Rehabilitation Psychology
Application as a Pre-Professional Student
Professional Program Application
Graduation Requirements
Changes in Admission Criteria and Program Requirements
Liberal Studies Requirements, 40 credits
General Education Requirements
Professional Education and Background, 30 credits
Specialization in Rehabilitation Psychology, 30 credits
Additional Requirements
Special Education
Application as a Pre-Professional Student
Professional Program Application
Selection Procedures
Graduation Requirements
Liberal Studies, 40 credits
General Education Requirements
Professional Education Requirements
Special Education Core Requirements
Concentration
Content Examinations and Portfolio Requirements
Methods, Practicum, and Student Teaching
Multicultural Education and Human Relations Requirement
Conflict Resolution Requirement
Phonics Requirement
Elective Credits
Department Office: Room 128, 432 North Murray Street, Madison, WI 53706; 608/263-5860; www.education.wisc.edu/rpse/
Student Services: Room 132, 432 North Murray Street, Madison, WI 53706; 608/263-4608
Professors Berven, Bottge, Chan, Hanley—Maxwell, Lynch, Tarver; Associate Professors Malmgren, Rosenthal (chair); Assistant Professors Carter, Gervey, Trainor
Degrees granted: B.S. in Education, M.A. and M.S. in Rehabilitation Psychology or Special Education, and Ph.D. with a major in Rehabilitation Psychology or Special Education.
The Department of Rehabilitation Psychology and Special Education prepares personnel, through professional education, research, and service, for the education and/or rehabilitation of people of all ages with disabilities. Instruction and research emphasize educational and behavioral assessment and treatment of children, as well as counseling, assessment, case management, advocacy, and job placement with adults to facilitate improved personal, social, and vocational adjustment.
Targeted populations encompassed by the program include adults and children with physical disabilities, emotional disabilities, intellectual disabilities, learning disabilities, traumatic brain injuries, alcohol and other drug abuse, and persons involved with the criminal justice system.
Special education and rehabilitation psychology are intrinsically related, both in basic objectives and in professional education and research. The instructional program includes core study areas, practica, and research experiences relevant to the development of various professional roles.
The undergraduate instructional program provides: (1) cross-categorical teacher certification in special education, and (2) a pre-professional undergraduate major in rehabilitation psychology.
The undergraduate major in rehabilitation psychology prepares students for graduate study in rehabilitation counseling, for advanced study in other professional programs related to disability and rehabilitation, and for certain entry-level positions in rehabilitation and related human service agencies. The rehabilitation psychology program does not lead to teacher certification.
Students not yet eligible to apply to the professional component of the Rehabilitation Psychology program may be admitted to the School of Education as a pre-Rehabilitation Psychology student (PSR classification). This classification does not guarantee acceptance to the professional program or benefit students in the application process. UW-Madison students seeking the PSR classification must submit an intra-campus transfer application. Application materials are available on the EAS Web site, www.education.wisc.edu/eas. Admission with a PSR classification requires a minimum cumulative GPA of 2.5, based on all UW-Madison course work. This admission GPA may be modified by the Last 60 Credits rule.
New students and off-campus transfer students wishing to enter UW-Madison with a PSR classification must apply through the Office of Undergraduate Admissions. The deadline for applying for fall and summer session admission is February 1; the deadline to apply for spring semester admission is October 1. Off-campus transfer students must be admitted to UW-Madison and will need to meet transfer admission expectations, see www.admissions.wisc.edu.
Students are admitted to the Rehabilitation Psychology undergraduate program twice a year, for the fall and spring semesters. Applicants must:
Students in this category include current undergraduates or graduate students at other institutions, current on-campus graduate students, current University special students (through Division of Continuing Studies), students who completed their undergraduate degree elsewhere or at UW-Madison but who have not been enrolled at UW-Madison since earning that degree, UW-Madison students who have not been or will not be enrolled at UW-Madison for the semester preceding admission, and UW-Madison students who will be earning a degree in the semester preceding admission.
Selection to the program will be made at the end of the fall and spring semesters, after the previous semester grades are reported. The number of applicants admitted each semester will be determined by the faculty according to available resources. In recent years, all eligible applicants have been admitted to the professional program. Admission is not final until all acceptance related materials are received by Education Academic Services and Criminal Background Investigation results are reviewed.
