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. Every semester. Credit: 4

	SED 125 - Introduction to Educating Students with Diverse Learning Needs
	Introduction to teaching students with diverse learning needs. Focuses on history, societal perceptions, philosophy, learning theory, and laws & policies. 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. Varies. Credit: 1-4

SED 200 - Foundations in K-12 Special Education

This course helps K-12 special education majors develop a solid theoretical foundation in their chosen field. Major topics of focus include philosophical approaches, human development, characteristics of learners with diverse needs, special education law and policies, inclusive practices, assistive technology, and CEC Standards. Prerequisite(s): Special Education majors or permission of instructor; B- or higher in SED 125; pass Praxis Core per State requirements. Every year. Credit: 4

SED 209 - Practicum in Special Education

This practicum is designed to give special education majors experience in working with students receiving special education services in a public school setting. Working in cooperation with a mentor teacher in the school and with a university faculty member, students will accomplish a variety of instructional and professional growth activities. Prerequisite(s): Special Education majors only; B- or higher in SED 125; pass Praxis Core per State requirements. Every year. Credit: 4

	SED 210 - Assessment in Special Education
	This course provides students with broad basic knowledge of assessment practices in special education. Hands-on skill development will focus on administering and interpreting standardized and norm-referenced assessments. Prerequisite(s): B- or higher in SED 125; pass Praxis Core per State requirements. Every year. Credit: 2

	SED 212 - Assistive and Instructional Technology in Special Education
	Students will be introduced to a wide variety of assistive and instructional technologies that are typically used in the field of special education.  Students will learn how to identify needs, evaluate options, and monitor the effectiveness of technology across a variety of settings. Prerequisite(s): B- or higher in SED 125; pass Praxis Core per State requirements. Every year. Credit: 2

SED 216 - Universal Design for Learning

Universal Design for Learning (UDL) is a research-based framework for providing effective academic instruction to all learners, including those with disabilities. This course focuses on the planning, implementation, and assessment of instruction within a UDL framework.  Brain-based research pertaining to UDL will be discussed as it relates to academic instruction and content standards. Classroom-based application of UDL will be emphasized. Prerequisite(s): B- or higher in or SED 125; pass Praxis Core per State requirements; or permission of instructor. Every three years. Credit: 4

SED 220 - Inclusive Schools and Special Education Services

This course will provide an introduction to inclusive education and special education services at the middle and secondary levels for aspiring general education teachers.  Students will explore changes in service delivery over time and best practices that translate to positive school outcomes for students with disabilities.  Perceptions, legislation, and methods for successfully including students with varying levels of support will be emphasized. This course can only be taken concurrently with EDU 220, EDU 223, and EDU 224. Pre-requisites: EDU100, Passing of Praxis Core (Math, Writing, Reading), Completion of Maine DOE’s Criminal History Records Check, GPA 2.5, Secondary Education Major or Community Health Education Major with School Health Concentration. Every Semester. Credit: 2

SED 222 - Understanding Students with Autism and Other Developmental Disabilities

This course will focus on students that require extensive supports to be successful in school and community settings. Developmental disabilities such as Autism, Intellectual Disability, and Multiple Disabilities will be covered in depth. Course topics will include historical perspectives on developmental disabilities, instructional planning, and school and community supports. Prerequisite(s): B- or higher in SED 125; pass Praxis Core per State requirements; or permission of instructor. Every three years. Credit: 4

	SED 277 - 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. Varies. Credit: 2-4

SED 301 - Language and Literacy Methods in Special Education

This course teaches education majors how to provide explicit, systematic instruction in the five Big Ideas of reading (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) to all learners, including principles of TESL/TEFL (Teaching of English as a Second or Foreign Language). Participants will acquire knowledge regarding the current research base on teaching literacy (reading, writing, spelling, and handwriting). Participants will demonstrate an understanding of how students are identified as needing interventions addressing literacy skills (from pre-referral through special education services). The course focuses on various assessment approaches, intervention strategies, and data management. Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 6

