Special Education (SPED)
Must be taken concurrently with a practicum course
Description: Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and accommodating academic and behavior of a range of exceptional and other at-risk learners in the elementary school.
Prerequisites: Admission to the Teacher Education program.
Must be taken concurrently with a practicum course.
Description: Legal and ethical requirements for educating exceptional learners; identification, referral, and placement procedures; development and use of the Individual Education Program; strategies for teaching and accommodating academic and behavior of a range of exceptional and other at-risk learners in the secondary school.
Prerequisites: Admission to graduate degree program at UNL or permission of instructor
Description: Theories of executive function (EF) and its development. Links between EF and developmental outcomes. Executive function in special populations. Considerations for including executive function in educational and psychological research.
Description: Historical perspectives, theories, and models of mathematics learning and mathematics learning disabilities. Cognitive and academic profiles of students with mathematics learning disabilities. Cognitive factors that impact mathematics learning. Considerations for cognition to develop effective mathematics intervention.
Prerequisites: Admission to a degree program in Special Education, Speech-Language Pathology or Audiology, Educational Studies or Human Sciences or other relevant major
Description: Introduction to research in special education and related paradigms in order to conduct and write a systematic literature review. Includes instruction in conducting database searches and finding relevant literature, methods for evaluating the quality of evidence for effectiveness, developing codebooks and training for reliability, and writing in APA style.
Prerequisites: SPED 212 (required for undergraduate students only). Parallel with SPED 406A/806A.
Description: Theory and techniques for assessing and teaching word identification, vocabulary, comprehension and writing skills in grades 7 to 12.
Prerequisites: SPED 212 (required for undergraduate students only). Parallel with SPED 406/806.
Requires two hours per week in a Reading Center.
Description: Teaching and/or tutoring experience evaluating and instructing students with reading problems in a Reading Center. Assessment, instructional planning, delivery of instruction, writing diagnostic reports and parent communication.
Description: Provide future special education teachers with both the historical timeline and current legistlation regarding services for students with mild/moderate disabilities. Chronological events and legal mandates that public schools must reinforce to provide an equal education for all students.
This course is taken concurrently with a practicum experience.
Description: Principles of Classroom Instruction That Works and Explicit Instruction are instilled as a framework for instructional planning at the secondary level. Co-teaching with content teachers and transitional planning for secondary students with disabilities will also be addressed.
Description: Designed for educators of children and youth with Autism Spectrum Disorder. Provides characteristics, assessment process, and etiology. Includes overview of interventions and evidence-based practices.
This course is a prerequisite for: SPED 810
Prerequisites: SPED 809 or equivalent
Majors in severe disabilities must parallel with SPED 896P (1 cr). SPED 810 requires observations in schools and applied assignments.
Description: Planning, implementing, and evaluating intervention programs for individuals with Autism Spectrum Disorder. Apply assessment data to develop functional outcomes and select instructional strategies using evidence-based interventions.
Prerequisites: SPED 201; sophomore standing.
Description: Understanding characteristics of students with math learning disabilities and potential causes. Evidence-based instructional strategies in math for teaching students with math learning disabilities and those who are at-risk.
Prerequisites: SPED 201, TEAC 311, TEAC 313 for elementary education majors; SPED 201, CYAF 383, CYAF 316A, CYAF 397D for inclusive early childhood education majors; SPED 201, SPED 212, and SPED 414 (or equivalent) for SPED majors. Must be taken with: SPED 415A/815A.
Priority will be given to students who will be student teaching the following semester.
Description: Theory and techniques for assessing and teaching early literacy skills in small groups and one-on-one for children who struggle with literacy.
Prerequisites: SPED 201, TEAC 311, TEAC 313 for elementary education majors; SPED 201, CYAF 383, CYAF 316A, CYAF 397D for inclusive early childhood education majors; SPED 201, SPED 212, and SPED 414 (or equivalent) for SPED majors. Must be taken with: SPED 415/815.
Priority will be given to student who will be student teaching the following semester.
Prerequisites: SPED 454 or equivalent. Admission to Graduate Degree or Certificate program in Special Education.
