Special Education Courses

SPED 261 Families and Professional Partnerships
This course provides information on issues and practices related to working together in partnership with families of young children including those who have a young child with special needs. Emphasis will be placed on taking a family systems prospective and a family-centered approach to family support. Strategies for effective communication for the purpose of information sharing and collaborative planning with families are provided. Relevant current scientifically based evidence will be reviewed and discussed pertaining to these topics.

The class is not offered for the Fall 2014 semester.

SPED 326 Teaching Exceptional Children and Youth in General Education
This course is designed for general education teacher trainees. It will provide them information about students with disabilities that they will have in their classrooms and the law governing special education and its implications for them as general educators. The course will address Individualized Educational Plans that are developed for students with disabilities and how general educators contribute to these plans. Students will learn about planning instruction that is differentiated to meet various learner needs, universal design principles and instructional tools, providing meaningful access to general education classrooms and curriculum for students with disabilities and designing and delivering appropriate accommodations and modifications to assist student learning. Prerequisite: Admission to the Teacher Education Program.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
MW 08:00-09:15 AM JRP 246 - LAWRENCE
3 16678
LEC
TR 11:00-12:15 PM ROB 156 - LAWRENCE
3 21281
LEC
TR 11:00-12:15 PM WES 4020 - LAWRENCE
3 25233
LEC
TR 02:30-03:45 PM JRP 201 - LAWRENCE
3 17925
SPED 362 Introduction to Early Education and Early Childhood Special Education
This course is designed to provide an overview of the field of early education including early childhood education and early childhood special education. The historical, philosophical, research- base, policy and legal foundations for the field are discussed to provide the students with the knowledge to become an advocate for early learning opportunities (birth through grade 3) for all children and their families.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Horn,Eva Marie
M 04:30-07:00 PM JRP 203 - LAWRENCE
3 16733
SPED 425 Introduction to Exceptional Children and Youth
Designed for regular education teacher trainees, those in training for support roles in public schools and/or residential facilities (music educators/therapists, speech clinicians, etc.), and others interested in providing services for exceptional children and youth. Emphasis on the learning and adjustment problems of exceptional children and youth. Includes fieldwork experiences in residential and/or public school settings.

The class is not offered for the Fall 2014 semester.

SPED 431 Introduction to the Exceptional Child/Adolescent
The course is designed to provide the student with knowledge of and direct experiences within instructional settings that include one or more exceptional children. Structured experiences will be provided to (a) ensure mastery of skills in differentiating normal from atypical patterns of behavior in children or adolescents, (b) promote acquisition of skill in understanding the educational needs of exceptional learners as well as the procedures used to identify and provide instruction for them, (c) ensure the generalization of communication skills to the unique needs of exceptional learners in instructional settings, and (d) promote a positive attitude toward atypical students.

The class is not offered for the Fall 2014 semester.

SPED 439 Student Teaching: Unified Early Childhood
A supervised student teaching experience leading to initial teaching licensure in Kansas Unified Early Childhood (birth through grade 3). The student assumes the professional role as a teacher in an approved inclusive early childhood infant/toddler or preschool. Prerequisite: Admission to the Unified Early Childhood program. Approved application of intent to student teach.

The class is not offered for the Fall 2014 semester.

SPED 497 Independent Study
Only one enrollment permitted each semester, a maximum of four hours will apply toward a bachelor's degree. Prerequisite: Recommendation of advisor and consent of instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
IND Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-2 14952
IND Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
1-2 14954
IND Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-2 14955
SPED 500 Introduction to Sign Language
This is an introductory course in Sign Language and includes ASL and English sign vocabulary, a description of all manual sign systems, medical aspects of hearing loss, communication and language, and Deaf culture and community.

The class is not offered for the Fall 2014 semester.

SPED 501 American Sign Language I (ASL I)
This course will cover the development of American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Finn,Larry
R 04:30-07:00 PM WES 1007 - LAWRENCE
3 21626
LEC Malcolm,Ron
R 04:30-07:00 PM JRP 145 - LAWRENCE
3 16671
LEC Malcolm,Ron
T 07:00-10:00 PM JRP 203 - LAWRENCE
3 25137
SPED 502 American Sign Language II (ASL II)
This is the second level course in American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction. Prerequisite: SPED 501.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Finn,Larry
T 04:30-07:00 PM WES 4067 - LAWRENCE
3 24784
LEC Hernandez,Michael
R 04:30-07:00 PM JRP 246 - LAWRENCE
3 16674
SPED 503 American Sign Language III (ASL III)
This is the third level course in American Sign Language. The primary objective of the American Sign Language III "Signing Naturally" Level 2 curriculum is for students to continue using the two basic language skills: visual listening and signing. Prerequisite: SPED 502.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Malcolm,Ron
T 04:30-07:00 PM JRP 147 - LAWRENCE
3 21764
LEC Malcolm,Ron
R 07:10-10:00 PM JRP 145 - LAWRENCE
3 16676
SPED 504 American Sign Language IV (ASL IV)
This is the fourth level course in American Sign Language. The primary objective of the American Sign Language IV "Signing Naturally" Level 3 curriculum is for students to continue using the two basic language skills -- visual listening and signing. Prerequisite: SPED 503.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Compton-Hernandez,Maria
W 04:30-07:00 PM JRP 203 - LAWRENCE
3 20247
SPED 506 Advanced Practices for Children with Disabilities in the Elementary General Education Classroom
This course is designed to enable novice teachers to master and apply the instructional and communicative skills that will facilitate appropriate and productive inclusion of children and youth with exceptionalities within general education classrooms and other school settings. Specific research-based strategies in curriculum content acquisition (content enhancements, learning strategies, classwide-peer tutoring), and specific research-based strategies in behavior management will be learned and applied to real teaching experiences. Novice teachers will learn about collaborative structures found in schools to support student learning in general education settings (co-teaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. Prerequisite: Admission to the Teacher Education Program.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
MW 11:00-12:15 PM DHDC 2096 - LAWRENCE
3 22564
LEC Brasseur,Irma Faye
MW 11:00-12:15 PM SMI 107 - LAWRENCE
3 22565
SPED 507 Advanced Practices for Children with Disabilities Middle/Secondary General Education Classroom
This course is designed to enable novice teachers to master and apply the instructional and communicative skills that will facilitate appropriate and productive inclusion of middle and secondary age students with disabilities within general education classrooms and other school settings. Specific research-based strategies in curriculum content acquisition (content enhancements, learning strategies, classwide-peer tutoring), and specific research-based strategies in behavior management will be learned and applied to real teaching experiences. Novice teachers will learn about collaborative structures found in schools to support student learning in general education settings (co-teaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. Prerequisite: Admission to the Teacher Education Program.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Basham,James D
T 04:30-07:00 PM JRP 201 - LAWRENCE
3 22567
LEC
T 04:30-07:00 PM JRP 150 - LAWRENCE
3 22566
SPED 598 Special Course: _____
A special course of study designed to meet current needs of education students; primarily for undergraduates.

The class is not offered for the Fall 2014 semester.

SPED 631 Characteristics of Students Needing an Adaptive Curriculum
This course is designed as an introduction to the definition, characteristics, causes, assessment, and specific remedial techniques for students needing an adaptive curriculum. The needs for specialized services to meet specific learning and/or behavioral needs will be presented. Students will learn about the history of serving children and youth with high incidence disabilities associated with specific learning, emotional/behavioral, mild mental retardation and a range of physical and health needs. Key individuals in the research of specific disabilities associated with these needs and how they helped expand our understanding of who these individuals are and how to address specific needs, will also be addressed. Learning characteristics will be addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instructional and assistive technology.

The class is not offered for the Fall 2014 semester.

SPED 632 Characteristics of Students Needing a Functional Curriculum
This introductory course provides an overview of the characteristics of learners with significant support needs. Students will learn to define and understand various classification systems and the implications of: low-incidence disabilities, significant cognitive disability, various vision and/or hearing impairments, including deaf-blindness motor disabilities, and health impairments. Students will be introduced to various etiologies: pre-, peri-, and post-natal causes, syndromes and chromosomal disorders, and biomedical causes of severe disability. Additional content includes anatomy of sensory organs, interpretation of pertinent medical reports, assessment procedures, and in school settings considerations (e.g., orientation and mobility, cochlear implants, medications, tube feeding, physical therapy, occupational therapy). Prerequisite: An introductory course in special education.

The class is not offered for the Fall 2014 semester.

SPED 633 Characteristics of Learners with Hearing Loss -- Deaf Studies
Deaf Studies is the basic characteristics course for both the Master's degree in Deaf Education and for Kansas and Missouri endorsement in Deaf/HOH. The course includes medical aspects/etiology of hearing loss, history, pertinent laws, Deaf culture and community, issues in assessment and psychology, language and sign systems, multicultural education, multiple disabilities and hearing loss, and specific issues in the field.

The class is not offered for the Fall 2014 semester.

SPED 635 Characteristics of Children and Youth with Disabilities: _____
Social, cognitive, emotional, and other developmental aspects associated with children and youth identified with learning disabilities, behavior disorders, and mental retardation are covered by this course. Characteristics, special needs, and service delivery approaches are compared and contrasted. Prerequisite: SPED 425 or SPED 725.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Wehmeyer,Michael L.
APPT- ONLNE KUEC - EDWARDS
3 24700
SPED 641 Methods & Assessment:Literacy Interventions Struggling Learners&Students High-Incidence Disabilities
This course will provide in depth learning experiences targeting literacy; both reading and writing. Students will learn about assessment tools and assessment systems used in tiered support frameworks to determine the required intensity of literacy support and instruction needed by children/adolescents with adaptive special education needs, and will learn about evidence-based instructional approaches and curriculum developed for students with disabilities and struggling students in general. The course is intended for persons working toward the Kansas teaching license in teaching students needing an adapted curriculum. Prerequisite: SPED 730, admittance into the Adaptive program in the Department of Special Education, or permission of the instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Robinson,Suzanne Marie
W 04:30-07:00 PM REGN 156 - EDWARDS
3 17257
SPED 642 Methods and Assessment: Life Skills and Community-Based Instruction
This course will provide an overview of assessment and instructional practices contributing to community-referenced planning, community-based instruction and life skills instruction. Students will conduct ecological inventories and other student-referenced assessments, design community-based instructional programs, ecologically valid and age-appropriate to facilitate mastery of skills essential for community and social inclusions, explore best practices in community-based instructional programs, including family and student involvement, transportation, and administrative and policy support. Undergraduate students will be provided a model and extended scaffolding with a few sample case studies with which to work. Students who have completed SPED 642 cannot enroll in SPED 742. The course is intended for persons working toward the Kansas teaching license in teaching students needing a functional curriculum. Prerequisite: SPED 326.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Kurth,Jennifer A
W 04:30-07:00 PM JRP 522 - LAWRENCE
3 24703
SPED 644 Assessment and Instructional Methods I: Learners with Hearing Loss
This course will provide an introduction to appropriate instructional methodology for teaching students who are deaf or hard of hearing at the early childhood, elementary, and secondary levels. Upon completion students will be familiar with legal issues, teaming, assessment, IEP development, curriculum planning, instructional methods, and transition.

