This course examines current issues in early childhood special education aligned with developmentally appropriate practices, working with families and professionals. Prerequisite: Junior standing.

Theory and practice of the instruction of students who have disabilities in general education settings. Prerequisite: Junior standing or graduate status.

Students will study and practice the integration of technology in classroom instruction and management, with emphasis upon software evaluation and lesson design. Prerequisite: EDU 290 or graduate status.

Causes, diagnostic procedures, and research concerning individuals with cognitive impairment from historical, current, and potential future perspectives. Grade of C+ or better required to count toward degree. Prerequisites: SPE 126 with a grade of C or better; SPE 322 and SPE 323 with grades of C+ or better; Admission to Teacher Education. Graduate students may be admitted with permission of instructor.

Special techniques and materials used in the instruction of students identified with cognitive impairment. Grade of C+ or better required to count toward degree. Prerequisites: SPE 126 with a grade of C or better; SPE 322 and SPE 323 with grades of C+ or better; Admission to Teacher Education. Graduate students may be admitted with permission of instructor.

This course involves the practical application of pedagogical knowledge for teaching students with cognitive impairment. Students must receive a C+ or better in this course. Prerequisites: SPE 126 with a C or better; SPE 322, 323, 324, 519, 521 all with a C+ or better; Admission to Teacher Education. Co- Requisite: SPE 458.

This course reviews characteristics and etiology of individuals with autism spectrum disorders. Identical to PSY 575. Credit may not be earned in more than one of these courses. Prerequisites: Junior standing or graduate status.

Presentation of special techniques and materials used in best practice instruction of students with autism spectrum disorders. Prerequisites: SPE 530; senior standing or graduate status.

Applied behavior analysis (ABA) as it relates to learners with autism spectrum disorders in inclusive settings. Prerequisite: SPE 530; senior standing or graduate status.

Presentation of special techniques and materials used in promoting independence through functional living skills and transition for students with autism spectrum disorders. Prerequisite: SPE 530; senior standing or graduate status.

Practice and application of knowledge and strategies for teaching students with autism under faculty supervision. Application to register for this course must be filed during the semester prior to registration for approval. Prerequisites: SPE 530, SPE 531, PSY 586, PSY 682, CDO 550, and graduate status.

Study of trends, alternative approaches, and innovative curricula in programming for the exceptional student. This course is a variable credit topical workshop. Prerequisite: Junior standing or graduate status.

Survey of sociocultural influences on the performance of students from varying backgrounds, and educational provisions made for them in public schools including an anti-bias framework.  Writing Intensive. Prerequisites: Sophomore standing or graduate status.

Lifespan issues for persons with disabilities, stressing curriculum content and instructional strategies that promote interdisciplinary career development and transition education at all age levels. Prerequisites: SPE 126 with a C or better; Junior standing or graduate status.

Systematic introduction to characteristics of specific learning disability (SLD) including eligibility determination and evidence-based instructional approaches for teaching students with SLD. Prerequisite: Junior standing or graduate status.

Diagnostic procedures, therapy, and research concerning children and youth with emotional impairment. Grade of C+ or better required to count toward degree. Prerequisites: SPE 126 with a grade of C or better; SPE 322 and SPE 323 with grades of C+ or better; Admission to Teacher Education.

Intervention approaches to design positive classroom environments. Includes identification of behavioral/affective issues, social skills instruction, and proactive classroom management approaches. Grade of C+ or better required. Prerequisites: SPE 126 with a grade of C or better; SPE 322, SPE 323 with grades of C+ or better; Admission to Teacher Education. Graduate students may be admitted with permission of instructor.

This course involves the practical application of pedagogical knowledge for teaching students with emotional impairment. Students must receive a C+ or better in this course. Prerequisites: SPE 126 with a C or better; SPE 322, 323, 324, 578, 579 all with a C+ or better; Admission to Teacher Education. Co- Requisite: SPE 456.

This course examines current issues in early childhood special education aligned with developmentally-appropriate practices, working with families and professionals. Prerequisites: HDF 100; or junior standing; or graduate standing.