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Social Work |
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SOWK 318 - Motivational Interviewing 2 credits
Motivational Interviewing is a proven client centered intervention model for addressing ambivalence and resistance to change, Motivational Interviewing has shown to improve outcomes and promote change. Motivational Interviewing uses a variety of strategies and five principles to assess readiness for change, address ambivalence and resistance on part of the client. Students will learn to assess their own skills and give feedback to others using motivational strategies.
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SOWK 321 - Social Work with Groups 3 credits
This course develops knowledge and skills of social work practice with groups. It prepares students to utilize groups as a helping resource for clients, as a member of committees, and other task groups. The practice of group work is presented through lecture, discussions, role plays, and small group learning experiences. Offered TBA.
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SOWK 322 - Practice w/ Persons w/ Special Needs 3 credits
This course provides the student with practical knowledge and skills to work with individuals, families and communities with longer-term service needs. The student will be required to apply assessment and plan effective intervention. Offered TBA.
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SOWK 323 - Spirituality in Social Work Practice 3 credits
Spirituality/religion is a significant dimension of human diversity. The purpose of this course is to explore the impact and implications of spirituality/religion diversity on social work practice through the use of case studies, vignettes, and case studies. Offered TBA.
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SOWK 365 - Addictions 3 credits
Introductory course on the physical and mental impacts of psychoactive drugs. Includes a history of drugs, current drug trends, the neurochemistry and physiology of addictions, problems across system levels, prevention, treatments, and recovery.
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SOWK 388 - Preparation for Field Practicum 1 credit
Students participate in a 15 hour program designed to focus on readiness for field placement; i.e., resume/cover letter writing, interviewing skills, dressing for success, stress and time management, ethics and confidentiality, and other topics structured to enhance skills. The course is graded as Pass/No Pass. Offered Spring semesters. Prerequisite(s): Limited to majors, SOWK 312 , SOWK 316 and SOWK 486W .
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SOWK 390 - Advanced Topic 1-3 credits
Independent study of specialized subject matter in social work. Topics vary, depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s): Limited to majors and permission of Program Chair.
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SOWK 430 - Ethics in Practice/History of Social Work 3 credits
This course is required for all social work majors. Ethics are an integral component in all aspects of generalist social work practice. the National Association of Social Workers (NASW) Code of Ethics is the guide to direct practitioners conduct. The NASW ethical standards provide guidelines for what is ethically acceptable and unacceptable behavior. The ethical standards helps social workers identify ethical issues in practice. a brief history of the professions of social work will precede the study of the NASW Code of Ethic in addition. Offered fall Semester. Cross-listed as SOC 430 .
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SOWK 435A - Advanced Issues Series Module 1 1 credit
The first module provides necessary content in HIV/AIDS education for the generalist social worker.
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SOWK 435C - Advanced Issues Series Module 2 1 credit
The second module provides necessary content in alchol and drug abuse education for the generalist social worker. Designed to introduce the generalist social worker. Co-requisite: SOWK 435A and SOWK 435D . Offered Spring semester.
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SOWK 435D - Advanced Issues Series Module 3 1 credit
The third module gives students a brief introduction to instruments utilized in social work assessment, with special emphasis on the DSM IVR. Co-requisite: SOWK 435A and SOWK 435C . Offered Spring semesters.
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SOWK 459W - Social Science Research Methods 3 credits
Basic research methodologies for the social sciences; principles of qualitative and quantitative methodologies for collection and analysis of data. Development of research design. This course is the same as SOC 460W . Offered Fall semesters. Prerequisite(s): Senior standing; permission of the prgram chair. Cross-listed as SOC 460W and SOWK 460W .
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SOWK 460W - Social Programs/Evaluation 3 credits
Basic evaluation methodologies for social programs; analysis of public and private social programs’ effectiveness; policy design, implementation, and evaluation. Basic practice evaluation skills. Offered Spring semesters. Prerequisite(s): Limited to majors, Senior standing. Co-requisite(s): SOWK 491 .
