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Special Education

SPED 104 ASL Enhancement for Experienced Signers (3)
Intensive ASL course for working interpreters focusing on receptive and expressive development in the use of ASL, including sentence types, advanced vocabulary, grammatical structures, non-manual grammatical markers, conversational behaviors and cultural appropriateness. Prerequisite: by application only

 

SPED 105 ASL Enhancement for Fluent Signers (3)
Intensive ASL course for working interpreters focusing on development of advanced ASL communication skills, including complex sentence types, inflection and registers. Emphasis on grammatical sophistication and production fluency. Includes cultural values and beliefs that impact communication and appropriate bilingual/bicultural interaction. Prerequisite: by application only

 

SPED 200 Introduction to Careers in Special Education and Rehabilitation (3)
Survey of career opportunities in special education and rehabilitation. Content will include examination of educational programs and rehabilitation services which support individuals having disabilities. A special focus will be the various roles of persons employed in special education and rehabilitation.

 

SPED 206 Introduction to the Process of Interpreting (3)
Introduces students to the profession and process of interpreting. Includes historical and contemporary perspectives of interpreting and bilingual/ bicultural interpreting and strategies to accurately receive, analyze, understand, compose and produce interpreted messages. Prerequisite: by application only

 

SPED 207 Introduction to the Professional Aspects of Interpreting (3)
Introduces students to ethics and professional practices of interpreting, group theory, legal aspects, problem solving, conflict resolution, and educational theory, child placement procedure, and a collaborative approach to service delivery in educational settings. Prerequisite: by application only

 

SPED 221 Interpreting Practice I (3)
Introduces students to the production aspects of interpretation. Students analyze texts linguistically and functionally, focusing on register, style, affect and meaning. Introduces pre-interpreting exercises, group translations of ASL and English texts and consecutively-interpreted dialogues and monologues. Students are introduced to team interpreting. Prerequisite: by application only

 

SPED 222 Interpreting Practice II (3)
Concentrates on production aspects of spontaneous interpreting/transliterating. Students incorporate linguistic and functional analyses into consecutive and simultaneous interpretations/transliterations. Students work with recorded material and with guest speakers. Emphasis is on accuracy and fluency. Students are introduced to relay and oral interpreting. Prerequisite: by application only

 

SPED 250 Introduction to Comparative Linguistics (3)
Students will use a comparative/contrastive approach to the study of English and ASL, and will focus on grammatically-acceptable ASL productions. Students will be introduced to the linguistic and culturally-based communication issues that influence the interpreting process. Prerequisite: by application only

 

SPED 257 Introduction to Discourse Analysis (3)
Specialized discourse and vocabulary of specific content areas that appear in educational settings, including mathematics, science and computers. Includes sociolinguistic factors that influence communication, strategies for analyzing discourse and the discourse varieties of ethnic minorities. Prerequisite: by application only

 

SPED 261 Preparation for Mentorship (2)
Skills and knowledge to become mentors and resources for less experienced or entry-level interpreters. Focuses on theoretical models of mentorship and interpretation; materials available for skill and knowledge upgrading, and the tasks of interpretation. Students will explore implications of language acquisition/learning on teaching, tutoring and modeling for working interpreters and interpreting students. Prerequisite: by application only

 

SPED 262 Preparation for Mentorship II (2)
Second course, in a series of three, prepares experienced interpreters with skills and knowledge to become mentors and resources for less experienced or entry-level interpreters. Focuses on philosophy and methodology of various assessment and evaluation strategies that can be applied to interpretation. Students examine the purpose and value of interpretation assessment, evaluate sample assessment tools, and develop diagnostic instruments that can be used with working interpreters and interpreting students. Prerequisite: by application only

 

SPED 263 Preparation for Mentorship III (2)
Prepares experienced interpreters with skills and knowledge to become mentors and resources for less experienced or entry-level interpreters. Third course in a series of three, traces history of ASL and English use in educational settings. Students will investigate design and implementation of Signed English systems, theoretical and philosophical roots, and use with deaf children, and materials for skill upgrading. Prerequisite: by application only

