SPECIAL EDUCATION & REHABILITATION (SER)
301A -
301B. Mainstreaming (2-2) GRD Introduction to the integration of special
students into the regular elementary (301a) and secondary (301b) classrooms.
301a is open to elementary education majors currently enrolled in student
teaching. 301b is open to secondary education majors currently enrolled in
student teaching. P, TTE 322, 323, 324, 326, 327.
370A -
370B. American Sign Language (4-4) Designed for students with no
previous knowledge of ASL and/or deaf culture. To develop basic skills in ASL
vocabulary, grammar and use. Must be taken in sequence.
400. Survey of Special Education and Rehabilitation (3) Introduction to
historical, legal, pedagogical, and social issues underlying services in special
education and rehabilitation. Provides an overview of the characteristics of
persons with exceptionalities and disabilities as well as the services
available.
401A. Assessment and Instruction or Students with Early Reading and Spelling
Difficulties (3) Procedures, methods, strategies for informal diagnosis and
instruction of students with learning problems in the areas of reading and
spelling. Strategies appropriate for use in the elementary or the special
classroom. May be convened with 501a.
401B. Assessment and Instruction for Preschool Children with Learning
Problems (3) Procedures, methods, strategies for assessment and instruction
of children with learning problems in the preschool years. Strategies and
adaptations for use with delays in physical development, cognitive development,
communication development, socioemotional development, and the development of
adaptive behavior will be emphasized. P, 400, 460, 575. Open to students in dual
certification program in TTE.
402. Behavior Principles and Disability (3) Use of behavior principles
to positively support individuals with disabilities, especially those with
moderate and severe disabilities. 3R, 1L. P, 400. May be convened with 502.
403. The Special Services in the Schools (3) Information to aid teachers
in dealing with responsibilities and concerns in school settings with regard to
P.L. 94-142. Education for All Handicapped Children Act Section 504 of the
Rehabilitation Act, Family Education Rights and Privacy Act, and other legal
issues. May be convened with 503.
404. Cultural and Linguistic Diversity in Exceptional Learners (3)
Provides a theoretical base and practical approach to the study of special needs
of students with language and cultural differences; basic premises of bilingual
special education and the interface of the two fields. May be convened with 504.
405. Introduction to Learning Disabilities (3) Theories and history of
programs for individuals with learning disabilities-definition, characteristics,
etiology. Degree candidates must complete 400 prior to taking 405. May be
convened with 505.
410. Introduction to Mental Retardation and Severe Disabilities (3)
History and philosophy of educational programs for persons with mental
retardation and other developmental disabilities; etiology, classification, and
characteristics, with consideration of educational, social, and psychological
problems. P, 400 or CR. May be convened with 510.
411. Service Delivery Trends in Rehabilitation and Special Education (3)
Critical examination of current trends, issues and initiatives affecting service
systems for persons with disabilities.
415. Physical and Multiple Disabilities (3) [Rpt./1] Physical and
multiple impairments, etiology, intervention practices, adaptations,
transferring and handling skills, and integration into typical environments.
Field trips. May be convened with 515.
421. Introduction to Visual Impairments and Deaf-Blindness (3) An
overview of educational services for the student with visual impairments and
multiple sensory impairments. An emphasis is placed on the psychosocial effects
of visual impairments on the individual and means of compensating for those
effects. May be convened with 521.
423a. Tactile Communication (3) Fundamentals of Braille reading and
writing, methods of teaching Braille and preparation of materials. May be
convened with 523a. Expand course number to: 423A-423B.
Change course title and units to: a. Braille I (3) b. Braille II (3). Fall '98
423A -
423B. a. Braille II b. Braille II (3-3) Fundamentals of Braille reading
and writing, methods of teaching Braille and preparation of materials. May be
convened with 523a-523b.
425. Strategies of Vocational Development and Supported Employment (3)
Systematic study of the strategies used to place and retain individuals with
disabilities in paid, community employment. Topics to include job development,
consumer assessment, job placement, job-site training, and follow-up. P, 400.
May be convened with 525.
429. Education and Rehabilitation of Deaf and Hard of Hearing Individuals
(3) Current and historical perspectives; educational and rehabilitative
services; etiology; impact on families, psychosocial, cognitive and intellectual
development and functioning of deaf and hard of hearing individuals. May be
convened with 529. Change course number to: 430. Fall '98
430. Education and Rehabilitation of Deaf and Hard of Hearing Individuals
(3) Current and historical perspectives; educational and rehabilitative
services; etiology; impact on families, psychosocial, cognitive and intellectual
development and functioning of deaf and hard of hearing individuals. May be
convened with 530.
