Special Education Dept. Webmaster
Department of Special Education
Silver Lake College, 2406 S. Alverno Road, Manitowoc, WI 54220
Special Education Department
COURSE DESCRIPTIONS
TRADITIONAL COURSE
DESCRIPTIONS |
TRADITIONAL COURSE DESCRIPTIONS
SPECIAL EDUCATION (SED) Undergraduate Courses................................................................................................................Sem. Hrs.
| 000 PORTFOLIO AND ASSESSMENT | 0 |
| Students may gain credit for relevant prior learning/experience toward a Bachelor's degree and DPI licensure by demonstrating adequate knowledge and competencies through portfolio evaluation, interviews, video presentation, written exams, and other performance assessments. Equivalency credits awarded; processing fee. |
| 205 PROFESSIONAL ROLES AND RESPONSIBILITIES | 2 |
| This course provides an opportunity for students entering the field of special education to understand the roles and responsibilities of a special education teacher through a study of the historical and current state of the field; educational programming for children with mild, moderate and sever disabilities; the legal requirements, and the ethical and professional considerations in the provision of special education and related services. Students will observe and interact in a variety of special education programs. The specific requirements and competencies of the Silver Lake College licensure program are addressed. 24 hours observation in two settings are required. |
| 206 FOUNDATIONS OF CD, EBD, LD | 3 |
| This survey course addresses the theories, delivery systems, assessment, programming and educational services for children with disabilities. The characteristics of CD, EBD, LD, are addressed. Participation in theory to practice activities is required. Prereq: SED 205, EDU 261 |
| 209 FOUNDATIONS OF EARLY CHILDHOOD SPECIAL EDUCATION | 3 |
| This course is the foundation course in working with the young child (birth through 8 years old) who has a disability or is at risk of becoming disabled, and with the family. It includes a study of atypical growth and development, an overview of state and federal legislation, service coordination, and family centered service. It combines underlying theory and practical strategies for development of effective communication and collaboration skills among families, professionals and community agencies. Ten to twelve hours observation of Early Childhood Special Education programs required. Prereq: SED 205 |
| 300 EDUCATIONAL MEASUREMENT AND ASSESSMENT | 2 |
| This course provides a firm foundation in the field of educational measurement, testing, and assessment. It will address the history, nature, definitions, and systematic process of measurement and assessment. Competencies for good procedures for educational assessment and the technical aspects in the selection, design, implementation, interpretation, and evaluation of assessment instruments will be emphasized. Practice in evaluating standardized and informal published instruments, as well as construction of teacher-made tests will be required. Prereq: EDU 262 | |
| 304 DEVELOPMENT AND DISORDERS IN EARLY CHILDHOOD SPECIAL EDUCATION | 2 |
| An overview of the etiology of disorders and developmental delays, and the psychological, biological and social characteristics of young children with exceptional needs. Prereq: Junior/Senior status |
| 305 COLLABORATION WITH FAMILY, PROFESSIONALS AND COMMUNITY AGENCIES | 2 |
| Courses combines underlying theory and practical strategies for the development of effective communication and collaboration skills among families, professionals and community agencies. Emphasis on pragmatic issues of family dynamics, collaboration, effective interpersonal communication skills (e.g., problem solving, conflict resolution strategies, etc...). Provides a structured communication framework for professional networking. Junior/Senior status. Prereq: SED 205, SED 206 |
| 306 ALTERNATIVE COMMUNICATION AND ASSISTIVE TECHNOLOGY | 2 |
| Study of the use of alternative communication and assistive technology to maximize communication, development and learning for students with identified special needs.. Prereq: EDU 260, EDU 261, SED 205 |
| 307 SPECIAL EDUCATION ASSESSMENT AND EVALUATION | 3 |
| Combined, lecture and laboratory approach for use and application of individual assessment instruments in educational planning. Designed to develop specific competencies essential for administering and interpreting individual test and informal instruments and techniques, and curriculum based assessments for individualized educational planning (IEP) and instruction. Prereq: EDU 261, SED 300 |
| 308 LIFE SKILLS AND TRANSITIONS | 2 |
| Addresses transitions between home, school, and community. Emphasis on programming for the development of life skills, advocacy, self determination, and career and vocational education. Prereq: SED 205, SED 206, EDU 261 |
| 309 ADVANCED MANAGEMENT STRATEGIES | 3 |
| Development of skills in selecting and applying the least restrictive behavior management and counseling strategies. Study of biological, ecological, psychological, behavioral, educational and sociological interventions, parent education and related services. Observation hours and participation in various learning and teaching situations. Prereq: SED 206, SED 400 |
| 310 FUNCTIONAL SKILLS CD | 3 |
| This course includes general knowledge in educational patterns and policies, curriculum planning and implementation, and alternative instructional design for students with cognitive disabilities/mental retardation. Functional skill development, content and programming based on assessment and IEPs are emphasized. SED 206, 307 | |
| 312 READING WRITING, AND MATHEMATICS LD | 3 |