If the applicant pool exceeds the resources available for any admission period, admission will become limited and competitive. Selection will be based upon cumulative grade point average. Remaining students will be placed on a waiting list based on ranked order of cumulative grade point average. Letters offering admission will specify a deadline for acceptance. Applicants must confirm acceptance of the offer of admission to Education Academic Services by a specified date. If a response has not been received by the deadline, the applicant will forfeit their position. If an applicant rejects his or her offer of admission, the vacated opening will be offered to the next person on the waiting list for that semester.
Cumulative GPA of 2.5; 2.5 GPA in all major requirements; major and senior residency; minimum of 120 credits. Graduation grade point averages may be modified by the Last 60 Credits Rule.
Admission criteria and program requirements may be modified from one admission period to the next. The most current program information is available in Education Academic Services, B117 Education Building, 608/262-1651; www.education.wisc.edu/eas.
The liberal studies requirements combine academic strengths and interests with an opportunity to explore a wide selection of courses offered across campus. Students will complete course work in humanities, social studies, and science. Effective summer 2007, new freshmen will complete 40 credits of liberal studies course work, including three additional requirements: ethnic studies, global perspectives, and U.S. or European history will be required of all students in the School of Education. See Liberal Studies Requirements for specific course work. Courses taken to meet the Professional Education and Background requirements may not be applied toward the liberal studies requirements.
Effective summer 1996, new freshmen must complete a group of campus-wide course requirements known as the General Education requirements. This initiative is designed to provide all UW-Madison students with a comprehensive, well-rounded program of studies. See General Education Requirements.
The Rehabilitation Psychology program already requires many of the courses approved to meet General Education (also known as "Gen Ed" or "GER") requirements, see below. The courses can be used to meet both requirements. Some courses that meet Professional Education and Background requirements may also be used to satisfy the Quantitative Reasoning B requirement of the General Education requirements. Examples include Psych 210 Psychometric Methods and Soc 360 Statistics for Sociologists I. RP&SE 501, required in the Didactic Core below, also meets Communication B of the General Education requirements. Courses such as Psych 225 Experimental Psychology, and Soc 181, 210, and 220 are also on the list of approved Communication B courses.
To include Psychology 509 Abnormal Psychology. Recommended areas: development, learning, tests and measurement, individual differences, social, physiological, industrial, and statistics.
Recommended areas: social disorganization, deviant behavior, alcohol and other drug abuse, community development, and issues in social welfare.
Recommended courses include: Ed Pol 300, 460, 500, and 570.
For major residency, students must complete at least 15 credits from the didactic core and supervised field experience while enrolled on the UW-Madison campus. The courses listed below are Rehabilitation Psychology and Special Education (RP&SE) listings in the Timetable unless otherwise indicated.
300 Individuals with Disabilities, 3 cr
500 Rehabilitation Counseling Psychology—-Foundations, 3 cr
501 Rehabilitation Counseling Psychology—-Applications, 3 cr
505 Biological, Psychosocial, and Vocational Aspects of Disabilities, 3 cr
Coun Psy 650 Theory and Practice in Interviewing, 3 cr
630 Internship in Rehabilitation or Special Education, 9 credits total, with the course repeated in multiple semesters and/or summer sessions. A total of 3 credits are to be completed concurrently with RP&SE 501 Rehabilitation Counseling Psychology—Applications, with the remaining 6 credits completed in one or more different semesters and/or summer sessions.
Additional credits in Rehabilitation Psychology and Special Education. Note that RP&SE 630 can be repeated for credit and applied to this elective requirement.
Effective fall 1989, students beginning a degree program at UW-Madison (freshmen, transfers, and second degree candidates) must complete one course of at least 3 credits which is designated as an Ethnic Studies course. The ethnic studies requirement is intended to increase understanding of the culture and contributions of persistently marginalized racial or ethnic groups in the United States, and to equip students to respond constructively to issues connected with our pluralistic society and global community. Designated with an e in the UW-Madison Timetable, ethnic studies course work may, in the absence of other restrictions, be applied toward other degree requirements. Effective summer 2007, this requirement became part of the liberal studies requirement.
Choose from any university offerings to bring total degree credits to 120.
