Students should consult with the Program Chair if they are not sure of their preparation for a specific course. Course prerequisites specified are the minimum preparation required. In their first two university years, students need to work closely with their advisors to schedule the necessary General University Requirements and lower division core courses to properly prepare for upper division studies. The usual prerequisites for all upper division courses include the General University Requirements. Some courses have additional specified prerequisites.
BILINGUAL EDUCATION/ESL
BLE 307 Language Acquisition (2) 2 credits
Exploration of current approaches, processes, and materials used to promote first and second language acquisition; introduction of interrelationship of psychological, social, cultural, and educational factors influencing learning and language fluency; prerequisite: ENG 330; offered spring semester
BLE 406W Reading and Language Arts in Bilingual Education/ESL (3) 3 credits
Introductory course in developing listening, speaking, reading, and writing in the first and second language; explores current language arts programs for bilingual/ESL students; offered spring semester
BLE 409 English as a Second Language in the Content Areas (3) 3 credits
Introductory course in delivering a quality program in content area instruction to second language learners; emphasizes rationale for adapting materials, designing a learning environment, including literature and materials from diverse cultures, and providing ESL strategies for various proficiency levels; offered fall and summer semester
BLE 411 History and Theory of Bilingual/ESL (3) 3 credits
Investigation of the historical, philosophical, and theoretical background of bilingual/ESL practices in the United States; this course focuses on state and federal legislation and key terminology. Offered fall semester
BLE 413W Methods in Bilingual/ESL Education (3) 3 credits
Detailed study of various instructional methods, strategies, and materials to promote high expectations of performance of bilingual/ESL students; addresses program management and utilization of resources; offered spring semester
BLE 435W Language, Culture and Society 3 Credits
Study of sociolinguistic interrelationships among language, culture, and socio-economic-political factors in societies; social processes of language change; semantics and worldview; sociolinguist issues in modern society; prerequisite: ENG 330; matched with ENG 435W; offered spring semester
BLE 487 Spanish Language in the Content Area 3 Credits
Study of specialized terminology and available materials for the teaching of literature, language, science, mathematics, and social studies in Spanish; prerequisite: fluency in Spanish; co-listed with SPAN 487; offered fall semester
EARLY CHILDHOOD EDUCATION
ECE 320 Developing Family Partnerships in the ECE Setting 2 credits
This course addresses different strategies of communicating and developing a partnership with families. Included in this course are the following: interviewing, conferencing, and collaborative planning with families in the home and classroom. Prerequisite: Admission to the Teacher Preparation Program
ECE 321 Integrating Cultural Competency in the Early Childhood Classroom 2 credits
This course studies the impact and power of diverse cultural experiences on the ECE classroom. It identifies how children and families differ in their perspectives and approaches to learning. Teacher candidates learn how to create positive and equitable learning environments and experiences that are culturally and linguistically responsive. Prerequisites: ECE 320 or permission from the Teacher Preparation Chair.
ECE 322 Emotional, Social Development and Learning Theory 3 credits
This course studies the theoretical positions and issues/research as it relates to the young child (birth to 5). It introductions the multiple functions of play and how to engage young children in other enriching activities. It includes review of current research, observation of children, exploration of various social skills curriculums, and practical application in an early childhood setting. Field experience is required.
ECE 323 Creating Effective Early Learning Environments 3 credits
This course studies how environments and other factors influence the development of the human brain. It uses case studies that apply to child development and learning theory. Candidates identify, analyze, and evaluate the effective elements of quality early learning environments. Field experiences is required.
ECE 324 Observation and Assessment for Early Childhood Educators 2 credits
This course introduces the candidate to observation and assessment methods used with children ages (birth-5). This course examines the principles of quantitative and qualitative methodologies for collection and analysis of data. Field experience is required. Prerequisite: Ed 347B
ECE 325 Math and Science Instruction in the Early Childhood Environment 3 credits
This course studies the developmental stages of mathematics and science in the early childhood classroom. Candidates develop instructional units in math and science based on Washington State Early Learning Benchmarks. Instructional units will include developmentally appropriate outcomes and assessments, instructional methods, and materials. It is taken concurrently with ED 317 or ED 316.
ECE 405 The Arts, Health, and Fitness in Early Childhood 1 credit
The student will learn methods, appropriate materials to use, and instructional strategies in the arts, health, and fitness for the young child (infancy through preschool). The emphasis is placed on implementing developmentally appropriate practices in childhood settings. It includes development of projects in the arts, health, and fitness based on Washington State Early Learning Benchmarks. It is taken concurrently with ED 328.