431A. -
431B. American Sign Language (4-4) Designed to develop intermediate ASL
conversational skills in a variety of settings, topics, and functions. P, 370b
or department permission. May be convened with 531a-531b. Must be taken in
sequence.
433A -
433B -
433C -
433D. Special Topics in Deaf Studies (3-3-3-3) 433a: Introduction to the
structure of ASL; 433b: Languages and cultures of deaf communities; 433c:
History of the deaf community; 433d: ASL literature and film. Classes will be
offered on a rotating basis in a-b-c-d sequence; however, courses need not be
taken in sequence. P, 431b or permission of department. May be convened with
533a-533b-533c-533d.
439A. -
439B. -
439C. Special Topics in Sign Language Studies (3-3-3) Classes will be
offered on a rotating basis in the following sequence-439a: ASL Acquisition and
Bilingualism; 439b: Signed Language Policy, Planning, and Intervention; 439c:
Methods and Materials of ASL/ESL Instruction. Courses need not be taken in
sequence. P, 431b or permission of department. May be convened with
539a-539b-539c.
440. Education of Gifted Children (3) Issues in education of the gifted;
discussion of definitions, characteristics, development, screening,
identification, curriculum, teaching strategies, and program development. P,
400. May be convened with 540.
444A. -
444B. -
444C. ASL Discourse Processes (3-6/3-6/3-6) 444a: Intensive ASL. 444b:
Introduction to Interpreting. 444c: Classroom instruction in ASL. Courses need
not be taken in sequence. P, 431b or permission of department. May be convened
with 544a-544b-544c.
450. Introduction to Emotional or Behavioral Disorders (3) Issues in
education of the emotionally or behaviorally disordered; discussion of history,
current issues, definitions, characteristics, and theoretical perspectives. P,
400. May be convened with 550.
455. Rehabilitation and Aging (3) Emphasis on aging from the viewpoint
of the aging person and those working with the aged. May be convened with 555.
460. Introduction to Early Childhood Special Education (3) Focuses on
the disabling conditions impacting on infants, toddlers and their families,
preschool children, programs available to serve them and their families, and
critical issues in this rapidly evolving field. P, 400. May be convened with
560.
468. Transition Methods (3) Provides an understanding of effective
strategies for promoting the smooth transition of students with disabilities
from school to work and adult living. May be convened with 568.
475. Observation and Participation in Special Education Programs (1-3)
[Rpt./6 units] Practical experiences with individuals having special needs with
focus on psychological, educational and service-related implications and
practices. Field trips, class observations and seminars. P, 400/500.
478. Prevention of Addictions (3) Analysis of addictive behaviors (e.g.,
drug addictions, eating disorders, compulsive gambling) from a psychosocial and
biological perspective and the implications of this analysis for primary,
secondary, and tertiary prevention of addictions. May be convened with 578.
481. Interviewing and Client Services (3) The development of essential
interviewing skills for case management of rehabilitation clients. P, 400, 411,
425/525.
483. Supervised Casework in Rehabilitation (3) Application of
fundamental professional rehabilitation theories and skills in field settings.
P, 400, 411; 481 or CR.
484. Problems of Drug Abuse (3) [Rpt./1] Survey course for teachers,
counselors, and agency workers concerned with drug abuse; examination of
community, cultural, and educational approaches to drug use and abuse. May be
convened with 584.
494. Practicum
a. Teaching Exceptional Children (1-10) P, 400, field work, student teaching in area of emphasis.
497. Workshop
k. Sexuality and Disability (3) [Rpt.] P, 400, 500 or 565 or consent of instructor. May be convened with 597k.
500. Foundations of Special Education and Rehabilitation (3) Provides
beginning graduate students with a knowledge of issues surrounding the fields of
special education and rehabilitation. Issues include legal; principles and
concepts of assessment; principles of teaching and counseling. Students will
examine and develop their personal philosophies regarding assessment of,
services to and intervention with individuals with exceptionalities. P, 400.
501a. Assessment and nstruction for Students with Early Reading and Spelling
Difficulties (3) For a description of course topics see 401a. Graduate-level
requirements include in-depth projects. May be convened with 401a.