The purpose of the Special Education teacher certification program is to prepare educators to serve as resources and advocates for persons with disabilities and their families. This includes working cooperatively within and outside the schools to improve the quality of life for individuals with disabilities and their families and assuming leadership as warranted to enhance the education of all students. In keeping with current trends in the schools, the completion of the Special Education teacher certification program will allow graduates to teach students with a wide array of experiences, backgrounds, and abilities. The Special Education program is cross categorical in composition with licensable concentrations in Cognitive Disabilities, Learning Disabilities, or Emotional/Behavioral Disabilities. Included within the cross categorical program are options for certification for Middle Childhood through Early Adolescence, Early Adolescence through Adolescence, or both levels. The program emphasizes the needs of students with disabilities in regular education classrooms. Age-specific methods course work and field placements are completed at the desired certification levels.
Students not yet eligible to apply to the professional component of the Special Education program may be admitted to the School of Education as a pre-Special Education student (PSR classification). This classification does not guarantee acceptance to the professional program (SPE classification) or benefit students in the application process. UW-Madison students seeking the PSR classification must complete an intra-campus transfer form. Application materials are available on the EAS Web site, www.education.wisc.edu/eas. Admission with a PSR classification requires a minimum cumulative GPA of 2.5 based on all UW-Madison course work. This admission GPA may be modified by the Last 60 Credits Rule.
New students and off-campus transfer students wishing to enter UW-Madison with a PSR classification must apply through the Office of Undergraduate Admissions. The deadline for applying for fall and summer session admission is February 1; the deadline to apply for spring semester admission is October 1. Off-campus transfer students must be admitted to UW-Madison and will need to meet transfer admission expectations, see www.admissions.wisc.edu.
As the population of our nation's public schools becomes increasingly multicultural, there is a growing need for teachers from diverse backgrounds. To strengthen the teaching profession and to enhance the quality of the preparation program, the Special Education faculty encourages qualified applicants from underrepresented groups to apply for admission to the teacher education program.
The information below describes the eligibility criteria, the application process, and the selection procedures for the Special Education teacher education program. Resources limit the number of students who can be served by many UW-Madison teacher education programs. Thus, admission to the Special Education program is limited and may be competitive. Obtaining or exceeding the minimum criteria for eligibility does not guarantee admission. Students will be admitted to the program once a year, effective in the fall. Selection is made in the spring and students will be notified of their status in April. Admission criteria and program requirements may be modified from one admission period to the next. The most current program information is available in Education Academic Services, B117 Education Building, 608/262-1651; www.education.wisc.edu/eas .
To be eligible for admission, a student must:
Submit the following materials to EAS by March 1 of the application year (Note: This deadline may change to February 1 in the near future.):
The Special Education Area faculty will review all completed applications that meet eligibility criteria. When an application is reviewed, the selection committee wants to learn as much about the applicant as possible and will make every effort to take into account "the whole person." Applicants are encouraged to provide, in writing, whatever they would want to share in a face-to-face interview.
The selection committee will consider several factors when selecting students for the program. Grade-point average (GPA) and Praxis I: Pre-Professional Skills Test (PPST) scores will be a part of the evaluation process. Although these numerical scores are considered important indicators of success, they are not the only basis on which applicants will be selected for admission. Trends in the applicant's grades, difficulty of course load, and outside work load will be considered. The PPST was designed primarily to assess mastery of basic skills in reading, writing and mathematics. High or low PPST test scores may be considered in marginal situations. In addition to GPA and PPST scores, the following factors will be considered:
Notification. The number of applicants to be admitted in each admission period will be determined by the total enrollment figures established by the RP&SE department. Candidates selected to the program will receive a letter offering admission. Applicants must confirm acceptance of the offer of admission to Education Academic Services by a specified date; those who do not will forfeit their position. Admission is not final until the response is received by Education Academic Services.
Remaining students will be placed on a waiting list. If an applicant rejects an offer of admission, the vacated opening will be offered to the next person on the waiting list.
Students selected to the program will be assigned to begin their general education practicum, Curric 374, in either the fall or spring semester. These assignments will be made by the appropriate faculty advisor.
2.75 GPA on all required core education courses; 2.75 GPA on all major courses; major and senior residency. Grades earned in field experiences are not included in the computation of the professional education GPA. A cumulative GPA of 2.75 on a minimum of 120 credits is also required. Graduation grade point averages may be modified by the Last 60 Credits Rule. Certification also requires passing a content exam.
