SED 2200-3 Diversity, Disability, and Education (3 + 0)
This course provides an overview of the philosophical, historical, and sociological foundations of general and special education, with an emphasis on the multicultural perspectives. Educational approaches for meeting the needs of ethnically diverse learners, as well as students with disabilities that have linguistic and cultural differences are emphasized. (General Studies-Level II, Social Sciences, Multicultural)

SED 2400-2 Classroom Organization and Instruction (2 + 0)
This course provides an overview of current professional issues, trends, laws, and practices in service delivery systems in special education. Teacher candidates will develop a critical understanding of the development and maintenance of effective learning environments and teaching processes.

SED 2700-3 Social/Emotional Development and Disorders (3 + 0)
Prerequisites: SED 2200, SED 2400, EDT 2890, or permission of instructor
This course provides an overview of the major concepts and historical antecedents of special education services for children and youth with social, emotional and behavioral difficulties. Teacher candidates will develop an understanding of basic concepts related to the social, emotional and behavioral development of children and youth, and the concepts related to disordered behavior.

SED 2800-2 Evaluation and Program Planning: Severe Needs (2 + 1)
Prerequisites: SED 2200, SED 2400, SED 2700, EDT 2890, or permission of instructor
This course focuses on making informed decisions on the selection, use, and interpretation of formal and informal instruments for the assessment of students with severe disabilities. There will be an emphasis on diagnostic- prescriptive teaching. Teacher candidates must complete a 15-hour field experience in an assigned public school and will administer a series of assigned assessments.

SED 3600-3 The Exceptional Learner in the Classroom (3 + 0)
This course provides a survey of various exceptionalities, ranging from moderate to severe. Information about child abuse and medical conditions, and their possible effects on student learning and behavior is provided. Teacher candidates are introduced to the special education processes, including the development of individualized education plans from a general education teacher perspective. Principles of universal design for curriculum accessibility are addressed.

SED 3650-3 Curriculum, Collaboration and Transitions (3 + 0)
Prerequisite: SED 3600
This course provides an overview of the Colorado Model Content Standards for purposes of preparing special educators to address this curriculum in remedial and inclusive environments. Standards for language arts, physical education, social studies, science, mathematics, and the arts will be examined. Lesson planning, IEP development, and adaptations/accommodations will be emphasized in reference to team teaching with general education partners.

SED 3700-3 Medical and Educational Aspects of Disabilities (2.5 + .5)
Prerequisites: SED 3600 or permission of instructor
This course provides an overview of the multidisciplinary needs of individuals with physical, communicative, cognitive and sensory disabilities. Emphasis is given to explaining how medical needs impact educational experiences. Principles of Universal Design for Learning (UDL) will be addressed. Teacher candidates must complete a 15-hour field experience in an assigned public school that provides services for students with severe disabilities.

SED 3750-3 Assessment, Methods, and Assistive Technology for Severe Disabilities (2 + 2)
Prerequisites: SED 3600, SED 2200, SED 3700
This course is designed to introduce preservice teachers to PK-12 students with severe disabilities and the field of assistive device technologies. The course provides essential competencies in designing and developing educational and behavioral interventions for students with severe and profound disabilities. Current philosophical rationales, assessment models, educational programs, and family issues will be emphasized. A minimum 30- hour, supervised field experience is required.

SED 3800-3 Differentiated Instruction for Students with Disabilities (2 + 2)
Prerequisites: SED 3600, SED 3650 or permission of instructor
This course is designed to teach methods and adaptations for literacy and mathematics instruction for students with disabilities in a variety of classroom settings. Focus will be given to differentiated instruction to address the individual education plan (IEP) goals of students with moderate to severe needs. A minimum 30-hour, supervised field-based experience is required. A component of the teacher work sample is produced to demonstrate developing skills.

SED 4000-3 Transitions and Collaborative Practices (3 + 0)
Prerequisites: SED 3600, SED 3650, SED 3800, SED 4050, SED 4200 or permission of instructor
This course focuses on effective collaboration among professionals and between professionals and families for the successful coordination of special education services. The development of effective communication and consultation skills will be emphasized. Focus will also be given to transition planning for students with moderate/severe disabilities ages 3 to 21.