502. Behavior Principles and Disability (3) For a description of course
topics see 402. Graduate-level requirements include in-depth paper(s) on aspects
of current issues in the field. May be convened with 402.
503. The Special Services in the Schools (3) For a description of course
topics see 403. Graduate-level requirements include in-depth paper(s) on aspects
of current issues in the field. May be convened with 403.
504. Cultural and Linguistic Diversity in Exceptional Learners (3) For a
description of course topics see 404. Graduate-level requirements include
in-depth paper(s) on aspects of current issues in the field. May be convened
with 404.
505. Introduction to Learning Disabilities (3) For a description of
course topics see 405. Graduate-level requirements include in-depth paper(s) on
aspects of current issues in the field. May be convened with 405.
507A. -
507B. Methods for Diagnosing Specific Learning Disabilities (3-3)
Educational and psychological assessment of academic areas and learning
processes involving perception, integration, and expression, with emphasis on
informal and formal assessment and diagnostic teaching. P, CR, 405/505 or
department permission; CR, 593.
508. Teaching Elementary Students with Learning Disabilities (3)
Remediation of academic areas and cognitive processes involving perception,
integration, and expression, with emphasis on strategies for planning and
implementing instructional programs at the elementary level. P, 405/505 or
permission of department; CR, 593.
510. Introduction to Mental Retardation and Severe Disabilities (3) For
a description of course topics see 410. Graduate-level requirements include
in-depth paper(s) on aspects of current issues in the field. May be convened
with 410.
512. Teach Learning Disabled Adolescents (3) Intervention alternatives
for teaching the learning disabled adolescent at the secondary level. Emphasis
on current intervention methods and practices. 400/500.
513. Educating Students with Mental Retardation and Severe Disabilities
(3) Methods of developing age-appropriate, functional and inclusive programming,
community-based instruction, and integrative source delivery for students who
have moderate to profound retardation and other physical, sensory and behavior
disorders.
515. Physical and ultiple Disabilities (3) [Rpt./1] For a description of
course topics see 415. Graduate-level requirements include additional
assignments. Field trips. May be convened with 415.
517. Behavior Modification and Theory in Schools (3) Application of
behavior principles and techniques to promote learning and social development of
school-related behavior. 3R, 3L. P, ED P 510 or equivalent or consent of
instructor.
518. Nonoral Communication (3) [Rpt./3] Techniques for assessment and
intervention of alternative communication skills other than speech for students
with severe disabilities. Nonsymbolic communication skills development for all
ages; social interaction skills; augmentative communication aids.
520. Low Vision and Visual Functioning (3) Anatomy and physiology of the
eye; implications of visual disorders including visual field losses;
introduction to optics; use of optical and nonoptical aids in classroom
settings; clinical and functional low vision assessments, including assessing
children with multiple impairments; and report writing. P, 521.
521. Introduction to Visual Impairments and Deaf-Blindness (3) For a
description of course topics see 421. Graduate-level requirements include
writing a grant proposal to obtain monies to enhance service delivery. May be
convened with 421.
522A. Orientation and Mobility for Teachers of Individuals with Visual
Impairments I (3) Methods of teaching orientation and mobility skills
to visually impaired and blind students. Emphasis on the school-aged child, with
particular attention to concept development, orientation skills, pre-cane
skills, personal safety, and independent ambulation, including an introduction
to long-cane techniques.
523A. -
523B. Tactile Communication (3-3) For a description of course topics see
423a. Graduate-level requirements include in-depth paper(s) on aspects of
current issues and class presentations. May be convened with 423a. Change
course title to: a. Braille I b. Braille II. Fall '98
524. Methods of Teaching the Visually Handicapped (3) Curriculum
development and adaptation in various educational programs; adaptation of
classroom materials and procedures for use with blind and partially sighted
children and youth; emphasis on methods of teaching academic and nonacademic
skills and on educating students with nonhandicapped peers. P, 521; CR, 593.
525. Strategies of Vocational Development and Supported Employment (3)
For a description of course topics see 425. Graduate-level requirements include
in-depth paper(s) on aspects of current issues in the field. P, 400/500. May be
convened with 425.
526. Principles and Assessment of O & M (3) In-depth study of the
principles supporting orientation and mobility instruction; assessment
principles and strategies specific to O & M. P, 522a, 520 or equivalent from
other universities.