The class is not offered for the Fall 2014 semester.

SPED 650 Constructing Early Childhood Curriculum
Students in this course will learn to design, implement and evaluate developmentally appropriate curricula and programs for children from birth through kindergarten. Issues of curriculum design and assessment are introduced as interrelated processes that include structuring learning environments and experiences that are responsive to children's interests and abilities. Students analyze and evaluate curriculum that focuses on the five developmental domains a) social emotional development; b) cognitive development; c) language and communication development; d) adaptive behavior development; and e) gross and fine motor development and in addition the content domains of literacy, science, math, and fine art. Strategies for developing learning opportunities that are appropriate for young children, including children with special needs and children from diverse cultural, ethnic and linguistic backgrounds, will be explored. Prerequisite: Admission to School of Education UEC program.

The class is not offered for the Fall 2014 semester.

SPED 660 Education of Children and Youth with Disabilities I: _____
This is a methods course that covers instructional approaches and procedures that offer developmentally appropriate, effective and inclusive early intervention for preschool and kindergarten age children who experience developmental delays, disabling conditions or who are at-risk for developmental problems and disabilities. It is directed toward: (a) "how" to teach, or the technical components of developing and delivering effective instruction that provide access to the general early childhood curriculum within recognized approaches to early childhood education for young children, and (b) the "what" to teach, or the selection of developmentally and individually appropriate child objectives as well as specific materials and specialized instructional approaches. The relationship of instructional planning to state and federal mandates will also be considered. The course is primarily intended for persons who are currently working toward certification in the ECSE program area. Prerequisite: SPED 425 or SPED 725, and SPED 735, which can be taken concurrently.

The class is not offered for the Fall 2014 semester.

SPED 661 Supporting Children with Significant Learning and Behavioral Challenges
Students in this course will gain knowledge of the causes, and intervention and support approaches for young children with multiple and significant disabilities including neurological impairments, physical disabilities, sensory impairments, significant developmental disabilities and challenging behavior. Emphasis is placed on environmental adaptions and direct instructional techniques to maximize independence as determined through systematic ecological inventories tailored to the individual child's strengths and needs. Information is also provided on assistive technology designed to provide appropriate supports. Functional behavioral assessment procedures, proactive intervention strategies, and developing collaborative support plans will be studied. Prerequisite: Admission to the Teacher Education Program.

The class is not offered for the Fall 2014 semester.

SPED 663 Assessment Strategies in Early Education
Examines the practice of gathering information for the purpose of making individual referral and instructional decisions for infants, toddlers, and young children with and without special needs. Discusses effective informal assessment techniques and emphasizes an ecological approach to gathering information. Introduces standardized assessment and screening instruments and provides an overview of the purposes and limitations of such tests. Prerequisite: Admission to the Teacher Education Program.

The class is not offered for the Fall 2014 semester.

SPED 664 Inclusive Strategies and Intervention for Infants and Toddlers
Emphasizes curriculum development and early intervention provision for infants and toddlers through the planning of appropriate learning experiences, the design of learning environments, developing Individual Family Service Plans (IFSP), promoting collaboration among families and the use of various methods of enhancing the child's development across the five (social-emotional, adaptive, cognitive, physical/movement, communication) development domains. The role of the educator/early interventionist in relation to the family and the child is examined. Curriculum resources and intervention strategies for infants and toddlers with special needs are reviewed with emphasis on interdisciplinary planning and implementation. Prerequisite: Admission to the Teacher Education Program.

The class is not offered for the Fall 2014 semester.

SPED 665 Inclusive Strategies and Intervention for Preschoolers
Provides the opportunity for students to develop and evaluate inclusive environments for young children. This course emphasizes meeting the needs of all young children through an integrated approach to planning, implementing and assessing instruction in all areas; linking assessment information to individualized instruction; developing Individual Educational Plans (IEPs) and promoting collaboration among families, schools and communities. Service delivery systems and transitions between early childhood programs are reviewed in relation to curriculum. Curriculum development for early childhood content areas (literacy and language, numeracy, science, social studies, physical education and the arts) and domains (language, social/emotional, physical, and cognitive) will be explored. Prerequisite: Admission to the Teacher Education Program.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Thompson,Barbara J.
W 04:30-07:00 PM JRP 145 - LAWRENCE
3 17445
SPED 667 Field Experience in Preschool
This supervised field experience is intended to allow the pre-service teacher to apply the knowledge gained in SPED 665 Inclusive Strategies and Intervention for Preschoolers, by working with infants and toddlers in early intervention settings/programs. To be taken concurrently SPED 665. Prerequisite: Admission to the Teacher Education Program.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Thompson,Barbara J.
MWF 08:30-10:50 AM JRP 245 - LAWRENCE
1 18060
SPED 668 Field Experience Infant/Toddler
This supervised field experience is intended to allow the pre-service teacher to apply the knowledge gained SPED 664 Inclusive Strategies and Intervention for Infants and Toddlers, by working with infants and toddlers in early intervention settings/programs. To be taken concurrently SPED 664. Prerequisite: Admission to the Teacher Education Program.

The class is not offered for the Fall 2014 semester.

SPED 672 Field Experiences with Exceptional Children and Youth: _____
A course designed to provide experiences for students to participate with exceptional children in public schools and/or residential facilities and with professional personnel associated with the lives of exceptional students including special education teachers, child care workers, therapists, etc. Students will have opportunities to participate as aides, tutors, and instructors with individual and small groups of exceptional youth in one or more placements. Through weekly meetings with the instructor students are guided to relate their experiences to the needs and services for exceptional children and youth. Prerequisite: SPED 635.

The class is not offered for the Fall 2014 semester.

SPED 675 Practicum with Children and Youth with Disabilities: _____
Intensive diverse and direct teaching experiences with children and youth with disabilities in educational settings. The course is differentiated from SPED 775 through the amount of scaffolding undergraduate students will receive when demonstrating skill application (e.g., undergraduates report and receive feedback on practicum experiences on a more frequent basis, reduced data collection requirements, more emphasis on cooperating teacher providing guidance, etc.). This practicum is a requirement for provisional endorsement according to KSDE. Students who have completed SPED 675 cannot enroll in SPED 775 within in same curricular area. Prerequisite: SPED 326.

The class is not offered for the Fall 2014 semester.

SPED 700 Introduction to Sign Language
This is an introductory course in Sign Language and includes ASL and English sign vocabulary, a description of all manual sign systems, medical aspects of hearing loss, communication and language, and Deaf culture and community.

The class is not offered for the Fall 2014 semester.

SPED 701 American Sign Language I (ASL I)
This course will cover the development of American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Malcolm,Ron
R 04:30-07:00 PM JRP 145 - LAWRENCE
3 16672
SPED 702 American Sign Language II (ASL II)
This is the second level course American Sign Language and its application within the Deaf Community. It is based on the functional-notational approach to learning sign language. This approach organizes language around communicative purposes of everyday interaction. Prerequisite: SPED 701.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Finn,Larry
T 04:30-07:00 PM WES 4067 - LAWRENCE
3 24785
SPED 703 American Sign Language III (ASL III)
This is the third level course in American Sign Language. The primary objective of the American Sign Language III "Signing Naturally" Level 2 curriculum is for students to continue using the two basic language skills: visual listening and signing. Prerequisite: SPED 702.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Malcolm,Ron
T 04:30-07:00 PM JRP 147 - LAWRENCE
3 24831
LEC Malcolm,Ron
R 07:10-10:00 PM JRP 145 - LAWRENCE
3 16677
SPED 704 American Sign Language IV (ASL IV)
This is the fourth level course in American Sign Language. The primary objective of the American Sign Language IV "Signing Naturally" Level 3 curriculum is for students to continue using the two basic language skills -- visual listening and signing. Prerequisite: SPED 703.

The class is not offered for the Fall 2014 semester.

SPED 706 Advanced Practices for Children with Disabilities in the Elementary General Education Classroom
This course is designed to enable novice teachers to master and apply the instructional and communicative skills that will facilitate appropriate and productive inclusion of children and youth with exceptionalities within general education classrooms and other school settings. Specific research-based strategies in curriculum content acquisition (content enhancements, learning strategies, classwide-peer tutoring), and specific research-based strategies in behavior management will be learned and applied to real teaching experiences. Novice teachers will learn about collaborative structures found in schools to support student learning in general education settings (co-teaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. Prerequisite: Admission to the Teacher Education Program.

The class is not offered for the Fall 2014 semester.

SPED 707 Advanced Practices for Adolescents with Disabilities in the Middle/Secondary General Classroom
This course is designed to enable novice teachers to master and apply the instructional and communicative skills that will facilitate appropriate and productive inclusion of middle and secondary age students with disabilities within general education classrooms and other school settings. Specific research-based strategies in curriculum content acquisition (content enhancements, learning strategies, classwide-peer tutoring), and specific research-based strategies in behavior management will be learned and applied to real teaching experiences. Novice teachers will learn about collaborative structures found in schools to support student learning in general education settings (coteaching, collaborative consultation, teacher/student support teams) and roles and responsibilities of teachers within these structures. Prerequisite: Admission to the Teacher Education Program.

The class is not offered for the Fall 2014 semester.

SPED 708 Introduction to Hearing Impaired
A study of hearing defects and methods of diagnosis. The course also covers remedial work which teachers can use in treating such defects and meeting problems of hearing defective children. Prerequisite: Nine hours of education including educational psychology.

The class is not offered for the Fall 2014 semester.

SPED 710 Methods of Teaching Language to the Deaf I
The effects of hearing loss on language acquisition and development. Systems for teaching language to individuals with hearing loss are introduced. Prerequisite: Course in normal language development and nine hours of education including educational psychology.

The class is not offered for the Fall 2014 semester.

