Examines the concept of disability in a variety of community settings. Drawing on classic and contemporary readings in psychology, sociology and special education, the course will couple conceptual and historical understanding of disability with first-hand service-learning experiences in the community. Students will develop a plan in several phases that encompasses principles of Universal Design for Living/Learning (UDL) to study and participate in community-based activities.

Receptive and expressive skills in American Sign Language. Examination of the causes of deafness, characteristics of deaf education, and aspects of the culture of the deaf community.

Designed to give an understanding of the needs of all types of exceptional children.

Designed to give school counseling students an understanding of the needs of children with disabilities, and the school-based services that they received. The course focuses on the school counselor's role in identifying and supporting children who have disabilities.

This course is designed for elementary education majors to prepare for teaching students with disabilities in elementary classrooms. The course examines the legal requirements for general education teachers in the public schools including best practices for participating in the Individual Education Program (IEP) team process, and understanding Response to Intervention (RTI) as a approach to the early identification and support of students with learning and behavior needs. Information is provided on the characteristics of students who have been identified as having high incidence disabilities (e.g., learning disabilities, attention deficit hyperactivity disorder, speech and language delays, emotional or behavioral disorders, and other health impairments). The course then provides information on Universal Design for Learning (UDL) principles, instructional suggestions to include students with disabilities in the general classroom, co-teaching and methods for integrating technology and assistive technology to benefit all students.

Evaluating evidence-based practices in special education, by examining theoretical origins, use of causal designs, programmatic lines of research, and research syntheses to explore the development of what it means for an intervention to have the potential to significantly impact practice.