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COURSE DESCRIPTIONS


SAMPLE COURSE DESCRIPTION

COURSE NUMBERING SYSTEM

GENERAL EDUCATION DESIGNATION

DEPARTMENTS OFFERING DIVERSIFICATION COURSES

Special Education (SPED)

College of Education

SPED 404, 461 or 462, and 485 are prerequisites for the graduate program in special education. Current TB clearance is a requisite for 390, 400, 490, 491, 626, 627, 628, and courses requiring practicum experiences.

SPED 390 Student Teaching: Elementary/Secondary and Special Education (5) Full-time supervised experience in school. Repeatable two times. A-F only. Pre: 400 and requirements for registration listed under “student teaching.” Co-requisite: 391.

SPED 391 Seminar for Student Teachers: Elementary/Secondary and Special Education (1) Seminar relating current educational theories with experiences in student teaching. Repeatable two times. A-F only. Pre: requirements for registration listed under “student teaching.” Co-requisite: 390.

SPED 392 Student Teaching in Special Education Modified (V) Modified student teaching for students from another institution completing student teaching at UH or for students who have prior extensive teaching experience. A-F only. Pre: requirements for registration listed under “Student Teaching,” approval of review committee and consent.

SPED 400 Field Training in Special Education (V) Students spend from six to nine hours per week in settings appropriate to concurrently enrolled courses; supervision provided by participating teacher and college supervisor. Repeatable two or three times. A-F only. Pre: 404 (or concurrent) or consent. Co-requisite: one of 461, 462, or 485.

SPED 404 Foundations of Inclusive Schooling (3) Exceptionality examined from life-cycle perspective. Survey of characteristics, causes, prevalence, assessment, and intervention related to individuals who differ in cognitive, sensory, physical, communicative, emotional/behavioral, or social areas. Focus on educating students with disabilities in inclusive classrooms. Requires three hours/week field experience.

SPED 414 Education of Gifted Students (3) Characteristics and educational provisions for gifted children and youth with particular attention to psychological aspects of creativity.

SPED 415 Education Program for the Gifted/Talented (3) Utilization and evaluation of teaching/learning models for gifted/talented students, including consideration of roles, expectancies for learning, and organizational procedures. Pre: 414 or consent.

SPED 421 Strategies for Reading Difficulties (3) Overview of methods, programs, and strategies for reading instruction designed to improve the performance of elementary students, grades K-6, who experience difficulties in reading acquisition, fluency, and comprehension. A-F only.

SPED 425 Partnerships with Families and Professionals (3) Knowledge and skills for relating effectively with families and professionals on behalf of the children and youth with and without disabilities. Coverage of the context in which family members and school personnel interact. A-F only.

SPED 443 Physical Education for Students with Disabilities (3) Basics of various disabilities, assessment of physical and motor skill status, individualized activity programs for children and youth with disabilities; relationships among school/community/agency providing special programs and services. Pre: 404 and KLS 353, or consent. (Cross-listed as KLS 443)

SPED 444 Educating Exceptional Students in Regular Classrooms—Elementary (3) Teaching elementary students with disabilities and those who are gifted/talented. Meeting academic/social needs, classroom management, motivation, peer interaction. Collaboration between special and regular educators. (Cross-listed as ITE 444)

SPED 445 Educating Exceptional Students in Regular Classrooms—Secondary (3) Teaching secondary students with disabilities and those who are gifted/talented. Meeting academic/social needs, classroom management, motivation, peer interaction. Collaboration between special and regular educators. (Cross-listed as ITE 445)

SPED 446 Seminar in Special Education (3) Study of issues, trends, and research into special education programming and service delivery. Repeatable. Pre: consent.

SPED 451 Programs for Infants/Toddlers (3) Examination of current theory, research, issues, and models in programs for infants and toddlers including criteria for evaluation and planning. Pre: FAMR 230 (or concurrent) and FAMR 331 (or concurrent); or consent. (Cross-listed as EDCS 451)

SPED 452 Preschool Children—Special Needs (3) Examination of application of current research and practices for serving preschool children with special needs. Pre: FAMR 230 (or concurrent); or consent.

