Analysis of legislation, litigation, and administrative rulings in special education, with an emphasis on teaching expository writing and developing legally sound policies/procedures that ensure educationally meaningful and legally correct education for students with disabilities. BEd in SPED majors only. A-F only. (Summer only)

Assessment methods and techniques to inform special education decisions, including the use of standardized assessments for initial eligibility, reevaluations, and annual reviews for special education services. BEd in SPED majors only. A-F only. Pre: 304 (or concurrent). (Fall only)

Characteristics and educational programming for students with disabilities. Role and responsibilities of the special educator, founding principles and current practices in special education with an emphasis on teaching writing. BEd in SPED majors only. A-F only. Pre: 304 (or concurrent). (Fall only)

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. (Cross-listed as STE 315)

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.

Full-time supervised experience in school. (B) elementary/special education; (C) early childhood education/special education; (D) unclassified. Repeatable one per alpha. A-F only. Co-requisite: 391B for (B); 391C for (C); 391D for (D).

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).

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.

Students participate in classroom settings appropriate to concurrently enrolled courses; supervision provided by department field supervisor; (B) first semester; (C) second semester, with ethical issues in education discussed and applied in field settings; (D) third semester, with emphasis on writing and oral communication for application in field settings. SPED majors only. Repeatable one time per alpha. A-F only. Pre: 304 (or concurrent) or consent for (B); 400B for (C); 400C for (D).

Instruction on learning to write as professional educators. Strategies for developing and enhancing professional writing for the field of education. Peer and instructor feedback on writing throughout course. Technologies used to assist with writing. Repeatable one time. A-F only.

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.

Characteristics and educational provisions for gifted children and youth with particular attention to psychological aspects of creativity

Utilization and evaluation of teaching/ learning models for gifted/talented students, including consideration of roles, expectancies for learning, and organizational procedures.

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.

Development of and intervention for fluent reading vocabulary acquisition, comprehension and writing in students with disabilities. Explicit and systematic instruction of core aspects of reading and writing. A-F only. Pre: 421B, 421C, or 421D. (Summer only)

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.

(3 Lec, 1 1-hr. Lab) Participants will explore issues related to individuals with exceptionalities, how these affect learning and behavior in the health and physical activity settings. Oral communication practice and skills are worth >30% grade. Required field experience. A-F only.

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.

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.

Study of issues, trends, and research into special education programming and service delivery. Repeatable two times. Pre: consent.

Examination of current theory, research, issues, and models in programs for infants and toddlers including criteria for evaluation and planning. A-F only. Pre: HDFS 230 (or concurrent) and HDFS 331 (or concurrent), or consent. (Cross-listed as EDCS 451)

Examination of application of current research and practices for serving preschool children with special needs. Pre: HDFS 230 (or concurrent), or consent.

Learning to teach children with physical and health impairments, with a focus on developing independence. Instructional and assistive strategies for meeting the student’s physical and medical
needs as well as managing medical conditions. BEd in SPED majors only. A-F only. (Fall only)

Effective planning, instruction, and support for non-school-age individuals (infants, toddlers, and adults) with severe disabilities or ASD across natural environments. BEd in SPED majors only. A-F only. (Spring only)

Transition planning for youth with disabilities in preparation for postsecondary education, employment, and community living. BEd in SPED majors only. A-F only. (Spring only)

Assessment methods and tools, instructional and assistive strategies, and special procedures to support the participation of students with severe disabilities and autism in inclusive settings. BEd in SPED majors only. A-F only. (Fall only

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; (C) early childhood elementary/special education; (D) unclassified; (E) secondary. BEd in SPED majors only for (E). A-F only. (Spring only for (E))

Techniques in the assessment, planning, and instructional process appropriate for students with severe disabilities/autism. Focus on program development to facilitate the inclusion of students with disabilities into general education settings. (B) elementary/special education; (C) early childhood education/special education, emphasis on writing instruction in teaching special education; (D) unclassified. A-F only.

Strategies for teaching science, math, and social studies to students with mild/moderate disabilities in secondary settings; selection of appropriate materials, teaching techniques, and curriculum development. BEd in SPED majors only. A-F only. (Fall only)

Field experience in applied behavior analysis at the assistant level supervised by a Board Certified Behavior Analyst (BCBA). The format is a combination of fieldwork and seminar meetings. Repeatable nine times, up to 20 credits. A-F only.

Addresses instructional and assistive technologies for special education and general education settings; technology-based instructional strategies that support inclusion and address academic and behavioral objectives; and application of Universal Design for Learning to support access to the general curriculum for diverse students in the PreK-12 classroom setting. (B) elementary/special education; (C) early childhood education/special education; (D) unclassified. Repeatable one time per alpha; repeatable up to six credits for (B). A-F only.

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.

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.

Survey of educational, behavioral, and emotional characteristics of students who are at-risk for school failure and strategies to work with such students. A-F only.

Principles of behavior, emphasizing positive methods for eliminating significant behavior problems and improving behavior and learning for students with severe disabilities and autism. BEd in SPED majors only. A-F only. Pre: 485B, 485C, or 485D. (Spring only)

Individual reading, research, and/or projects under direct supervision of instructors. Repeatable nine times. Pre: consent of instructor or department chair.