 

SPED 270 Educational Interpreting: Classroom Theory and Techniques I (3)
Prepares instructional aides to serve hearing impaired students in both mainstreamed and residential settings. First of a two-term sequence covering adaptation of environmental conditions and classroom activities for students experiencing communication and language related challenges due to a hearing loss. Prerequisite: admission to Educational Interpreting program or consent of instructor

 

SPED 271 Educational Interpreting Skills I (3)
Skill development course designed to introduce specialized techniques of application to interpreting within the educational setting. Emphasis will be on transliteration, specialized terminology, language assessment/communication skills appropriate for use with deaf and hearing impaired mainstreamed students and professional considerations. Prerequisite: admission to Educational Interpreting program or consent of instructor

 

SPED 275 Educational Interpreting: Classroom Theory and Techniques II (3)
Presents information to prepare instructional aides to serve hearing impaired students in both mainstreamed and residential settings. It is the second of a two-term sequence covering adaptation of content-related classroom activities and materials and basic tutoring and classroom management techniques. Prerequisite: SPED 270

 

SPED 281 Teaching American Sign Language (2)
Introduction to linguistic features of ASL as a base for second language instruction. Students study ASL on the levels of phonology, morphology, syntax, semantics, and discourse. Includes a comparison of visual-gestural and vocal-auditory languages and the implications for teaching ASL to hearing students. Prerequisite: by application only

 

SPED 282 Teaching American Sign Language II (2)
Second in a series of three, focuses on theories of second language acquisition, the relationship of language to culture, strategies for second language instruction and current approaches to ASL teaching. Students will analyze current curriculum and develop teaching strategies based upon a study of second and foreign language teaching methodologies. Prerequisite: by application only

 

SPED 283 Teaching American Sign Language III (2)
Third in a series of three, focuses on the functions of assessment and evaluation principles in language learning. Students will investigate use and factors involved in designing assessment instruments, current approaches to language assessment, available instruments for the assessment of ASL skills, and diagnostic strategies to guide students toward more effective language learning. Prerequisite: by application only

 

SPED 406 Special Individual Studies (1-15)
Terms and hours to be arranged. Designed for individual or special studies in a limited area of interest under the guidance of a designated faculty member. Prerequisite: consent of instructor

 

SPED 407/507 Seminar: Special Education (1-3)
Terms and hours to be arranged.

 

SPED 408 Workshop (1-15)
Terms and hours to be arranged.

 

SPED 409 Practicum: General Education (1-12)
Training. Prerequisite: consent of instructor

 

SPED 412 Laboratory Experience (1-6)
Practicum to acquaint pre-service and in service teachers with programs for children and youth in various societal and educational agencies; summer practicums in preschool and elementary education; practicums in addition to student teaching in subject matter areas to meet certification requirements. Limited to 6 hours.

 

SPED 417/517 Inclusive Practices in Education (3)
For students who are completing a minor in special education and/or those who may plan to enter a special education program at the graduate level. Includes the history of general and special education in North America, deinstitutionalization, mainstreaming and inclusion of individuals with disabilities in society and public school systems, legislative initiatives since the 1960s that mandate the provision of a free, appropriate, public education (FAPE) to students with special needs, Oregon’s 21st Century School Act, Oregon common curriculum goals, standards and benchmarks, and professional organizations and agencies to serve students from diverse backgrounds.

 

SPED 418/518 Survey of Special Education (3)
Survey of models, theories and philosophies that form the basis for special education practice. An overview of the aspects of disabilities including legal, social and educational issues in the provision of education and related services from early intervention through transition to adulthood.

 

SPED 447/547 Partnerships in Special Education (3)
Examines family systems and the unique challenges and concerns faced by parents of children having disabilities. Family rights and effective advocacy are presented. Strategies for communicating and collaborating with parents, family members and other professionals are presented. Emphasizes collaboration and team building. Prerequisite: SPED 418/518 or consent of instructor

 

SPED 603 Thesis or Field Study (3-9)
Prerequisite: consent of instructor

 

SPED 607 Seminar (1-3)

 

SPED 607 Seminar: Professional Portfolio (1)
Preparation and presentation of Professional Portfolio.