SPED 461 Assessment, Planning, and Instruction for Students with Mild/Moderate Disabilities (3) Techniques in the assessment, planning, and instructional process appropriate for students with mild/moderate disabilities. Stress on program development to facilitate inclusion of students with disabilities into general education environment. Pre: 400 (or concurrent), 404, and 485; or consent.

SPED 462 Assessment, Planning, and Instruction for Students with Severe Disabilities (3) Techniques in the assessment, planning, and instructional process appropriate for students with severe disabilities. Focus on program development to facilitate the inclusion of students with disabilities into general education settings. Pre: 400 (or concurrent), 404, and 485; or consent.

SPED 480 Technology for Children with Disabilities (3) Overview of technologies for children with disabilities, highlighting battery operated toys, low and high tech augmentative communication systems, software, computers and alternative input devices (keyboards, switches, trackballs, touch windows), and multimedia technologies to promote discovery and independence for children with disabilities and their families.

SPED 485 Classroom Organization and Management (3) Knowledge and skills related to basic organizational management of an inclusive classroom, including scheduling, grouping, and stress and time management; techniques of applied behavior management, emphasizing behavior change and practical implementation of learning principles. Co-requisite: 400.

SPED 486 Theoretical Basis for Teaching Special-Needs Students (3) Survey of biophysical, behavioral, social/ecological, psychodynamic/psychoeducational, cognitive/developmental, counter-theoretical approaches to teaching exceptional students. Opportunity for the development and/or strengthening of one’s own theoretical frame of reference.

SPED 487 Characteristics/Strategies for Teaching At-Risk Students (3) Survey of educational, behavioral, and emotional characteristics of students who are at-risk for school failure and strategies to work with such students.

SPED 490 Internship in Special Education-Post Baccalaureate Programs (3) Supervised teaching experience instructing students with special needs (i.e., students with mental retardation, emotional/behavioral disorders, learning disabilities, severe multiple disabilities) in on-the-job K-12 educational settings. Repeatable two times. Restricted to students employed in special education settings and who are enrolled in either the PBCSE and SpEd dual prep or PBCSpEd programs; must enroll for two consecutive semesters. A-F only. Pre: 400 (6 crs) and consent.

SPED 491 Student Teaching in Special Education-Post Baccalaureated Programs (6) Supervised teaching experience instructing students with special needs (i.e., students with mental retardation, emotional/behavioral disorders, learning disabilities, severe multiple disabilities) in K-12 educational settings under a master teacher. Restricted to students who are enrolled in either the PBCSE and SpEd dual prep or PBCSpEd programs completing a traditional one-semester student teaching experience. A-F only. Pre: 400 (6 crs) and consent.

SPED 499 Directed Reading/Research (V) Individual reading, research, and/or projects under direct supervision of instructors. Repeatable. Pre: consent of instructor or department chair.

SPED 500 Master’s Plan B/C Studies (1) Enrollment for degree completion. Pre: master’s Plan B candidate and consent.

SPED 581 (Alpha) Practicum in Special Education (1) For in-service school/community personnel to present new ideas, approaches, instructional methods, materials for teaching exceptional individuals. (B–E) general SPED; (F–G) secondary programming/SPED; (H–I) bilingual/multicultural/special needs; (J–K) severe disabilities; (M–N) early childhood/special needs; (O–P) career/vocational/special needs; (Q–R) computer/special needs; (S–T) arts/special needs; (U–W) computer training/special needs; (X–Y) consultant skills/special needs; (Z) Ho‘okoho. Repeatable. CR/NC only. Pre: teaching or related work experience.

SPED 582 (Alpha) Practicum in Special Education (2) For in-service school/community personnel to present new ideas, approaches, instructional methods, materials for teaching exceptional individuals. (B–E) general SPED; (F–G) secondary programming/SPED; (H–I) bilingual/multicultural/special needs; (J–K) severe disabilities; (M–N) early childhood/special needs; (O–P) career/vocational/special needs; (Q–R) computer/special needs; (S–T) arts/special needs; (U–W) computer training/special needs; (X–Y) consultant skills/special needs; (Z) Ho‘okoho. Repeatable. CR/NC only. Pre: teaching or related work experience.

