Special Education (SPED)

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SPED 216 PRE-REFERRAL CLINICAL EXPERIENCE1 Credit

This course promotes learning opportunities to develop the understanding of how assessment instruments and equipment are used in the screening of students. The screening can be used for academic achievement, program development, pre-referral for evaluation, or assistive technology. Student will complete professional clinical experience (20 clock hours) in a general education setting to develop an understanding of how pre-referral assessment instruments and Multi-Tiered Systems of Support (MTSS) strategies are used in the screening of students. These hours may be completed working in a Title I, MTSS, TAT, Head Start or other school pre-referral program.

Prerequisites: SPED 230

SPED 230 INTRODUCTION TO THE EXCEPTIONAL LEARNER3 Credits

Provides an overview of the exceptionalities, their definitions, prevalence, etiology, characteristics and related instructional needs and accommodations for students with special needs and exceptional populations including gifted/talented students. Emphasis is on current educational methods and placements to understanding the impact of teaching practices and curriculum, considerations. Required of all Education Majors.

Prerequisites: EDUC 131

SPED 231 SURVEY/EFFECTS OF DISABILITIES3 Credits

Examines the academic, social, vocational, adaptive and behavioral characteristics and related needs of persons with mild/moderate levels of exceptionalities (including gifted and talented). Emphasis is on the identification, diagnosis and instructional needs of learners with exceptionalities.

Prerequisites: SPED 230

SPED 232 INTERPERSONAL COMMUNICATION SKILLS FOR SPECIAL EDUCATORS3 Credits

Involves the study and application of communication skills special education teachers may utilize in conferencing with parents, staff members and other professionals concerning planning and implementing special education programs for infants, preschool and school-age learners and adults with mild/moderate disabilities.

Prerequisites: SPED 230

SPED 316 MICROTEACHING PRE/ELEM/MS SPED1 Credit

Application of instructional techniques in a resource or inclusive classroom setting is emphasized. Various techniques of instruction are included in the design and implementation of individual and small group programs.

Prerequisites: Sophomore or above status

SPED 316E MICROTEACHING IN PRESCHOOL/ELEMENTARY/MIDDLE SCHOOL SPECIAL EDUCATION1 Credit

Promotes the hands-on application of methods learned in accordance with teaching students with special needs at the preschool, elementary or middle grades level. Various techniques of instruction are emphasized in the design and implementation of individual and small group programs including 50 hours of clinical practice.

Prerequisites: Sophomore or above status

SPED 316S MICROTEACH SECONDARY SPEC EDUC1 Credit

Promotes the hands-on application of methods learned in accordance with teaching students with special needs at the secondary level (7-12). Various techniques of instruction are emphasized in the design and implementation of individual and small group programs including 50 hours of clinical practice.

Prerequisites: Sophomore or above status

SPED 317 MICROTEACH IN ECE/ELEM/MS/SEC SPED2 Credits

This course is a field experience and requires a background check. This course promotes the hands-on application of methods learned in accordance with teaching students with special needs at the preschool though the secondary

levels. Various techniques of instruction are emphasized in the design and implementation of individual and small group programs including 60 clock hours of clinical practice. Thirty (30) clock hours must be spent at either the Early Childhood or elementary levels, and 30 clock hours must be spent at the middle school or secondary levels.

SPED 331 BEHAVIOR MODIFICATION AND MANAGEMENT3 Credits

This course promotes the understanding of behavior management theories and best practices for students with disabilities. The focus is on identifying behavior strategies based upon data collection, functional, and formal assessment from preschool through adolescence. Emphasis will be placed upon positive behavioral intervention strategies and best practice for promoting behavioral change among students. Topics include: legal considerations; manifestation determination; and the impact of cultural diversity, family dynamics and economic stressors on school behavior.

Prerequisites: SPED 230 and Junior or above status

SPED 334 DIFFERENTIATED INSTRUCTION FOR DIVERSE CLASSROOMS3 Credits

This course covers teaching strategies, laws, and procedures for working with students with special needs within diverse and inclusive classroom environments. Students will participate in hands-on activities, identify key instructional strategies and accommodations for students with special needs including gifted/talented and ELL students and become familiar with laws and policies governing special education practices in today's schools. This course is a required education course for all students wishing to be teachers, and should be taken as part of the student's junior year, prior to the Professional Year.

Prerequisites: PSYC 231, SPED 230, and Sophomore or above status

SPED 390 INTERNSHIP IN SPECIAL EDUCATION1-3 Credits

Provides practical experience in an agency related to education/special education. Interested students should contact the Internship and Career Services Office to secure application materials. Application should be made prior to the semester the internship will be conducted. The amount of credit will be based on the availability of a suitable work position, the qualifications of the applicant and the work hours. The internship will not replace any Special Education or Education observation and/or field experience requirements or any required courses and should not be done while the student is in their Professional Year.