 

SPED 608 Workshop (1-15)
Terms and hours to be arranged.

 

SPED 609 Practicum: Field Experience (1-15)
Prerequisite: consent of instructor/adviser/chair and concurrent enrollment in SPED 607 Seminar, if required

 

SPED 610 Internship (2-12)
Supervised work experience with professional level responsibilities in public school, community college, or higher education. On-site supervision by appropriately trained and certified professionals. Supplementary conferences, reading and reports. Prerequisites: consent of instructor/adviser/chair and concurrent enrollment in SPED 607 Seminar, if required

 

SPED 616 Evaluating Special Education Research (3)
Designed to prepare special educators for graduate course work, portfolio, thesis/project, comprehensive exams, Praxis exams, and for practicing evidence-based practice as a teacher. Prepares students to be informed consumers of research rather than actually conducting research themselves and prepares teachers to apply research principles to their practice as teachers.

 

SPED 620 Content Reading and Instructional Planning (3)
Designed for students who are preparing to teach students with learning problems. Provides an overview of the Oregon common curriculum goals (CCGs), content standards (CSs), and benchmarks. Content will include instructional planning theory and application, and best practices theory and strategies for teaching written expression, spelling and content reading.

 

SPED 622 Reading Remediation (3)
Remedial techniques and strategies in the language arts, particularly reading (decoding skills, word recognition, fluency, comprehension) and written expression (planning, organizing, outlining, sentence and paragraph writing, spelling, and proofing skills), monitoring student progress and making decisions about instruction and curriculum in the language arts for students with learning problems. Prerequisite: SPED 418/518 (or concurrent enrollment or consent of instructor)

 

SPED 623 Behavior Support (3)
Examines literature and practice in planning and implementing school-wide systems of positive support for K-12 students. Emphasis on effective behavior management strategies for assisting students with special educational needs. State-of-the-art research-based practices for behavior support, such as functional behavior assessment (FBA), behavior intervention plans (BIP), behavioral IEPs/IFSPs, cognitive behavior modification, classroom management, social skills training. Prerequisite: SPED 418/518 (or concurrent enrollment or consent of instructor)

 

SPED 625 Assessment for Instruction (3)
Basic assessment theory, assessment planning, criterion-referenced testing, curriculum-based assessment, formative and summative assessment, data collection and display, and use of assessment data for instructional decision making. Course addresses special problems in assessment, including assessment of English language learners and adaptations or modifications of assessment for students with disabilities. Prerequisite: SPED 620 (or concurrent enrollment or consent of instructor)

 

SPED 628 Mathematics Remediation (3)
Techniques and strategies to remediate deficits in mathematics and content areas, study skills, accommodating students with special educational needs in the general education classroom. Prerequisites: SPED 620, SPED 622 and 625, passing grade on program mathematics proficiency test, (or concurrent enrollment) or consent of instructor

 

SPED 632 Medical Aspects of Low Incidence Disabilities (3)
Physical and medical aspects of major disabilities and implications for management in educational settings. Prerequisite: SPED 418/518 or consent of instructor

 

SPED 633 Low Incidence Disabilities Methods (3)
Prepares students to use a variety of assessment and instructional strategies with students who have moderate to severe disabilities. It includes the design and implementation of individualized curricula for students having severe disabilities, identification of instructional priorities, task analysis, instructional strategies, and data systems. Prerequisites: SPED 418/518, SPED 632, (or concurrent enrollment or consent of instructor)

 

SPED 636 Managing Communication Systems (3)
Design and implementation of communication systems for individuals with severe disabilities: oral and non-oral techniques including pre-linguistic communication, alternative/augmentative communication systems focusing on design and implementation, and technical skills necessary for assessment, program design, intervention strategies and data systems. Prerequisites: SPED 633 or SPED 671 (or concurrent enrollment or consent of instructor)

