Introductory course in special education. Emphasis on psychological and educational factors relative to individuals labeled as mentally retarded, gifted, learning disabled, emotionally disturbed, hearing impaired, or speech defective.

Prerequisite: Must be admitted to the Certification Program.

The major social forces that present the context in which individuals with disabilities learn. The influence of the family, school, social agencies, the media, courts, laws, and social trends such as deinstitutionalization as they affect the learning environment.

A range of alternative management techniques appropriate for facilitating learning in classrooms, families, and other environments. Students are required to implement a number of management techniques.

An introduction to the diagnostic and remediation processes required in the education of individuals with disabilities at a variety of age levels. Particular emphasis on the basic school subjects.

The first of a two-course sequence focusing on the developmental characteristics of individuals with disabilities. The nature, developmental problems, assessment, and educational intervention of physical, perceptual motor, and socio-emotional problems. Field application including observations, interviews, and trial intervention.

The following aspects of language and cognitive development: nature and theory, normal acquisition and development, problems in development, assessment, and intervention strategies. An attempt to link theory and practice.

Practicum meets half days during the regular semesters and full days in the summer. Must be admitted to the Certification program.

Practicum for full-time students.
Note: For education majors who have completed 390 and all other program requirements.