SPED 715 Understanding Research in Education
This course introduces concepts and skills involved in understanding and analyzing research in special education. The course provides an overview of basic, general knowledge of various research methodologies. In addition, this course will teach students to locate, read, comprehend, and critically analyze research articles and reports. Students will become familiar with the principles of educational research to become good "consumers" of this research.

The class is not offered for the Fall 2014 semester.

SPED 717 Exceptional Children in Regular Classrooms
This course is designed to explore the relationship between regular and special education. Educational service delivery systems for exceptional children are identified and analyzed. Emphasis is placed upon procedures and special services that regular class teachers can use to provide instructional services to exceptional children assigned to regular classrooms. Procedures for enabling normal children to understand and appreciate the interaction with children who exhibit physical and behavioral variance from established norms are conveyed. Especially for regular class teachers and students desiring a career in teaching exceptional children. Will be offered by designated area sections or as a general overview of several areas.

The class is not offered for the Fall 2014 semester.

SPED 718 Instructional Planning for Children and Youth with Disabilities: _____
This course provides knowledge and skills to select, adapt, and sequence instructional methods and materials to facilitate general education curriculum mastery.

The class is not offered for the Fall 2014 semester.

SPED 719 Learning and Technology
The central framework of "human learning" provides a context for understanding technology-based educational innovations. The lessons in this course explore how various "features of learning" and "features of technology" intersect. They discuss realistic options for improving the learning of students, and the learning of teachers, as they use technology in education. (Life-span range of levels.)

The class is not offered for the Fall 2014 semester.

SPED 724 Data-Driven Instructional Decision Making
The lessons in this course present research-based methods for monitoring student behavior and academic progress. They explain how teachers may use this information to evaluate current and plan future instructional and behavioral interventions following a decision making model. It is also explored how computer and information management technology tools support and facilitate the collection, storage, and analysis of observational data.

The class is not offered for the Fall 2014 semester.

SPED 725 Introduction to the Psychology and Education of Children and Youth with Disabilities
This course provides an overview of current practices in the identification, placement, and education of students with disabilities. This course emphasizes on patterns of social, cognitive, language, and physical development. Social, political, and economic advocacy issues are also addressed. Prerequisite: One course in Child Development.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
R 04:30-07:00 PM JRP 203 - LAWRENCE
3 22568
SPED 726 Exceptionality and Technology
Technology has the potential to dramatically improve the education and quality of life for people with disabilities. This course presents you with a basic foundation for understanding technology in special education, a functional model for selecting the best technology applications for students with special needs, and strategies for applying your knowledge to practical situations.

The class is not offered for the Fall 2014 semester.

SPED 727 Designing Instruction for Diverse Learners
This course explores to design, development, and implementation of technology-based solutions for struggling learners in the preK-12 instructional environment. Throughout the course, students will (1) gain an understanding of the Principles of Universal Design for Learning, (2) examine how technology has and can be developed in a manner to meet multiple needs, especially those with disabilities, and (3) analyze how professionals can identify and assess what technology-based solution would meet the needs of a particular individual or group of individuals.

The class is not offered for the Fall 2014 semester.

SPED 729 Introduction to Computing in Special Education
This course is designed to provide an introduction to basic concepts of computer literacy, with particular emphasis on the uses of microcomputers in educational settings for individuals with special needs. Topics include an overview of computing specific to the needs of individuals with special needs including: a)applications and the impact of computers on society; b) an introduction to computer hardware and associated concepts; c) introductory programming concepts; d) a survey of instructional and instructional-support applications of computers including examples of related software; e) software evaluation techniques; and f) an overview of resources in educational computing. Students will acquire hands-on operating experience with microcomputers through scheduled laboratory periods.

The class is not offered for the Fall 2014 semester.

SPED 730 Characteristcs, Methods & Assessment:Intro Struggling Learners & Studnts High-Incidence Disabilities
The course is designed as an introduction to the characteristics, assessment and identification process, and initial instructional and behavioral interventions needed in meeting the needs of students with high-incidence disabilities under the Kansas Adaptive Teacher Education Standards. The needs for specialized services to meet specific learning and/or behavioral needs will be presented. Frameworks for instruction and conceptualizing best practice will be introduced including the principles of Universal Design for Learning and the Multi-Tier System of Support. The role of the educator in identifying, understanding and implementing evidence-based practices is also examined. Curriculum resources and intervention strategies for students with high-incidence disabilities will be introduced with emphasis on tiered planning and implementation. The course is intended for persons working toward the Kansas teaching endorsement in the Special Education Adaptive Area. Prerequisite: Admittance into the Adaptive endorsement teacher education program in the Department of Special Education or permission of the instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Smith,Sean Joseph
APPT- ONLNE KUEC - EDWARDS
3 17237
LEC Smith,Sean Joseph
APPT- ONLNE KULC - ONLINL
3 29733
SPED 731 Supporting Children with Significant Learning and Behavioral Concerns
Students in this course will gain knowledge of the causes, and intervention and support approaches for young children birth through 5 years with significant support needs. These include young learners with multiple and significant disabilities including neurological impairments, physical disabilities, sensory impairments including dual sensory impairments, complex health care needs, significant developmental disabilities and challenging behavior. Emphasis is placed on environmental adaptations and direct instructional techniques to maximize independence as determined through systematic ecological inventories tailored to the individual child's strengths and needs. Information is also provided on assistive technology designed to provide appropriate supports. Functional behavioral assessment procedures, proactive intervention strategies, and developing collaborative support plans will be studied. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. SPED 752 or its equivalent, SPED 734 or its equivalent, and SPED 755 or its equivalent.

The class is not offered for the Fall 2014 semester.

SPED 733 Characteristics of Learners with Hearing Loss -- Deaf Studies
Deaf Studies is the basic characteristics course for both the Master's degree in Deaf Education and for Kansas and Missouri endorsement in Deaf/HOH. The course includes medical aspects/etiology of hearing loss, history, pertinent laws, Deaf culture and community, issues in assessment and psychology, language and sign systems, multicultural education, multiple disabilities and hearing loss, and specific issues in the field.

The class is not offered for the Fall 2014 semester.

SPED 734 Inclusive Strategies and Intervention for Infants and Toddlers: _____
Emphasizes curriculum development and early intervention provision for infants and toddlers through the planning of appropriate learning experiences, the design of learning environments, developing Individual Family Service Plans (IFSP), promoting collaboration among families and the use of various methods of enhancing the child's development across the five (social-emotional, adaptive, cognitive, physical, communication) developmental domains. The role of the educator/early interventionist in relation to the family and the child is examined. Curriculum resources and intervention strategies for infants and toddlers with special needs are reviewed with emphasis on interdisciplinary planning and implementation. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor.

The class is not offered for the Fall 2014 semester.

SPED 735 Characteristics of Children and Youth with Disabilities: _____
Social, cognitive, emotional, and other developmental aspects associated with children and youth identified with learning disabilities, behavior disorders, and mental retardation are covered by this course. Characteristics, special needs, and service delivery approaches are compared and contrasted. Prerequisite: SPED 425 or SPED 725.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Wehmeyer,Michael L.
APPT- ONLNE KUEC - EDWARDS
3 20476
SPED 738 Unified Early Childhood Applied Research
This seminar is designed to facilitate the UEC teacher candidate's completion of a Teaching Work Sample during the UEC Student Teaching experience. The purpose of the seminar together with the UEC student teaching experience is to provide the UEC teacher candidate with the opportunity to study and experience the fundamentals of teaching young children with and without disabilities with the aim of evolving a set of values, principles, and skills which will guide future early education teaching situations. Prerequisite: Admission to UEC Student Teaching. Corequisite: SPED 739 UEC Student Teaching.

The class is not offered for the Fall 2014 semester.

SPED 739 Early Childhood Unified Student Teaching/Practicum
A supervised student teaching experience leading to initial teaching licensure in unified early childhood (birth through grade 3). The student assumes the total professional role as a teacher in an approved inclusive early childhood program to include infant/toddler, preschool or kindergarten. Prerequisite: Admission to UEC Student Teaching. Corequisite: SPED 738 UEC Unified Early Childhood Applied Research.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-6 18800
FLD Thompson,Barbara J.
APPT- KUEC APPT - EDWARDS
1-6 18801
SPED 740 Managing Classroom Behavior of Exceptional Children and Youth
Designed to acquaint regular and special education teachers, principals, school psychologists, counselors, and speech pathologists with principles and application of classroom management techniques applicable to exceptional children and youth. Methods of changing inappropriate behaviors and prompting the acquisition of adaptive behaviors through positive management procedures will be stressed. Includes an introduction to behavior analysis. Prerequisite: SPED 425 or SPED 725.

The class is not offered for the Fall 2014 semester.

SPED 741 Methods & Assessment:Literacy Interventions Struggling Learners&Students High-Incidence Disabilities
This course will provide in depth learning experiences targeting literacy; both reading and writing. Students will learn about assessment tools and assessment systems used in tiered support frameworks to determine the required intensity of literacy support and instruction needed by children/adolescents with adaptive special education needs, and will learn about evidence-based instructional approaches and curriculum developed for students with disabilities and struggling students in general. The course is intended for persons working toward the Kansas teaching license in teaching students needing an adapted curriculum. Prerequisite: SPED 730, admittance into the Adaptive program in the Department of Special Education, or permission of the instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Robinson,Suzanne Marie
W 04:30-07:00 PM REGN 156 - EDWARDS
3 17258
LEC
APPT- ONLNE KULC - ONLINL
3 26520
SPED 742 Methods and Assessment: Life Skills and Community-Based Instruction
This course will provide an overview of assessment and instructional practices contributing to community-referenced planning, community-based instruction and life skills instruction. Students will conduct ecological inventories and other student-referenced assessments, design community-based instructional programs, ecologically valid and age-appropriate to facilitate mastery of skills essential for community and social inclusions, explore best practices in community-based instructional programs, including family and student involvement, transportation, and administrative and policy support. Students who have completed SPED 742 cannot enroll in SPED 642. The course is intended for persons working toward the Kansas teaching license in teaching students needing a functional curriculum. Prerequisite: SPED 735, admittance into the Functional program in the Department of Special Education, or permission of the instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Kurth,Jennifer A
W 04:30-07:00 PM JRP 522 - LAWRENCE
3 17238
SPED 742 Methods and Assessment: Life Skills and Community-Based Instruction
This course will provide an overview of assessment and instructional practices contributing to community-referenced planning, community-based instruction, and life skills instruction. Students will conduct ecological inventories and other student-referenced assessments, design community-based instructional programs, ecologically-valid and age-appropriate to facilitate mastery of skills essential for community and social inclusions, explore best practices in community based instructional programs, including family and student involvement, transportation, and administrative and policy support. Prerequisite: SPED 632 or SPED 732.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Kurth,Jennifer A
W 04:30-07:00 PM JRP 522 - LAWRENCE
3 17238
SPED 743 Methods: Functional Behavioral Assessment, Positive Behavior Support and Classroom Management
This course provides a problem-solving approach and the framework for teaching and assessment strategies to develop pro-social behavior in students with disabilities and their typical peers in classrooms and whole school contexts. Students assess problem behavior, discover the functions of problem behavior, and learn pro-social alternatives in home, school, and community settings. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Lane,Kathleen
T 04:30-07:00 PM REGN 152 - EDWARDS
3 21491
LEC
APPT- ONLNE KULC - ONLINL
3 26521
SPED 744 Assessment and Instructional Methods I: Learners with Hearing Loss
This course will provide an introduction to appropriate instructional methodology for teaching students who are deaf or hard of hearing at the early childhood, elementary, and secondary levels. Upon completion students will be familiar with legal issues, teaming, assessment, IEP development, curriculum planning, instructional methods, and transition.