The liberal studies requirements combine academic strengths and interests with an opportunity to explore a wide selection of courses offered across campus. Students will complete course work in humanities, social studies, and science. Effective summer 2007, three additional requirements, ethnic studies, global perspectives, and U.S. or European history will be required of all students in the School of Education. See Teacher Certification Liberal Studies Requirements for specific course work.
Effective summer 1996, new freshmen must complete a group of campuswide course requirements known as the General Education requirements. This initiative is designed to provide all UW-Madison students with a comprehensive, well-rounded program of studies. See General Education Requirements.
The Special Education program already requires many of the courses approved to meet General Education (also known as "Gen Ed" or "GER") requirements. See below. The courses can be used to meet both requirements. For example, Math 130 also meets the General Education Quantitative Reasoning A requirement. Math 131 and 132 together fulfill the General Education Quantitative Reasoning B requirement. Curric 305 also meets Communication Part B of the General Education requirements.
Learning, 3 credit minimum: Ed Psych 301 Human Abilities and Learning, 3 cr
Development, 3 credit minimum; select the appropriate development course option(s):
Ed Psych 331 Human Development from Childhood through Adolescence, 3 cr (recommended for all certification levels)
Elementary level certification students may take Ed Psych 331 Human Development from Childhood through Adolescence, 3 cr, or Ed Psych 320 Human Development in Infancy and Childhood, 3 cr, or Psych 560 Child Psychology.
Secondary level certification students may take Ed Psych 331 Human Development from Childhood through Adolescence, 3 cr, or Ed Psych 321 Human Development in Adolescence, 3 cr, or Psych 561 Psychology of Adolescence.
Elementary/Secondary level certification students must take Ed Psych 331 or both Ed Psych 320 (2-3 cr) and 321 (2-3 cr).
Foundations of the Profession, 3 credit minimum; select one:
Ed Pol 300 School and Society, 3 cr
Ed Pol 412 History of American Education, 3 cr
Ed Pol 500 Social Issues and Education, 3 cr
Ed Pol 648 Sociology of Education, 3 cr—may be used only if course was taken before fall 2000.
Mathematics for Teachers; complete the following:
Math 130 Arithmetical Problem Solving, 3 cr
Math 131 Geometrical Inference and Reasoning, 3 cr
Math 132 Mathematical Models, 2 cr
Note: Students with college-level calculus course work or advanced placement credit should see this site for possible exemptions: www.math.wisc.edu/~lempp/educ.html General questions about these courses are also answered on this site.
Instructional Computing: select one:
Curric 514 Instructional Computing in the Schools, 3 cr
Comp Sci 132 Using Computers, 4 cr, or an approved substitute
Communicative Disorders:
Com Dis 240 Language Development in Children and Adolescents, 3 cr
Com Dis 440 Child Language Disorders, Assessment and Intervention, 3 cr
Methods and Practicum: General Education Classroom
Curric 305 Integrating the Teaching of Reading with Other Language Arts, 3 cr
Curric 370 Teaching Mathematics, 3 cr (prerequisite: Math 130)
Curric 374 General Educ Practicum & Instructional Planning for Diverse Learners, 5 cr
Admission to the Special Education program and advisor approval are required to enroll in Curric 305, 370, and 374, often taken concurrently. This course work is a prerequisite to the Special Education practicum.
Courses are Rehabilitation Psychology and Special Education (RP&SE) listings in the Timetable unless otherwise indicated.
300 Individuals with Disabilities, 3 cr
330 Behavior Analysis: Applications to Persons with Disabilities, 3 cr
469 Academic Instruction: Learning and Behavioral Disabilities, 3 cr
470 Individuals with Learning and Behavioral Disabilities, 3 cr
505 Biological, Psychosocial, and Vocational Aspects of Disabilities, 3 cr
Effective fall 2006, students admitted to the Special Education program must select a concentration in one of the following areas. A license in this area will be granted upon completion of the concentration and other program requirements.