SPED 583 (Alpha) Practicum in Special Education (3) For in-service school/community personnel to present new ideas, approaches, instructional methods, materials for teaching exceptional individuals. (B–E) general SPED; (F–G) secondary programming/SPED; (H–I) bilingual/multicultural/special needs; (J–K) severe disabilities; (M–N) early childhood/special needs; (O–P) career/vocational/special needs; (Q–R) computer/special needs; (S–T) arts/special needs; (U–W) computer training/special needs; (X–Y) consultant skills/special needs; (Z) Ho‘okoho. Repeatable. CR/NC only. Pre: teaching or related work experience.

SPED 590 Internship, Special Education (6) Supervised field activities involving the programming and instruction of special-needs students within training programs in Hawai‘i and the Pacific Basin. Pre: consent.

SPED 600 Foundations of Exceptionality (3) Theoretical, legal and multicultural foundations for assessing, teaching and developing individual service plans across the lifespan for persons with disabilities. Pre: 404 or consent.

SPED 601 (Alpha) Review/Design of SPED Microcomputer Programs (3) Uses of microcomputer in student’s areas of specialization. Skills developed in hands-on use of computer in practicum setting; writing specifications for a computer program to be used in a specialty setting. (B) mild/moderate; (C) severe. Pre: one of 480, ETEC 414, or ETEC 442.

SPED 602 Special Education Law and Compliance (3) Examination of the federal, state, and local government roles in special education with special emphasis on case and regulatory law. Focus on understanding special education law necessary in providing services to students with disabilities in a variety of placements. Appropriate for special/general education teachers, administrators, or related service providers. Pre: consent.

SPED 603 Principles of Behavior (3) Principles and laws governing behavior and methods that can be used to accomplish educationally relevant changes in student performance. Emphasis on the conceptual basis for changing behavior and use of technologies for changing behavior in school and community settings. Pre: 485 or consent.

SPED 605 Collaboration in School and Community Settings (3) Collaboration skills necessary to function as team members and to ensure the success of students with disabilities in inclusive school and community settings. Pre: consent.

SPED 606 Language Development for Deaf Children (3) General theories of first and second language development applied to development of ASL and English in deaf children. Relationship of theory to educational practice. This course will be taught in ASL and English. Repeatable one time. A-F only. Pre: admission into Deaf Education program or consent. (Alt. years)

SPED 607 Audiology and Spoken English for Deaf Students (3) Developmental principles of audiology and speech (i.e., spoken English) will be used to examine assessment procedures and intervention strategies appropriate to deaf students in a variety of educational placements. Classroom applications will be presented. This course will be taught in ASL and English. Repeatable one time. A-F only. Pre: admission into Deaf Education program or consent. (Alt. years)

SPED 608 Language Arts for Deaf Students (3) Basic concepts related to language, language development and recognition of language-related learning problems of deaf students; strategies for teaching reading and writing to deaf students. Repeatable one time. A-F only. Pre: 461 and 606, or consent. (Alt. years)

SPED 609 Seminar in Bilingual Deaf Education (3) Study of issues, trends and methods in ASL/English bilingual education for deaf students. This course will be taught in ASL and English. Repeatable one time. A-F only. Pre: 606, 607 and 608; or consent. (Alt. years)

SPED 610 Advanced Assessment and Curriculum Development–Deaf (3) Assessment methods and techniques used with deaf students that emphasize the bond between curriculum-based assessment and curriculum-based programming through planning and providing cyclical instruction across content areas based on ongoing diagnostic assessment. This course will be taught in ASL and English. Repeatable one time. A-F only. Pre: 609 or consent. (Alt. years)

SPED 611 Advanced Methods and Strategies for Students with Mild/Moderate Disabilities (3) Techniques for providing effective instruction including: best instructional practice, lesson planning, teacher-directed and student-mediated instructional strategies, and curricular approaches for working with students with mild/moderate disabilities. A-F only. Pre: 404, 461, and 485; or consent. Co-requisite: 626.

