How to read course descriptions
SPECIAL EDUCATION AND REHABILITATION (SER)
299. Independent Study (3) II
301B. Mainstreaming (2) I II GRD Introduction to the integration of special students into the regular elementary. P, TTE 322, TTE 323, TTE 324, TTE 326, TTE 327. Open only to elementary education majors currently enrolled in student teaching.
370A. American Sign Language (4) I Designed for students with no previous knowledge of ASL and/or deaf culture. To develop basic skills in ASL vocabulary, grammar and use. SER 370A-370B must be taken in sequence.
370B. American Sign Language (4) II Designed for students with no previous knowledge of ASL and/or deaf culture. To develop basic skills in ASL vocabulary, grammar and use. SER 370A-370B must be taken in sequence.
394. Practicum (1-3) [Rpt./]
399. Independent Study (1-3) [Rpt./]
399H. Honors Independent Study (1-3) [Rpt./] I II
400. Survey of Special Education and Rehabilitation (3) I II 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 Difficult (3) I II 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 SER 501A.
401B. Assessment and Instruction for Preschool Children with Learning Problems (3) II 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, SER 400, SER 460, SER 575. Open to students in dual certification program in TTE.
402. Behavior Principles and Disability (3) I II Use of behavior principles to positively support individuals with disabilities, especially those with moderate and severe disabilities. P, SER 400. May be convened with SER 502.
403. The Special Services (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 SER 503.
404. Cultural and Linguistic Diversity in Exceptional Learners (3) I 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 SER 504.
405. Introduction to Learning Disabilities (3) I II Theories and history of programs for individuals with learning disabilities-definition, characteristics, etiology. P, degree candidates must complete SER 400 prior to taking SER 405. May be convened with SER 505.
410. Introduction to Mental Retardation and Severe Disabilities (3) I 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 or CR, SER 400. May be convened with SER 510.
411. Service Delivery Trends in Rehabilitation and Special Education (3) [Rpt./1] I II Critical examination of current trends, issues and initiatives affecting service systems for persons with disabilities.
415. Physical and Multiple Disabilities (3) I Physical and multiple impairments, etiology, intervention practices, adaptations, transferring and handling skills, and integration into typical environments. Field trip. May be convened with SER 515.
420. Low Vision and Visual Functioning (3) II Anatomy and physiology of the eye; implications of visual disorders including visual field losses; introduction to optics; use of optical and non-optical aids in classroom settings. May be convened with SER 520.
421. Introduction to Visual Impairments and Deaf-Blindness (3) I 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 SER 521.
423A. Braille I (3) I II Fundamentals of Braille reading and writing, methods of teaching Braille and preparation of materials. May be convened with SER 523A.
423B. Braille II (3) I II Fundamentals of Braille reading and writing, methods of teaching Braille and preparation of materials. May be convened with SER 523B.
424. Methods of Teaching the Visually Impaired (3) II Curriculum development and adaptation in various education programs; adaptation of classroom meterials, procedures for use with blind/partially sighted children and youth; emphasizes teaching academic and non-academic skills and on educating students with non-disabled peers. May be convened with SER 524.
425. Strategies of Vocational Development and Supported Employment (3) [Rpt./1] II 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, SER 400. May be convened with SER 525.
430. Education and Rehabilitation of Deaf and Hard of Hearing Individuals (3) I 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 SER 530.
431A. American Sign Language (4) I Designed to develop intermediate ASL conversational skills in a variety of settings, topics, and functions. P, SER 370B or consent of department. May be convened with SER 531A.
431B. American Sign Language (4) II Designed to develop intermediate ASL conversational skills in a variety of settings, topics, and functions. P, consent of department, SER 370B. SER 431A is prerequisite to 431B. May be convened with SER 531B.
433A. Introduction to the structure of ASL (3) I II Introduction to the structure of ASL. Classes will be offered on a rotating basis in 433a-433b-433c-433d sequence; however, courses need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 533A.
433B. Languages and Cultures of the Deaf Communities (3) I II Languages and cultures of deaf communities. Classes will be offered on a rotating basis in 433A-433B-433C-433D sequence; however, courses need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 533B.
433C. History of the Deaf Community (3) I II History of Deaf Communities. Classes will be offered on a rotating basis in 433A-433B-433C-433D sequence; however, courses need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 533C.
433D. ASL Literature and Film (3) I II ASL literature and film. Classes will be offered on a rotating basis in 433A-433B-433C-433D sequence; however, courses need not be taken in sequence. May be convened with SER 533D.