527. Advanced O & M Practice and Procedures (4) Prepares orientation
and mobility (O & M) specialists in methods, techniques and approaches using
the long cane and other mobility devices essential in the development of travel
skills of persons with visual impairments. 2R, 8L. P, 522a, 520 or equivalent
from other universities.
529. Education and Rehabilitation of Deaf and Hard of Hearing Individuals
(3) For a description of course topics see 429. Graduate-level requirements
include an in-depth paper and a class presentation. May be convened with 429.
530. School Psychology (3) Roles of the school psychologist;
implementing programs in the public schools; legal and ethical issues in school
psychology. 2R, 3L. P, consent of instructor. Change course
number to 549. Fall '98
531A. -
531B. American Sign Language (4-4) For a description of course topics
see 431a-431b. Graduate-level requirements include a research paper and an oral
presentation on an approved aspect of the linguistics of American Sign Language.
May be convened with 431a-431b. Must be taken in sequence.
532. Oral/Aural Development and Assessment: Deaf and Hard of Hearing (3)
Development of speech and speech reception skills; assessment of speech
intelligibility, articulation, speech reading and auditory functioning of deaf
and hard of hearing children. P, 430/530, SP H 583.
533A. -
533B. -
533C. -
533D. Special Topics in Deaf Studies (3-3-3-3) For a description of
course topics see 433a-433b-433c-433d. Graduate-level requirements include an
in-depth research paper on a course-related topic and a class presentation.
Classes will be offered on a rotating basis in a-b-c-d sequence; however,
courses need not be taken in sequence. P, 531b or permission of department. May
be convened with 433a-433b-433c-433d.
534. Language Development for the Exceptional Child (3) Pragmatic,
semantic and syntactic aspects of pre-linguistic and linguistic development in
exceptional children and youth; cognitive and social bases of language
development.
535. Assessment of Bilingual Exceptional Learners (2) Educational and
psychological assessment of bilingual students with emphasis on informal and
formal evaluation methods and procedures for purposes of identification and
educational planning. P, 507.
536. Teaching Bilingual Exceptional Learners (2) Instructional
interventions and program development for exceptional students from culturally
and linguistically diverse backgrounds. Emphasis on current intervention methods
and practices. P, 508.
537. Language and Literacy for Deaf and Hard of Hearing Children (3)
Assessment of language and literacy strategies for facilitating language and
literacy in deaf and hard of hearing children and youth. P, 534; CR, 594a.
538. Methods for Oral/Aural Communication Development: Deaf and Hard of
Hearing (3) Methods for teaching auditory and oral/aural communication
skills to deaf and hard of hearing children and adolescents. P, 532; CR, 594b.
539A. -
539B. -
539C. Special Topics in Sign Language Studies (3-3-3) For a description
of course topics see 439a-439b-439c. Graduate-level requirements include an
in-depth research paper on a course-related topic and a class presentation. P,
531b or permission of department. May be convened with 439a-439b-439c.
540. Education of Gifted Children (3) For a description of course topics
see 440. Graduate-level requirements include an in-depth paper(s) on a single
aspect of current issues in the field. May be convened with 440.
541. Teaching the Gifted: Questioning Strategies (3) Mastery of skills
involved in developing abstract thinking abilities in gifted children by using
the Hilda Taba Teaching Strategies. Emphasis on using these sequential
questioning methods in all content areas and at all grade levels. P, 440/540.
542. Teaching the Gifted: Productive Thinking Models (3) Mastery of
skills involved in developing productive thinking abilities in gifted children
by using teaching-learning models developed by Parnes, Williams, Taylor,
Guilford, Renzulli and Treffinger at all grade levels and in all-content areas.
P, 440/540.
543. Teaching the Gifted: Hierarchical Models (3) Introduction to
general principles involved in providing a curriculum for the gifted. Overview
of ten teaching-learning models commonly used with the gifted. Mastery of skills
involved in using the hierarchical models with gifted students. P, 440/540.
544A. -
544B. -
544C. ASL Discourse Processes (3-6/3-6/3-6) For a description of course
topics see 444a-444b-444c. Graduate-level requirements include an in-depth paper
on aspects of current issues in the field. P, 531b or permission of department.
May be convened with 444a-444b-444c.
549. School Psychology (3) Roles of the school psychologist;
implementing programs in the public schools; legal and ethical issues in school
psychology. 2R, 3L. P, consent of instructor.