ECE 406 Development of Oral Language and Literacy- Birth to Five 3 credits
In accordance with recommendations from the national reading panel and linguistic theory for birth through age 5 brain developments, participants will learn and implement the continuum of language and literacy. Washington State's Early Learning Benchmarks will be an integral part of this course. Students will address the ways that language and literacy impact and interact with learning and development.
ECE 406 Practicum in Early Childhood Education 3 credits
This course is a practical application of knowledge, skills, and dispositions learned in the early childhood education course work. Forty hours of field experiences with five hours of seminars are required. This course is taken the semester prior to student teaching.
EDUCATION
ED 201 Exploration of Education Career Paths (2) 2 credits
Exploration of duties and responsibilities of teachers Pre K-12; includes examination of professional preparation requirements and reflection upon personal knowledge, skills, and dispositions in light of those professional requirements; twenty hours of field experience across Pre K-12 levels required; offered fall semester in odd numbered years
ED 304 Teacher Preparation Orientation 0 credits
This course is designed as a required orientation for Undergraduate Teacher Preparation candidates. It includes program overview, requirements, research skills, My Heritage on-line program and the skills necessary to successfully develop a professional portfolio based on Washington Administrator Code (WAC), learning competencies and the Heritage University Conceptual Framework.
ED 305W Personal and Professional Foundations of Education (3) 3 credits
Prerequisite for all upper division teacher education courses; may be taken concurrently with professional core courses; intensive communication skills development; addresses social, historical, political, ethical, and legal background of U.S. public and private education. Students develop personal philosophy of education and begin professional portfolio. 20 hours of observation/participation in schools required; pre-requisite for all other upper division courses; co-requisite for ED 310, ED 325, and ED 347A; offered fall and spring semester
ED 310 Parent and Community Involvement (2) 2 credits
This course addresses different avenues of communicating, interacting, and teaming with parents and the community. Included are the following: conferencing, parent/community involvement in the classroom and at home, use of media, and working with populations with diverse cultures, socioeconomic backgrounds, and languages. Field experience is required; offered fall and spring semester
ED 315 Introduction to Curriculum, Management, Methods, and
Assessment (2) 2 credits
This course provides an introduction to building learning communities and to the interrelatedness of curriculum, instructional methods, assessment/evaluation, and classroom management. Students will prepare instructional plans to meet diverse student needs, reflect appropriate management strategies, and include appropriate assessment. Attention to appropriate use of technology in the classroom included. 10 hours of observation/participation in schools is required; offered fall and spring semester
ED 316 Methods in Science (2) 2 credits
Study of the content, methods, materials, and assessment approaches in elementary/middle school science; creation of projects in science based on grade level expectations; classroom observation required; prerequisites: admission to Teacher Education; ED 315 and MATH 350; offered fall and spring semester
ED 317 Methods in Math (3) 3 credits
Study of the content, methods, materials, and assessment approaches in elementary/middle school mathematics; creation of projects in math based on grade level expectations; classroom observation required; prerequisites: admission to Teacher Education; ED 315, MATH 116, MATH 117 for Elementary Teachers; offered fall and spring semester
ED 325 Human Development and Learning (3) 3 credits
A survey of the physical, cognitive and psychosocial factors influencing human beings throughout the life span with emphasis on pre-natal through age 18; includes major theoretical approaches to human development and human learning, the practical applications of each, and the influence of language and cultural variables; prerequisite: PSY 101; offered fall, spring, and summer semester
ED 328 Methods in Fine Arts (2) 2 credits
Survey of EALRs, methods and materials of instruction in art, theater and music education for the elementary and middle school; includes emphasis on learning activities and appropriate integration of the arts in the curriculum, with and without the use of specialists; prerequisites: admission to Teacher Education and ED 315; offered fall and summer semester
ED 335 Methods in Elementary and Middle School Social Studies (2) 2 credits
This course considers the scope and nature of an adequate program of instruction in the social studies. It presents K-8 social studies content in an integrated format and examines the construction and use of units, methods, materials, and means of classroom-based assessment. Students develop knowledge of non-print media and analyze the influence of media on culture and on people's actions and communication. It includes EALR's and Frameworks, National Standards, children's and young adult literature. Offered spring semester
ED 336 Methods in Health and Physical Education (2) 2 credits