Emotional/Behavioral Disabilities
RP&SE 473 Management: Students with Learning and Behavioral Disabilities, 3 cr
Psych 509 Abnormal Psychology, 3 cr
Select one:
RP&SE 450 Collaborating with Families of Individuals with Disabilities, 3 cr
Social Work 644 Social Work and Developmental Disabilities, 3 cr
RP&SE 479 Language and Reading Instruction: Learning and Behavioral Disabilities, 3 cr
RP&SE 502 Teaching Math to Students with Learning and Behavioral Disabilities, 3 cr
Cognitive Disabilities
Social Work 644 Social Work and Developmental Disabilities, 3 cr
Select two:
Psych 509 Abnormal Psychology, 3 cr
RP&SE 450 Collaborating with Families of Individuals with Disabilities, 3 cr
RP&SE 479 Language and Reading Instruction: Learning and Behavioral Disabilities, 3 cr
RP&SE 502 Teaching Math to Students with Learning and Behavioral Disabilities, 3 cr
RP&SE 473 Management: Students with Learning and Behavioral Disabilities, 3 cr
Learning Disabilities
RP&SE 479 Language and Reading Instruction: Learning and Behavioral Disabilities, 3 cr
Select two:
Psych 509 Abnormal Psychology, 3 cr
Social Work 644 Social Work and Developmental Disabilities, 3 cr
RP&SE 450 Collaborating with Families of Individuals with Disabilities, 3 cr
RP&SE 502 Teaching Math to Students with Learning and Behavioral Disabilities, 3 cr
RP&SE 473 Management: Students with Learning and Behavioral Disabilities, 3 cr
All individuals seeking an initial Wisconsin State teacher's license after August 31, 2004, are required to take and pass an approved content examination in the subject area(s) of interest. These tests, the Praxis II: Subject Assessments/Specialty Area Tests, are offered through the Educational Testing Service (ETS). Teacher education students at UW-Madison must take and pass the exam for their program area(s) and submit scores to EAS before entering their final, full-time student teaching semester. See Content Examinations for more information.
Certification also requires each student to develop and maintain a teaching portfolio. For more information, see Portfolio.
Fall Semester—typical sequence*
471 Methods and Curriculum: Learning and Behavioral Disabilities, K-9, 3 cr
473* Management: Students with Learning and Behavioral Disabilities, 3 cr
475 Practicum: Students with Learning and Behavioral Disabilities, K-9, 5 cr
Spring Semester—typical sequence
473* Management: Students with Learning and Behavioral Disabilities, 3 cr
474 Diagnosis and Assessment: Learning and Behavioral Disabilities, 3 cr
477 Student Teaching: Learning and Behavioral Disabilities, K-9, 10 cr
*Actual sequence of these courses will be determined in consultation with program advisor. Students will be assigned to take RP&SE 473 in either the fall or spring semester. Effective fall 2006 admission, 473 is required only of students completing the Emotional/Behavioral Disabilities concentration.
Fall Semester—typical sequence*
472 Methods and Curriculum: Learning and Behavioral Disabilities, 6-12, 3 cr
473* Management: Students with Learning and Behavioral Disabilities, 3 cr
476 Practicum: Students with Learning and Behavioral Disabilities, 6-12, 5 cr
Spring Semester—typical sequence
473* Management: Students with Learning and Behavioral Disabilities, 3 cr
474 Diagnosis and Assessment: Learning and Behavioral Disabilities, 3 cr
478 Student Teaching: Learning and Behavioral Disabilities, 6-12, 10 cr
* Actual sequence of these courses will be determined in consultation with program advisor. Students will be assigned to take RP&SE 473 in either the fall or spring semester. Effective fall 2006 admission, 473 is required only of students completing the Emotional/Behavioral Disabilities concentration.
Fall Semester—typical sequence*
471 Methods and Curriculum: Learning and Behavioral Disabilities, K-9, 3 cr
473* Management: Students with Learning and Behavioral Disabilities, 3 cr
477 Student Teaching: Learning and Behavioral Disabilities, K-9, 10 cr
Spring Semester—typical sequence*
472 Methods and Curriculum: Learning and Behavioral Disabilities, 6-12, 3 cr
474 Diagnosis and Assessment: Learning and Behavioral Disabilities, 3 cr
478 Student Teaching: Learning and Behavioral Disabilities, 6-12, 10 cr
*Actual sequence of these courses, including 473, will be determined in consultation with program advisor. RP&SE 474 is generally offered in the spring semester. Effective fall 2006 admission, 473 is required only of students completing the Emotional/Behavioral Disabilities concentration.
This requirement consists of courses, workshops and experiences that broaden understanding of diversity as it relates to the practice of teaching and the field of education. See Multicultural Education and Human Relations Requirement.