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SOWK 475 - Child Welfare 3 credits
Provides an increased understanding and skill development in child welfare practice. Content includes the effects of abuse and neglect and subsequent involvement with the child welfare system, specialized skills needed to effectively develop or provide services for family members, strategies to collaborate within and outside the child welfare system for the good of the client. Special emphasis is placed on the Indian Child Welfare Act and populations-at-risk including families living in poverty, children without permanent caretakers, single parent families, ethnic and racially diverse families, gay and lesbian families, and persons who are differently abled. Prerequisite(s): SOWK 486W , limited to majors or permission of Chair.
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SOWK 486W - Theory of Practice I 3 credits
Generalist Social Work Practice with micro systems. Knowledge and methods to bring about planned change with individuals and client-identified family systems practice in interpersonal skills. Offered Fall semester. Limited to majors Prerequisite(s): SOWK 486W, limited to majors or permission of Chair
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SOWK 487W - Theory of Practice II 3 credits
Generalist social work practice with mezzo systems. Knowledge and methods to bring about planned change with families, natural networks, groups and practice skills in group process. Offered Spring semester. Prerequisite(s): SOWK 486W Limited to majors.
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SOWK 488W - Theory of Practice III 3 credits
Generalist social work practice with macro systems. Knowledge and methods to bring about planned change in organizations, systems and communities through planning, administration, evaluation, advocacy and community organization. Offered Fall semester. Prerequisite(s): , Limited to majors.
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SOWK 490 - Field Practicum I 4 credits
Through individually appropriate field experiences, students are given opportunities to apply knowledge gained from course work and to integrate theory and practice in professional situations. At least 225 hours of professional work are required. Included in the practicum are 15 hours of professional development seminar discussion. The course is graded as Pass/No Pass. Offered Fall semester. Prerequisite(s): limited to majors, senior standing, admission to field practicum.
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SOWK 491 - Field Practicum II 4 credits
Through individually appropriate field experiences, students are given opportuntities to apply knowledge gained from coursework, and to integrate theory and practice in professional situations. At least 225 hours of professional work is required. Included in the Practicum are 15 hours of professional development seminar discussion. The course is graded as a Pass/No Pass. Offered Spring semester. Prerequisite(s): limited to majors, senior standings and admission to field practium.
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SOWK 497W - Senior Thesis 1-3 credits
An advanced course allowing a student to complete an independent research project or scholarly investigation which demonstrates mastery of methodology appropriate to the student’s field of study. Offered TBA. Prerequisite(s): Limited to majors; SOWK 487.
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Sociology |
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SOC 101 - Introduction to Sociology 3 credits
Introduction to the field of sociology; theory, methods and concepts; survey of sub-disciplines; relevance to other disciplines and ethical issues. Offered Fall semester. Cross-listed as CRMJ 321
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SOC 201 - Social Problems 3 credits
Exploration, through theory and research, of how American society defines and reacts to “social problems” as social issues and public policy; considers such headings as: the economy and society (unemployment, business, government and labor), social inequality (wealth, poverty, race and gender), the family, the workplace, health, energy, environment quality, crime and justice, and national security. Offered Spring semesters. Prerequisite(s): ENG 101 or SOC 101 or POSC 101 .
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SOC 220 - Applied Social Statistics 3 credits
Applications of statistics in the social sciences; probability and statistics in the social sciences; Probability in statistical inference, analysis of variance, regression analysis and non parametric procedures. Offered Fall semesters. Prerequisite(s): C or better in MATH 095 or MATH 096 or college-level math placement test results. Co-requisite(s): SOC 220L - Applied Social Statistics Lab
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SOC 220L - Applied Social Statistics Lab 1
Students receive focused support for developing and using statistical thinking with a concentration on interpretation of results and statistical literacy. Students use technology to work interactively to explore, manage, and analyze relevant data sets, perform a varitety of inference testing methods, and complete problem-solving activities that foster active learning. Co-requisite(s): SOC 220 - Applied Social Statistics
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SOC 305 - Culture Diversity and Social Justice 3 credits
The purpose of this course is to have students explore cultural diversity and social justice. The course will provide the conceptual, theoretical, and empirical knowledge base related to difference, oppression, social justice, and empowerment of culturally diverse populations at risk. This foundation knowledge is necessary for social work practice in a multicultural society. Offered Spring semester. Cross-listed as SOWK 306 .
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SOC 312 - Human Development in Society 3 credits
General systems theory is used as a framework for integrating human development and human behavior knowledge and theory pertaining to micro systems of society; individuals, families and informal groups. Offered Fall semester. Prerequisite(s): PSY 101 , SOC 101 and BIOL 111 or equivalent recommended. Cross-listed as SOWK 312 .