| A course designed to facilitate the development of knowledge and skills in planning, implementing and evaluating reading, writing, and mathematics curriculum, strategies, and techniques appropriate for students with Learning Disabilities. Direct instruction approaches and multi-sensory strategies and techniques will be surveyed and practiced within a campus clinic setting. Prereq: SED 206, SED 307 | |
| 350 SPECIAL EDUCATION CLINICAL REQUIREMENTS | 1 |
| Admission to the Teacher Education Program is a prerequisite for all clinicals. | |
Dual Licensure in Early Childhood/Early
Childhood Special Education
Observation and participation in Early Childhood/Early Childhood Special Education. Students will have an opportunity to gain an understanding of the dynamics of teaching and providing services to young children with and without developmental delays and disabilities, and their families. Students will also have opportunities to prepare and present developmentally appropriate lessons that reflect children's needs and interests. Minimum of 40 hours field experience. |
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Categorical Licensure Middle Childhood-Early Adolescence/Early Adolescence-Adolescence
Students will be given an opportunity to match theory to practice in unique settings for students with disabilities. Reflection on and logging of programming, instruction, evaluation , and management based on models of effective practice will be required. 40 hours in each of two placements (MC-EA) or (EA-A) in the categorical licensure area is required. |
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| Assessment in Learning Disabilities | |
| A combined lecture and clinical approach to theory and practice in diagnosing and evaluating academic, social, and transitional progress of students who may be Learning Disabled. Formal and informal assessment techniques learned in SED 405 will be expanded. Assessment results will be integrated into individual educational plans. | |
| Assessment in Cognitive Disabilities | |
| This course will familiarize the student with the use of various tests, techniques, and evaluative methods appropriate for children and youth with mental retardation/cognitive disabilities. Through study of the diagnostic-prescriptive model, curriculum-based assessment and eligibility criteria, the student will develop competencies in appropriate diagnostic evaluations which will lead to planning for effective educational programming. | |
| Assessment in Emotional Behavioral Disabilities | |
| This course will familiarize the student with the use of various tests, techniques, and evaluative methods appropriate for children and youth labeled as emotional behavior disabled (EBD). The study and application of the eligibility criteria, formal and informal assessment techniques and strategies, including functional behavioral assessment, and the diagnostic-prescriptive model will be emphasized. | |
| 407 EARLY CHILDHOOD SPECIAL EDUCATION CURRICULUM AND METHODS | 3 |
| The exploration and practice of curriculum ideas and methodology needed to teach children with developmental delay and disabilities, ages birth through 8 years. It focuses on skills in planning and implementing instructional practices in the areas of motor, cognition, personal-social, self-help and communication to minimize the effects of handicapping and/or at-risk conditions. To be taken concurrently with Primary Clinical. Prereq: EDU 462 | |
| 408 SPECIAL EDUCATION METHODS (Specialization Area) | 2 |
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Middle Childhood-Early Adolescence/Early Adolescence-Adolescence Licensure
This course combines theory with practice as it relates to the programming and effective instruction of students with cognitive disabilities, emotional behavioral disabilities, or learning disabilities. Methodology will focus on academic, cognitive, behavioral, social, and transitional needs of students. Prereq: SED 405 |
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| 409 CONTENT ADAPTATION AND MODIFICATIONS FOR STUDENTS WITH DISABILITIES | 3 |
| An overview of meta-cognitive strategies and techniques used to adapt and modify curriculum and methods used within content areas for students who may have a disability. An introduction and application of cognitive strategy instruction will include application of strategies to core curriculum, support curriculum, and study skills. An adaptation of a text unit of study is required. Prereq: SED 307 | |
| 460 ADAPTATIONS AND MODIFICATIONS FOR LEARNING | 2 |
| This course is designed to provide an overview of the diverse learning and behavior needs encountered in the general education setting. Course content will emphasize specific adaptations and modifications of curriculum, teaching strategies, classroom environment, and management techniques aimed at improving the knowledge and skills of all students. Assignments and class discussions will provide practice in translating theories of effective teaching and special education into practical classroom applications. Prereq: EDU 262 | |
| 468 STUDENT TEACHING (SPECIALIZATION AREA/LEVEL | 2-6 |
| Program course completion is a prerequisite in all areas. | |
Early Childhood/Early Childhood Special
Education Licensure
Observation, participation, and teaching experience in Early Childhood/Early Childhood Special Education settings for children with and without developmental delays and disabilities. Seminars included. |
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Observation, participation, and teaching experience in settings based on categorical licensure area and developmental level (i.e., Middle Childhood through Early Adolescence or Early Adolescence through Adolescence). Knowledge, skills, and dispositions for programming, instruction, evaluation, and management based on models of effective practice will be emphasized. Seminars included. |
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| 469 EDUCATION INTERNSHIP: (SPECIALIZATION AREA) | |
