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2017-2018 [ARCHIVED CATALOG]
Course Descriptions
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Students should consult with the program chair if they are not sure of their preparation for a specific course. Course prerequisites specified are the minimum preparation required. In their first two university years, students need to work closely with their advisors to schedule the necessary General University Course Requirements and lower-division core courses to prepare properly for upper-division studies.
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Special Education |
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SPED 481S - Secondary Co-teaching Internship in Special Education 4-6 credits
Co-teaching experience in the secondary school Special Education setting. This course is a practical application, with supervision and support, of the principles of learning and instructional techniques in Special Education classrooms. Prerequisite: Approval based on satisfactory completion of co-teaching internship application process. Note: Number of credits determined by program chair and advisor.
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SPED 515 - Spec Educ Fundamentals K-8 Educator 2 credits
This course will provide an overview of critical special education content and issues required in a K-8 learning environment. The content to be generally addressed includes: professional ethics of serving students with disabilities in K-8 learning environments; legal responsibilities and mandates; etiology and characteristics of students with disabilitities; review of research-based instruction and pedagogical practices; curriculum and instructional adaptations and modifications to facilitate the academic progress of students with disabilities; and essential aspects of assessment.
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SPED 520 - Instructional Methods in Early Childhood 2 credits
A survey of current issues, trends, and research-based methods in Early Childhood Special Education. Examines development and implementation of instruction to meet the needs of young children in all developmental domains and content areas. Teaching strategies, assessment, IEPs, IFSPs, and observation of young children will be addressed. Review of dynamics of family structure; parental and community agency involvement; and impact of cultural and linguistic diversity.
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SPED 525 - Essential Knowledge and Skills for Special Education Teachers 2
This course is designed to prepare candidates to serve as the teacher of record in a special education classroom as part of the alternate route program, HUAccelerate. Candidates must demonstrate mastery of key special education requirements to include Individualized Education Plans (IEP), Functional Behavioral Assessment (FBA), and the Behavioral Intervention Plan (BIP). In addition, candidates will be introduced to legal responsibilities and mandates, assessment practices, appropriate use of accommodations and modification, and lesson planning to address the needs of diverse learners.
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SPED 530 - Introduction to Special Education 3 credits
A survey of exceptionality to include disabilities covered by IDEA and Section 504. Provides an overview of all disabilities, including low and high incidence disabilities as well as etiology, characteristics, and implications for teaching. Addresses cultural and linguistic aspects of representation of specific populations in various categories of disabilities. Provides an introduction to IEP and IFSP development, transition planning, assessment, evaluation, and data collection.
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SPED 532 - Issues in Special Education 2 credits
Emphasizes current ethical issues and trends in special education including legislation and accountability. Topics include least restrictive environment, inclusion, curriculum, instruction, diversity, assessment, evaluation, early intervention, economics, and transition planning.
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SPED 533 - Behavior Management & Positive Behavior Support 3 credits
In-depth study of theories and principles of behavior management in special education and regular education settings. Addresses positive behavior support systems. Addresses the development and implementation of functional behavior analyses (FBA), behavior intervention plans (BIPs), and social skills training. Provides for the development of observation skills, data collection strategies, and ability to interpret observational data. Provides an introduction to applied behavior analysis as it relates to behavior management and support.
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SPED 536 - Curriculum and Instructional Strategies for Students with High Incidence Disabilities 3 credits
Fundamentals of effective curriculum and instructional strategies for students with high incidence disabilities. Based on research-based evidence and best practices. Includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs ensuring specialized instruction in the least restrictive environment. Addresses cultural and linguistic diversity in the design and delivery of services. Includes strategies for modifying materials, and addressing curriculum needs across content areas. Explores teaching pro-social skills and addressing behavior through functional behavior assessment. Principles and theories of instruction in reading, math, and written language at the elementary and secondary levels, with an emphasis on procedures to evaluate, develop, and implement strategies that will maximize learning for students with disabilities. Includes curriculum and instructional adaptation and modification in content areas to facilitate academic progress of students with disabilities, including low and high incidence disabilities. Addresses cultural and linguistic diversity and IEP development and implementation. Prerequisite(s): SPED 530 .
