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)
SES 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)
SES 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)
SES 200 People with Disabilities in American Society (3:3)
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)
SES 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)
SES 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)
SES 240 Communication Development in Children (3:3)
* 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, Summer)
SES 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.
SES 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)
SES 245 Introduction to the Deaf Community (3:3)
Pr.SES 135. 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)
SES 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, Summer)
SES 252 Survey of Learning and Behavior Disorders (3:3)
Pr. 250 or permission of instructor. Overview of learning disabilities and behavior disorders as related to special education. Addresses etiology, prevalence, characteristics, diagnosis, and treatment. Historical and legal aspects of educational programs also are addressed. (Fall)
SES 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)
SES 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)
SES 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)
SES 333 Special Problems (1 to 3).
Pr. Permission of faculty supervisor is required prior to registration.
* may be repeated for credit.
Guided individual study in an area of special interest to the student.
SES 350 A, B, C Interprofessional and Instructional Field Experience (2:0:6)
Pr. 250, or coreq. 360, 447, 466, 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 and Spring)
SES 357 The Profession of Interpreting (3:3) (Formerly SES 555)
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)
SES 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. Also addressed are assessment practices related to planning and evaluating educational programs for students receiving special education services. (Fall)
SES 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)
SES 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)
SES 370 Deaf Literature (3:3:1).
Prerequisite- 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)
SES 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)
SES 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)
SES 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)
SES 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.
SES 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)
SES 425 Infant and Toddler Programs: Foundations and Methods (4:3:3:)
Pr. HDF 211,212,302, SES 242
Theories, principles, methods and issues related to infant and toddler programs. An emphasis on integrating knowledge with skills to design, implement and evaluate programs. Laboratory experience required. (Same as HDF 425) (Fall &Spring)
SES 435 Preschool/Kindergarten Curriculum
Pr. HDF 211,212,302, SES 242, SES/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. (Same as HDF 435)
SES 441 Young Children's Learning Environments
Pr. HDF 211,212,302,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. Lab experience required. (Same as HDF 441)
SES 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)
SES 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)
SES 447 Service Delivery Systems and Role Management (3:3)
Pr. 250 and 460, or permission of instructor.
Design and development of alternative school service delivery models for students with disabilities (e.g., resource programs; conteaching; consultation); management of special educators' many roles and responsibilities. (Spring)
SES 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)
SES 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)
SES 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)
SES 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)
SES 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)
SES 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)
SES 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 under direction of University supervisor. Conferences and seminars required. (Fall and Spring)
SES 461 Internship in Teaching the Deaf (12:1:15).
Full-time supervised classroom teaching in one or more classes for the deaf in an acceptable school environment. Conferences and seminars required. (Fall, Spring)
SES 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)
SES 463 Transliterating (3:3).
Prerequisite- 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)
SES 465 Student Teaching and Seminar: Learning Disabilities and Behavior Disorders (12)
Pr. permission of department chair Student teaching emphasizing learning disabilities and behavior disorders 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)
SES 466 Positive Behavior Supports for Students with Exceptional Needs (3:3)
Pr. 250 and 252, or permission of instructor
Perspectives on school behavior and cultural influences on it. Skills for completing functional assessment and systemic, classroom, and individual strategies and therapeutic approaches for constructively responding to student behavior. (Spring)
SES 467 Internship in Community Based Services (12:1:30).
Prerequisite- 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)
SES 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)
SES 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)
SES 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 disabilities and behavior disorders. Provides a knowledge base for developing and managing educational programs for this population. (Fall)
SES 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)
SES 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)
SES 480 Interpreting in Specialized Settings (3:3:2).
Prerequisite- SES 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)
SES 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)
SES 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)
SES 486 Educational Interpreting: Seminar and Practicum (6:3:4).
Pr. 557
Field experiences in mainstream programs at elementary, middle school, and high school levels. Observation, note taking, and participating as interpreter for selected activities. Discussion of field experiences, assignments, projects, and job-related issues. (Fall, Spring).
SES 487 Educational Interpreting Internship(12).
Pr. 486; completion of Interpreting Assessment I.
Two consecutive full-time interpreting or transliterating assignments in public school mainstream programs under the direction of the cooperating interpreter/transliterator and the University supervisor. (Fall, Spring)
SES 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)
SES 488 Interpreting: Sign-to-Voice (3:3).
Development of receptive sign language techniques and voicing skills involved in interpreting or transliterating a signed message into spoken English. (Spring)
SES 493 Honors Work (3-6).
See prerequisites under Honors Program, XXX 493 (p. 225 in Undergraduate Catalog) *
May be repeated for credit if the topic of study changes.
SES 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)
SES 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)
SES 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)
SES 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)
SES 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)