Course Descriptions
Special Education Department
220:150 Meeting the Needs of Diverse Learners in
Classrooms (2 hours)
Introduction to pedagogical, curricular, and social
considerations involved in educating diverse learners in
the general education classroom.
The Department of Special Education has been
involved for more than two decades in the
preparation of teachers of students with all
disabilities at the preschool, elementary and
secondary levels.
220:170g Educational Management in Special
Education (3 hours)
Individual behavior management, behavioral change
strategies, and classroom management for students with
special needs.
220:174g Assessment and Instruction for Students with
Mild Disabilities (3 hours)
Collection and use of educational data to assess and teach
students with diverse learning needs. Educational
planning, material adaptation, and curriculum
development also addressed.
220:192g Experience in Special Education (3 hours)
Supervised assessment and teaching experience in special
education as listed in the Schedule of Classes.
220:151g Vocational and Transition Programming for
Individuals with Disabilities (3 hours)
Development and implementation of work experience and
other vocational programs for adolescents and adults with
disabilities. Overview of the transition planning process
and resources.
220:147g Methodology and Assessment for Students
with Mild/Moderate Disabilities (3 hours)
Deals with pragmatic knowledge about assessment,
methodologies, techniques, and technology related
specifically for group instruction of students in grades 512 with mild/moderate disabilities
220:143g Classroom Instructional Management for
Students with Disabilities (3 hours)
Designed to develop the instructional and behavioral
management competencies required to teach students in
grades 5-12 with disabilities
220:184g Professional Interdisciplinary Relationships
in Special Education I (3 hours)
Development of professional behaviors characterized by
positive personal interaction with others and effective
team skills. Strategies for collaborating with parents,
regular and special educators, paraprofessionals, and
other individuals in the educational program
220:192g Experience in Special Education
Supervised assessment and teaching experience in special
education as listed in the Schedule of Classes
At the Undergraduate level, the Department of
Special Education students may major in Early
Childhood, Elementary or Secondary Education
and minor in Instructional Strategist I:
Mild/Moderate K-8 or 5-12, Instructional
Strategist II: Mental Disabilities, K-12, Early
Childhood Special Education (B-8), or Visual
Impairments.
Strategist I
Secondary
At the Graduate level, students can pursue a
program of study leading to certification only in
any of the disability areas as a non-degree
graduate student or pursue a master's degree in
one of the three emphasis areas: Field
Specialization, Career/Vocational Programming
and Transition, and Visual Impairments.
The Department of Special Education faculty has
achieved state, national and international
recognition for their teaching and research.
Faculty members are frequent contributors to the
professional literature.
For More Information Please Contact:
Christina Curran, PhD
Assistant Professor
Email: christina.curran@uni.edu
Phone : (319) 273-3848
Office Location : SEC 158
OR
Sarah Semon, PhD
Assistant Professor
Email : sarah.semon@uni.edu
Phone : (319) 273- 7210
Office Location : SEC 162
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† STUDENT QUOTES ¢
~”I choose this program to help students that need
individual attention to improve their learning and
ensure they get the best education”
~”Strategist I appealed to me because it was
an area of interest and UNI has a well known
transition education program”
~”I’ve always enjoyed working with children. I
chose Strategist I after being placed in a special
education classroom during field experience.”
Secondary Special Educators
What do they do?
Secondary special educators provide services and
collaborate with other educators, professionals,
and families in supporting the academic, learning,
behavioral and transition needs of youth with
identified disabilities. They serve as key
personnel in ensuring academic and school
programs are appropriate, accessible, balanced
and meet the individual interests and transition
needs of adolescents with high incidence
disabilities, a population whose transition needs
for successful post-school success often unmet
(Carter & Lunsford, 2005; Dunn, 2008).
What roles do they have?
About The Program
The Program is founded on evidence-based
training, pedagogical, and school based practices.
The identification of key transition competencies
and skills supported by research must be included
within and across the preparation program.
Multiple, quality field-based experiences in
varied, diverse, and high needs school
communities are essential in supporting the
application of knowledge needed by transition
personnel and improvement. Learning is
supported through structured feedback,
reflection, and mentorship with expert teachers.
Professional Development Schools support this
type of transactional learning approach. The
Project is developed around curricula and
practices that use evidence-based practices in
transition.
The Iowa Department of Education recognizes
that students “best benefit through models that
combine the expertise of special education
teachers and core content teachers.” The state
recommends secondary special education teacher
teachers serve in roles as co-teachers or
collaborative consultants to promote the
integration of students with special needs to be
integrated into general education classrooms
(Iowa DOE, 2009).
How do they impact students?
When working as a co-teacher or in a
collaborative consultation model outcomes for
students include, a) access to general education
curriculum, b) higher expectations for
achievement, and c) improved skill development
and socialization (NCSET, 2004). High
expectations are found to be a critical ingredient
in improving student performance and ensuring
student success beyond high school. Access to the
core or general education is essential in delivering
meaningful content that prepares students for
success in life.
Recommended Course Sequence
First
Semester
Second
Semester
Third
Semester
220:150
220:170
220:151*
220:143
220:184
220:174
220:159
220:147
220:192
(Phase I)
Fourth
Semester
220:192
(Phase II)
* Fall Only
Abbreviated (Endorsement Only)
Recommended Course Sequence
First
Semester
(Fall/Spring)
Second
Semester
(Fall)
Third
Semester
(Spring)
220:150
220:170*
220:143**
220:184
220:174*
220:147**
220:192*
(Phase I)
220:159
220:151**
(Fall Only)
220:192
(Phase II)
* Summer options may exist.
**Courses may be available through Continuing &
Distance Education technologies.
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