550. Introduction to Emotional or Behavioral Disorders (3) For a
description of course topics see 450. Graduate-level requirements include an
in-depth paper(s) on a single aspect of current issues in the field. May be
convened with 450.
551. Teaching Children with Emotional or Behavioral Disorders (3)
Assessment techniques, academic and behavioral intervention strategies, and
classroom management with emotionally or behaviorally disordered children and
youth.
555. Rehabilitation and Aging (3) For a description of course topics see
455. Graduate-level requirements include an in-depth research paper and a class
presentation on a topic related to course content. May be convened with 455.
559. Testing of Minorities (3) Current theoretical, social, and
practical issues in the use of norm-referenced tests with individuals from
minority colleges.
560. Introduction to Early Childhood Special Education (3) For a
description of course topics see 460. Graduate-level requirements include an
in-depth paper(s) on a single aspect of current issues in the field. May be
convened with 460.
561. Methods of Teaching Preschool Children with Disabilities (3) Deals
with competencies required to teach all categories of disabilities found in
preschool children except deaf/blind. Field trips. P, 460/560, 562, 575, CR 593.
562. Methods of Assessment for Preschool Children with Disabilities (3)
Norm-referenced and criterion-referenced instruments for screening, diagnosis
and assessment of infants, toddlers, and preschool children will be reviewed.
Emphasis will be placed on teacher involvement in the assessment process. P,
400/500, 575.
563. Client Assessment in Rehabilitation (3) Exploration of the world of
work; critical review of vocational choice theories; experiences in the use and
interpretation of individual assessment techniques. P, 565 or CR; ED P 458. Open
to majors only.
565. Principles of Rehabilitation (3) [Rpt.] Principles underlying
rehabilitation programs and interdisciplinary relationships of agencies engaged
in rehabilitation services. Open to majors only.
568. Transition Methods (3) For a description of course topics see 468.
Graduate-level requirements include additional assignments including a term
paper. May be convened with 468.
570. Administration of Special Education Programs (3) Review of current
federal and state Special Education Laws and Regulations and related federal
mandates, special education funding, compliance and legal issues, precedent
setting court cases, and current issues in special education administration and
program delivery. P, consult director before enrolling.
571. Supervision of Special Education (3) Theory and practice concerning
various aspects of supervising special education programs and services, service
delivery models, staff and program development, philosophy, communication,
systemic and personal change, and evaluation. P, 570.
572. Policy and Program Evaluation Analysis in Special Education (3)
Practical aspects of policy analysis and program development/evaluation in
schools and other social agencies that serve with disabilities and/or
giftedness.
575. Observation and Participation in Special Education Programs (1-3)
[Rpt./6 units] For a description of course topics see 475. P, 400/500.
578. Prevention of Addictions (3) For a description of course topics see
478. Graduate-level requirements include an in-depth research paper or other
project. May be convened with 478.
580. Medical Aspects of Disability (3) [Rpt.] Etiology, therapy, and
prognosis of the major disabilities, including drug and alcohol; assessment of
physical capacities and limitations; typical restorative techniques. Open to
majors only.
581. Psychosocial and Cultural Aspects of Disability (3) [Rpt.]
Exploration of the psychological, sociological and cultural aspects of
disability; analysis of somatopsychology, psychosomatics, and social psychology.
582. Principles and Practices of Vocational Evaluation (3) Understanding
work skills and labor market conditions; process of vocational evaluation of
rehabilitation clientele; collecting and synthesizing evaluation data and
writing meaningful reports.
583. Counseling Theories and Practices in Rehabilitation Settings (3)
[Rpt.] Professional rehabilitation counseling practices with varied ethnic, age
disability, and dependency populations. 3R, 1L. Open to majors only.
584. Problems of Drug Abuse (3) [Rpt./1] For a description of course
topics see 484. Graduate-level requirements include an in-depth research paper
and a class presentation on a topic related to course content. May be convened
with 484.
585. Vocational Planning and Placement (3) Problems of physical, mental,
social, and emotional disability, as they relate to the formulation of a
rehabilitation plan; exploration of the various sources of occupational and
career choice information, case management and job placement and development. P,
563, 565, 580 or CR.
586. Psychosocial Assessment of the Deaf Person (3) Selection,
administration, and interpretation of various psychosocial evaluation
instruments used with deaf persons. P, 674a, ED P 673.