Description: Functional behavioral assessments and development of behavior intervention plans based on the assessments. Contextual and curriculum manipulations, and replacement behavior training.
This course is a prerequisite for: SPED 942
Cross listed with SPED. SLPA and SPED are in at the same department and will be working together on this course.
Description: Designed to provide training and experiential learning in skills necessary for teaching at the post-secondary level. Evidence-based teaching methods in the fields of communication disorders and special education will be investigated, discussed, and applied. The common element of problem solving will be emphasized as learners apply pedagogical principles related to learning, teaching, and assessment. Assignments are curated such that most may be relevant inclusions in a teaching portfolio.
Prerequisites: Admission to Graduate Degree or Certificate program in Special Education.
Description: An introduction to current educational programs and services for children with visual impairments, including children with additional disabilities. Topics include the history of educational services for this population, developmental characteristics, psychosocial aspects, and current and past legislation.
Prerequisites: SPED 846. Admission to Graduate Degree or Certificate program in Special Education
Description: Structure and function of the visual system, conditions that affect visual ability, and the functional and environmental implications of low vision. Strategies for enhancing visual ability in children with visual impairments and children who have additional disabilities. Conducting Functional Vision Assessments.
This course is a prerequisite for: SPED 852B
Description: Provide an overview of the profession of orientation and mobility including key figures, organizations, and the overall development of the field as well as kinesiology and sensorimotor functioning, psychosocial aspects of O&M, environmental accessibility, and research.
Description: Provide essential practical and instructional knowledge essential for all orientation and mobility specialists, use of senses and the psychosocial aspects of orientation and mobility, information on age-related instruction and instruction with individuals who have additional disabilities, and adapted orientation and mobility tools and working in complex environments.
Prerequisites: SPED 849 or permission of instructor.
Description: Advanced skills in Nemeth (mathematics code) and/or Literary code. Basic activities in braille formatting, foreign language, music and identification of braille technology devices and resources.
This course is a prerequisite for: SPED 852B
Prerequisites: SPED 846
Description: Theory and skill development in the selection and use of technology for students with visual impairments. Technology assessments, data collection, equipment feature, source of equipment, funding sources, writing technology instructional plans, and demonstration of using various equipment and technology.
Prerequisites: SPED 846. Admission to Graduate Degree or Certificate program in Special Education or permission of instructor.
Description: Theory and applied practice in basic orientation and mobility techniques for use with students with visual impairments. Practical methods for work in concept development, orientation skills, travel skills and techniques, personal safety and independent travel. Needs of specific populations such as people with low vision and individuals with additional disabilities. Vision simulators and occluders. An introduction to the history and development of the profession.
Students will be expected to travel around the community to practice and demonstrate competency of performing and teaching travel techniques.
Description: Acquisition of instructional strategies for teaching orientation and mobility to students with visual impairments; application of knowledge through performance-based activities, including blindfold and vision simulator.
This course is a prerequisite for: SPED 864
Description: Effective teachers facilitate student learning. Facilitating student learning depends on understanding learning principles and on designing instruction that is compatible with learning principles. Instructors can provide learning-compatible instruction that helps students learn more effectively and ultimately teaches them how to learn. Assists teachers to teach in learning-compatible ways and helps them embed within their curriculum a program for teaching learners to learn.
This course is a prerequisite for: EDPS 967
Description: For principals or other administrators who have special education programs in their buildings. Overview of disabilities, related law, special education programs, personnel issues, etc., and instructional methods and administrative support for effective integration of disabled students into regular programs.
Description: Intensive preparation for special educators who intend to administer special education programs in the public schools. Information about best practices in special education, including programming, supervision, legal/regulatory issues, financing, personnel, as well as current controversial topics which are affecting these programs in the schools.
Description: Overall philosophy of orientation and mobility (O&M), including Code of Ethics and Certification standards; discuss current literature and issues impacting programming and students with multiple disabilities; development and administration of an effective O&M instructional program; and O&M assessment procedures.