The class is not offered for the Fall 2014 semester.

SPED 745 Audiology and Aural Rehabilitation
This course will provide a broad overview of the components of an aural rehabilitation service delivery model including audiological diagnostics and assessment, selection and fitting of a variety of listening devices, and intervention strategies for auditory training and speech perception training. The emphasis of this course will be on the aural habilitation of children; therefore, each of the components of an aural (re)habilitation plan will be considered in relation to the needs of individual children and their families.

The class is not offered for the Fall 2014 semester.

SPED 750 Curriculum and Methods in Early Childhood
This is a curriculum and methods course that addresses how to design, implement and evaluate developmentally appropriate curricula and programs for children from birth to six years of age. Issues of curriculum design and assessment are introduced as interrelated processes that include structuring learning environments and experiences that are responsive to children's interests and abilities. Strategies for developing learning opportunities that are appropriate for young children, including children with special needs and children from diverse cultural, ethnic and linguistic backgrounds, will be explored. Students analyze and evaluate curriculum that focuses on facilitating progress in the domains of a) social emotional development; b) cognitive development; c) language and communication development; d) adaptive behavior development and e) gross and fine motor development. Students also analyze and evaluate curriculum standards and frameworks for the young child's acquisition of concepts, skills and dispositions that support the development of early competencies and interest in literacy, mathematics, the sciences, social studies, the arts and individual and group sports. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. SPED 752 or its equivalent (may be taken concurrently).
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Thompson,Barbara J.
R 04:30-07:00 PM JRP 550 - LAWRENCE
3 20249
LEC Thompson,Barbara J.
R 04:30-07:00 PM REGN 251 - EDWARDS
3 29353
SPED 751 Appl of Assessment Info in Planning Instr for Students with High-Incidence Disabilities (Adaptive)
This course is designed for teachers seeking the Adaptive certification to teach students with High-Incidence Disabilities (Adaptive). Students will learn how to select, administer, score, and interpret formal and informal assessments; make data-based instructional decisions for students with specific learning disabilities, with social and emotional needs and disorders in behavior, mild mental retardation, and/or who experience other chronic health impairments. Individually chosen and administered tests, as well as high-stakes assessments, and will be discussed. Prerequisite: SPED 631 or SPED 731.

The class is not offered for the Fall 2014 semester.

SPED 752 Overview of Early Childhood and Early Childhood Special Education
The course serves as an introduction to the profession including historical, philosophical, social and psychological foundations, awareness of value, ethical and legal issues, staff relations and the importance of becoming an advocate for children and families. Students will analyze/interpret trends in early education, including diversity, early childhood special education, family centered practices, legislation, public policy, and developmentally appropriate practice. The two key professional organizations, National Association for the Education of Young Children (NAEYC) and Division of Early Childhood for the Council for Exceptional Children (DEC), recommended practices serve as the foundation for understanding the roles, knowledge and competencies of the early educator. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Cheatham,Gregory A
M 04:30-07:00 PM JRP 550 - LAWRENCE
3 18902
LEC Cheatham,Gregory A
M 04:30-07:00 PM REGN 251 - EDWARDS
3 29354
SPED 753 Assessment in Early Education
This course examines the practice of gathering information for the purpose of making individual referral and instructional decisions for infants, toddlers, and young children with and without special needs. Discusses effective informal assessment techniques and emphasizes an ecological approach to gathering information. Introduces standardized assessment and screening instruments and provides an overview of the purposes and limitations of such tests. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Cheatham,Gregory A
R 04:30-07:00 PM JRP 147 - LAWRENCE
3 22569
SPED 755 Inclusive Strategies and Interventions for Preschoolers: _____
This is a methods course that covers instructional approaches and procedures that offer developmentally appropriate, effective and inclusive early intervention for preschool and kindergarten age children who experience developmental delays, disabling conditions or who are at-risk for developmental problems and disabilities. It is directed toward: (a) "how" to teach, or the technical components of developing and delivering effective instruction that provide access to the general early childhood curriculum within recognized approaches to early childhood education for young children, and (b) the "what" to teach, or the selection of developmentally and individually appropriate child objectives as well as specific materials and specialized instructional approaches. The relationship of instructional planning to state and federal mandates will also be considered. The course is primarily intended for persons who are currently working toward certification in the ECSE program area. Prerequisite: Admittance into the ECU - Birth through Kindergarten graduate initial licensure teacher education program in the Department of Special Education or permission of the instructor. SPED 752 (may be taken concurrently).
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Horn,Eva Marie
W 04:30-07:00 PM JRP 550 - LAWRENCE
3 14956
LEC Horn,Eva Marie
W 04:30-07:00 PM BEST 245 - EDWARDS
3 29338
SPED 760 Introduction to Autism Spectrum Disorders
An introductory graduate-level course on autism spectrum disorders. It addresses characteristics of children and youth with autism spectrum disorders; trends and issues associated with autism spectrum disorders; and effective practices and strategies for structuring, managing, and promoting social skill development and social interactions among learners with autism spectrum disorders.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Simpson,Richard L.
T 04:30-07:00 PM REGN 250 - EDWARDS
3 19011
SPED 761 Foundations of Positive Behavioral Support (PBS)
The purpose of this course is to provide an introduction to positive behavioral support (PBS). The lessons contained within this course include an overview of positive behavioral support, the basics of behavior, an introduction to specific positive behavioral support strategies, and a lesson on preventing problem behavior.

The class is not offered for the Fall 2014 semester.

SPED 762 Functional Assessment Methods for Positive Behavioral Support (PBS)
This course introduces current functional assessment methods that are used to build effective behavioral support plans. A strong functional assessment is at the heart of Positive Behavioral Support. After completing this course, you will have a better understanding of how to implement functional assessment methods in your classroom.

The class is not offered for the Fall 2014 semester.

SPED 763 Development and Implementation of PBS Plans
A positive behavioral support plan (PBS) describes how features of the environment associated with problem behavior will be modified, what and how skills and strategies will be taught, and how individuals supporting a student will respond to both positive and problematic behavior. This course contains lessons on designing PBS plans, implementing PBS plans, and modifying and assessing PBS plans.

The class is not offered for the Fall 2014 semester.

SPED 764 Intervention Strategies for PBS-I
The purpose of this course is to introduce interventions that can be used as part of a comprehensive positive behavioral support plan. An effective positive behavioral support plan contains multiple intervention strategies that address the function maintaining a student's problem behavior. This course contains lessons addressing setting events, antecedent interventions, replacing problem behavior, and consequence interventions.

The class is not offered for the Fall 2014 semester.

SPED 765 Intervention Strategies for PBS-II
The purpose of this course is to introduce three types of interventions that can be used in positive behavioral support. An effective positive behavioral support plan contains multiple intervention strategies that address the function maintaining a student's problem behavior. This course contains a lesson on social skills education, crisis prevention, and interventions addressing physiological factors that influence a student's problem behavior.

The class is not offered for the Fall 2014 semester.

SPED 766 Redesigning Environmental Systems
The purpose of this course is to describe how positive behavioral support can be used to redesign the environment at a systems level. Considering the larger issues within a system including the broader environment, the values and beliefs held by staff, policies and procedures that promote ongoing learning, and collaborative problem solving processes within a school will improve implementation of long-term positive behavioral support efforts. This course contains lessons on classroom management, staff development, and school-wide discipline.

The class is not offered for the Fall 2014 semester.

SPED 767 Creating Positive Lifestyles through PBS
One of the most important outcomes of a positive behavioral support plan is an increase in the quality of life for both the student and everyone within the student's social network. The purpose of this course is to introduce topics related to creating positive lifestyles including person-centered planning, self-determination, and quality of life.

The class is not offered for the Fall 2014 semester.

SPED 772 Participation with Children and Youth with Disabilities: _____
A course designed to provide field experiences with children and youth with disabilities in settings where educational services are provided. Students work directly with professionals such as special education teachers, general education teachers, therapists and other support personnel. Students participate as aides, tutors, and instructors with individual and small groups of children and youth. Ongoing meetings with supervisors are designed to facilitate both reflection and strategic learning.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Griswold,Deborah E.
APPT- KULC APPT - LAWRENCE
3 14960
FLD Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
3 14959
FLD Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
3 23215
FLD Griswold,Deborah E.
APPT- KULC APPT - LAWRENCE
3 14961
FLD Griswold,Deborah E.
APPT- KUEC APPT - EDWARDS
3 14958
SPED 774 Education of Secondary and Post-Secondary Level Exceptional Students: _____
A course based on the problems and needs of secondary and post-secondary level handicapped students with a focus on curriculum alternatives (academic and vocational), instructional planning options, instructional methods and materials and educational and community resources. The focus is on both mildly and moderately handicapped students. Prerequisite: Appropriate section of SPED 735 which may be taken concurrently.

The class is not offered for the Fall 2014 semester.

