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Special Education (SPED)
College of Education
SPED 404, 461, and 485 are prerequisites for the
graduate program in special education. Current TB clearance is a
requisite for 390, 400, 627, and courses requiring practicum
experiences.
SPED 390 Student Teaching: Elementary and Special
Education (10) Full-time supervised experience in school.
Repeatable. CR/NC only. Pre: requirements for registration listed under
“student teaching.” Co-requisite: 391.
SPED 391 Seminar for Student Teachers: Elementary
and Special Education (2) Seminar relating current educational
theories with experiences in student teaching. Pre: requirements for
registration listed under “student teaching.” Co-requisite: 390.
SPED 400 Field Training 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. Pre: 404 (or concurrent).
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. Pre: FAMR 341 or consent. (Cross-listed
as FAMR 425)
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. (Crosslisted as TECS 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. (Crosslisted as TECS 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. (Crosslisted
as EDCI 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 FAMR 231
(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 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 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 611 Methods, Materials, and
Curriculum--Mild/Moderate Disabilities (3) Techniques for providing
effective instruction, including classroom organization/ management,
program and lesson planning, curriculum, instructional best practices,
subject area suggestions, and working with profession-als/parents. Pre:
404 and 485, or consent.
SPED 612 Individuals with Severe Disabilities (3) Etiology,
characteristics, and develop-mental 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 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 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: one of HPER 353, HPER
354, HPER 463, or consent. (Cross-listed as HPER 634)
SPED 635 Curriculum Design for Pre-school 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 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.
For key to symbols and abbreviations, see the first
page of this section. |