SPED 612 Individuals with Severe Disabilities (3) Etiology, characteristics, and developmental concerns among individuals with severe disabilities; historical, philosophical, theoretical and legal issues affecting individuals with severe disabilities; multicultural, family, and consumer issues; professional and ethical issues providing services. Pre: 404 or consent.

SPED 613 Advanced Assessment and Curriculum Development (3) Assessment methods and techniques that emphasize the bond between curriculum-based assessment and curriculum-based programming. Planning and cyclical instruction across content areas based on ongoing diagnostic assessment. Pre: 461 or consent. Co-requisite: 626.

SPED 614 Assessment and Instruction—Severe Disabilities (3) Basic principles of assessment, instruction, and curriculum development; application of formal and informal assessment procedures for goal selection, formulating instructional strategies, and adapting instructional materials to accommodate learning needs of students with severe disabilities. Pre: consent.

SPED 615 Family-Centered Approaches in Deaf Education (1) This course will prepare teachers to deliver family-centered home-based services to families of deaf children using the SKI-HI model. This course will be taught in ASL and English. Repeatable one time. A-F only. Pre: 606, 607 and 608; or consent. (Alt. years)

SPED 616 Collaboration–Working with Deaf Students in Inclusive Settings (1) Collaboration skills for working with general education teachers, specialists, paraprofessionals, families and community members to support the success of deaf students in inclusive settings. This course will be taught in ASL and English. Repeatable one time. A-F only. Pre: 606, 607 and 608; or consent. (Alt. years)

SPED 617 Transition Strategies for Deaf Students (1) Collaborative model for facilitating the transition of deaf and hard-of-hearing students to develop appropriate transition plans and effective plans of study. Course will be taught in ASL and English. Repeatable one time. A-F only. Pre: 606, 607 and 608; or consent. (Alt. years)

SPED 618 Adaptations and Special Procedures-Students/Severe Disabilities (6) Adaptations and special intervention procedures to support the participation of individuals with severe motor, communication, and/or adaptive behavior disabilities in inclusive school and community settings. Includes lab work. Pre: 614 or consent.

SPED 620 Strategies Across Content Area (3) Strategies for teaching math, science, and social sciences to students of all ages with mild/moderate disabilities; selection of appropriate materials, teaching techniques, curriculum development. Pre: 611 or consent.

SPED 621 Language Arts Strategies: Students with Mild/Moderate Disabilities (3) Basic concepts related to language, language development, and recognition of language-related learning problems of students with mild/moderate disabilities; strategies for teaching language arts curricula (listening, speaking, reading, writing) to students of all ages with learning problems. Pre: 611 or consent.

SPED 625 Teaching Skills for Social Competence (3) Issues in social development, self-determination, and social skills competence training for children and youth with disabilities; experience in group social skills training and development of individualized programs. Pre: either 485 or 630, and either 611 or 614; or consent.

SPED 626 Field Experiences in Special Education (3) Students spend a minimum of nine hours per week in settings appropriate to concurrently enrolled courses; supervision provided by participating teacher and college supervisor. Repeatable. Co-requisite: one of 611, 613, 614, or 618. Pre: consent.

SPED 627 Advanced Practicum (6) Supervised education/community experiences; minimum of 20 hours weekly with special-needs population (MR, LD, SED, SMH); pre-school through postsecondary settings (public/private). Related seminar or equivalent and completion of SPED core required. Pre: consent.

SPED 628 Internship (3) Supervised education/community experiences with special needs populations (MR, LD, SED, SMH), preschool through postsecondary settings. Completion of SPED core required; must enroll for two consecutive semesters. A-F only. Repeatable one time. Pre: 626 and consent.

SPED 629 Clinical Practice Special Projects (V) Development and implementation of a field-based research professional development project under the direction of the student’s adviser; limited to students enrolled in the interdisciplinary program. Repeatable 2 times. A-F only. Pre: adviser’s approval.