439A. Special Topics in Sign Language Studies (3) I II ASL Acquisition and Bilingualism. Classes will be offered on a rotating basis in the following sequence; 439A, 439B, and 439C. Courses need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 539A.
439B. Special Topics in Sign Language Studies (3) I II Signed Language Policy, Planning, and Intervention. Classes will be offered on a rotating basis in the following sequence; 439A, 439B, and 439C. Courses need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 539B.
439C. Special Topics in Sign Language Studies (3) I II Methods and materials of ASL/ESL instruction. Classes will be offered on a rotating basis in the following sequence; 439A, 439B, and 439C. Courses need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 539C.
440. Education of Gifted Children (3) I Issues in education of the gifted; discussion of definitions, characteristics, development, screening, identification, curriculum, teaching strategies, and program development. P, SER 400. May be convened with SER 540.
444A. Intensive ASL (3-6) S Intensive ASL. SER 444A-444B-444C need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 544A.
444B. Introduction to Interpreting (3-6) S SER 444A-444B-444C need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 544B.
444C. Classroom Instruction in ASL (3-6) S Classroom instruction in ASL. SER 444A-444B-444C need not be taken in sequence. P, SER 431B or consent of department. May be convened with SER 544C.
450. Introduction to Emotional or Behavioral Disorders (3) I Issues in education of the emotionally or behaviorally disordered; discussion of history, current issues, definitions, characteristics, and theoretical perspectives. P, SER 400. May be convened with SER 550.
455. Rehabilitation and Aging (3) [Rpt./2] II Emphasis on aging from the viewpoint of the aging person and those working with the aged. May be convened with SER 555.
460. Introduction to Early Childhood Special Education (3) I 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, SER 400. May be convened with SER 560.
468. Transition Methods (3) II 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 SER 568.
475. Observation and Participation in Special Education Programs (1-3) [Rpt./ 6 units] I II 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, SER 400 or SER 500; Field trip. May be convened with SER 575.
478. Prevention of Addictions (3) I 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 SER 578.
481. Interviewing and Client Services (3) I II The development of essential interviewing skills for case management of rehabilitation clients. P, SER 425 or SER 525; SER 400, SER 411.
483. Supervised Casework in Rehabilitation (3) I II Application of fundamental professional rehabilitation theories and skills in field settings. P, SER 400 or SER 411 or SER 481.
484. Problems of Drug Abuse (3) [Rpt./ 1] I II 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 SER 584.
485. Rehabilitating the Public Offender (3) I II Components in service delivery to the public offender, how the offender enters the criminal justice system, and treatment and rehabilitation services available.
493. Internship (1-4) [Rpt./] I II
l. Legislative Internship (1-12) [Rpt./] II
494. Practicum (3) [Rpt./]
a. Teaching Exceptional Children (1-10) [Rpt./] I II P, SER 400, field work, student teaching in area of emphasis.
497. Workshop
k. Sexuality and Disability (3) [Rpt./ 1] I P, SER 500 or SER 565 or consent of instructor; SER 400. May be convened with SER 597K.
498. Senior Capstone (1-3) I II
498H. Honors Thesis (3) [Rpt./ 2]
499. Independent Study (1-4) [Rpt./]
499H. Honors Independent Study (3) [Rpt./] I II
500. Foundations of Special Education and Rehabilitation (3) I II 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, SER 400.
501A. Assessment and Instruction or Students with Early Reading and Spelling Difficult (3) I II For a description of course topics see SER 401A. Graduate-level requirements include in-depth projects. May be convened with SER 401A.
502. Behavior Principles and Disability (3) I II For a description of course topics see SER 402. Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with SER 402.
503. The Special Services (3) For a description of course topics see SER 403. Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with SER 403.
504. Cultural and Linguistic Diversity in Exceptional Learners (3) I For a description of course topics see SER 404. Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with SER 404.
505. Introduction to Learning Disabilities (3) I II For a description of course topics see SER 405. Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with SER 405.
507B. Methods for Diagnosing Specific Learning Disabilities (3-3) I II 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 or CR, SER 405, 505, or consent of department; CR, SER 593.
508. Teaching Elementary Students with Learning Disabilities (3) II 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 or CR, SER 405, SER 505, or consent of department; CR, SER 593.
510. Introduction to Mental Retardation and Severe Disabilities (3) I For a description of course topics see SER 410. Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with SER 410.