SED 4050-3 Evaluation and Program Planning: Moderate Needs (3 + 1)
Prerequisites: SED 3600, SED 3650, or permission of instructor
This course focuses on making informed decisions on the selection, use, and interpretation of formal and informal instruments for the assessment of students with moderate disabilities. Teacher candidates must complete a series of assessments and reports during a minimum 15-hour field-experience in a public school.

SED 4200-3 Language Development and Reading Disabilities (2 + 2)
Prerequisites: SED 3600, SED 3650, SED 3800, or permission of instructor
This course focuses on the nature, diagnosis, and treatment of language disorders in reference to reading disabilities. This course will emphasize language development and the remediation of reading problems associated with learning disabilities. The class includes a minimum of 30 hours of field-based experience in a school setting.

SED 4250-3 Effective Behavioral Support Systems (3 + 0)
Prerequisites: SED 3600, SED 3650, or permission of instructor
This course is designed to introduce the management process in the classroom from a decision-making perspective. The use of systematic behavioral assessments, functional behavior assessment plans, and intervention strategies such as social skill development are emphasized. Teacher candidates are prepared to apply Universal Design for Learning (UDL) principles and management decisions in diverse contexts in both general and special education classes.

SED 4300-3 Assessment and Methods for Emotional/Behavioral Disorders (2 + 2)
Prerequisites: SED 2200, SED 3600, SED 4250
This course is designed for teacher candidates to learn how to select, adapt, and use instructional interventions and strategies with students with emotional and behavioral disorders (E/BD) in a variety of settings. Students are required to apply knowledge and skills in a 30-hour field-based experience. Theoretical approaches, screening/identification, educational placement considerations, and assessment and evaluation issues will be addressed. In addition, specific categories of disordered behavior such as bipolar, depression, anxiety, oppositional defiant disorders, schizophrenia, and childhood psychosis will be discussed.

SED 4400-2 Issues in Special Education (2 + 0)
Prerequisites: EDT 2890, RDG 3110, SED 2200, SED 2400, SED 2700, SED 2800, SED 3600, SED 3700, SED 3800, SED 4050, SED 4200, SED 4250, or permission of instructor
This course focuses on current and emerging issues in the field of special education.

SED 4430-3 Assessment, Instruction & Collaboration Practicum: Elementary (1 + 13)
Prerequisites: EDT 2890, RDG 3110, SED 2200, SED 2400, SED 2700, SED 2800, SED 3600, SED 3700, SED 3800, SED 4050, SED 4200, SED 4250, or permission of instructor
This practicum is a culminating experience that provides teacher candidates with a structured, supervised elementary level practicum in a special education setting for children with disabilities. Several components of the teacher work sample are produced to demonstrate developing skills. The seminars are designed to address assigned topics and activities that are linked to the teaching responsibilities of the practicum.

SED 4440-3 Assessment, Instruction & Collaboration Practicum: Secondary (1 + 13)
Prerequisites: EDT 2890, RDG 3110, SED 220, SED 2400, SED 2700, SED 2800, SED 3600, SED 3700, SED 3800, SED 4050, SED 4200, SED 4250, or permission of instructor
This practicum is a culminating experience that provides teacher candidates with a structured, supervised secondary level practicum in a special education setting for adolescents with moderate needs. Several components of the teacher work sample are produced to demonstrate developing skills. The seminars are designed to address assigned topics and activities that are linked to the teaching responsibilities of the practicum.

SED 4490-6,12 Special Education Student Teaching and Seminar: Elementary (1 + 40)
Prerequisites: must have completed all required courses for the program (see advisor for specific courses for a particular program)
This course is a full-time special education student teaching experience in an accredited elementary public or private school that provides teacher candidates responsibility for teaching an identified group of learners with moderate needs. A minimum of 8 weeks is required for 6 credits, and a minimum of 16 weeks is required for 12 credits. College supervisors provide regularly scheduled observations and seminars, and guidance on the development of the teacher work sample. (Senior Experience)

SED 4500-6,12 Special Education Student Teaching and Seminar: Secondary (1 + 40)
Prerequisites: must have completed all required courses for the program (see advisor for specific courses for a particular program)
This course is a full-time special education student teaching experience in an accredited secondary public or private school that provides teacher candidates responsibility for teaching an identified group of learners with moderate needs. A minimum of 8 weeks is required for 6 credits, and a minimum of 16 weeks is required for 12 credits. College supervisors provide regularly scheduled observations and seminars, and guidance on the development of the teacher work sample. (Senior Experience)