Survey of EALR's, methods and materials of instruction in health, dance and physical education for the elementary and middle school; prerequisites: admission to Teacher Education and ED 315; offered spring and summer semester
ED 345 Methods in Language Arts K-2 (3) 3 credits
Students will address what is needed in the realm of language arts for students in grades kindergarten through second. In accordance with the recommendations from the National Reading Panel, heavy emphasis will be placed on phonemic awareness, phonics, and fluency. Penmanship, early writing, developmental spelling, and developmentally appropriate children's literature will also be included. Students will address ways to assess reading performance and to prevent reading difficulties. The state's grade level expectations will be an integral part of this course. Field experience is required. Prerequisite: Ed 315
ED 346 Methods in Language Arts 3-5 (2) 2 credits
Students will address what is needed in the realm of language arts for students in grades 3-5. This course emphasizes the writing process, six-trait writing, vocabulary development, and comprehension strategies. Elements of literature across the genres and modes of writing are an integral part of this course. Participants will address ways to assess reading and writing performance and to work with students who have reading/writing difficulties. The state's grade level expectations will be an integral part of this course. Field experience is required. Prerequisite: Ed 345 or permission of the Program Chair
ED 347A Differentiated Instruction: Diversity Issues in the School (2) 2 credits
An overview of the diversity of children and families with whom teachers work. Addresses diversity in the following: culture, language, socioeconomic, status, race and gender; issues of equity, law and professional ethics. It introduces and models strategies including the following: anti-bias education, cultural pluralism, multiple intelligences, inclusion, and integration of linguistic differences. Offered fall and spring semester
ED 347B Differentiated Instruction: Special Needs Students in a
Regular Classroom (2) 2 credits
This course investigates the theories and methodologies for special needs students. Special emphasis is placed on the exceptional child in the classroom. Field experience is required. Prerequisites: Admission to Teacher Education; offered fall and spring semester
ED 347C Differentiated Instruction: Issues in Indian Education (2) 2 credits
A survey of the historical development of Indian education with an emphasis on contemporary issues; special attention to multiple ways of learning and the development of culturally responsive teaching
ED 390 Advanced Topic 1-4 credits
Independent study of specialized subject matter in education; topics vary, depending upon current interests and needs; may be repeated for credit with a new topic; prerequisite: permission of the Program Chair.
ED 402W Literacy Across the Curriculum 6-12 (2) 2 credits
Students will address what is needed in the realm of literacy for grades 6-12. This class stresses strategies for reading and writing in the content areas. Technical writing, critical thinking, and researching skills will also be addressed. Participants will learn strategies to help students in grades 6-12 to use reading and writing more effectively to learn content area concepts and to express themselves effectively in all the content areas. The state's grade level expectations will be an integral part of this course. Field experience is required. Prerequisite: Ed 315 or permission of the Program Chair; it is recommend elementary majors take ED 345 and ED 346 before this class.
ED 405A Advanced Teaching Practicum (4) 4 credits
Supervised, pre-student teaching experience requiring candidates to teach in an educational setting; requires curriculum development, design and implementation of instructional plans, application of classroom management strategies, utilization of classroom-based assessment, and documentation of positive impact on student learning; written assessment and feedback of teaching provided by supervisor; also includes preparation of the student teacher interview portfolio; must be taken in the semester immediately preceding student teaching; Prerequisite: ED 315;offered fall and spring semester
ED 405B Advanced Management, Methods, and Assessment (3) 3 credits
A campus-based course requiring application of instructional methods, classroom management strategies, assessment practices, and documentation of positive impact on student learning; in addition to opportunities for micro-teaching with peers, candidates are required to teach at least two (2) lessons in a K-12 setting. At least one of these teaching experiences must include written feedback from a teacher and submission of a video tape of the lesson to the course instructor for written evaluation. This course also includes preparation of the student teacher interview portfolio. It must be taken in semester immediately preceding student teaching. Prerequisite: ED 315
ED 410 Issues of Abuse and Student Teaching Seminar (2) 2 credits
This course is taken during the student teaching seminar. It is held at a time and place designated by the University. Seminar topics include: techniques, placement files, certification requirements, etc. The seminar also addresses issues associated with child abuse; the teachers and school's responsibilities of being a mandated reporter.