All students pursuing teacher certification must have formal training in conflict resolution. See Conflict Resolution Requirement.
As of July 1, 1998, the state of Wisconsin requires that all persons seeking initial and renewal licenses to teach reading or language arts in grades Pre-Kindergarten to Grade 6 (PK-6) must have completed instruction in teaching reading and language arts using appropriate instructional methods, including phonics. This requirement applies to students completing Elementary Education and Special Education (elementary and elementary/secondary options) certification programs.
UW-Madison students fulfill this requirement through the successful completion of Curric 305, 368, or 500. One of these courses is already required in each of the program areas, so additional course work will not be needed to complete the phonics requirement.
To bring program total to 120 degree credits.
300 Individuals with Disabilities. I, II, SS; 3 cr (S-E). An overview of the characteristics and problems of exceptional children and youth. Definition and classification systems, etiology of handicapping conditions, educational services, and adult adjustment. Current controversies and future trends. P: Open to Fr.
330 Behavior Analysis: Applications to Persons with Disabilities. I, II; 3 cr (S-I). Children with exceptional learning and behavior characteristics (contrasting views and practices); a humanistic behavioral approach; development and evaluation of behavior change programs, classification and foundations of exceptional learning and behavior characteristics, and facilitating behavior change in different settings. P: RP&SE 300 & SPE or RPS or PSR.
450 Collaborating with Families of Individuals with Disabilities. II, SS; 3 cr. The impact of disability on families; collaborative approaches to involving families in service planning. P: RP&SE 300 & Jr st.
469 Academic Instruction: Learning and Behavioral Disabilities. I, SS; 3 cr. Features of effective academic instruction for students with learning and behavioral disabilities. Applications to reading, language, writing, spelling, mathematics, science, and social studies instruction. Phonemic awareness and phonics instruction included. P: RP&SE 300 & 330 or cons inst.
470 Individuals with Learning and Behavioral Disabilities. I, II; 3 cr. Provides basic and comprehensive information about biological, educational, sociological, cultural, economic and legal phenomena that impinge upon individuals with a wide array of learning and behavioral disabilities. P: RP&SE 300, So st or cons inst.
471 Methods and Curriculum: Learning and Behavioral Disabilities, K-9. I; 3 cr. Individualized educational planning in academic, social-emotional and behavioral areas for students with learning and behavioral disabilities, grades kindergarten through nine. Philosophy and content based on application of theory-to-practice and empirical techniques. P: RP&SE 469, 470, admission to cert prog & con reg in 475.
472 Methods and Curriculum: Learning and Behavioral Disabilities, 6-12. I or II; 3 cr. Individualized educational planning in academic, social-emotional and behavioral areas for students with learning and behavioral disabilities, grades six through twelve. Philosophy and content based on application of theory-to-practice and empirical techniques. P: RP&SE 469, 470, admission to cert prog & con reg in 476.
473 Management: Students with Learning and Behavioral Disabilities. I, II; 3 cr. Topics and issues regarding the educational management of students with learning and behavioral disabilities in grades kindergarten through twelve. P: RP&SE 469, 470 & admission to cert prog.
474 Diagnosis and Assessment: Learning and Behavioral Disabilities. I or II; 3 cr. Educational evaluation, including participation in Multi-Disciplinary Team planning and curriculum based assessment of pupils with learning and behavioral disabilities in grades kindergarten through twelve. P: RP&SE 471 or 472 & admission to cert prog.
475 Practicum: Students with Learning and Behavioral Disabilities, K-9. I, II; 5-7 cr. A minimum of 225 hours per semester required. An approved placement with a qualified cooperating teacher and supervised by a teacher certified in special education (intellectual disabilities, behavioral/emotional disabilities, learning disabilities). Approved placement for students in grades kindergarten through nine. P: RP&SE 469, 470, admission to cert prog & con reg in 471.
476 Practicum: Students with Learning and Behavioral Disabilities, 6-12. I, II; 5-7 cr. A minimum of 225 hours per semester required. An approved placement with a qualified cooperating teacher and supervised by a teacher certified in special education (intellectual disabilities, behavioral/emotional disabilities, learning disabilities). Approved placement for students in grades six through twelve. P: RP&SE 469, 470, admission to cert prog & con reg in 472.