Prior course in early childhood education or introduction to special education course (SPED 201)
Description: Introduction to the history, philosophy, and research related to early intervention practices with children 0-5 years of age. Discussion of issues related to legal mandates, model programs, family involvement, integration, transitions, service delivery systems, teamwork and assessment for young children.
Prerequisites: SPED 861: Admission to Graduate Degree or Certificate program in Special Education SPED 461: SPED 201, CYAF 271 and admission to the Inclusive Early Childhood Education major; CYAF 380 or parallel
SPED 861 requires a practicum in home visiting.
Description: Assessment and intervention strategies for developing appropriate early intervention programs for infants and toddlers with disabilities. Rationale and principles for conducting home-based, family-centered, and transdisciplinary services.
Prerequisites: An assessment and applied behavior analysis course; Admission to Graduate Degree or Certificate program in Special Education or permission of instructor.
SPED 862 requires an applied experience.
Description: Selection, design and implementation of developmentally appropriate, classroom-based interventions for young children with disabilities. Ecological assessments; activity and instructional planning; selection and use evidence-based strategies; consultation practices for inclusive settings.
Prerequisites: Admission to a graduate degree or certificate program in Special education, Speech-Language Pathology, or Child, Youth and Family Studies. Or by permission of instructor.
Prior coursework or experiences with children with disabilities advised.
Description: Understanding and design of developmental care and learning opportunities for children with complications of prematurity and extended hospital stays. Neonatal and postnatal development as well as common conditions associated with low birth weight and prematurity are reviewed. Assessment and supports considered in contexts of hospital, family home and community care settings for young children with special health care needs who are at risk for or show developmental disabilities.
Prerequisites: SPED 854
Students will be expected to travel around the community to practice and demonstrate competency of performing and teaching travel techniques.
Description: Acquisition of advanced instructional strategies for teaching orientation and mobility to students with visual impairments; application of advanced knowledge through performance-based activities, including blindfold and vision simulator.
Prerequisites: SPED 846 or instructor permission
Description: Methods and materials for conducting essential assessments for children with visual impairments of all ages and abilities. Includes functional vision assessment (FVA), learning media assessment (LMA), and expanded core curriculum (ECC) screening and assessment.
Prerequisites: Admission to Graduate Degree or Certificate program in Special Education or permission of instructor.
Description: Education of students who are deaf or hard of hearing, including history, definitions, etiology, identification, assessment, professional roles, and educational programming. Examine attitudes, assumptions, and stereotypes of persons who are deaf or hard of hearing.
Prerequisites: SPED 872 and admission to Graduate Degree or Certificate program in Special Education.
SPED 873 is for all students in the hearing impaired program.
Description: Methods for teaching content areas (science, math, and social studies) to students who are deaf or hard of hearing, birth through 21. Adapting curricula and materials in these areas to meet the language and learning needs of students who are deaf or hard of hearing.
Prerequisites: SPED 872 and admission to Graduate Degree or Certificate program in Special Education.
Description: Assessment instruments, curricula and instructional methods for developing language and literacy for children who are deaf or hard of hearing, birth through 21. Methods for coordinating speech, language and/or auditory training in the home and classroom with that in the speech and/or language therapy program, and connecting this to literacy development and strategies.
Prerequisites: SPED 872 or parallel with SPED 875. Admission to Graduate Degree or Certificate program in Special Education or permission of instructor.
Description: Methods for providing services for students who are visually impaired and/or deaf or hard of hearing, using itinerant and consultative models. Professional and parent in-service development, team-based problem solving, curriculum based pull-out services. Ecological assessment; technologies; and use of interpreters and paraprofessionals.
Description: Foundations of normal speech and language development and potential difficulties in early stages of communication and later classroom success. Analysis of child language samples. Strategies for explaining language development to parents and professional colleagues
Description: Methods for providing services for students with sensory disabilities, using itinerant and consultative models. Professional and parent in-service development, team-based problem solving, curriculum based pull-out services.
Prerequisites: Admission to Graduate Degree or Certificate program in Special Education or by permission of instructor.
SPED 882 requires observations in schools and applied assignments.
Description: Selection, design, and implementation of best practice instruction for students with severe disabilities, multiple disabilities, or deaf-blindness.