ED 481E Elementary Student Teaching 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary classrooms; limited to department approved subject area(s); prerequisite: approval based upon satisfactory completion of student teaching internship application process; candidates must have passed the state required WEST-B test and have attempted the WEST-E to register for course. Graded P/NP
ED 481M Middle School Student Teaching 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in middle-level classrooms; limited to department approved subject area(s); prerequisite: approval based upon satisfactory completion of student teaching internship application process; candidates must have passed the state required WEST-B test and have attempted the WEST-E to register for course. Graded P/NP
ED 481S Secondary Student Teaching 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary or secondary classrooms' limited to departmentally approved subject area(s); includes seminars designed to develop peer support, address issues appropriate to novice teachers, and to integrate theory and practice; candidates must demonstrate a positive impact on P-12 student learning. ED 481E/S course are graded only as Pass/No Pass. Prerequisite: completion of approved teacher education program and approval following satisfactory completion of the student teaching application process; candidates must have passed the state required WEST-B test and have attempted the WEST-E to register for course. Graded P/NP; offered fall and spring semester
ED 490 Internship 1-6 credits
Through individually appropriate field experiences, students are given opportunities to apply knowledge gained from coursework, and to integrate theory and practice in professional situations. Prerequisites: senior standing and permission of the Program Chair
ED 491M Specialty Methods in Middle Level Teaching (3) 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation, and overview of instructional materials; candidates must have passed the WEST-B test and have attempted the WEST-E to register for the course. Prerequisite: ED 315 or permission of the Program Chair; offered spring semester
ED 491S Specialty Methods in Secondary Teaching (3) 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation, and overview of instructional materials; candidates must have passed the WEST-B test and have attempted the WEST-E to register for the course. Prerequisite: ED 315 or permission of the Program Chair; offered spring semester
ED 495 Special Project 1-3 credits
This is an advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper division concentration requirements. Prerequisites: senior standing; permission of the Program Chair.
PSYCHOLOGY
PSY 101 Introduction to Psychology (3) 3 credits
Survey of the theories, research methods, and major findings in the field of psychology; provides the student with a broad background in psychology including knowledge of important concepts necessary for further study in social sciences and education; offered fall and spring semester
PSY 102 Introduction to Human Relationships (3) 3 credits
A training course in human relations; emphasizes the development of skills in self-expression, listening and responding, challenging, and confronting; especially recommended for those planning to enter human services fields; does not substitute for other psychology courses; no prerequisite
PSY 222W Psychology of Adjustment (3) 3 credits
This course is an application of psychological principles to the student's life and career; topics include the following: description, development and dynamics of the self; motivation, emotion and stress; managing human relationships; life choices and change. Prerequisite: PSY 101; offered spring semester
PSY 223 Psychology of Dreams and Dream Interpretation (3) 3 credits
Study of dreams and approaches to dream interpretation; examines the physiology of dreaming, dream research, and theories of dream interpretation; practical application to the use of dreams for personal growth will be made; does not substitute for other psychology courses; no prerequisite
PSY 224 Introduction to Case Management (3) 3 credits
Explores definitions and practical application to inter-professional case management with an emphasis on relevant functions, including child and family needs assessment, development of case management plans, and case monitoring; does not substitute for other psychology courses.; no prerequisite
PSY 321W Social Psychology (3) 3 credits
Study of persons as social beings i.e., how they influence and are influenced by others; topics covered include conformity, persuasion, self-justification, attitude change, aggression, prejudice, interpersonal attraction, and small group processes; prerequisite: PSY 101; offered fall semester alternate years
PSY 325W Developmental Psychology (3) 3 credits
A survey of the biological and social factors which influence the development of the human being throughout the life cycle; major theoretical approaches to development and their practical applications are also presented; prerequisite: PSY 101; offered fall semester in alternate years
PSY 326 Behavior Modification (3) 3 credits
Study of the principles and techniques of behavior modifications; covers paradigms of classical and operant conditioning and social modeling; examines their application in applied behavior analysis and approaches to behavior modification; student will learn to design behavior modification programs for the modification of habits and addictions, child behavior management, and other applied areas. Prerequisite: PSY 101, PSY 222 or PSY 325; offered spring semester in alternate years
PSY 330 Human Learning and Cognition (3) 3 credits
