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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 304 is a prerequisite course to the Post-Baccalaureate Special Education (PB-SPED) in mild/moderate disabilities program; SPED 412 is a prerequisite course to the PB-SPED in severe/autism program. A minimum grade of B- is required for all prerequisite courses prior to beginning program courses. All field course work requires candidates to obtain current TB clearance, background check, and liability insurance.

SPED 201 Disability and Diversity (3) Explores the changing disability experience (from "stereotype" to "normalization") as depicted in film, literature and dialogue with persons with disabilities in the Pacific region. Students will employ "technologies for voice" to share stories. A-F only. DS

SPED 304 Foundations of Inclusive Schooling (3) Foundations of "special education" exploring philosophies, diverse and historical viewpoints, laws, and service delivery. Students reflect upon texts, films and interviews with persons with disabilities, their families and professionals to understand the culture of disability. A-F only. DS

SPED 315 Field Training – Blended ECE (4) Students spend 15 hours per week in settings appropriate to concurrently enrolled classes; supervision provided by participating teacher and college supervisor. Repeatable two times. A-F only. Pre: 304 and ITE 415 (with a minimum grade of B-), or consent. (Cross-listed as ITE 315)

SPED 332 Young Children with Communication Needs (3) Communication development of infants and young children, ages birth through age 8, with and without disabilities. Assessment and intervention to support the development of communication skills in inclusive community and school environments. A-F only. Pre: FAMR 331 (with a minimum grade of B-) or consent.

SPED 390 (Alpha) Student Teaching in Special Education (V) Full-time supervised experience in school. (B) elementary/special education; (C) early childhood education/special education; (D) unclassified. Repeatable one time per alpha. A-F only. Pre: 400 (with a minimum grade of B) and requirements for registration listed under "student teaching." Co-requisite: 391B for (B); 391C for (C); 391D for (D).

SPED 391 (Alpha) Seminar for Student Teachers in Special Education (V) Seminar relating current educational theories with experiences. (B) elementary/special education; (C) early childhood education/special education; (D) unclassified. Repeatable one time per alpha. A-F only. Pre: requirements for registration listed under "student teaching." Co-requisite: 390B for (B); 390C for (C); 390D for (D).

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 participate in classroom settings appropriate to concurrently enrolled courses; supervision provided by participating teacher and college supervisor. Repeatable up to 10 credits. A-F only. Pre: 304 (or concurrent) or consent. Co-requisite: one of 461, 462, or 485; or consent.

SPED 412 Individuals with Severe Disabilities/Autism (3) Etiology, characteristics, and development of individuals with severe disabilities and autism; historical, theoretical, and legal issues affecting individuals with severe disabilities and autism; multicultural, family, and consumer issues; professional and ethical issues in providing services. A-F only.

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 (Alpha) Strategies for Reading Difficulties (V) 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. (B) elementary/special education; (C) early childhood education/special education; (D) unclassified. Repeatable one time per alpha. A-F only.

SPED 425 (Alpha) Partnerships with Families and Professionals (V) 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. (B) elementary/special education; (C) early childhood education/special education; (D) unclassified. Repeatable one time per alpha. A-F only.

SPED 443 Disability and Diversity in Physical Activity (4) (3 Lec, 1 1-hr. Lab) Participants will explore issues of socio-cultural, sexual orientation, religion, and individuals with exceptionalities, and how these affect a student's learning and behavior in the physical education setting. Required field experience. Repeatable one time. A-F only. (Cross-listed as KRS 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. Includes an emphasis on instruction in writing. (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. Includes an emphasis on instruction in writing. (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 two times. 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 (Alpha) 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. (B) elementary/special education, V credits; (C) early childhood elementary/special education; (D) unclassified. Repeatable up to six credits for (B). A-F only. Pre: 304 (with a minimum grade of B).

SPED 462 (Alpha) Assessment, Planning, and Instruction for Students with Severe Disabilities/Autism (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. (B) elementary/special education, V credits; (C) early childhood/special education; (D) unclassified. Repeatable up to six credits for (B). A-F only. Pre: 304 (with a minimum grade of B).

SPED 480 (Alpha) Technology for Children with Disabilities (V) 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. (B) elementary/special education, V credits; (C) early childhood education/special education; (D) unclassified. Repeatable one time per alpha; repeatable up to six credits for (B). A-F only.

SPED 485 (Alpha) 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. (B) elementary/special education, V credits; (C) early childhood education/special education; (D) unclassified. Repeatable up to six credits for (B). A-F only. Pre: 304 (with a minimum grade of B).

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 nine times. 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 501 Post-Baccalaureate in Special Education Program Seminar (1) Mandatory program seminar for Post-Baccalaureate in Special Education (PB-SPED) teacher candidates; access to tools and skills necessary for distance education program success; Introduction to the Special Education teaching profession. Post-Bac in SPED majors only. CR/NC only. Pre: consent.

SPED 526 Field Experience in Special Education-Post Baccalaureate (2) Students spend a minimum of 100 hours over a minimum of 11 weeks in settings appropriate to SPED-PCert program emphasis (mild/moderate or severe/autism); supervision provided by participating teacher and/or college supervisor. Repeatable two times. Post-Baccalaureate in Special Education only. A-F only. Pre: 304 or 412.

SPED 527 Student Teaching in Special Education-Post Baccalaureate Programs (6) Supervised student teaching with a master teacher in PreK-12 educational settings appropriate to SPED-Pcert emphasis (mild-moderate, severe/autism); minimum 280 hours in minimum 11 weeks. Supervision by master teacher and university supervisor.