SPED 775 Practicum with Children and Youth with Disabilities: _____
Intensive diverse and direct teaching experiences with children and youth with disabilities in educational settings. This practicum is a requirement for provisional endorsement according to KSDE. Students who have completed SPED 775 cannot enroll in SPED 675 within in same curricular area. Prerequisite: Varies by topic.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Griswold,Deborah E.
M 07:15-09:00 PM JRP 550 - LAWRENCE
1-10 16659
FLD Griswold,Deborah E.
M 07:15-09:00 PM REGN 153 - EDWARDS
1-10 14963
FLD Griswold,Deborah E.
APPT- KUEC APPT - EDWARDS
1-10 21749
FLD Griswold,Deborah E.
M 07:15-09:00 PM REGN 153 - EDWARDS
1-10 14962
FLD Elford,Martha Denton
APPT- ONLNE KULC - ONLINL
3 29963
SPED 785 Application of Assessment Information for Exceptional Children and Youth
An analysis of information derived from assessment instruments and procedures appropriate to measuring the social and cognitive development of exceptional children and youth. Provides experiences in determining assessment data required in the development of individualized educational programs (IEP). Attention is also given to the design of informal assessment procedures, specific to the needs of exceptional children and youth. Experience is provided in the preparation and presentation of assessment data for use in instructional planning conferences. Prerequisite: An undergraduate or graduate course in educational measurement, and SPED 425 or SPED 725.

The class is not offered for the Fall 2014 semester.

SPED 793 Psychology of Deafness
Reviews of the literature pertaining to psychological evaluations of the deaf and hard of hearing. Divergent views of deafness, type and degree of deafness are considered. Prerequisite: SPED 791.

The class is not offered for the Fall 2014 semester.

SPED 798 Special Course: _____
A special course designed to address topical issues.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
W 04:30-07:00 PM REGN 254 - EDWARDS
1-5 17462
SPED 800 Classroom Intervention for Language Disorders of Handicapped Learners
Emphasis is given to milestones in normal language acquisition and variations from norms demonstrated by handicapped learners. Attention is also given to theoretical approaches to language training, formal and informal language assessment techniques, and instructional methods. Students design individualized instructional plans for incorporating language into the daily curriculum for handicapped learners. Prerequisite: SPED 425 or SPED 725.

The class is not offered for the Fall 2014 semester.

SPED 801 Practicum in School Psychology
Supervised practice in the application of psychological theory to educational problems. Includes work useful with exceptional children as well as experiences in the application of such areas as mental hygiene and learning theory to problems involving the total school population. (Same as PRE 910.) Prerequisite: Permission of advisor and instructor.

The class is not offered for the Fall 2014 semester.

SPED 802 Advanced Practicum in School Psychology
A continuation of SPED 801 with special emphasis on remedial techniques associated with learning difficulties. (Same as PRE 911.) Prerequisite: SPED 801 and permission of advisor and instructor.

The class is not offered for the Fall 2014 semester.

SPED 804 Designing Online Instruction for E-Learning Environments
The focus of the course is on the status of e-learning at the K-12 and postsecondary levels and the process of designing content for e-learning applications. Attention will be given to design features, content structuring, instructional management, evaluation, and collaboration in the process of working with technicians in the process of developing online curriculum and instruction. Prerequisite: None. A background in education is preferred.

The class is not offered for the Fall 2014 semester.

SPED 805 Practicum in Individual Intelligence Testing
Practicum training, by arrangement, in administration and interpretation of test results for school situations with particular emphasis on the Stanford-Binet. Prerequisite: Permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 809 Language Assessment and Instruction II: Learners with Hearing Loss
This course covers assessment and instruction of speech skills for students who are deaf or hard of hearing. A historical review of the emphasis placed on speech development in deaf students will be provided. Students will learn formal and informal methods of assessment, developmental order and classification systems for English language sounds, and visual, auditory, and tactile facilitation techniques. Auditory training programs and techniques will be emphasized.

The class is not offered for the Fall 2014 semester.

SPED 810 Speech Assessment and Instruction III: Learners with Hearing Loss
The purpose of this course is to prepare students to provide effective language assessment and instruction to students who are deaf or hard of hearing. This course focuses on the effect of hearing loss on assessment, language and reading, communication options, and instructional strategies.

The class is not offered for the Fall 2014 semester.

SPED 811 Methods of Teaching Elementary School Subjects to the Deaf
Focus is on development of skills in adapting materials and methods of teaching science, math, social studies, spelling, and writing to hearing impaired students. Emphasis is placed on problems, trends and procedures used in career education specifically for the hearing impaired. Prerequisite: SPED 711.

The class is not offered for the Fall 2014 semester.

SPED 812 Instructional Approaches in Inclusive Elementary Settings
This advanced method course provides curriculum design and instructional procedures appropriate for students at the elementary and middle school levels, including functional academic, social, and home and community life skills. NOTE: This is a 2 credit course to be offered during the first 8 weeks of a semester. It will precede SPED 814 in the same semester. Prerequisite: SPED 614 or SPED 714: Learning Styles and Instructional Accommodations.

The class is not offered for the Fall 2014 semester.

SPED 814 Instructional Approaches in Inclusive Secondary Settings
This advanced method course provides curriculum design and instructional procedures for students at the secondary level, including career preparation and transition from school to adult life in the community. Prerequisite: SPED 614 or SPED 714: Learning Styles and Instructional Accommodations.

The class is not offered for the Fall 2014 semester.

SPED 839 Management Principles and Assessment Procedures for the Young or Severely Handicapped
Examines basic learning procedures and techniques that are essential to programming efforts with the severely or young handicapped. Includes assessment scales, writing instructional programs, measuring operant behavior and evaluating operant behavior. Task and concept analysis related to treatment programs. Prerequisite: Students in the Early Childhood for the Handicapped program must enroll in one hour of practicum, SPED 775. Students in the Severely Handicapped Program must have completed SPED 726.

The class is not offered for the Fall 2014 semester.

SPED 840 Program Planning in Special Education-Early Childhood
This course is designed to provide knowledge and skills to implement federal and state development mandates for special education and related services programs for young children from birth to five. It covers procedures for developing, implementing, and evaluating (a) instructional accountability for these children's participation in the general early childhood curriculum, (b) relationships between general and special early education personnel and programs; (c) roles and responsibilities; (d) interdisciplinary team planning including families; (e) coordinating, educating, and supervising paraeducators; and (f) general management responsibilities associated with instruction of young children with disabilities. Prerequisite: SPED 760 or SPED 860, which may be taken concurrently.

The class is not offered for the Fall 2014 semester.

SPED 841 Advncd Methds&Asmnt:Learng Stratg&Contnt Mastery Struggling Learners&Stdnts High-Incidence Disabilit
This course is designed for graduate students enrolled in the Masters of Science Program with an emphasis in school-age populations primarily with high mild disabilities or seeking to obtain a license to teach students needing an adapted curriculum in Kansas. Course experiences focus on how to identify and implement evidenced-based practices designed to increase the success of students with mild disabilities in mathematics, social studies, science, and language arts through their participation in general and special education classrooms primarily in grades 4-12. This course emphasizes practices associated with understanding and evaluating curricular demands, monitoring student progress in content-area courses, providing tiered supports and accommodations in teaching, using assessment and grading alternatives, and incorporating the principles of explicit and strategic instruction to design instruction that will promote and enhance content-area learning. The course is intended for persons working toward the Kansas teaching license in teaching students needing an adapted curriculum. Prerequisite: SPED 730, SPED 741, admittance into the High Incidence Disabilities program in the Department of Special Education, or permission of the instructor.

The class is not offered for the Fall 2014 semester.

SPED 842 Advanced Methods: Strategies for Students with Significant Sensory, Motor, and Health Needs
In this course, students learn assessment techniques and instructional strategies for teaching learners with sensory and/or motor impairments and complex medical needs. Students will learn use of residual and alternative senses; proper positioning and transfer for students with motor impairments, nutrition, hydration, and medical monitoring, and seizure activity. Students will develop appropriate goals and objectives in the sensory and motor areas, incorporate related services into inclusive educational settings, embed sensory and motor skills training into the general education curriculum, adapt materials and apply assistive technologies. Prerequisite: SPED 632 or SPED 732, and SPED 742.

The class is not offered for the Fall 2014 semester.

SPED 843 Advanced Methods&Assessment:Strategies for Students with Significant Behavior, Social&Emotional Need
This course is designed to introduce educators and related service professionals to prevention and intervention related to a broad range of antisocial, aggressive, and behavioral problems. Approaches focus on understanding and addressing the precipitating factors related to inappropriate behavior, short-term approaches for immediate crises, and problem-solving strategies for longer-term change. Course content will include antisocial, aggressive, and violent behavior; options for classroom interventions; school and system-oriented interventions, and ethical and legal issues involved in various prevention and intervention approaches. Class work will focus on literature, research-based intervention approaches, and case work illustrating specific approaches and programs. Prerequisite: SPED 631 or SPED 731, SPED 741, and SPED 743.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
APPT- ONLNE KULC - ONLINL
3 29973
SPED 844 Advanced Methods: Nonsymbolic and Symbolic Communication Assessment and Augmentation Strategies
This advanced course examines current principles and practices in the development of multi-modal communication programs for students who do not spontaneously use speech for effective communication. It provides a framework upon which communication programming decisions can be based and interventions and strategies can be developed. Prerequisite: SPED 632 or SPED 732, and SPED 742.

The class is not offered for the Fall 2014 semester.

SPED 850 Curriculum Planning for Exceptional Children and Youth
Provides experiences in applying information on identifying learning and behavioral characteristics of exceptional children and youth. Practices in adapting curriculum materials to meet the needs of the handicapped. Prerequisite: SPED 725 and SPED 735.

The class is not offered for the Fall 2014 semester.