Mandatory program seminar for Post-Baccalaureate in Special Education (PBSPED) 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.

Students spend between 100-135 hours over a semester in settings appropriate to SPED-PCert program emphasis (mild/moderate or severe/autism); supervision provided by participating teacher and/or college supervisor. Repeatable one time, up to 6 credits. Post-Baccalaureate in Special Education only. A-F only. Pre: 304 or 412.

Supervised student teaching with a master teacher in PreK-12 educational settings appropriate to SPED-Pcert emphasis (mildmoderate, severe/autism); minimum 280 hours in minimum 11 weeks. Supervision by master teacher and university supervisor. Repeatable one time. A-F only.

Supervised teaching experience in PreK-12 educational settings appropriate to SPED-Pcert program emphasis (mild/moderate or severe/autism); supervision provided by master teacher/university mentor, and university supervisor. Must enroll for two consecutive semesters. Repeatable two times, up to 14 credits. A-F only.

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.

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.

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.

Supervised field activities involving the programming and instruction of special-needs students within training programs in Hawai‘i and the Pacific Basin. Pre: consent.

Theoretical, legal and multicultural foundations for assessing, teaching and developing individual service plans across the lifespan for persons with disabilities. A-F only. Pre: consent.

Strategies for using instructional and assistive technology, digital tools and media, and Universal Design for Learning to support learning needs of students with disabilities and other diverse learners in the K-12 classroom. Pre: one of 480, LTEC 414, or LTEC 442.

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.

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. A-F only. Pre: consent.

Collaboration skills necessary to function as team members and to ensure the success of students with disabilities in inclusive school and community settings. A-F only. Pre: consent.

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)

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)

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)

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)

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)

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.

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. SPED majors only. A-F only. Pre: 461 or consent.

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.

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)

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)

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)

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. SPED majors only. A-F only. Pre: consent.

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.

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. A-F only. Pre: 304 or consent.

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)

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.

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. A-F only. Pre: consent.

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.

Supervised education/ community experiences with special needs populations, preschool through postsecondary settings. A-F only. Repeatable two times, up to six credits.

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 9 credits. A-F only. Pre: advisor’s approval.

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. A-F only. Pre: consent.

Issues important to early childhood special education. Early screening and assessment, working with families, curriculum options/models, program evaluation. Pre: consent.

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.

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.

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)

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.

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.

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.

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.

Study of issues, research, program development in the area of mild/moderate disabilities. Repeatable two times. Pre: consent.

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; (H) single case research. Repeatable one time per alpha, repeatable two times for (H). A-F only. Pre: 603 for (H).

Study and development of applied research topics in special education. Repeatable two times. Pre: consent.

Research, program development trends/issues in the area of severe/multiple disabilities (birth through adulthood). College of Education majors only. Pre: consent.

Study of issues/trends. Research and program development in early childhood special education. Repeatable one time. Pre: (631 and 635) with a minimum grade of B- or better, or consent.

Seminar on topics related to leadership in the field of special education, including issues for teacher leaders, administrators, and teacher preparation personnel. A-F only. Pre: consent. (Fall only)

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.

Transition planning for youth with disabilities in preparation for employment as adults in private and public sector businesses. A-F only. Pre: consent.

Selection and administration of formal and informal assessments within a problem-solving model for designing robust reading instruction for struggling readers. Guiding planning and reading intervention using data-based decision-making. Graduate students only. A-F only. Pre: 421B or 421C or 421D, and 423. Co-requisite: 629.

Structural and functional features of reading development using diagnostic-prescriptive reading intervention. Advanced diagnostic-prescriptive intervention selection and design for students with reading disabilities using tool-component-composite analysis. Graduate students only. A-F only. Pre: 655. Co-requisite: 629.

Focuses on the definitions and characteristics of applied behavior analysis and the concepts, principles, and processes. Concepts related to ethics and behavior change procedures will also be introduced. A-F only. Pre: 603.

Focuses on content on the Behavior Analysis Certification Board’s code for ethical conduct as well as advanced concepts, principles, and processes of applied behavior analysis. A-F only.

Field experience in applied behavior analysis supervised by a Board Certified Behavior Analyst (BCBA). The format is a combination of fieldwork and seminar meetings. Repeatable nine times, up to 20 credits. A-F only.

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)

Independent study for students working on a Plan B master’s project. Repeatable two times. A-F only. Pre: graduate standing in Special Education.

Individual reading/research. Repeatable unlimited times. Pre: consent of instructor and department chair.

Research for master’s thesis. Repeatable unlimited times.

Current and historical topics, issues, and trends in the field of exceptionalities. Repeatable with different content. Pre: consent.

Supervised internship (minimum 18 hours per week) in program development and administration or research in the student’s area of emphasis. EDUC majors only. A-F only. Pre: consent.

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.

Advanced single-case experimental design; examines the logic of internal and external validity of small “N” design and its functionalist foundations. Pre: consent.

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)

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.