| A teaching internship in a licensed full semester field assignment in a school. The intern is paid a stipend based on full time field participation (50% teaching; 50% study, observation, and planning). Prereq: Program completion; intern approval. | |
| 480 SPECIAL TOPICS | 1-3 |
| Selected topics of special interest and significance in the area of Special Education. Prereq: Consent of the advisor. | |
| 490 INDEPENDENT STUDY | 1-3 |
| Compliance with institutional guidelines and consent of advisor and instructor. | |
| 495 GUIDED STUDY | 1-3 |
| Compliance with institutional guidelines and consent of advisor and instructor. |
SPECIAL EDUCATION MODULE DESCRIPTIONS
| SED 610 MODELS OF EMOTIONAL BEHAVIORAL DISABILITIES | 1 |
| This module is one of two modules which address the "Introduction to Emotional Behavioral Disabilities". The range of services and delivery systems serving students with emotional behavioral disabilities, and the study of federal and state definitions and eligibility criteria for identification and programming will be emphasized. | |
| SED 620: HISTORY AND THEORY OF LEARNING DISABILITIES | 1 |
| This module is one of two modules which address the competencies usually found in a traditional course typically known as "Learning Disabilities" or "Introduction to Learning Disabilities". This module will provide information on the history of the field of Learning Disabilities, the basic theories and proponents associated with the field, definitions, the State of Wisconsin eligibility requirements, characteristics, etiologies, and a general overview of instructional interventions. | |
| SED 640: HISTORY AND CURRENT ISSUES IN COGNITIVE DISABILITIES | 1 |
| This module is one of two modules which address the "Introduction to Cognitive Disabilities". The module consists of four units which address the following topics: history of the field, current issues, delivery systems, assessment and IEPs, curricular options, families, laws, regulations and litigation, and employment and job skills. | |
| SED 661: COMMUNICATION AND COMMUNICATION DISORDERS | 1 |
| The purpose of this module is to acquaint special education teachers with the types of communication disorders most often found in children diagnosed as having a handicapping condition under IDEA. It addresses the normal communicative and cognitive development and the disorders, which can occur during development, that is essential knowledge for all teachers. Emphasis is on: the relationship between communicative and cognitive development and the acquisition of social and academic skills; the implementation of informal classroom-based assessment strategies, and the implementation of general and specific interventions for communication needs which are applicable in the classroom setting. | |
| SED 665 CLASSROOM MANAGEMENT | 1 |
| This module presents methods for organizing and modifying environments in collaboration with other professionals and the family to maximize the student's development through appropriate use of instructional techniques, materials, equipment and technology. | |
| SED 666 CAREER VOCATION-TRANSITION | 1 |
| This module provides participants with foundational knowledge and classroom strategies related to career/vocational education and transition planning. It is designed to familiarize the classroom teacher with knowledge of the national and state studies related to career and vocational-transition needs for students with disabilities. It will address legislation and philosophies, curriculum design and instructional approaches, post-school transition goal setting, utilization of follow-up activities, post-school training outcomes, post-school employment outcomes and the utilization of adult support agencies. | |
| SED 668 STUDENT TEACHING | 2-6 |
| Observation, participation, and teaching experience in settings based on categorical licensure areas. Knowledge, skills, and dispositions for programming, instruction, evaluation, and management based on models of effective practice will be emphasized. | |
| SED 675 BEHAVIOR MANAGEMENT | 1 |
| Examine the various models of discipline, techniques and strategies for teaching, managing and maintaining appropriate behavior, and methods for changing unacceptable behaviors. Students learn behavior principles and models which follow a continuum, and can be applied to individual, surface and group management strategies for a variety of environments. | |
| SED 710 THEORIES OF EMOTIONAL BEHAVIORAL DISABILITIES | 1 |
| This module is one of the two modules which address the "Introduction to Emotional Behavioral Disabilities". The ten units cover the conceptual modules, the historical views and the legal issues associated with emotional behavioral disabilities. | |
| SED 720 LEARNING DISABILITIES PROGRAM OPTIONS | 1 |
| This module is one of two modules which address the "Introduction to Learning Disabilities". It contains eight units which provide an overview of the continuum of services within the least restrictive environment. It will also address the characteristics, the program delivery model and the instructional methodology for each level. | |
| SED 740: DEFINITIONS, CAUSES AND IMPLICATIONS OF COGNITIVE DISABILITIES | 1 |
| This module is one of the two modules which address the "Introduction to Cognitive Disabilities." The five units cover the definitions of mental retardation, classification approaches, prevalence and incidence, causes of mental retardation, the implications and educational options for persons with severe mental retardation and the implications of mild/high incidence mental retardation in life areas. |
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January 03, 2007 Special Education Dept. Webmaster Department of Special Education Silver Lake College, 2406 S. Alverno Road, Manitowoc, WI 54220 |