Stephen F. Austin State University

Undergraduate Courses

Undergraduate Courses

Unless otherwise indicated, courses are three (3) semester hours credit, three (3) hours lecture per week.

Some courses contain restrictions, if you are experiencing difficulty registering for a course, please contact the department staff at 936.468.2906 or instructor of record.

Undergraduate Courses by Subject

Courses in Speech and Hearing (SPH)


Introduction to Speech Language Pathology - Overview of various types of communication disorders. Observation in the Speech and Hearing Clinic.


Beginning American Sign Language (ASLI) (SGNL 1301) - Introduction to ASL and deaf culture. Includes principles, methods and techniques for communicating with deaf individuals who use ASL. Emphasis on the development of basic expressive and receptive skills for simple conversation with deaf individuals in ASL. Also includes a brief history of signs.


Phonetics - Detailed study of the phonemes of American English. Proficiency in use of the International Phonetic Alphabet.


Speech Disorders - Introduction to the nature, causes and characteristics of articulation, fluency and voice disorders. Therapeutic strategies for remediation of articulation disorders emphasized. Prerequisites: SPH 130, 210.


Anatomy and Physiology of the Speech Mechanism - Detailed study of the bases of speech including anatomy, physiology, neurology and physics of speech. Prerequisites: SPH 130, 210 or consent of instructor.


Normal Speech and Language Development - Acquaints student with normal acquisition of speech and language from infancy through adolescence, including an introduction to language acquisition theories. Prerequisite: SPH 130 or consent of instructor.


American Sign Language II (SGNL 1302) - Manual communication for the deaf using American Sign Language. Emphasis is placed on fluency and speed. Prerequisite: 80% or better on the SPH 172 comprehensive exam.


Introduction to Deaf Education - Overview of instructional techniques and issues in the education of deaf and hard of hearing children.


Clinical Intervention Methods - Philosophy and methodology of clinical practice in communication disorders. Complete 25 hours of observation in Speech and Hearing Clinic. Prerequisites: SPH 334.


Language Disorders in Infants and Preschoolers - Nature, causes and characteristics of language delay and disorders in infants and preschool children. Therapeutic strategies for stimulation and remediation in this population. Prerequisite: SPH 250.


Language Disorders in School-Age Children and Adolescents - Nature, causes and characteristics of language disorders in school-age children and adolescents. Therapeutic intervention and collaboration with educators emphasized. Prerequisite: SPH 250.


Diagnostic Methods in Speech Pathology - Principles of diagnosis and evaluation. Observation in the Speech and Hearing Clinic. Prerequisites: SPH 230, 320 or 322.


Clinical Experience - Experience in providing clinical assistance in speech language pathology. Prerequisite: SPH 300. Must be taken during final semester of study.


Access to the Phonemic Code - DHH - SPH 350 covers the methods and tools used to give deaf and hard of hearing students access to the phonemic code of English. A discussion of the controversy surrounding these issues, as well as their strengths and weaknesses, is also a portion of this course. We will discuss maintenance/troubleshooting of amplification devices, reading audiograms, basic principles of audiology, and the issues surrounding the education of students with cochlear implants. Other topics include: ARD Process, IEP's, Cued Speech, Bi-Bi Approach, Visual Phonics, Fingerspelling, and other topics that might arise via discussion/need. Prerequisite: SPH 274 (Course grade of B or better).


Introduction to Audiology - Study of the anatomy of hearing and diagnostic techniques to determine hearing loss. Prerequisite: SPH 210 or consent of the instructor.


Deaf Culture - This course covers the beliefs, values, and expected behaviors of the deaf community. Special emphasis is placed on educational and interpreting implications.


Seminar in Speech and Language Methods - Methods and techniques related to the role of speech language pathologists or teachers of deaf/hard-of-hearing children in public school settings. Prerequisite: For majors in deaf/hard-of-hearing: 50 documented observation hours in programs for deaf/hard-of-hearing students. For majors in speech-language pathology: SPH 230.


Language for the Deaf - Comparison of language development for hearing and deaf/hard-of-hearing children. Emphasis on structural approach to teaching deaf/hard-of-hearing children. Analysis of deaf/hard-of-hearing children's language samples and developing and/or improving their grammar skills. Prerequisites: SPH 173, 274.


Advanced Language for the Deaf - Research language of deaf/hard of hearing, formal and informal assessment of language for prescriptive remediation for clinical purposes, adapting and infusing clinical strategies in the content areas. Prerequisites: SPH 350, 470.


Aural/Oral Habilitation of the Deaf and Hard of Hearing - Techniques for teaching speech reading and oral communication. Prerequisites: SPH 210, 230, 371 or by consent of professor.


Literacy Development for the Deaf - Enhances literary development by using Whole Language Approach, Basal, Key Word, Sight Word. Course includes factors influencing literacy environment, Whole Language terms, beginning literacy for deaf/hard-of-hearing children, literacy inventories, experience stories, assessing literacy skills (concerns, comparisons, development), selecting and analyzing stories, miscue analysis, comparisons of literacy enhancement approaches and applications to the deaf/hard-of-hearing. Prerequisites: SPH 173, 274, 350, 470.