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SOC 316 - Social Policy I 3 credits
In depth examination of the history of public welfare and fields of social services practice shaped by social welfare policies. Introduction to poverty and the nature of oppression. Cross-listed as SOWK 316 . Offered Fall semesters. Prerequisite(s): SOC 101 , ECON 101 , POSC 201W , HIS 204 or HIS 205W . Cross-listed as SOWK 316 .
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SOC 317 - Social Policy II 3 credits
In depth examination of social welfare as a social institution; analysis of society’s structure and its relationship to meet social welfare needs; trends in social welfare; social welfare policy analysis in relationship to social work. Taken concurrently with SOWK 313 and SOWK 487. Offered Spring semesters. Prerequisite(s): Limited to majors and SOC 316 /SOWK 316 . Co-requisite(s): SOWK 313 and SOWK 487W .
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SOC 430 - Ethics in Practice 3 credits
Deals with issues of ethics for the entry-level generalist social work practitioner in a variety of practice settings. This course also meets requirements of RCW 79.24.310 for chemical dependency counselors. Cross-listed as SOWK 430 . Offered Fall semesters. Prerequisite(s): SOWK 101 or permission of Program Chair. Cross-listed as SOWK 430 .
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SOC 440 - Dir Readngs Law & Soc Justice 2 credits
Reading-intensive course based on the special interests of students. Bibliographic abstracts are produced and shared with colleagues. Offered TBA.
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SOC 460W - SocSci Rsch Mtd 3 credits
Basic research methodologies for the social sciences; principles of qualitative and quantitative methodologies for collection and analysis of data. Development of research design. This course is the same as SOWK 459W . Offered Fall semesters. Prerequisite(s): SOC 220 or MATH 221 , Senior standing and permission of the Program Chair.
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Spanish |
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SPAN 101 - Spanish I 4 credits
Introduction to Spanish language and grammar. Provides a practical overview of Spanish communication, including listening, speaking , reading and writing. Focus is on student’s beginning mastery of common idiomatic expressions, initial vocabulary and verb conjugations. Offered Fall and Spring semesters.
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SPAN 102 - Spanish II 4 credits
Continuing introduction to Spanish language and grammar. Provides a practical overview of Spanish communication, including listening, speaking , reading and writing. Focus is on student’s continuing mastery of common idiomatic expressions, second-semester vocabulary and verb conjugations up to, and including, imperfect subjunctive forms. Offered Fall and Spring semesters. Prerequisite(s): SPAN 101 .
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SPAN 200 - Spanish Conversation & Hispanic Cultures 3 credits
Provides the opportunity for students to practice acquired Spanish Language and grammar skills in a series of discussions dealing with social, cultural, philosophical and political themes that are of current interest throughout the Spanish-speaking world. Offered TBA. Prerequisite(s): SPAN 101 , SPAN 102 or equivalent Credit by Examination.
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SPAN 201 - Intermediate Spanish I 3 credits
Continues SPAN 102 with greater emphasis on reading, writing and grammar; writing of short one to two page essays and reading of short stories stressed; grammar of tenses and modifiers developed. Taught entirely in Spanish. Offered Fall semesters. Prerequisite(s): SPAN 102 or permission of the Program Chair.
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SPAN 202 - Intermediate Spanish II 3 credits
Continues SPAN 201 with increasing emphasis grammar and reading; grammar of subordinate clauses and subjunctive forms; reading of short stories continued and supplemented by newspaper articles. Taught entirely in Spanish. Offered TBA. Prerequisite(s): SPAN 201 or permission of the Program Chair.
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SPAN 205 - Spanish Language for Spanish Speakers I 3 credits
Intensive study of the Spanish language to include grammar, reading, writing and oral presentations. Emphasis on vocabulary development and writing skills. Offered TBA.
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SPAN 206 - Spanish Language for Spanish Speakers II 3 credits
Continuation of SPAN 205 . Offered TBA. Prerequisite(s): SPAN 205 .