477 Student Teaching: Learning and Behavioral Disabilities, K-9. I, II; 7-10 cr. A minimum of 600 hours per semester required. An approved placement with a qualified cooperating teacher and supervised by a teacher certified in special education (intellectual disabilities, behavioral/emotional disabilities, learning disabilities). Approved placement for students in grades kindergarten through nine. P: RP&SE 469, 470, admission to cert prog & con reg in 471 or 474.
478 Student Teaching: Learning and Behavioral Disabilities, 6-12. I, II; 7-10 cr. A minimum of 600 hours per semester required. An approved placement with a qualified cooperating teacher and supervised by a teacher certified in special education (intellectual disabilities, behavioral/emotional disabilities, learning disabilities). Approved placement for students in grades six through twelve. P: RP&SE 469, 470, admission to cert prog & con reg in 472 or 474.
479 Language and Reading Instruction: Learning & Behavioral Disabilities. II, SS; 3 cr (b). Specific methods, strategies, and procedures for assessing and teaching reading and language skills to students with learning and behavioral disabilities. Covers methods of teaching phonemic awareness, phonics, fluency, vocabulary, and text comprehension. P: RP&SE 469.
500 Rehabilitation-Counseling Psychology: Foundations. I, SS; 3 cr (E). History, philosophy, principles, legislation, and development of vocational rehabilitation; organizational structure and objectives of the principal community agencies.
501 Rehabilitation-Counseling Psychology: Applications. I, II; 3 cr (b). Introduction to rehabilitation and human service programs for people with disabilities and other special needs. Emphasis on communication relevant to professional service, particularly writing. P: Con reg in RP&SE 630 for 3 cr.
502 Teaching Math to Students with Learning and Behavioral Disabilities. I or II; 3 cr. This course introduces future special education teachers to approaches for teaching math to students with disabilities. Students will study these approaches, explore the cognitive theory that supports their use, and review research that measures their effectiveness. P: So st.
505 Biological, Psychosocial, and Vocational Aspects of Disabilities. I, SS; 3 cr (I). This course will provide students with an overview of disabilities with an emphasis on biological, psychosocial, and vocational aspects. P: RP&SE 300 & SPE or RPS or PSR.
506 Strategies for Inclusive Schooling. (Crosslisted with Curric) I, II, SS; 3 cr. Comparison of historical and current practices in special education; legal, philosophical, and programmatic changes leading to inclusive models of education; emphasis on concepts of collaboration, cooperative learning structures, and curricular and instructional adaptations to accommodate learners with disabilities in general education classrooms. P: So st.
540 Assessment of Adults with Disabilities. I; 3 cr. Assesses the vocational status and potential of people who have disabilities, with paper and pencil and situational-performance tests. P: Cons inst.
550 Rehabilitation Psychology-Medical Aspects. II; 2-3 cr. Medical and psychiatric care and rehabilitation; physical restoration; etiology, prognosis and therapy of common disabling conditions.
560 Rehabilitation Psychology-Psycho-Social Aspects. I; 2 cr. Psycho-dynamics of adjustment to atypical physique and prolonged handicapping. Included: a study of somatopsychology and psychosomatics. P: Cons inst.
630 Internship in Rehabilitation or Special Education. I, II, SS; 2-6 cr. Practicum experience in state or community agencies or in public school programs serving individuals with physical, cognitive, emotional, learning, social or behavioral problems. P: Cons inst.
631 Introduction to Augmentative Communication. (Crosslisted with Com Dis, Ther Sci) I; 3 cr (I). Overview of electronic and non-electronic augmentative communicative systems designed for persons with severe motor, cognitive, and perceptual disabilities. P: Jr st or cons inst.
660 Special Topics. I, II, SS; 1-6 cr. An individualized approach in a variety of settings to learning problems encountered by those working with the atypical. P: Cons inst.
690 Research or Thesis. I, II, SS; 1-3 cr. P: Masters stdts cons inst.
695 Classification of Children: Curric, Ethic & Legal Issue in Mainstream. (Crosslisted with Curric) II; 3 cr. Identification and intensive study of critical issues in the labeling and classification of children, particularly as applied to the mainstreaming movement. Conceptual, ethical, and legal bases of systems of classification, segregation, and integration of exceptional children. P: Grad st or cons inst.
699 Independent Reading. I, II, SS; 1-3 cr (A). P: Cons inst.