512. Teach Learning Disabled Adolescents (3) I Intervention alternatives for teaching the learning disabled adolescent at the secondary level. Emphasis on current intervention methods and practices.
513. Educating Students with Mental Retardation and Severe Disabilities (3) II 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 Multiple Disabilities (3) [Rpt./ 1] I For a description of course topics see SER 415. Graduate-level requirements include additional assignments. Field trips. May be convened with SER 415.
517. Behavior Modification and Theory in Schools (3) II Application of behavior principles and techniques to promote learning and social development of school-related behavior. P, ED P 510 or consent of instructor.
518. Non-oral Communication (3) [Rpt./ 3] II Techniques for assessment and intervention of alternative communication skills other than speech for students with severe disabilities. Non-symbolic communication skills development for all ages; social interaction skills; augmentative communication aids.
520. Low Vision and Visual Functioning (3) II For a description of course topics see SER 420. Graduate-level requirements include writing at least one paper and one additional item. May be convened with SER 420.
521. Introduction to Visual Impairments and Deaf-Blindness (3) I For a description of course topics see SER 421. Graduate-level requirements include writing a grant proposal to obtain monies to enhance service delivery. May be convened with SER 421.
522A. Orientation and Mobility for Teachers of Individuals with Visual Impairments (3) II 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. Braille I (3) I II For a description of course topics see SER 423A. Graduate-level requirements include in-depth paper(s) on aspects of current issues and class presentations. May be convened with SER 423A.
523B. Braille II (3) I II For a description of course topics see SER 423B. Graduate-level requirements include in-depth paper(s) on aspects of current issues and class presentations. May be convened with SER 423B.
524. Methods of Teaching the Visually Handicapped (3) II For a description of course topics see SER 424. Graduate-level requirements include a short review of the literature (using APA style) about their chosen topic. May be convened with SER 424.
525. Strategies of Vocational Development and Supported Employment (3) II For a description of course topics see SER 425. Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with SER 425.
526. Principles and Assessments of O & M (3) I In-depth study of the principles supporting orientation and mobility instruction; assessment principles and strategies specific to O & M. P, SER 520 or equivalent; SER 522A.
527. Advanced O & M Practice and Procedures (4) I 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. P, SER 520 or equivalent; SER 522A.
530. Education and Rehabilitation of Deaf and Hard of Hearing Individuals (3) I For a description of course topics see SER 430. Graduate-level requirements include an in-depth paper and a class presentation. May be convened with SER 430.
531A. American Sign Language (4) I For a description of course topics see SER 431A. 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 SER 431A.
531B. American Sign Language (4) II For a description of course topics see SER 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 SER 431B.
532. Oral/Aural Development and Assessment: Deaf and Hard of Hearing (3) II 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, SER 430 or SER 530; SP H 583.
533A. Introduction to the structure of ASL (3) I II For a description of course topics see SER 433A. For a Graduate-level requirements include an in-depth research paper on a course-related topic and a class presentation. May be convened with SER 433A.
533B. Languages and Cultures of the Deaf Communities (3) I II For a description of course topics see SER 433B. For a Graduate-level requirements include an in-depth research paper on a course-related topic and a class presentation. May be convened with SER 433B.
533C. History of the Deaf Community (3) I II For a description of course topics see SER 433C. For a Graduate-level requirements include an in-depth research paper on a course-related topic and a class presentation. May be convened with SER 433C.
533D. ASL Literature and Film (3) I II For a description of course topics see SER 433D. For a Graduate-level requirements include an in-depth research paper on a course-related topic and a class presentation. May be convened with SER 433D.
534. Language Development for the Exceptional Child (3) I 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) II 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, SER 507.
536. Teaching Bilingual Exceptional Learners (2) II Instructional interventions and program development for exceptional students from culturally and linguistically diverse backgrounds. Emphasis on current intervention methods and practices. P, SER 508.
537. Language and Literacy for Deaf and Hard of Hearing Children (3) II Assessment of language and literacy strategies for facilitating language and literacy in deaf and hard of hearing children and youth. P, SER 534; CR, SER 594A.
538. Methods for Oral/Aural Communication Development: Deaf and Hard of Hearing (3) I Methods for teaching auditory and oral/aural communication skills too deaf and hard of hearing children and adolescents. P, SER 532; CR, SER 594B.
539C. Special Topics in Sign Language Studies (3) I II For a description of course topics see SER 439A, SER 439B, SER 439C. Graduate-level requirements include an in-depth research paper on a course-related topic and a class presentation. May be convened with SER 439A, SER 439B, SER 439C.