Prerequisites: Sophomore or above status

Add Consent: Department Consent

SPED 400 INDEPENDENT STUDY OR RESEARCH1-3 Credits

Study or research in an area of special interest. The number of credit hours is determined by the topic and the amount of work required. Approval of instructor, Academic Dean and Academic Vice President required.

Prerequisites: Junior or above status

Add Consent: Instructor Consent

SPED 412 SPECIAL EDUCATION PRACTICES AND STRATEGIES1 Credit

This course covers teaching strategies, development of curriculum units and lesson planning, questioning skills and motivation techniques for teachers teaching within inclusive classroom environments. This course is taken as part of the Professional Semester and is part of a "Block" of courses that are taken in the same semester.

Prerequisites: Junior or above status

Add Consent: Department Consent

SPED 412E SPECIAL EDUCATION PRACTICES AND STRATEGIES1 Credit

This course covers teaching strategies, development of curriculum units and lesson planning, questioning skills and motivation techniques for teachers teaching within inclusive classroom environments. This course is taken as part of the Professional Semester and is part of a "Block" of courses that are taken in the same semester.

Prerequisites: Junior or above status

Add Consent: Department Consent

Drop Consent: Department Consent

SPED 412S SPECIAL EDUCATION PRACTICES AND STRATEGIES1 Credit

This course covers teaching strategies, development of curriculum units and lesson planning, questioning skills and motivation techniques for teachers teaching within inclusive classroom environments. This course is taken as part of the Professional Semester and is part of a "Block" of courses that are taken in the same semester.

Prerequisites: Junior or above status

Add Consent: Department Consent

Drop Consent: Department Consent

SPED 432 ELEMENTARY/MIDDLE SCHOOL/SECONDARY METHODS AND MATERIALS FOR MILD/MODERATE DISABILITIES3 Credits

This course covers instructional, curricular, and adaptive or assistive technological approaches to accommodate the academic, social, emotional, cognitive, linguistic, and physical needs of learners with mild/moderate disabilities. Based on best practice learning theories for students with disabilities, information obtained from this course will center on the use of methods and materials to facilitate learning of elementary/middle grades/secondary students with mild/moderate disabilities.

Prerequisites: Junior or above status

SPED 433 PROGRAM DEVELOPMENT, IMPLEMENTATION, AND MANAGEMENT3 Credits

This course teaches development, implementation, and management of special education programs, which include individual education plans (IEP), individual family service plan (IFSP), and transition plans. This course will include (a) a background of laws leading up to IDEA, (b) a working knowledge of IDEA and related amendments, (c) hands-on experience in the formulation and development of IEP's, IFSP's, transition plans, and (d) techniques/strategies in adapting curriculum for students with special needs (e) identification of community resources and support for families of students with disabilities.

Prerequisites: Junior or above status

SPED 435 ASSESSING INDIVIDUALS WITH MILD/MODERATE DISABILITIES3 Credits

Provides opportunities to learn assessment procedures and practices used to obtain information about the learning and development of students with mild/moderate needs, including administering, interpreting, and reporting test results and formulating instructional objectives and subsequent learning programs. Understanding how information obtained from quantitative/qualitative measures and teachers' experiences influence their abilities to interpret strengths and needs, formulate instructional objectives, develop curriculum, and select appropriate teaching strategies.

Prerequisites: Junior or above status

SPED 437 SPECIAL TOPICS IN SPECIAL EDUCATION1-3 Credits

Development, implementation, and management of Inclusive Classrooms in the K-12 school environment. This course will include (a) intervention [RTI]; (b) inclusive classroom environments; (c) federal laws including IDEA; (d) classroom management and inclusive classroom behavior interventions; (e) curriculum adaptation; and (f) providing supportive services for all children including those who are at risk.

Prerequisites: Junior or above status

SPED 438 CONSULTATION/COLLABORATION3 Credits

Consulting and collaborating skills will be developed for special educators working with parents, para-educators, and other professionals working with students with special needs. Emphasis will be given to formal and informal meetings and conferences in planning, developing, and implementing special education programs. This course will cover consultation/collaboration theory, group dynamics, the special educator as a consultant, the importance of consultation/collaboration in an inclusive setting, needs assessment research and staff development, and dealing with conflict.

Prerequisites: Junior or above status

SPED 439 LANGUAGE AND LEARNING DISORDERS3 Credits

This course in an introductory course for undergraduate students on the subject of language and associated learning disorders. It provides students with an opportunity for integrating information from several content areas (i.e., language development, learning disorders, and anatomy) and applying that knowledge to children presenting language-based learning disorders.

Prerequisites: Junior or above status

SPED 455 CHAR. LEARNING DISABILITIES3 Credits

Social, emotional, physical, and cognitive characteristics of learning disabilities, identification, diagnosis, learning characteristics, and behavioral problems presented by learners with learning disabilities in the general education classroom.

Prerequisites: Junior or above status