SPED 630 Positive Behavioral Support (3) Principles and laws governing human behavior and methods that can be used in educational settings to change behavior. Emphasis on the functions of behavior, experimental techniques for documenting behavior change, and the use of technologies for changing behavior in school and community settings. Pre: 485 or consent.

SPED 631 Early Intervention for Special Populations (3) Issues important to early childhood special education. Early screening and assessment, working with families, curriculum options/models, program evaluation. Pre: 404 or consent.

SPED 632 Language/Communication Intervention Special Education (3) Current research in normal language learning, assessment, planning, implementation, evaluation of language delayed/disordered children. Procedures for attaining language/functional communication objectives using ongoing routines/activities. Pre: 404 or consent.

SPED 633 Motor Development/Intervention for Students with Severe Disabilities (3) Normal/abnormal motor development; description/etiology of physically disabling conditions influencing motor development; analysis/application of assessment/intervention strategies to promote motor development; positioning and handling skills. Pre: 614 (or concurrent) or consent.

SPED 634 Adapted Physical Education (3) Factors essential to practice of adapted physical education; disabilities, problems, and needs of physically disabled pupils with emphasis on accepted procedures for meeting these needs. Pre: consent. (Cross-listed as HPER 634)

SPED 635 Curriculum Design for Preschool Children with Disabilities (3) Assessment and intervention strategies to promote behavior change with young children with disabilities. Promoting child skill gains and integrated programming options. Pre: 631 or consent of instructor.

SPED 640 Seminar on Mild/Moderate Disabilities (3) Study of issues, research, program development in the area of mild/moderate disabilities. Repeatable. Pre: consent.

SPED 641 Seminar on Issues in Special Education (3) Study of issues, research, and program development in special education. Repeatable. Pre: consent.

SPED 642 Seminar on Applied Research/Special Education (3) Study and development of applied research topics in special education. Repeatable. Pre: consent.

SPED 643 Seminar on the Gifted (3) Study of issues, research, and program development for the gifted. Pre: 414 and 415, or consent.

SPED 644 Seminar on Severe/Multiple Disabilities (3) Research, program development trends/issues in the area of severe/multiple disabilities (birth through adulthood). Pre: consent.

SPED 645 Seminar in Early Childhood Special Education (3) Study of issues/trends. Research and program development in early childhood special education. Repeatable. Pre: 631 and 635, or consent.

SPED 646 Advanced Seminar in Special Education (3) Advanced study of issues, trends, research, and curricular considerations in special education; designed for practitioners. Repeatable. Pre: consent.

SPED 652 Transition/Supported Employment (3) Transition planning for youth with disabilities in preparation for employment as adults in private and public sector businesses. Pre: consent.

SPED 653 Seminar in Career/Vocational Special Needs (3) Issues, research, programs, and trends in career/vocational education for special-needs learners. Pre: consent.

SPED 695 Plan B Master's Project (V) Independent study for students working on a Plan B Master’s project. A grade of Satisfactory (S) is assigned when the project is satisfactorily completed. Pre: graduate standing in Special Education.

SPED 699 Directed Reading/Research (V) Individual reading/research. Pre: consent of instructor and department chair.

SPED 700 Thesis Research (V) Research for master’s thesis.

SPED 705 Seminar in Exceptionalities (3) Current and historical topics, issues, and trends in the field of exceptionalities. Repeatable with different content. Pre: consent.

SPED 706 Doctoral Internship (6) Supervised internship (minimum 18 hours per week) in program development and administration or research in the student’s area of emphasis. Pre: consent.

SPED 740 Single-Case Experimental Design (3) Advanced single-case experimental design; examines the logic of internal and external validity of small “N” design and its functionalist foundations. Pre: consent.

SPED 760 Grant Development/Procurement (3) Overview of grant development and procurement processes related to special education personnel preparation and research and demonstration programs. Students design a grant proposal related to a particular problem or need within their employment settings. Pre: consent.