SPED 851 Law and Special Education
This course focuses on laws that apply to special education, especially "Individuals with Disabilities Education Act" and "No Child Left Behind Act." The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. The course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities and examines the six principles of P. L. 94-142 and similar principles in state legislation. (Same as ELPS 856.)
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
W 04:30-07:00 PM JRP 147 - LAWRENCE
3 21138
SPED 852 Citizens with Disabilities, Public Policy, and Policy Analysis
Students to analyze public policy that affects citizens with disabilities, various models of analysis are brought to bear on federal policy (e.g., education, transportation, housing, institutionalization, protection and advocacy, medical assistance, employment, vocational rehabilitation, and others). This course is not valid for core requirement in history and/or philosophy of education. (Same as ELPS 857.) Prerequisite: SPED 851 or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 853 Professional Ethics, Public Values, and Citizens with Disabilities
This course addresses the issues that professionals (e.g., educators, physicians, allied health providers, attorneys, and others) and families of persons with disabilities face in the context of public values, attitudes, and rules of law. The issues include education, treatment and nontreatment. This course is not valid for core requirement in history and/or philosophy of education. (Same as ELPS 858.) Prerequisite: SPED 850, SPED 852 or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 854 Family and Interprofessional Collaboration in Special Education
This course is designed to provide knowledge and skills to implement federal and state mandates for special education and related services programs as they relate to building and maintaining relationships with families of students with disabilities, and developing effective school programs. It covers procedures for developing, implementing, and evaluating (a) instructional accountability for special education students' participation in district and state assessment; (b) relationships between general and special education personnel and programs; (c) roles and responsibilities; (d) interdisciplinary team planning including families; (e) coordinating, educating, and supervising paraeducators; and (f) general management responsibilities associated with instruction of children and youth with disabilities. Course topics will include collaboration in schools, community systems and families, historical perspectives of family life and school involvement, effective relationships between home, school, community, communication among professionals and with families, school-based programs, home-based programs, and multicultural considerations. Prerequisite: SPED 631 or SPED 731, or SPED 632 or SPED 732, or SPED 735.

The class is not offered for the Fall 2014 semester.

SPED 856 Transition Education and Services from Childhood through Adulthood
The purpose of this course is to provide a background in career development and transition education for persons with disabilities from middle school through adulthood. Emphasis is placed on IDEA requirements for transition services, career development and transition processes, transition services assessment, secondary special education curricular implications, career development and transition service needs, collaborative services in schools and communities to promote quality transition services, and issues and trends in transition education and services.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC
APPT- ONLNE KULC - ONLINL
3 29974
LEC
APPT- ONLNE KUEC - EDWARDS
3 25502
SPED 857 Vocational Training and Employment
This course is designed to provide graduate students in special education and related areas with an overview of employment and vocational models for adolescents and young adults with disabilities. Emphasis is placed upon theory and practice related to career development, supported employment, working with businesses, and school and community vocational training models. Prerequisite: SPED 856 or SPED 858.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Morningstar,Mary E.
APPT- ONLNE KULC - LAWRENCE
3 20467
LEC
APPT- ONLNE KULC - ONLINL
3 29975
SPED 858 Assessment for Transition Planning
This course is designed to provide a review of psychometric principles and their utility as a foundation for quality assessment in transition assessment and planning for youth with disabilities. Formal and informal assessments across a range of transition planning areas are reviewed and evaluated. Skills in curriculum-based assessment, rating scales, situational assessment, and functional assessment are emphasized. Prerequisite: SPED 856 or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 859 Interagency Services for Transition to Adulthood
The purpose of this course is to provide an overview of interagency and community services and systems for adolescents and young adults with disabilities. Emphasis is placed on theory and practice related to interagency collaboration; systems change efforts in transition services; and state-of-art practices regarding supporting individuals with disabilities in community employment, living, socialization, community participation, and other areas of adult life. Prerequisite: SPED 856.

The class is not offered for the Fall 2014 semester.

SPED 860 Education of Children and Youth with Disabilities II: _____
This course is designed to prepare students to implement specialized alternative strategies for individualized group instruction. Methods for developing and implementing overall treatment/educational programs, planning or selecting curriculum/service models for programs, and developing instructional materials are emphasized. Procedures for managing classroom staff and service resources, coordinating educational programs with families, other service personnel and program support staff, and monitoring overall program effectiveness are addressed. Prerequisite: SPED 760.

The class is not offered for the Fall 2014 semester.

SPED 874 Planning for Adult Outcomes: _____
The problems, trends, issues, and procedures used in planning life skills, occupational and vocational skills, and transition from school to adult living for persons with disabilities. Separate sections will be organized by topics pertaining to career/vocational development, assessment, and transition programs and services. These will include: (a) transitions from early childhood to adulthood, (B) application of assessment information, and (c) vocational preparation and employment. Prerequisite: SPED 725 (may be taken concurrently).

The class is not offered for the Fall 2014 semester.

SPED 875 Practicum with Children and Youth with Disabilities: _____
This course is designed to provide intensive field work and direct teaching experiences with children and youth with disabilities in educational, residential, and clinical settings. Prerequisite: SPED 775.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-10 25402
LEC Griswold,Deborah E.
T 07:15-09:00 PM JRP 550 - LAWRENCE
1-10 16660
LEC Griswold,Deborah E.
T 07:15-09:00 PM REGN 250 - EDWARDS
1-10 14965
LEC Griswold,Deborah E.
T 07:15-09:00 PM REGN 250 - EDWARDS
1-10 14964
SPED 879 Conferencing with Parents of Exceptional Children and Youth: _____
A course to develop knowledge and skills in the techniques of interviewing and conferencing, with special application to the professional, legal and ethical problems related to working with parents of exceptional children. Prerequisite: SPED 425 or SPED 725.

The class is not offered for the Fall 2014 semester.

SPED 880 Coordination and Supervision of Services for Exceptional Children
An analysis of the role of the special education coordinator and supervisor. Particular attention will be given to: program development; planning, organizing, and delivering inservice training; personnel recruitment, selection, and evaluation; program management; and program evaluation. Students will relate the topical content to their specific area of expertise in special education. Prerequisite: SPED 425 or SPED 725 and six additional semester hours in special education.

The class is not offered for the Fall 2014 semester.

SPED 890 Interdisciplinary Programming for Children and Youth with Disabilities
This course is designed to provide students a survey of disciplines which contribute to care and treatment of students with disabilities. Emphasis on professional roles, team participation, case management, and reporting and follow up. Disciplines include medicine, education, audiology, psychology, speech pathology, occupational therapy, physical therapy, music therapy and social work. Prerequisite: SPED 425 or SPED 725.

The class is not offered for the Fall 2014 semester.

SPED 896 Capstone Adaptive Program Seminar
This course is designed to be a culminating experience for Adaptive Program students who choose to complete their masters programs with a comprehensive masters examination instead of one of the other program options (i.e., project or thesis). Students will complete this course during the final semester of their programs. Participants will review current issues, evidence-based practices, home-school considerations, state and federal regulations, and Kansas standards regarding appropriate education for students with mild to moderate disabilities (i.e., Adaptive category designation). The course is a prerequisite for the departmental comprehensive examination in the Adaptive area.

The class is not offered for the Fall 2014 semester.

SPED 897 Independent Study
Prerequisite: Consent of advisor and instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
RSH Basham,James D
APPT- KULC APPT - LAWRENCE
1-4 29379
RSH Deshler,Donald D.
APPT- KULC APPT - LAWRENCE
1-4 17130
RSH Griswold,Deborah E.
APPT- KULC APPT - LAWRENCE
1-4 19932
RSH Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-4 14974
RSH Kozleski,Elizabeth
APPT- KULC APPT - LAWRENCE
1-4 29380
RSH Kurth,Jennifer A
APPT- KULC APPT - LAWRENCE
1-4 29381
RSH Lane,Kathleen
APPT- KULC APPT - LAWRENCE
1-4 25051
RSH Meyen,Edward Lee
APPT- KULC APPT - LAWRENCE
1-4 23400
RSH Morningstar,Mary E.
APPT- ONLNE KULC - LAWRENCE
1-4 21667
RSH Roberts,Sally I
APPT- KULC APPT - LAWRENCE
1-4 14977
RSH Robinson,Suzanne Marie
APPT- KULC APPT - LAWRENCE
1-4 14970
RSH Sailor,Wayne
APPT- KULC APPT - LAWRENCE
1-4 14971
RSH Shogren,Karrie A
APPT- KULC APPT - LAWRENCE
1-4 29382
RSH Simpson,Richard L.
APPT- KULC APPT - LAWRENCE
1-4 14972
RSH Skrtic,Tom
APPT- KULC APPT - LAWRENCE
1-4 14978
RSH Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
1-4 14973
RSH Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-4 14979
RSH Wehmeyer,Michael L.
APPT- KULC APPT - LAWRENCE
1-4 14980
RSH Basham,James D
APPT- KUEC APPT - EDWARDS
1-4 29419
RSH Carta,Judith J
APPT- KUEC APPT - EDWARDS
1-4 17704
RSH Deshler,Donald D.
APPT- KUEC APPT - EDWARDS
1-4 14966
RSH Griswold,Deborah E.
APPT- KUEC APPT - EDWARDS
1-4 19921
RSH Kozleski,Elizabeth
APPT- KUEC APPT - EDWARDS
1-4 29400
RSH Kurth,Jennifer A
APPT- KUEC APPT - EDWARDS
1-4 29420
RSH Lane,Kathleen
APPT- KUEC APPT - EDWARDS
1-4 25052
RSH Morningstar,Mary E.
APPT- KUEC APPT - EDWARDS
1-4 20956
RSH Roberts,Sally I
APPT- KUEC APPT - EDWARDS
1-4 14967
RSH Robinson,Suzanne Marie
APPT- KUEC APPT - EDWARDS
1-4 14968
RSH Shogren,Karrie A
APPT- KUEC APPT - EDWARDS
1-4 29405
RSH Simpson,Richard L.
APPT- KUEC APPT - EDWARDS
1-4 14969
SPED 898 Master's Project
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
RSH Basham,James D
APPT- KULC APPT - LAWRENCE
1-4 29545
RSH Cheatham,Gregory A
APPT- KULC APPT - LAWRENCE
1-4 29546
RSH Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-4 14984
RSH Kurth,Jennifer A
APPT- KULC APPT - LAWRENCE
1-4 29383
RSH Morningstar,Mary E.
APPT- ONLNE KULC - LAWRENCE
1-4 14985
RSH Roberts,Sally I
APPT- KULC APPT - LAWRENCE
1-4 16849
RSH Sailor,Wayne
APPT- KULC APPT - LAWRENCE
1-4 17329
RSH Shogren,Karrie A
APPT- KULC APPT - LAWRENCE
1-4 29384
RSH Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
1-4 17473
RSH Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-4 17474
RSH Wehmeyer,Michael L.
APPT- KULC APPT - LAWRENCE
1-4 17475
RSH Basham,James D
APPT- KUEC APPT - EDWARDS
1-4 29416
RSH Cheatham,Gregory A
APPT- KUEC APPT - EDWARDS
1-4 29547
RSH Colson,Steve E
APPT- KUEC APPT - EDWARDS
1-4 21753
RSH Griswold,Deborah E.
APPT- KUEC APPT - EDWARDS
1-4 17705
RSH Horn,Eva Marie
APPT- KUEC APPT - EDWARDS
1-4 14983
RSH Kurth,Jennifer A
APPT- KUEC APPT - EDWARDS
1-4 29417
RSH Morningstar,Mary E.
APPT- KUEC APPT - EDWARDS
1-4 14981
RSH Roberts,Sally I
APPT- KUEC APPT - EDWARDS
1-4 14982
RSH Robinson,Suzanne Marie
APPT- KUEC APPT - EDWARDS
1-4 17330
RSH Shogren,Karrie A
APPT- KUEC APPT - EDWARDS
1-4 29418
RSH Simpson,Richard L.
APPT- KUEC APPT - EDWARDS
1-4 17331
RSH Smith,Sean Joseph
APPT- KUEC APPT - EDWARDS
1-4 17476
RSH Thompson,Barbara J.
APPT- KUEC APPT - EDWARDS
1-4 17477
SPED 899 Master's Thesis
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
THE Basham,James D
APPT- KULC APPT - LAWRENCE
1-6 29388
THE Deshler,Donald D.
APPT- KULC APPT - LAWRENCE
1-6 17478
THE Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-6 14987
THE Kurth,Jennifer A
APPT- KULC APPT - LAWRENCE
1-6 29389
THE Lane,Kathleen
APPT- KULC APPT - LAWRENCE
1-6 24725
THE Meyen,Edward Lee
APPT- KULC APPT - LAWRENCE
1-6 20012
THE Morningstar,Mary E.
APPT- ONLNE KULC - LAWRENCE
1-6 14989
THE Roberts,Sally I
APPT- KULC APPT - LAWRENCE
1-6 14988
THE Sailor,Wayne
APPT- KULC APPT - LAWRENCE
1-6 17332
THE Shogren,Karrie A
APPT- KULC APPT - LAWRENCE
1-6 29430
THE Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
1-6 17479
THE Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-6 18371
THE Wehmeyer,Michael L.
APPT- KULC APPT - LAWRENCE
1-6 17480
THE Basham,James D
APPT- KUEC APPT - EDWARDS
1-6 29422
THE Deshler,Donald D.
APPT- KUEC APPT - EDWARDS
1-6 17481
THE Griswold,Deborah E.
APPT- KUEC APPT - EDWARDS
1-6 19059
THE Kurth,Jennifer A
APPT- KUEC APPT - EDWARDS
1-6 29423
THE Lane,Kathleen
APPT- KUEC APPT - EDWARDS
1-6 24726
THE Morningstar,Mary E.
APPT- ONLNE KUEC - EDWARDS
1-6 16125
THE Roberts,Sally I
APPT- KUEC APPT - EDWARDS
1-6 14986
THE Robinson,Suzanne Marie
APPT- KUEC APPT - EDWARDS
1-6 17333
THE Shogren,Karrie A
APPT- KUEC APPT - EDWARDS
1-6 29424
THE Simpson,Richard L.
APPT- KUEC APPT - EDWARDS
1-6 17334
THE Smith,Sean Joseph
APPT- KUEC APPT - EDWARDS
1-6 17482
THE Thompson,Barbara J.
APPT- KUEC APPT - EDWARDS
1-6 17483
SPED 910 Advanced Application of Behavioral Management Techniques to Exceptional Children and Youth
Theory and principles of behavioral analysis. Emphasis will be given to observation, measurement, recording, and visual display techniques. Other topics include maintenance and generalization of behavior change. Students will be provided experience in the design and carrying out of research studies related to exceptional children and youth using principles and methods of behavioral analysis. Prerequisite: SPED 425 or SPED 725 and SPED 839.