American Sign Language III - Continuation of ASL II. Includes the integration of ASL expressive and receptive skills using bilingual techniques. Also includes vocabulary expansion, idioms manual and non-manual aspects of ASL, ASL linguistics, cross-cultural communication, and cultural knowledge. Prerequisite: 80% or better on an exit interview and on the comprehensive exam in SPH 272.


Manual Communication Interpreting - Emphasis on syntax, fluency, and educational interpreting skills, and ethics. Facilitating understanding of various rules, ethics, and responsibilities of interpreters and students using interpreters. Prerequisite: B or better in SPH 479.


American Sign Language IV - Continuation of ASL III. Continues vocabulary expansion, idioms, manual and non-manual aspects of ASL, ASL linguistics, cross-cultural communication and cultural knowledge. At the conclusion of this course, students will be able to communicate fluently with native ASL signers. Prerequisite: B or better in SPH 477.


Neurological Bases of Communication - Structure and function of the human nervous system as related to speech-language production and auditory processing. Prerequisite: SPH 233.


Educational Interpreting/Transliteration - Designed to develop skills in expressive interpretation and transliteration, the process of transmitting spoken English into any one of several English-oriented varieties of manual communication between deaf and hearing people. Focus on consecutive order prior to interpretation. Utilization of skills in greater fluency and strategies in interpreting through transliteration. Prerequisite: B or better in SPH 479.

Courses in Special Education (SPE)


Introduction to Human Services - An introductory course providing an overview of the following programs: deaf and hard of hearing, communication disorders, rehabilitation services, orientation and mobility, visual impairment and special education.


Survey of Exceptionalities - Introductory course covering the conditions and psychological characteristics of exceptional children. Prerequisites: six hours education, psychology or sociology.


Producing Braille and Nemeth Codes - This course is designed to provide the student with knowledge and skills that enables him/her to transcribe and read Contracted Braille and Nemeth Code. They also are taught to use the slate and stylus. The course culminates with the administration of the Braille Proficiency Test, which must be successfully completed in order to receive a TExES bar code for the Braille exam.


Educational Appraisal of Exceptional Children - Fundamental concepts of measurement with emphasis upon the utility and limitations of various test and assessment procedures. Prerequisites: SPE 329 and EPS 380.


Functional Living Skills for Persons with Disabilities - Addresses issues and procedures in teaching independent living skills to students with disabilities, such as mental retardation, behavior disorders, learning disabilities, physical disabilities and multiple disabilities. Prerequisites: SPE 329, 439.


Academic Instruction for Persons with Disabilities - Addresses effective instructional approaches to help students with disabilities (mental retardation, learning disabilities, behavior disorders) achieve academic goals. Prerequisites: SPE 329, 439.


Introduction to Applied Behavior Analysis - Principles of behavior management for classroom and community use with students with disabilities. Prerequisite: SPE 329.


Working with Students Who Have Visual Impairments in the Academic Setting - This course is designed to provide the student with knowledge about Functional Vision Evaluations/Learning Media Assessment, resource materials, curriculum adaptations, equipment, current theories and techniques for teaching academic students who are blind and visually impaired. Prerequisites: RHB 340, SPE 341.


Working with Persons with Visual and Multiple Impairments - Topics include disabilities other than visual impairment, specific strategies for assessing and planning instruction, Functional Vision Evaluations/Learning Media Assessment, IEPs and IFSPs and working with families.


Student Teaching in Special Education - Three to six semester hours. Senior standing and admission to the Educator Certification Program.


Basic Orientation and Mobility Skills and Concepts - Consideration of the development of children and visually impaired children. Emphasis on body imagery, concept development, spatial awareness and mobility.


Children with Behavioral Disorders - Etiology, characteristics and remediation of behavior disorders of children. Capstone course for special education. Required of all majors and minors. Prerequisites: SPE 329 and nine hours education, psychology or sociology.


Practicum in Special Education - Three semester hours. Enables the student to apply academic experiences in an instructional setting with supervision prior to the student teaching experience. Students must complete 45 contact hours working with children with special needs. (Capstone course and should be taken the semester prior to student teaching.) Prerequisites: SPE 329, 439, 432, 434, 438, and admission to Educator Certification Program.


Consulting with Parents and Professionals - Study of family involvement and ways in which a special education teacher can interact positively with the family and collaborate/consult with other concerned professionals. Prerequisites: Admission to Educator Certification Program (except for non-education majors).


Early Childhood Special Education - Comprehensive overview of the field, including medical aspects of serving young children with disabilities, methods, technology, transition and interagency coordination. Prerequisites: SPE 329.


