Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Curricula, program design, and teaching methods for educating infants and young children with disabilities.

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Current topics in research and practice related to autism spectrum disorder and inclusive schooling. Topics such as lessons from autobiographical accounts, literacy and numeracy, sensory awareness, movement disorder.

Cognitive, social, and communication needs of children and adolescents with autism. Examines program development, behavioral management, and effective educational strategies for this population of students.

Overview of learner characteristics and supports for students with disabilities; problem solving processes for inclusive schools and communities. Weekly field experience getting to know an individual with a disability. Additional work is assigned for graduate students.

Methods and materials to ensure that diverse student needs are met in classrooms. Focus on individual differences in learning, behavior, physical abilities, and emotional characteristics. Other differences will also be considered (e.g., race, gender). Additional work required of graduate students. Admission to a teacher preparation program.

Integrated occupational/ physical therapy interventions and curricular modifications for children with special needs, ages birth to 5 years, in collaboration with early childhood special education planning.

Opportunities for students to critically reflect upon their inclusive field experience. Emphasis on professionalism, collaborative problem solving (including classroom management), planning and implementing curriculum and teaching strategies and becoming a productive school change agent.

Supporting students who are users of augmentative and alternative communication in inclusive classrooms. Variety of communication approaches, systems, and devises. Academic, social, legal, and policy issues.

Critical, contemporary issues affecting children and youth with special needs and their families.

Research based instruction for prevention and remediation of reading difficulties. Focus on preschool and early elementary children at risk for reading problems, as well as older elementary children labeled learning disabled, reading disabled, or dyslexic.

Academic, social, and vocational needs of the learning disabled adolescent and young adult. Emphasis on the development of learning strategies that can be applied across content area subjects in mainstream classrooms.

Major medical conditions of newborns, associated developmental delays and disabilities, and ethical issues of medical treatment in neonatal intensive care. Problems of preterm, full-term, and post-term infants. Current issues (e.g., substance abuse, HIV-AIDS).

Formal specialized services and informal support networks that promote collaboration between teachers, administrators, therapists, paraprofessionals, students, families, and community members.

Curriculum development, methods, materials, and instructional strategies, emphasizing inclusive settings. Discrimination encountered; history and experiences (e.g., eugenics, racial stereotypes, gender roles, and ideas of progress); perspective of those with significant disabilities.

Field-based practicum with students with significant disabilities in inclusive settings.

Development of integrative technologies and strategies that can be functional in both educational and work environment. Support and adaptation for individuals with physical, educational, and language challenges.

Approaches for supporting elementary children with challenging behaviors. Conflict resolution, peer mediation, prosocial behavior, skill streaming, and cooperative learning.

Approaches to help support positive behavior in adolescents. Theories and characteristics of emotional and behavioral disabilities; historical perspective; current research; assessment techniques; effective strategies for schools, classrooms and individuals.

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Working on a psychoeducational teaching laboratory team, students learn to evaluate and plan programs for youngsters with puzzling learning and/or behavioral difficulties using home and school observations, formal, informal, and curriculum-based assessment strategies.

Key issues facing the field of early childhood special education. Medical and environmental influences on development, teen pregnancy, substance abuse, current legislation affecting programs,and new approaches to early intervention.

Roles and responsibilities of special education teachers in inclusive schools. Essential skills and dispositions associated with quality inclusive practice, including professional standards, ethical principles, individualized educational planning, and research-based practices.

Historical and current theoretical perspectives. Research related to factors that interfere with learning and its implications for instruction. For students in learning disabilities, special education, communicative disorders, rehabilitation, reading, and psychology.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.