 

SPED 639 Final Supervised Field Experience (3-9)
Full-time placement for one term in either an early intervention, elementary, middle or high school setting. Under the direction of a mentor teacher and a WOU supervisor, the student assumes responsibility for the learning activities of children with disabilities. Student will gain experience and skill in a range of teacher tasks. Prerequisites: SPED 609 Practicum: Academic/SPED 610 Internship: Academic and SPED 609 Practicum: Low Incidence/SPED 610 Internship: Low Incidence and concurrent enrollment in SPED 607 Seminar: FSFE, or consent of instructor/adviser/chair.

 

SPED 642 Standardized Assessment (3)
Provides instruction in the selection, administration and scoring of appropriate standardized assessment tools for children with learning problems. The course addresses the use of standardized assessment for determining special education eligibility and for developing IEPs. Prerequisite: SPED 625 or consent of instructor

 

SPED 646 Law and Special Education (3)
Examines the complex Web of federal and state laws governing special education. Students learn to apply relevant legal principles to hypothetical situations typical of those that occur in schools. Prerequisite: completion of at least 30 credit hours in M.S. program or consent of instructor

 

SPED 671 Introduction to Early Intervention/Early Childhood Special Education (3)
Introduction to services for infants, toddlers and preschool children with disabilities or at risk, and their families. Historical, philosophical and legal basis of services in early childhood with particular emphasis on family systems theory, Individualized Family Service Plans, family-focused intervention and multicultural environments. Methods of assessment and delivery of services are discussed along with major issues in the field of Early Intervention/Early Childhood Special Education (IE/ECSE). Prerequisite: SPED 418/518 or consent of instructor

 

SPED 672 Transition and Self-Determination (3)
Focuses on the transition of students with disabilities from high school to adult life. Critical components of transition planning including career development and employment, functional vocational assessment, post-secondary education, and adult living. Emphases on best practices related to transition planning and self-determination. Prerequisites: SPED 418/518 or consent of instructor

 

SPED 677 Assessment, Curriculum and Intervention Strategies in Early Intervention/Early Childhood Special Education (3)
Strategies for infant and child assessment to determine eligibility for early intervention and early childhood special education and to plan, implement and monitor services. Development of Individual Family Service Plans, Individual Education Plans and Transition plans. Discussion and practice strategies for designing instruction both in the home and in center based settings for successful transition to kindergarten and for program evaluation. Prerequisites: SPED 418/518 and SPED 671 or consent of instructor

 

SPED 682 Contemporary Issues in Special Education (2)
Introduces students to policy analysis in special education. Students explore, analyze and synthesize available knowledge and research on a wide range of perplexing or controversial issues relating to disability. Prerequisites: completion of all SPED courses and completion of/concurrent registration in ED 616 or SPED 616, ED 646, and PSY 620/621/622, or consent of instructor

 

SPED 684 Emotional and Behavioral Disabilities (3)
Theory and application of techniques for managing the classroom environment and behavior problems of students with disabilities, particularly as this applies to students with more severe emotional and behavioral disabilities (E/BD). Current theoretical frameworks and best practice regarding the education of students with E/BD will be presented in the following areas: assessment/evaluation, program planning and implementation, treatment, crisis intervention, and reintegration. Prerequisite: SPED 623 or consent of instructor

 

SPED 686 Autism: Issues and Strategies (3)
Examines current knowledge and practices in the education of children and youth with autism. Systems for identifying and prioritizing educational goals, design of curriculum, instructional strategies, and communication techniques will be reviewed. Social integration and parent involvement will be addressed.

 

SPED 690 Intelligence Testing and Reporting (3)
Training for administering and scoring individual intelligence scales and initial aspects of test interpretation and reporting. Social, cultural socioeconomic, and affective factors that can influence test results will be discussed along with the decision-making process regarding appropriateness of testing and test use. Prerequisite: SPED 642 or consent of instructor

 

 

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