588. Professional Problems and Ethical Concerns in Rehabilitation Psychology
(3) Introduction to the field of rehabilitation psychology including an
examination of ethical and legal considerations in the practice of
rehabilitative psychology, foundational material in professional psychology, and
an overview of the rules and functions of rehabilitation psychology. Open to
majors only.
589. Counseling and Case Practices with Deaf Individuals (3) Principles,
methods, and techniques of counseling and case practices with deaf people in
rehabilitation settings. P, 583.
590. Applied Research with Exceptional Learners (3) Review of principles
and practices underlying applied research with exceptional learners; practice in
preparation of research proposals; conduct of research emphasized.
591. Preceptorship (1-6)
593. Internship (1-12) Special sections in each concentration to be
arranged in the department office.
594. Practicum
a. Communication Development for Deaf and Hard of Hearing Children (1-6)
c. Teaching the Gifted (1-6) [Rpt./9 units] CR, 440, 541, 542, 543.
595. Colloquium
b. Language Learning and Reading Disabilities (3) (Identical with LRC 595b).
c. Mental Retardation and Severe Disabilities (3) P, 400.
d. Recent Advances in Special Education and Rehabilitation (3-6)
e. Bilingual Special Education (2)
f. Emotional or Behavioral Disorders (3) Open to majors only.
g. Orientation and Mobility (3) P, 520, 522a, 522b, 526.
k. Group Processes (3)
596. Seminar
a. Issues in Special Education and Rehabilitation (1-3) [Rpt./6 units]
597. Workshop
a. Creativity and Giftedness (1-3) [Rpt./9 units]
d. Woodcock-Johnson - Revised (1) GRD Open to majors only.
e. Consultation and Collaboration for Special Needs Students (2)
g. Best Practices for Educating Students with Severe Disabilities (2) [Rpt./2]
k. Sexuality and Disability (3) [Rpt.] p, 400, 500 or 565 or consent of instructor. May be convened with 497k.
l. Attention Deficit Disorders (1)
m. Counseling Mexican Americans (3) (Identical with FS 597m, which is home).
638. Behavioral Consultation in Educational Settings (3) Principles and
techniques of conducting behavioral consultation in educational settings to
promote learning and development of children and youth. 2R, 3L. P, 517.
673. Theoretical Foundations of Intelligence (3) Various theories and
models of human ability and their implications for intellectual assessment.
674A. -
674B. Field Experience in Intellectual Assessment in Education (3-3)
Supervised field experience in the administration, scoring and interpretation of
various intellectual assessment devices. 674a: Wechsler Adult Intelligence
Scale. 674b: Intellectual assessment techniques. 1R, 3L. Open to majors and
minors only. Credit allowed for 674a or 674b, but not for both. P, 673 or CR.
677. Individual Assessment Techniques in the Schools (3) Techniques for
assessing personality and social behavior; practice in implementing programs
derived from assessment techniques. 2R, 3L. Majors only or permission of
instructor. P, 674b.
679. Educational and Psychological Assessment of Children (3)
Psychoeducational assessment techniques, practice in prescribing remedial
programs. 2R, 3L. Open to majors only. P, 673, 674b.
685. Child Behavior Disorders and Adjustment (3) The diagnostic and
assessment practices, theories, and research related to child behavior
disorders. P, 530 or consent of instructor.
686. Child Psychotherapy (3) An overview of the major methods of and
research related to psychotherapy with school-age children. P, 685 or consent of
instructor.
691. Preceptorship (1-6)
693. Internship
b. School Psychology (1-4) [Rpt./12 units]
c. Teaching (1-3) [Rpt./12 units]
694. Practicum
b. School Psychology (1-3) [Rpt./12 units]
695. Colloquium
a. Issues, Trends, and Futures in Special Education: Doctoral Think Tank (3)
b. Emotional or Behavioral Disorders (3)
c. Rehabilitation Psychology (3) [Rpt./9 units]
d. Learning Disabilities (3)
f. Sensory Impaired (3)
g. Issues and Research in Educating the Gifted (3) [Rpt./9 units]
h. Rehabilitation Administration (3)
l. Diagnosis in Rehabilitation Psychology (3)
696. Seminar
a. Issues in Special Education and Rehabilitation (1-3) [Rpt./6 units]
b. Neuropsychological Bases of Learning and Behavior (3)
c. Professional Standards, Ethics and Issues in School Psychology (3) [Rpt.] P, 530 or consent of instructor.
791. Preceptorship (1-6)