The class is not offered for the Fall 2014 semester.

SPED 915 Advanced Curriculum Development for Children and Youth with Disabilities
This course is designed to provide principles of development, needs assessment, evaluation and dissemination applied to curriculum products. Analysis of organizational and conceptual features of major curriculum development projects for students with disabilities are addressed; participants design curriculum procedures. Prerequisite: Twelve semester hours in special education and a general curriculum course.

The class is not offered for the Fall 2014 semester.

SPED 920 Management of Instructional Resources for Exceptional Children and Youth
Designed for individuals with responsibilities for the operation of instructional resource centers and educational programs serving exceptional children and youth. Experiences relate to: selection, acquisition, circulation, and management of special education instructional media/materials and the delivery of inservice training specific to their skills. Prerequisite: Professional preparation and/or experience in the Education of Exceptional Children and Youth and C&I 616, Introduction to Educational Communications.

The class is not offered for the Fall 2014 semester.

SPED 925 Medical Aspects of Handicapping Conditions
The organization of this course follows the chronology of an individual's total development from genetic origin through fetal development, perinatal, infancy, childhood, and adolescence. Emphasis is given to etiology and implications of handicapping conditions on development. Attention is given to prevention, treatment, and habilitation or rehabilitation of various conditions. Prerequisite: SPED 725.

The class is not offered for the Fall 2014 semester.

SPED 949 Specialist Research
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
RSH Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-4 14990
RSH Skrtic,Tom
APPT- KULC APPT - LAWRENCE
1-4 14991
RSH Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-4 14992
SPED 950 Civic Professionalism
This course is concerned with the relationship between professions and society in a democracy, and specifically, with the ethics and practices associated with the professions of education, special education, and other disability-related fields. Models of professionalism are compared and advantages of civic professionalism for individuals with disabilities and their families, the professions, and society as a whole are explored. Lessons drawn from disagreements over questions such as the nature and social consequences of the professions are used to broaden understanding of what professionalism could and should be in a democracy. Prerequisite: Admission to doctoral program.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Skrtic,Tom
W 04:30-07:00 PM JRP 520 - LAWRENCE
3 29466
SPED 970 Problems of Exceptionality: _____
An extensive analysis of the literature and research pertinent to issues in a given disability. Separate sections are organized for various disabilities. Students may enroll in more than one section as a part of a graduate program. Prerequisite: Three courses in special education or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 971 Organization and Administration of Services for Children and Youth with Disabilities
This course is designed to prepare administrators and prospective administrators for organizing and administering educational programs for students with disabilities. Major topics include a review of current trends in special education, state and federal guidelines and regulations, legal and financing aspects of special education, program planning, and administration of special services. (Same as ELPS 959.) Prerequisite: Nine hours of education including educational psychology and SPED 725.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Robbins,Joan Ellen
T 04:30-07:00 PM REGN 151 - EDWARDS
3 17303
SPED 972 Issues and Trends in Special Education I
This course is designed to assist first-year special education doctoral students organize and synthesize a conceptual and substantive map of the field of special education and introduce them to corresponding faculty research interests and resources. Emphasis is placed on the academic writing expectations and resources of the field, university, and department, and on building a cohort of students to address common issues and to provide a foundation for peer support throughout the doctoral program. Prerequisite: Admission to special education doctoral program or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 973 Issues and Trends in Special Education II
This capstone seminar is designed to assist advanced doctoral students synthesize and evaluate information on a broad range of current and historically significant special education issues and trends in preparation for comprehensive examinations and future professional roles. Substantively, its primary focus is issues and trends that affect the entire field or cut across several areas of study and practice. Its secondary focus is significant issues and trends that affect particular categorical or functional sub-areas of study and practice within the field. Prerequisite: Completion of nine doctoral courses in special education, including 4 of 6 departmental Core courses.

The class is not offered for the Fall 2014 semester.

SPED 974 Issues and Trends: Students with Learning Disabilities
This doctoral level course will explore current issues related to characteristics, educational methods and curricula, and questions, problems, concerns and movements connected to the education of children and youth with learning disabilities, emotional/behavioral disorders and autism spectrum disorders. Prerequisite: Doctoral program admission or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 975 Advanced Practicum with Children and Youth with Disabilities: _____
Advanced development of conceptual and practical field-based skills. Prerequisite: SPED 775.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-10 14997
FLD Morningstar,Mary E.
APPT- ONLNE KULC - LAWRENCE
1-10 16860
FLD Griswold,Deborah E.
F 09:00-12:00 PM RC 23 - EDWARDS
1-10 14996
FLD Griswold,Deborah E.
APPT- KUEC APPT - EDWARDS
1-10 14995
SPED 977 Learning Disabilities/Behavior Disorders Issues II
This course is designed to provide students an opportunity to engage in an extensive analysis of the literature and research pertinent to critical issues in the field of learning and behavioral exceptionality. Prerequisite: SPED 970 LD/BD Issues I; SPED 972 Trends and Issues in Special Education I.

The class is not offered for the Fall 2014 semester.

SPED 980 Advanced Topics: _____
A special course of study to meet current needs of education professionals -- primarily for post-master's level students.

The class is not offered for the Fall 2014 semester.

SPED 981 Leadership and Systems Change
This course is designed to provide students with an overview of seminal leadership and systems change literature. Students analyze and apply the literature at the teacher, family, school building, district, state, and federal levels. Strategies for developing and mobilizing stakeholders to support the process of change will be covered. Prerequisite: Admission to doctoral program.

The class is not offered for the Fall 2014 semester.

SPED 982 Preparing Future Faculty
This course is designed to give students an introduction and overview of academic life and the roles and responsibilities of an academic career. Its primary purpose is to help develop a realistic perspective of the expectations of academic life and the competencies required for a successful start in an academic career. Organized around the broad themes of understanding the academy, faculty life and work, and academic career paths, course content addresses the roles and responsibilities of faculty life in different types of institutions and the issues faculty face as they pursue their academic careers. The course offers an opportunity for students to critically review their doctoral program in the context of preparing them for a successful start in an academic career and to explore options for academic career choices. Prerequisite: Doctoral program admission.

The class is not offered for the Fall 2014 semester.

SPED 983 Proposal Development
This course is designed to teach a broad array of strategies associated with the development of successful proposals that will generate funds to support programmatic work. Among the topics covered in this course are sources of funding, strategies for conceptualizing and writing proposals, collaboration strategies, proposal peer-review process, and integrating proposal development activities into other professional responsibilities. Prerequisite: Admission to doctoral program and PRE 710.

The class is not offered for the Fall 2014 semester.