Educational Programming for Students with Autism - Overview of etiology, research, characteristics, and program components related to children and youth with autism. Discussion of traditional and current causations with subsequent implications drawn for providing appropriate educational interventions. Prerequisite: SPE 329.


Assistive Technology for Individuals with Disabilities - Instruction in the use of technology which enhances learning, functioning and independent living for individuals with disabilities. Focus on both "low-tech" and "high-tech" with an emphasis on new technologies. Prerequisites: SPE 329 or 567.

Courses in Rehabilitation (RHB)


Introduction to Rehabilitation Services - Survey of the historical development of the present rehabilitation service system. An introduction to the agencies and their services.


Introduction to Alcohol and Other Dependency - Survey of alcohol and other psychoactive chemical substances of abuse in our society, and implications of chemical dependency on the individual, family and society.


Introduction to Working with Persons with a Visual Disability - Study of persons with visual impairments from the standpoint of emotional and intellectual factors, cultural influences and interpersonal relationships.


The Eye, Its Function and Health - Structure, function and possible pathologies of the eye. Social, vocational and educational implications of visual problems together with skills in communicating with medical rehabilitation specialists.


Interviewing and Helping Skills - Introduction to the utilization of interpersonal communication skills in professional settings. Prerequisite: RHB 220.


Psycho-Social Aspects of Disability - Provides an understanding of people with disabilities emphasizing psychological, social and medical aspects.


Clinical Practicum in Rehabilitation - Six semester hours, two hours seminar and 12 hours lab per week. Field instruction in rehabilitation service agencies and programs in the community under the supervision of the field study director and professional staff of the cooperating agency. Prerequisites: RHB 220, 381, 383, and EPS 485.


Beginning Clinical Practicum in Orientation and Mobility - Six semester hours, two hours lecture and 12 hours lab per week. Analysis and implementation of those skills, techniques and principles which enable the visually disabled individual to move independently with safety and efficiency. Prerequisites: Consent of the instructor.


Intermediate Clinical Practicum in Orientation and Mobility - Three semester hours, one-hour seminar and six hours of lab per week. Field instruction in orientation and mobility under the supervision of the field study director and professional staff of the field study director and professional staff of the cooperating agency. Prerequisites: RHB 325 and 400.


Advanced Clinical Practicum in Orientation and Mobility - Three semester hours, one-hour seminar and six hours of lab per week. Advanced field instruction in orientation and mobility under the supervision of the field study director and professional staff of the field study director and professional staff of the cooperating agency. (May be taken concurrently with RHB 401.) Prerequisites: RHB 325 and 400.


Rehabilitation Process and Practice - Study of the historical content, philosophical fundamentals, and legislation related to rehabilitation. Also to be accomplished will be a review of the rehabilitation process including intake, assessments, interventions, and outcome. Prerequisites: RHB 220, RHB 383.


Vocational Evaluation, Supported Employment and Job Placement of Persons with Severe Disabilities - Emphasis on services offered by rehabilitation facilities in working with people with severe disabilities. Development of beginning knowledge and skills in vocational evaluation, supported employment and job placement.


Advanced Chemical Substance Use and Abuse - Freedom to expand knowledge and skills in applying interdisciplinary academic theory to professional practice in assessment and treatment of substance abuse. Prerequisite: RHB 222 or consent of professor.


Rehabilitation of Persons with Severe Disabilities - In-depth study of the process of rehabilitation with special emphasis on the severe and multiple disabilities. Prerequisites: RHB 220, 381, 383.


Workshop in Rehabilitation - Offered under one of the following topics: (a) Alcohol-Chemical Abuse (b) The Disabled (c) The Disadvantaged (d) The Visually Impaired (e) Social Service Delivery System (f) Manpower (g) The Aged (h) Community Organization and Services


Seminar in Rehabilitation - Provides the student an opportunity to explore in-depth the varied content covered in rehabilitation practice and to synthesize and integrate the different parts. Prerequisites: RHB 220, 381, 383, 405, 407, EPS 485.


Internship I - Supervised work experience in rehabilitation services agencies. Allows the student to apply personal values, theory and a philosophy of working with people with disabilities in the agency setting. Prerequisite: RHB 385 or RHB 401, 402.


Internship II - Practical work experience as described in RHB 495. Prerequisite: RHB 385 or RHB 401, 402.

Courses in Educational Psychology (EPS)


Educational Psychology - Application of psychological principles to education. Introduces information, issues, theories and concepts involved in the education profession.


Educational Application of Human Development - The study of normal human growth and development through adolescence with an emphasis on the physical, cognitive, social and emotional domains as applied to the education of students.


Special Problems - Individual study of selected topics. Requires permission of supervising professor and department head. Must have prerequisites appropriate to the topic selected. (Credit variable one to three hours.) (a) Educational Psychology topics (b) Rehabilitation topics (c) Special Education topics (d) Speech and Hearing topics


Human Growth and Development - Study of normal growth and development through the entire lifespan, emphasizing the physical, cognitive, social and emotional domains.