Historical development of learning, major theoretical positions and issues; general survey covering perception, attention, memory, attitudes, personality, motivation, learning styles, and thinking, including language and cultural variables; prerequisite: PSY 101; offered fall semester in alternate years
PSY 335W Introduction to Theories of Personality (3) 3 credits
Overview of theories, concepts, methods, and discoveries in psychology of personality; emphasis on examination of major personality theories with application to the helping professions; prerequisites: PSY 101; offered spring semester in alternate years
PSY 345 Measurement and Evaluation (3) 3 credits
Introduction to the assessment of behavioral variables and individual differences in human beings; survey, development, and analysis of educational and psychological tests; introduction to individual and group psychological testing, ethical and technical considerations; methods of evaluation; prerequisite: MATH 221 or SOC 220; offered spring semester in alternate years
PSY 390 Advanced Topic (3) 3 credits
A study in a specialized subject matter in psychology; topics vary, depending upon current interests and needs; may be repeated for credit with a new topic; maximum of 6 credits count toward psychology major; may take more than 6 credits for electives; prerequisite: permission of the Program Chair; offered summer semester
PSY 410W Introduction to Experimental Psychology (3) 3 credits
Students learn to apply the scientific methods of study of psychological phenomena. This course examines the principles of qualitative and quantitative methodologies for collection and analysis of data. Students will gain experience in organizing, conducting, and evaluating research. The course provides the foundation for the preparation of independent basic psychological research and evaluation. Students will complete a research proposal demonstrating a mastery of the concepts taught in the course. Prerequisite: PSY 101 and successful completion of two additional Psychology courses at the 200 level or above; offered spring semester in alternate years
PSY 411 Sensation and Perception (3) 3 credits
Surveys principles, experimental research, and basic theories relevant to human information processing; prerequisites: PSY 101; offered spring semester in alternate years
PSY 412 History and Systems of Psychology (3) 3 credits
History and Systems of Psychology is a thematic historical exploration of contemporary psychology's evolution. The course helps students understand psychology's history from philosophy and natural sciences to its present standing as a science. Prerequisite: PSY 101; offered fall semester in alternate years
PSY 420W Introduction to Abnormal Psychology (3) 3 credits
Problems of abnormality from traditional and evolving points of view: types of abnormal behaviors, societal reactions, therapies, outcomes, preventive techniques; prerequisites: PSY 101; offered fall semester in alternate years
PSY 490 Internship 1-6 credits
Through individually appropriate field experiences, students are given opportunities to apply knowledge gained from coursework, and to integrate theory and practice in professional situations. Prerequisites: senior standing and permission of the Program Chair; 45 hours of internship practice required for each credit hour; graded Pass/No Pass; offered fall and spring semester as needed
PSY 495 Special Project 1-3 credits
An advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper division requirements. Prerequisites: senior standing and permission of the Program Chair; offered fall and spring semester as needed
PSY 497 Senior Thesis 1-3 credits
This is an advanced course allowing a student to complete an independent research project or scholarly investigation which demonstrates mastery of methodology appropriate to the student's field of study. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper division requirements. Prerequisites: senior standing and permission of the Program Chair; offered fall and spring semester as needed
PSY 499 Capstone 3 credits
This is a course allowing seniors to integrate principles, theories, and methods learned in their Psychology major courses. By the end of the course, students will have completed three projects. First, a capstone project analyzing and summarizing an area of interest in the field of Psychology. Second, a portfolio that includes a) a reflection essay focusing on personal education/experiences, and b) a resume. And, third, a formal presentation that includes an informative poster of the capstone project. Prerequisites: senior standing and permission of the Program Chair; offered spring semester
SPECIAL EDUCATION
SPED 420 Methods in Early Childhood (2) 2 credits
A survey of current issues, trends, and research-based methods in Early Childhood Education, this course examines development and implementation of instruction to meet the needs of young children in all developmental domains and content areas. Teaching strategies, assessment, IEPs, IFSPs, and observation of young children will be addressed. Review of dynamics of family structure, parental and community agency involvement, and impact of cultural and linguistic diversity.
SPED 430 Introduction to Special Education (3) 3 credits
A survey of exceptionality to include disabilities covered by IDEA and Section 504, this course provides an overview of all disabilities, including low to high incidence disabilities with emphasis on etiology, characteristics, and implications for teaching. It addresses cultural and linguistic aspects of representation of specific populations in various categories of disabilities and provides an introduction to IEP and IFSP development, transition planning, assessment, evaluation, and data collection.