Prerequisites: Admission to Graduate Degree or Certificate Program in Special Education, Speech-Language Pathology, or Audiology
Description: Theories of speech and language development, evaluation, and intervention programming for children who are deaf or hard of hearing.
TEAC/SPED 886 includes case study and planning for special student populations.
Description: Analysis and use of informal and formal assessment and instructional strategies in clinic and classroom settings.
TEAC/SPED 886 includes case study and planning for special student populations.
Description: Analysis and use of informal and formal assessment and instructional strategies in clinic and classroom settings.
TEAC/SPED 886 includes case study and planning for special student populations.
Description: Analysis and use of informal and formal assessment and instructional strategies in clinic and classroom settings.
Prerequisites: Admission to a degree program in Special Education, Speech-Language Pathology or Audiology, Educational Studies or Human Sciences or other relevant major.
Description: An in-depth study of professionally-relevant topic(s).
Prerequisites: Prior arrangements with faculty member and permission.
Description: Individual or group projects that are extensions of course work, such as preparation of teaching materials, review of literature, observation/exploration of practices, design of curricular or clinical tools. Topic, scope and grading parameters are under guidance of a department faculty member, but topic can be student-initiated. These projects are generally relevant to the student's professional practice and advance the student's and possibly others' knowledge on a topic. Such projects may result in professional presentations.
Prerequisites: Admission to graduate program in SPED, Speech Language Pathology, or Audiology
Description: The purpose of the DHH Directed Field Experience is to provide the pre-service TOD with opportunities to learn about the role and responsibilities of TODs. It will begin by engaging in a variety of field observations, followed by either a Tutoring or Group experience with children who are DHH.
Description: Laboratory and teaching experience in the area(s) of specialization.
Description: Individual or group project designed to help students develop understandings, skills, and outlooks that would allow them to conduct original, independent research in the future. Topic of research may be related to the instructors current research projects or area of study or a topic of interest to the student for pilot work; approval of the topic/project is at the discretion of the instructor.
Prerequisites: Admission to masters degree program and permission of major adviser
Description: (course description)
Prerequisites: Admission to graduate degree program at UNL or permission of instructor
Description: Foundations of meta-analysis. Modern methods for conducting meta-analysis. Examination of moderator analysis and publication bias analysis. Meta-analytic structural equation modeling.
Prerequisites: SPED 824 or admission to a graduate program in Educational Psychology or with permission of instructor
Description: Strategic therapy structures and cognitive-behavioral interventions for school and clinical professionals dealing with students who present significant behavioral challenges. Issues in assessment, intervention, and consultation are addressed.
Prerequisites: Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals age 5 to 21 years who have disabilities.
Description: Principles and practices for effective partnerships among schools, families, and the community. Cultural reciprocity and family systems theory are emphasized. Spend time with a family with a child with special needs, in order to gain firsthand knowledge of the family experience. Reflect upon these experiences in relationship to readings and discussions.
Prerequisites: Admission to a degree program in Special Education, Speech-Language Pathology or Audiology, Educational Studies or Human Sciences or other relevant major.
Description: An in-depth study of professionally-relevant topic(s).
Prerequisites: Admission to a doctoral degree program in Special Education or Speech-Language Pathology
Description: Work with a graduate faculty member on a mutually-agreed upon outcome-based project of shared scholarly interest.
Prerequisites: Permission
Description: The course is intended primarily for doctoral students, although non-doctoral graduate students may be admitted with special permission of the instructor. Students are immersed in outcome-based scholarly activities with a faculty mentor. Working on either an individualized or small group basis, students develop, execute and report one or more projects addressing the interaction between research and practice.
Prerequisites: Permission
Description: Readings on selected problems in special education.
Description: Individual or group project designed to help students develop understandings, skills, and outlooks that would allow them to conduct original, independent research in the future. Topic of research may be related to the instructor's current research projects or area of study or a topic of interest to the student for pilot work; approval of the topic/project is at the discretion of the instructor.
Prerequisites: Admission to doctoral degree program and permission of supervisory committee chair
Description: (No description)