SPED 528 Internship in Special Education-Post Baccalaureate Programs (3) Supervised teaching experience in full-time on-the-job PreK-12 educational settings appropriate to SPED-Pcert program emphasis (mild/moderate or severe/autism); supervision provided by university supervisor. Must enroll for two consecutive semesters. Repeatable three times.

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 nine times. 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) 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 nine times. 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 eight times. 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: consent.

SPED 601 Technology for Diverse Learners: Access, Accommodations, and Universal Design (3) Strategies for using assistive technologies, multimedia technology, and telecomunications to design engaging learning environments that promote inclusion and give voice to diverse learners. Emerging technologies for access, accommodations, and universal design are explored. Pre: one of 480, LTEC 414, or LTEC 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: 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. 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. Taught in ASL and English. Repeatable one time. A-F only. Pre: admission into Deaf Education program or consent. (Alt. years)

SPED 608 Literacy Development for Deaf Students (6) 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 times. 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. 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. Taught in ASL and English. Repeatable one time. A-F only. Pre: 609 or consent. (Alt. years)

SPED 611 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: 304 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.

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

SPED 615 Family-Centered Approaches in Deaf Education (1) Prepare teachers to deliver family-centered home-based services to families of deaf children using the SKI-HI model. 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 (3) Collaboration skills for working with general education teachers, specialists, paraprofessionals, families and community members to support the success of deaf students in inclusive settings. 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. 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/Autism (3) 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: 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: 304 or consent.

SPED 622 Children's Literature for Deaf Students (3) Introduction to English literature translated into American Sign Language (ASL) including discussion of ASL literature genres, the importance of translation, selection of literature; story reading, book reading, and retelling. Taught in ASL. Repeatable one time. A-F only. Pre: 609 or consent. (Alt. years)

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 three times. 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. Repeatable one time. 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 two times. 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 advisor; limited to students enrolled in the interdisciplinary program. Repeatable up to 12 credits. A-F only. Pre: advisor's approval.

SPED 630 Positive Behavioral Support-Severe Disabilities and Autism (3) Principles and laws governing human behavior and positive methods for eliminating significant behavior problems for students with severe disabilities and autism. Emphasis on the functions of behavior, experimental techniques for documenting behavior change, and the use of technologies for improving behavior in school and community settings. Pre: 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: consent.

SPED 632 Language/Communication Intervention-Communication Disorders/Autism (3) Current research in normal language learning, assessment, planning, implementation, evaluation of language delayed/disordered children, including children with autism. Procedures for attaining language/functional communication objectives using ongoing routines/activities. Pre: 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 Inclusive Physical Activity (3) Advanced knowledge on issues of socio-cultural, learning styles, diversity, and exceptionalities, and how these influence instruction, engagement, and behavior in physical activity settings across the lifespan. A-F only. Pre: consent. (Cross-listed as KRS 634)

SPED 635 Procedures for Early Childhood Special Education (3) Assessment and intervention strategies to promote behavior change with young children with disabilities. Promoting child skill gains and integrated programming options. A-F only. Pre: consent.

SPED 637 Topics and Issues in Reading Difficulties (3) Introduction of foundational knowledge of language and literacy development. Current topics and issues related to literacy development in students with Dyslexia and related reading difficulties. Repeatable one time. A-F only.

SPED 638 Fundamentals of Language and Literacy (3) Introduction of basic linguistic structures of written English related to reading, spelling, and writing for beginning or struggling readers. Covers evidence-based practices for teaching literacy to students with Dyslexia and related reading difficulties. Repeatable one time. A-F only.

SPED 639 Advanced Fundamentals of Language and Literacy (3) Advanced linguistic structures of written English related to reading, spelling, and writing for older students. Covers diagnostic assessment, planning, instruction, and progress monitoring for students with Dyslexia or related reading difficulties. Repeatable one time. A-F only.

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

SPED 641 (Alpha) Seminar in Issues in Special Education (3) Seminar on issues, trends, research, and program development in the field of special education. (B) current issues and trends; (C) technology; (D) foundations; (E) developmental disabilities; (F) cultural and linguistic diversity; (G) evidence-based practices. Repeatable one time per alpha. A-F only.

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

SPED 650 Seminar on Universal Design for Learning (3) Seminar on issues of research and practice on the application of universal design for learning in K-12 and higher education settings. Focus on culturally and linguistically diverse students diversity, non-traditional students and students with disabilities. Repeatable one time. A-F only.

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

SPED 688 Research Practicum in Special Education (3) Directed research experience to demonstrate mastery of research skills and techniques through developing and writing research proposals. Repeatable one time. A-F only. Pre: 642 or consent, or departmental approval. (Once a year)

SPED 695 Plan B Master's Project (3) Independent study for students working on a Plan B master's project. Repeatable one time. A-F only. Pre: graduate standing in Special Education.

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

SPED 700 Thesis Research (V) Research for master's thesis. Repeatable unlimited times.

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 710 Professional Seminar in Exceptionalities (1) Professional norms, duties, and expectations of leaders in exceptionalities; transitioning from practitioner to researcher and leadership roles; familiarity with current research and trends in the field of exceptionalities. Repeatable five times. PhD in EDUC majors only. Graduate students only. A-F only.

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 745 Special Topics in Exceptionalities (3) Critical examination and discussion of historical or current topic in early intervention, special education, and/or developmental disabilities. Repeatable two times. A-F only. (Once a year)

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.