SPED 984 School Reform and School Community Partnerships
This is an interprofessional course in public policy and school reform that is concerned with current policy and systems transformations in education and child/family services, including educational, social and health service systems and the movement toward school-linked service integration strategies and family partnerships, called the "community school" movement. Issues connected with comprehensive school reform including the role of special education and mental health in this process will be emphasized. Particular emphasis will be placed on urban, multicultural issues affecting community schools. Prerequisite: Doctoral program admission or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 985 Naturalistic Research
This course is designed to develop skills in naturalistic or constructivist research, while situating it theoretically within the broader framework of modern and postmodern social inquiry, and exploring its social, political and ethical implications. The course develops students' skills in using this form of interpretive qualitative research, provides a theoretical framework for selecting inquiry paradigms, compares and contrasts positivist and constructivist inquiry, and reviews social and political implications of constructivist inquiry. Prerequisite: Six hours of statistics, measurement, and/or large or small group research design.

The class is not offered for the Fall 2014 semester.

SPED 986 Trends and Issues Associated with Online Instruction
The course examines the opportunities, challenges, cautions, and demands of web-based instruction in higher education. It explores the policy implications of web-based instruction, development of collaborative teaming skills utilizing telecommunications resources, and the design and technical aspects of online instruction. Particular attention is given to the implications of online instruction for accommodating needs presented by diverse learners through strategies such as universal designs. Prerequisite: Admission to doctoral program or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 990 Small Sample Empirical Research Methods
This course provides a detailed examination of research methods for advancing knowledge and validating hypothetically useful treatments in situations in which sufficient sample sizes to conduct formal experiments are lacking, the question of interest is better addressed by multiple observations of treatment effects over time, and/or the question is best addressed by taking a variety of observations of a single unit of interest. Specifically, two small sample research methods will be examined in depth with examples and practical application experience: interrupted time series design for small samples ("single case" design), and Yin's empirical case study method. Prerequisite: Doctoral program admission or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 991 Family Outcomes in Special Education
This course focuses on analyzing and synthesizing research literature focusing on intermediate outcomes (e.g., family-professional partnerships) and long-term outcomes (e.g., family quality of life) related to families of children, youth, and adults with disabilities. Key family theories are discussed and applied in the development and implementation of interventions that have potential to increase intermediate and long-term family outcomes. Prerequisite: Three courses in special education or permission of instructor.

The class is not offered for the Fall 2014 semester.

SPED 992 Seminar in Early Childhood/Intervention
This seminar examines research to support evidence-based practices that currently exist in the areas of early intervention and early childhood special education. The primary objective is to learn how to read and critically analyze studies that form the evidence base for several early intervention and early childhood special education practices. Primary goals of the class include the development of skills for evaluating research studies in early intervention and early childhood special education, and increasing knowledge of evidence-based practices in the early intervention literature. Prerequisite: Three courses in special education or permission of instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Cheatham,Gregory A
M 04:30-07:00 PM JRP 550 - LAWRENCE
3 29888
SPED 995 Field Experience in: _____
Supervised and directed experiences in selected educational settings. Instructors conduct regular observations and conference with students. Written summaries and evaluations of field experiences are prepared independently by the student, a representative of the cooperating agency, and the instructor. Open only to advanced students and field experience credit in any one semester may not exceed five hours, and total credit may not exceed eight hours.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Griswold,Deborah E.
APPT- KULC APPT - LAWRENCE
1-5 14999
FLD Simpson,Richard L.
APPT- KULC APPT - LAWRENCE
1-5 24910
FLD Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-5 15000
FLD Griswold,Deborah E.
APPT- KULC APPT - LAWRENCE
1-5 15001
FLD Deshler,Donald D.
APPT- KULC APPT - LAWRENCE
1-5 18426
FLD Skrtic,Tom
APPT- KULC APPT - LAWRENCE
1-5 20895
FLD Griswold,Deborah E.
M 09:00-12:00 PM RC 23 - EDWARDS
1-5 14998
FLD Griswold,Deborah E.
M 01:00-04:00 PM RC 23 - EDWARDS
1-5 15002
SPED 996 College Teaching Experience
This course is designed to prepare students for college teaching. Enrolled students shall engage in semester-long, planned, instruction that includes college classroom teaching under supervision. Planning shall be done with a member of the faculty who will supervise the experience.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
FLD Basham,James D
APPT- KULC APPT - LAWRENCE
2 25466
FLD Deshler,Donald D.
APPT- KULC APPT - LAWRENCE
2 15003
FLD Gaumer Erickson,Amy Sue
APPT- KULC APPT - LAWRENCE
2 19867
FLD Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
2 15006
FLD Morningstar,Mary E.
APPT- KULC APPT - LAWRENCE
2 15004
FLD Roberts,Sally I
APPT- KULC APPT - LAWRENCE
2 15694
FLD Robinson,Suzanne Marie
APPT- KULC APPT - LAWRENCE
2 18999
FLD Simpson,Richard L.
APPT- KULC APPT - LAWRENCE
2 15010
FLD Skrtic,Tom
APPT- KULC APPT - LAWRENCE
2 15011
FLD Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
2 15014
FLD Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
2 15005
FLD Wehmeyer,Michael L.
APPT- KULC APPT - LAWRENCE
2 15015
SPED 997 Individual Study
Prerequisite: Prior graduate course work in the area of study and consent of instructor.
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
RSH Basham,James D
APPT- KULC APPT - LAWRENCE
1-4 29390
RSH Cheatham,Gregory A
APPT- KULC APPT - LAWRENCE
1-4 23340
RSH Deshler,Donald D.
APPT- KULC APPT - LAWRENCE
1-4 15018
RSH Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-4 29391
RSH Kozleski,Elizabeth
APPT- KULC APPT - LAWRENCE
1-4 29392
RSH Kurth,Jennifer A
APPT- KULC APPT - LAWRENCE
1-4 29393
RSH Lane,Kathleen
APPT- KULC APPT - LAWRENCE
1-4 25500
RSH Morningstar,Mary E.
APPT- KULC APPT - LAWRENCE
1-4 15017
RSH Roberts,Sally I
APPT- KULC APPT - LAWRENCE
1-4 15019
RSH Sailor,Wayne
APPT- KULC APPT - LAWRENCE
1-4 15020
RSH Shogren,Karrie A
APPT- KULC APPT - LAWRENCE
1-4 29394
RSH Simpson,Richard L.
APPT- KULC APPT - LAWRENCE
1-4 24911
RSH Skrtic,Tom
APPT- KULC APPT - LAWRENCE
1-4 15021
RSH Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
1-4 15025
RSH Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-4 15022
RSH Turnbull,Ann P.
APPT- KULC APPT - LAWRENCE
1-4 15023
RSH Turnbull,H. R.
APPT- KULC APPT - LAWRENCE
1-4 15024
RSH Wehmeyer,Michael L.
APPT- KULC APPT - LAWRENCE
1-4 16887
RSH Basham,James D
APPT- KUEC APPT - EDWARDS
1-4 29411
RSH Horn,Eva Marie
APPT- KUEC APPT - EDWARDS
1-4 29412
RSH Kozleski,Elizabeth
APPT- KUEC APPT - EDWARDS
1-4 29413
RSH Kurth,Jennifer A
APPT- KUEC APPT - EDWARDS
1-4 29414
RSH Roberts,Sally I
APPT- KUEC APPT - EDWARDS
1-4 17448
RSH Shogren,Karrie A
APPT- KUEC APPT - EDWARDS
1-4 29415
SPED 998 Seminar in: _____
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
LEC Kozleski,Elizabeth
T 10:00-12:30 PM JRP 520 - LAWRENCE
1-4 20058
LEC Simpson,Richard L.
M 04:30-07:00 PM REGN 354 - EDWARDS
3 26360
SPED 999 Doctoral Dissertation
Fall 2014
Type Time/Place and Instructor Credit Hours Class #
THE Basham,James D
APPT- KULC APPT - LAWRENCE
1-15 29395
THE Carta,Judith J
APPT- KULC APPT - LAWRENCE
1-15 20710
THE Deshler,Donald D.
APPT- KULC APPT - LAWRENCE
1-15 15027
THE Griswold,Deborah E.
APPT- KULC APPT - LAWRENCE
1-15 20948
THE Horn,Eva Marie
APPT- KULC APPT - LAWRENCE
1-15 15035
THE Kozleski,Elizabeth
APPT- KULC APPT - LAWRENCE
1-15 29396
THE Kurth,Jennifer A
APPT- KULC APPT - LAWRENCE
1-15 29397
THE Lane,Kathleen
APPT- KULC APPT - LAWRENCE
1-15 29398
THE Meyen,Edward Lee
APPT- KULC APPT - LAWRENCE
1-15 17497
THE Morningstar,Mary E.
APPT- KULC APPT - LAWRENCE
1-15 18262
THE Roberts,Sally I
APPT- KULC APPT - LAWRENCE
1-15 15687
THE Robinson,Suzanne Marie
APPT- KULC APPT - LAWRENCE
1-15 15026
THE Sailor,Wayne
APPT- KULC APPT - LAWRENCE
1-15 15029
THE Shogren,Karrie A
APPT- KULC APPT - LAWRENCE
1-15 29399
THE Simpson,Richard L.
APPT- KULC APPT - LAWRENCE
1-15 15037
THE Skrtic,Tom
APPT- KULC APPT - LAWRENCE
1-15 15030
THE Smith,Sean Joseph
APPT- KULC APPT - LAWRENCE
1-15 15031
THE Thompson,Barbara J.
APPT- KULC APPT - LAWRENCE
1-15 15038
THE Turnbull,Ann P.
APPT- KULC APPT - LAWRENCE
1-15 15032
THE Turnbull,H. R.
APPT- KULC APPT - LAWRENCE
1-15 15033
THE Wehmeyer,Michael L.
APPT- KULC APPT - LAWRENCE
1-15 15034
THE Basham,James D
APPT- KUEC APPT - EDWARDS
1-15 29425
THE Kozleski,Elizabeth
APPT- KUEC APPT - EDWARDS
1-15 29426
THE Kurth,Jennifer A
APPT- KUEC APPT - EDWARDS
1-15 29427
THE Lane,Kathleen
APPT- KUEC APPT - EDWARDS
1-15 29428
THE Shogren,Karrie A
APPT- KUEC APPT - EDWARDS
1-15 29429

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Special Education Events
Does this remind you of Spring here in Lawrence when YOU were a student? If so let us know!
Read new highlight by Jenny Kurth http://t.co/HuJdo6DdFd


#1 public program in nation for special education
—U.S. News & World Report
2nd nationwide for most published journal articles in special education
Wayne Sailor directs KU’s largest grant, the $24.5 million SWIFT project, to develop a national center to assist schools
A $2.5 million grant will fund research on reasons effective technology tools are underused for students with disabilities