540. Education of Gifted Children (3) I For a description of course topics see SER 440. Graduate-level requirements include an in-depth paper(s) on a single aspect of current issues in the field. May be convened with SER 440.
541. Teaching the Gifted: Questioning Strategies (3) II 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, SER 440 or SER 540.
542. Teaching the Gifted: Productive Thinking Models (3) I 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, SER 440 or SER 540.
543. Teaching the Gifted: Hierarchical Models (3) I 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, SER 440 or SER 540.
544A. Intensive ASL (3-6) S For a description of course topics see SER 444A. Graduate-level requirements include an in-depth paper on aspects of current issues in the field. May be convened with SER 444A.
544B. Introduction to Interpreting (3-6) S For a description of course topics see SER 444B. Graduate-level requirements include an in-depth paper on aspects of current issues in the field. May be convened with SER 444B.
544C. Classroom Instruction in ASL (3-6) S For a description of course topics see SER 444C. Graduate-level requirements include an in-depth paper on aspects of current issues in the field. May be convened with SER 444C.
549. School Psychology (3) I Roles of the school psychologist; implementing programs in the public schools; legal and ethical issues in school psychology. P, consent of instructor. Change course title to: Cultural Diversity and School Psychology. Spring 99
550. Introduction to Emotional or Behavioral Disorders (3) I For a description of course topics see SER 450. Graduate-level requirements include an in-depth paper(s) on a single aspect of current issues in the field. May be convened with SER 450.
551. Teaching Children with Emotional or Behavioral Disorders (3) II Assessment techniques, academic and behavioral intervention strategies, and classroom management with emotionally or behaviorally disordered children and youth.
555. Rehabilitation and Aging (3) [Rpt./2] II For a description of course topics see SER 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 SER 455.
559. Testing of Minorities (3) II 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) I II For a description of course topics see SER 460. Graduate-level requirements include an in-depth paper(s) on a single aspect of current issues in the field. May be convened with SER 460.
561. Methods of Teaching Preschool Children with Disabilities (3) II Deals with competencies required to teach all categories of disabilities found in preschool children except deaf/blind. P, SER 460 or SER 560; SER 562, SER 575; CR, SER 593 Field trip.
562. Methods of Assessment for Preschool Children with Disabilities (3) I 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, SER 400 or SER 500; SER 575.
563. Client Assessment in Rehabilitation (3) II Exploration of the world of work; critical review of vocational choice theories; experiences in the use and interpretation of individual assessment techniques. P or CR, SER 565; CR, ED P 458. Open to majors only.
565. Principles of Rehabilitation (3) [Rpt./ 1] I Principles underlying rehabilitation programs and interdisciplinary relationships of agencies engaged in rehabilitation services. Open to majors only.
568. Transition Methods (3) II For a description of course topics see SER 468. graduate-level requirements include additional assignments including a term paper. May be convened with SER 468.
570. Administration of Special Education Programs (3) I 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 department before enrolling.
571. Supervision of Special Education (3) II 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, SER 570.
572. Policy and Program Evaluation Analysis in Special Education (3) I 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] I II For a description of course topics see SER 475. For a description of course topics see 475. May be convened with SER 475.
578. Prevention of Addictions (3) I For a description of course topics see SER 478. Graduate-level requirements include an in-depth research paper or other project. May be convened with SER 478.
580. Medical Aspects of Disability (3) [Rpt./ 1] I 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./ 1] I 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) I 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./ 1] I II Professional rehabilitation counseling practices with varied ethnic, age disability, and dependency populations. Open to majors only. Change course title to: Counseling Theories and Human Development. Spring 99
584. Problems of Drug Abuse (3) I II For a description of course topics see SER 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 SER 484.
585. Vocational Planning and Placement (3) II 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, SER 580; SER 563, SER 565 or SER 580.
586. Psychosocial Assessment of the Deaf Person (3) II Selection, administration, and interpretation of various psychosocial evaluation instruments used with deaf persons. P, SER 674A, ED P 673.
588. Professional Problems and Ethical Concerns in Rehabilitation Psychology (3) I 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) II Principles, methods, and techniques of counseling and case practices with deaf people in rehabilitation settings. P, SER 583.
590. Applied Research with Exceptional Learners (3) II Review of principles and practices underlying applied research with exceptional learners; practice in preparation of research proposals; conduct of research emphasized.