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SPAN 302W - Advance Comp/Reading 3 credits
Continued development of reading, writing, and proofreading skills in Spanish with an emphasis on learning Spanish terminology and culture in the professional areas (including business, counseling, education, public administration, mathematics and science, and social services). Taught in Spanish. Offered Spring semesters. Prerequisite(s): SPAN 202 , SPAN 206 or permission of the Program Chair.
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SPAN 304 - Intensive Oral Spanish and Conversation 3 credits
Includes discussion of contemporary topics, delivery of speeches and oral presentations in Spanish with an emphasis on learning Spanish terminology and culture in the professional areas (including business, counseling, education, public administration, mathematics and science, and social services). Taught in Spanish. Prerequisite(s): SPAN 202 , SPAN 206 or permission of the Program Chair.
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SPAN 354 - Methods in Teaching Spanish 3 credits
Designed to assist the pre-service and in-service teacher with methods and techniques for teaching Spanish at the secondary school level. Includes curriculum design, materials, methods, the art of questioning, and evaluation procedures. Taught entirely in Spanish. Offered TBA. Prerequisite(s): SPAN 202 , SPAN 206 or permission of the Program Chair.
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SPAN 406W - Survey of Literature in Spanish 3 credits
Selected readings of literature in Spanish. May include writers from Spain, Latin America, and the United States. Content may vary to include the needs of the students and may include children’s literature as well as traditional and contemporary literature for adults. Taught entirely in Spanish. Offered TBA. Prerequisite(s): SPAN 302 or permission of Program Chair.
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SPAN 487 - Spanish Language in the Content Areas 3 credits
Study of specialized terminology and available materials for the teaching of literature, language, science, mathematics and social studies in Spanish. Serves as the capstone course for Spanish certification in Education. Offered Spring semester. Prerequisite(s): Fluency in Spanish.
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SPAN 490 - Internship 1-6 credits
Through individually appropriate field experiences, students are given opportunity to apply knowledge gained from coursework and to integrate theory and practice in professional situations. Offered TBA. Prerequisite(s): Permission of Program Chair.
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SPAN 495 - Special Project 3 credits
An advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Offered TBA. Prerequisite(s): Permission of Program Chair.
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SPAN 570 - Introductory Spanish for Medical Professionals 3 credits
This combination lecture and laboratory/skills course introduces essential medical vocabulary, practical reference information, and medical notes form a cross-cultural perspective. Basic language skills needed to conduct an interview with a Spanish speaking patient are also presented. Vocabulary, grammar, pronunciation, and pertinent cultural issues will be explored as well as techniques for eliciting information and sample interview questions. Guest lecture speakers from the Medical community will address a variety of practical issues.
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Special Education |
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SPED 201 - Introduction to Special Education for Para Educators 2
This course covers the knowledge of the field of special education including laws, practices, procedures, and controversies. Focuses on information about children with disabilities studied from the point of view of education.
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SPED 420 - Instructural Methods in Early Childhood Special Education 2 credits
A survey of current, issues, trends, and research-based methods in Early Childhood 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 430 - 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 to 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 433 - Behavior Management and 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 analysis (FBAs), 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 436 - Curriculum and Instructional Strategies for Students with High Incidence Disabilities 3 credits
Fundamentals of effective curriculum and instructional strategies for 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 addressing curriculum needs across content areas. Explores teaching pro-social skills and addressing behavior through functional behavior assessment. Prerequisite(s): SPED 430 .
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SPED 437 - 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 430 .
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SPED 438W - Assessment and 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, including 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 430 .
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SPED 464 - Differeniated Instruction in Content Areas 2 credits
Principles and theories of instruction in reading, math, and written language at 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 430 .
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SPED 468 - Special Education Law 2 credits
A review of procedural and substantive legal regulations and issues in special education that influence funding and services. Focus is the Individuals with Disabilities Act (IDEA), Washington Administrative Code (WAC), Section 504, and Americans with Disabilities Act (ADA).
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SPED 470W - Collaboration and Communication in Special Education 2 credits
Designed to facilitate school, family, and community partnerships 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 supervision of para educators. 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 481E - Elementary Co-teaching Internship in Special Education 4-6 credits
Co-teaching experience in the elementary 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 limited to departmentally approved subject areas and classrooms. Prerequisite: Approval based on satisfactory completion of co-teaching internship application process. Note: Number of credits determined by program chair and advisor. Graded pass/no pass.
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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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