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SPED 537 - Curriculum and Instructional Strategies for Students with Low Incidence Disabilities 3 credits
Fundamentals of effective curriculum and instructional strategies for students with low incidence disabilities. Based on research-based evidence and best practices. Includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs ensuring specialized instruction in the least restrictive environment to facilitate development of life skills. Addresses cultural and linguistic diversity in the design and delivery of services. Focuses on applied behavior analysis techniques to address the unique needs of students. Also addresses modifying curriculum and utilizing special technology, aids, and equipment. Prerequisite(s): SPED 530 .
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SPED 538 - Assessment & Evaluation of Students with Disabilities 3 credits
In-depth study of standardized and non-standardized tools and methods of assessment. Will include formative and summative evaluation, criterion and normative measurements, and curriculum-based assessment for use by the classroom teacher. Emphasizes the selection, administration, scoring, and interpretation of assessment results to make decisions related to eligibility, including cultural and linguistic factors; pre-referral strategies; response to intervention (RTI); placement; IEP/IFSP development and implementation; curriculum modification, accommodation, and adaptation; instructional strategies; alternative assessment portfolio; and assessment accommodations. Provides for practical application of knowledge and skills related to standardized assessment and informal assessment utilized for instruction. Prerequisite(s): SPED 530 .
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SPED 564 - Differentiated Instruction in Content Areas 2 credits
Principles and theories of instruction in reading, math, and written language at the elemnetary and secondary levels, with an emphasis on procedures to evalute, develop, and implement strategies that will maximize learning for students with disabilites. Include curriculum and instructional adaptation and modification in content areas to facilitate academic progress of students with disabilities, including low and high incidence disabilities. Addresses cultural and linguistic diversity and IEP development and implementation. Prerequisite(s): SPED 530 .
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SPED 568 - Special Education Law 2 credits
This is a review of procedural and substantive legal regulations and issues in Special Education that influence funding and services. Particular attention will be focused on the Disabilities Education Act (IDEA), Washington Administrative Code (WAC), Section 504, and American’s with Disabilities Act (ADA).
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SPED 570 - Collaboration & Communities in Special Education 2 credits
Designed to facilitate school, family, and community communication and collaboration to enhance learning for students with disabilities. Focuses on understanding families, including cultural and linguistic diversity. Examines transition planning for new settings, including post-school outcomes. Special emphasis on developing awareness and ability for collaboration, teaming, partnerships, and the supervision of paraeducators. Addresses collaboration and communication in the IEP and IFSP process to ensure a free appropriate public education (FAPE) in the least restrictive environment (LRE).
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SPED 572 - Practicum 1 credit
Note: This is required for those who hold a teaching certificate and are adding Special Education Endorsement. This is a practical application, with supervision and support, of the principles of learning and instructional techniques in Special Education settings. Candidates must demonstrate a positive impact of P-12 student learning. Prerequisite(s): SPED 520 , SPED 534, SPED 537 , SPED 568 , SPED 570 , SPED 530 , SPED 536 , SPED 564 .
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SPED 595 - Special Project 3 credits
A course designed to permit qualified students to pursue a researched-based approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Graded P/NP.
Students will be expected to meet defined standards to receive a pass (P) grade. Course is designed to be completed in one semester. However, an option for an In Progress (IP) grade is available for students who need more time to complete the special project. An IP grade must be approved by both instructor and academic advisor.
Students will only be allowed one extension past the original enrollment date to complete the requirements. After the one semester extension, students will be required to re-register for the course at the full tuition rate. Prerequisite(s): ED 584 , ED 553 , SPED 520 , SPED 537 , SPED 568 , SPED 570 , SPED 530 , SPED 536 , SPED 564 .
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Speech |
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SP 102 - Public Speaking 3 credits
Introduction to theory and practice of speaking in formal settings: audience analysis, preparation for several types of audiences, multicultural factors, public discussion methods. Offered Fall, Spring and Summer semesters.
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