SPED 433 Behavior Management and Positive Behavior Support (3) 3 credits
In-depth study of theories and principles of behavior management in special education and regular education settings, this course addresses positive behavior support systems; the development and implementation of functional behavior analyses (FBA), behavior intervention plans (BIPs), and social skills training provides for the development of observation skills, data collection strategies, and ability to interpret observational data; provides an introduction to applied behavior analysis as it relates to behavior management and support. Field experience will be required.
SPED 438W Assessment and Evaluation of Students with Disabilities (3) 3 credits
This course is an in-depth study of standardized and non-standardized tools and methods of assessment. It will include formative and summative evaluation, criterion and normative measurements, and curriculum-based assessment for use by the classroom teacher. Emphasizes the selection, administration, scoring, and interpretation of assessment results to make decisions related to eligibility, including cultural and linguistic factors; pre-referral strategies, including response to intervention (RTI); placement; IEP/IFSP development and implementation; curriculum modification, accommodation, and adaptation; instructional strategies; alternative assessment portfolio; and assessment accommodations related to the WASL. It provides for practical application of knowledge and skills related to standardized assessment and informal assessment utilized for instruction. It will require field experience. Prerequisite: SPED 430
SPED 436 Curriculum and Instructional Strategies for Students
With Mild Disabilities (3) 3 credits
Fundamentals of effective curriculum and instructional strategies for students with mild disabilities; based on research-based evidence and best practices; includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs ensuring specialized instruction in the least restrictive environment; addresses cultural and linguistic diversity in the design and delivery of services; includes strategies for modifying materials, maximizing student attention, addressing curriculum needs across content areas, and addressing EALRs; explores teaching pro-social skills and addressing behavior through functional behavior assessment; prerequisite: SPED 430
SPED 437 Curriculum and Instructional Strategies for Students
With Moderate or Severe Disabilities (3) 3 credits
Fundamentals of effective curriculum and instructional strategies for students with moderate and severe disabilities; based on research-based evidence and best practices; includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs ensuring specialized instruction in the least restrictive environment to facilitate development of life skills; addresses cultural and linguistic diversity in the design and delivery of services' focuses on applied behavior analysis techniques to address the unique needs of students; addresses modifying curriculum and utilizing special technology, aids, and equipment; prerequisite: SPED 430
SPED 464 Differentiated Instruction in Content Areas 2 credits
Principles and theories of instruction in reading, math, and written language at elementary and secondary levels with an emphasis on procedures to evaluate, develop, and implement strategies that will maximize learning for students with disabilities; includes curriculum and instructional adaptation and modification in content areas to facilitate academic progress of students with disabilities, including low to high incidence disabilities; addresses cultural and linguistic diversity and IEP development and implementation; prerequisite: SPED 430
SPED 468 Special Education Law 2 credits
Reviews procedural and substantive legal regulations and issues in Special Education that influence funding and services; addresses Disabilities Education Act (IDEA), Washington Administrative Code (WAC), Section 504, and Americans with Disabilities Act (ADA)
SPED 470W Collaboration and Communication in Special Education (2) 2 credits
This course is designed to facilitate school, family, and community partnerships to enhance learning for students with disabilities. It focuses on understanding families, including cultural and linguistic diversity; examines transition planning for new settings, including post-school outcomes. Special emphasis is placed on developing awareness and ability for collaboration, teaming, partnerships, and supervision of paraeducators. It also addresses collaboration and communication in the IEP and IFSP process to ensure a free appropriate public education (FAPE) in the least restrictive environment (LRE).
SPED 481E Student Teaching in Elementary Special Education 4-6 credits
This course provides practical application, with supervision and support, of the principles of learning and instructional techniques in elementary-level special education classrooms. It is limited to departmentally approved subject area(s). Prerequisite: approval based on satisfactory completion of student teaching internship application process; candidates must have passed the state-required WEST-B test and have attempted the WEST-E to register for course. Graded P/NP
SPED 481S Student Teaching in Secondary Special Education 4-6 credits
This is a practical application, with supervision and support, of the principles of learning and instructional techniques in secondary-level special education classrooms. It is limited to departmentally approved subject area(s). Prerequisite: approval based on satisfactory completion of student teaching internship application process; candidates must have passed the state-required WEST-B test and have attempted the WEST-E to register for course. Graded P/NP