SED 307 - Mathematics Methods in Special Education

This course teaches special education majors how to provide explicit, systematic instruction in the five Big Ideas of mathematics (i.e., mathematical awareness, mathematical conceptualization, mathematical fluency, mathematical language, and mathematical application). Participants will acquire knowledge regarding the current research base on teaching mathematics. Participants will demonstrate an understanding of how students are identified as needing interventions addressing mathematical skills (from prereferral through special education services). The course will focus on various assessment approaches, intervention strategies, and data management. Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 4

SED 308 - Classroom Management and Positive Behavior Supports

This course helps special education majors develop a range of skills in developing positive behavioral supports for students presenting behavioral challenges, especially students with disabilities. Students focus on four overarching themes: 1) classroom routines and behavior management procedures that promote positive behavior and prevent or minimize disruptive behavior; 2) frameworks for understanding the underlying causes of chronic misbehavior, especially focused around functional behavioral assessments; 3) systematic data collection and assessment procedures for developing positive behavioral intervention plans; and, 4) strategies and techniques for helping students to improve their behavior. Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 4

SED 314 - Content Area Literacy Methods in Special Education

This course teaches education majors how to provide evidenced-based literacy instruction within the classroom content areas (e.g., mathematics, science, and social studies). Participants will learn how to design instruction to make content area learning more accessible, engaging, and meaningful for all students, including principles of TESL/TEFL (Teaching of English as a Second or Foreign Language). Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 2

SED 320 - Transition, Advocacy, and Self-Determination

Students will learn the history and evolution of the field of transition, and develop skills necessary to write student-directed transition plans. Students will also learn how to become advocates for their students as well as develop self-advocacy and self-determination skills in the youth with disabilities with whom they work. Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 4

SED 324 - Applied Instructional Methods in Special Education

This field experience is designed to give Special Education majors experience applying educational methods covered in advanced Special Education courses. Working in cooperation with a teacher in a local school and with ongoing supervision and feedback from a university faculty member, students will design, implement, and assess instruction and conduct related activities. Prerequisite(s): Special Education majors only; concurrent enrollment in SED 301 or SED 307; Candidacy in Special Education or permission of instructor. Every year. Credit: 2

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 supporting student behavior. The emphasis is on providing critical teaching and behavior support strategies for teachers who have students with behavior and/or learning difficulties in the general classroom. Prerequisite(s):  Candidacy in an education major or permission of instructor. Every year. 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 learning support needs. Specific topics include: general information on special education practice and law; the adolescent with special needs; assistive technology; and the role of the secondary teacher in implementing inclusive programs. Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 4

	SED 377 - 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. Varies. Credit: 2-4

	SED 397 - Independent Study in Special Education
	Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Varies. Credit: 1-4

SED 404 - Collaboration Among Diverse Families, Learners, and Professionals

The course focuses on collaboration strategies used by multi-, trans-, and interdisciplinary team members who are working with diverse learners and their families (e.g., race, culture, gender, ethnicity, class, affection orientation, age, ability, language) in inclusive school and community settings. Team members may include educators, families, learners, administrators, school psychologists, paraprofessionals, and other related service providers. Prerequisite(s): Candidacy in an education major or permission of instructor. Every year. Credit: 4

SED 450 - Special Education Regulations and Practice

This course provides seniors in special education with specific information about the federal and state laws and regulations governing the education of children with disabilities. Particular emphasis is placed on how special education regulations translate to teacher practices in Maine's public schools. Prerequisites: Candidacy in an education major or permission of instructor. Every year. 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): Candidacy in Special Education; complete all required professional education courses with a minimum grade of B- or higher; cumulative GPA of 2.75 or higher; pass Praxis II in Special Education; and completion of 80% of all required coursework. Every year. Credit: 8-16

	SED 477 - 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. Varies. Credit: 2-4