SED 106 - Sign Language
	A basic course in American Sign Language, including a core vocabulary of signs, sign syntax, manual alphabet, and idioms. Emphasis on both expressive and receptive skills. Fall semester. Credit: 4

	SED 110 - Survey of Early Childhood Special Education
	Students interested in special education as a career will visit various public and private programs.  Additionally, they will meet in a seminar to discuss their experiences and career requirements. Spring semester. Credit: 2

	SED 111 - Transitions in Special Education
	This course offers students the opportunity to explore one facet of special education in more depth. They will examine transition law, ethics, and practice. Spring semester. Credit: 2

	SED 125 - Educating Exceptional Learners
	Introduction to teaching students with special needs; surveys history, law, federal categories, and issues in public education of all learners.  Discusses career opportunities in special education. Every semester Credit: 2

	SED 177 - Topics in Special Education
	Study of a special interest topic not already covered by regular course offerings in special education.  This course will be offered on a variable schedule, depending upon the needs of the students and the interest of faculty. Variable. Credit: 1-4

SED 201 - Curriculum and Instructional Programming for Exceptional Children

Study of curricula and general teaching strategies appropriate for pupils with mild to moderate handicapping conditions. Topics include learning characteristics of pupils, direct instruction strategies, behavioral objectives, task analysis, data-based reinforcement strategies, and developing IEPs and lessons. Additionally students will consider issues in public education which may lead to special education placements, such as cultural and ethnic diversity, linguistic variation, and socio-economic status. Every semester. CCP Credit: 4

	SED 301 - Academic Remediation I: Oral and Written Language Remediation for Students with Special Needs
	This course provides knowledge and skills to identify and remediate language delays and/or disorders.  Oral language and expository writing will be emphasized. Prerequisite(s): SED 125, SED 201, or permission of instructor; Professional Standing in Special Education. Fall semester. Credit: 4

	SED 302 - Academic Remediation II:Teaching Written Literacy Skills to Students with Special Needs
	his course provides both the knowledge and skills base for teaching written literacy skills to students with special needs.   This course will emphasize teaching reading-decoding, comprehension strategies, spelling, and handwriting. Prerequisite(s): SED 201, SED 301. Spring semester. Credit: 4

	SED 306 - Assessment in Special Education
	This course provides students with the knowledge and skills relevant to the assessment of students with disabilities.  Emphasis is on the use of assessment in order to know what to teach, and will include both formal and informal assessment instruments. Prerequisite(s): Professional Standing in Special Education. Fall semester. Credit: 4

SED 308 - Psychoeducational Teaching of Students with Disabilities or At Risk-Conditions

This course is designed to help students review and apply theoretical approaches to the education of students with disabilities and at-risk conditions.  Course topics include:  psychoeducational teaching; academic performance and behavior management; self-control; stress mediation; social skills; and adjunctive interventions.  Emphasis is given to applying course content in therapeutic educational environments. Prerequisite(s): Professional Standing in Special Education or permission of instructor. Every semester. Credit: 4

SED 319 - Educating Secondary Students with School-related Disabilities

This course will give pre-service teachers multiple opportunities to explore theory, methods, and practices used to address diverse learning needs in the secondary schools.  The interactions of curricula, discipline, language and legislation will be examined throughout a range of educational placements.  Teaching skills will be practices in a variety of situations.  This course may be taken up to four times. Prerequisite(s): Professional Standing in Special Education or permission of instructor. Every semester. CCP  Credit: 4

SED 360 - Teaching Children with Learning and Behavior Problems in the Regular Classroom

This course is appropriate for advanced level elementary education majors. The course is designed to help teachers develop basic skills of individualizing instruction and managing pupil misbehavior. The emphasis is on providing critical teaching and behavior management strategies for teachers who have children with emotional and/or learning difficulties in the regular classroom. Prerequisite(s): Professional Standing in Special Education or permission of instructor. Every semester. Credit: 4

SED 361 - Teaching Students with Disabilities and At-Risk Conditions in the Secondary General Classroom

This course is designed for teachers in general education at the middle/secondary levels.  The content includes information, skills, and techniques to help the classroom teacher educate the adolescent student with mild to moderate disabilities or other at-risk conditions at the secondary level.  Specific topics include:  general information on special education practice and law; the adolescent with special needs; the role of ethnic, cultural, SES, and linguistic differences in education; assistive technology; and the role of the secondary teacher in implementing programs for students who do not learn well in traditional settings. Prerequisite(s): Professional Standing in Special Education, or permission of instructor. Every semester. CCP Credit: 4

SED 401 - Capstone Seminar in Special Education

Seminar in Special Education offers junior or senior students a chance to focus in-depth on a topic using problem solving and scientific inquiry. During the seminar, students review a variety of professional readings, methodologies including human subject research, and study various research findings. This provides a foundation for the primary course project where students design and implement a small study addressing one aspect of the focus topic. The project consists of writing a proposal, reviewing the relevant literature, planning the methodology, conducting the data collection, analyzing the research finding, and writing a paper. Students are required to use APA format. This course is designed to provide a foundation for conducting additional research at the graduate level. Prerequisite(s): Junior or senior standing. Spring semester. Credit: 4

SED 404 - Collaboration Among Diverse Families, Learners with Special Needs, and Professionals

The course focuses on collaboration strategies among team members with a common goal.  These individuals include learners with special needs, their families, general and special educators, paraprofessionals, and other related service providers in inclusive school and community settings. Prerequisite(s): Professional Standing in UMF Education major or permission of instructor if not a UMF education major. Fall semester. Credit: 4

SED 450 - Program Design in Special Education

This course provides seniors in special education with specific information about the federal and state laws and regulations that relate to special education and how these laws and regulations manifest themselves in best practice in the local education agency. It also covers the roles and responsibilities of the teacher in the special education process as mandated by the legislature and implemented in the public school. Particular emphasis is placed on individually developed, job related handbooks and materials. Prerequisite(s): All required professional courses, senior standing, and Professional Standing in Special Education; or permission of instructor. Fall semester. Credit: 4

SED 460 - Student Teaching and Seminar in Special Education

Student teachers participate in a variety of supervised experiences in a school while working with children with mild to moderate disabilities. Working with a special educator, their students, and other school personnel, student teachers expand and refine their knowledge and skills and increase their responsibilities over time. Students participate in a weekly seminar during their student teaching experience. Prerequisite(s): Professional Standing in Education, GPA of 2.5 or higher, completion of 80% of all required coursework; completion of all professional requirements in education except Program Design in Special Education (SED 450), and grades of C- or higher in all required professional courses completed. (Pass/Fail only) Every semester. Credit: 8-16