591. Preceptorship (1-3) [Rpt./]
593. Internship (1-12) [Rpt./] I II
l. Legislative Internship (1-9) [Rpt./] I II
594. Practicum (1-3) [Rpt./]
a. Communication Development for Deaf and Hard of Hearing Children (1-6) [Rpt./] I II
c. Teaching the Gifted (1-6) [Rpt./ 9 units] I II CR, SER 440, SER 541, SER 542, SER 543.
595. Colloquium
b. Language Learning and Reading Disabilities (3) II (Identical with LRC 595B).
c. Mental Retardation and Severe Disabilities (3) I II
d. Recent Advances in Special Education and Rehabilitation (3-6) I II
e. Bilingual Special Education (2) I
f. Emotional or Behavioral Disorders (3) I Open to majors only.
g. Orientation and Mobility (3) II S P, SER 520, SER 522A, SER 522B, SER 526.
k. Group Processes (3) I II Change course title to: Group Processes and Ethics. Spring 99
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] I
d. Woodcock - Johnson - Revised (1) S GRD Open to majors only.
e. Consultation and Collaboration for Special Needs Students (2) II
g. Best Practices for Educating Students with Severe Disabilities (2) S
k. Sexuality and Disability (3) [Rpt./ 1] I For a description of course topics see SER 497K. May be convened with SER 497K.
l. Attention Deficit Disorder (1) S
m. Counseling Mexican Americans (3) I S (Identical with FS 597M, which is home).
599. Independent Study (1-3) [Rpt./]
638. Behavioral Consultation in Education Settings (3) I II Principles and techniques of conducting behavioral consultation in educational settings to promote learning and development of children and youth. P, SER 517.
673. Theoretical Foundations of Intelligence (3) I II Various theories and models of human ability and their implications for intellectual assessment.
674A. Field Experience in Intellectual Assessment in Education (3) I Supervised field experience in the administration, scoring and interpretation of various intellectual assessment devices: Wechsler Adult Intelligence Scale. P or CR, SER 673. Open to majors or minors only. Credit allowed for only one of these courses: SER 674A, SER 674B.
674B. Intellectual Assessment Techniques (3) II Supervised field experience in the administration, scoring and interpretation of various intellectual assessment devices: Intellectual assessment techniques.
677. Individual Assessment Techniques in the Schools (3) II Techniques for assessing personality and social behavior; practice in implementing programs derived from assessment techniques. P, SER 674B, consent of instructor. Open to majors only.
679. Educational and Psychological Assessment of Children (3) I Psychoeducational assessment techniques, practice in prescribing remedial programs. P, SER 673, SER 647B. Open to majors only.
685. Child Behavior Disorders and Adjustment (3) I II The diagnostic and assessment practices, theories, and research related to child behavior disorders. P, SER 530 or consent of instructor.
686. Child Psychotherapy (3) I II An overview of the major methods of and research related to psychotherapy with school-age children. P, SER 685 or consent of instructor.
691. Preceptorship (1-6) [Rpt./]
693. Internship (1-3) [Rpt./]
b. School Psychology (1-4) [Rpt./ 12 units]
c. Teaching (1-3) I II S [Rpt./ 12 units]
694. Practicum (1-3) [Rpt./]
b. School Psychology (1-3) [Rpt./ 12 units] I II
695. Colloquium
a. Issues, Trends and Futures in Special Education (3) II
b. Emotional or Behavioral Disorders (3) II
c. Rehabilitation Psychology (3) [Rpt./ 2] I II
d. Learning Disabilities (3) I
f. Sensory Impaired (3) II
g. Issues and Research in Educating the Gifted (3) [Rpt./ 2] II
h. Rehabilitation Administration (3) I II Change course title to: Rehabilitation Administration and Research. Spring 99
l. Diagnosis in Rehabilitation Psychology (3) II
696. Seminar
a. Issues in Special Education and Rehabilitation (1-6) [Rpt./ 6 units]
b. Neuropsychological Bases of Learning and Behavior (3) I II
c. Professional Standards, Ethics and Issues in School Psychology (3) [Rpt./ 1] I II P, SER 530 or instructor consent.
699. Independent Study (1-3) [Rpt./]
791. Preceptorship (1-6) [Rpt./]
793. Internship (1-12) [Rpt./]
794. Practicum (3-9) [Rpt./]
799. Independent Study (1-3) [Rpt./] I
900. Research (1-3) [Rpt./]
910. Thesis (3-6) [Rpt./]
920. Dissertation (1-9) [Rpt./]
930. Supplementary Registration (1-6) [Rpt./]