Course Descriptions
SPE 229 - Survey of Exceptional Students
Credit Hours: 3
An investigation into the theories, skills, and attitudes needed to identify and instruct students with disabilities in varied school settings. Emphasis will be placed on students with learning disabilities. In addition, considerable attention will be given to other categories of disabilities.
SPE 235 - Diagnosis & Evaluation of Students with Disabilities
Credit Hours: 3
In this course students will become familiar with the basic concepts and procedures relating to assessment in special education. Norm- referenced, achievement, diagnostic, informal, curriculum-based, intellectual, and adaptive assessment will be covered. Interpretation will be stressed. Also, application of course principles will be provided in one or more student-conducted testing situations.
Prerequisite(s): EDU 214, SPE 229.
SPE 239 - Characteristics/LD
Credit Hours: 3
This course provides a theoretical frame of reference within which to view challenges faced by students with learning disabilities (LD). A functional definition of LD, possible causes of LD, characteristics of students with LD, typical academic deficits experienced by students with LD, and methods that have been effective in addressing the needs of students with LD will be examined.
Prerequisite(s): SPE 229.
SPE 240 - Media & Technology in Education
Credit Hours: 3
Students will be enrolled in a survey course dealing with educational media, including computers, and their educational use. During the semester, students will become acquainted with media hardware, media software, computer hardware, and computer software being used in education. In addition, media production, media and computer operation, media and software selection, media and computer use and media and computer software evaluation will be discussed. (Same as EDU/ELE 240)
SPE 270-9 - Special Topics
Credit Hours: 1-3
Special topics in Learning Disabilities depending upon demand and staff.
SPE 310 - Instructional Methods - SPED/LD
Credit Hours: 3
This course will cover critical issues and specific methods and materials relating to the instruction of students with a varying range of needs. Major emphasis will focus on students with mild disabilities such as LD as well as students with other mild to moderate disabilities. Major emphasis will also be on the framework for appropriate instruction for students in the light of their learning stages, the nature of the learner, and the content.
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 315 - Children's Literature
Credit Hours: 3
Selecting and evaluating materials for children from pre-school to eighth grade to guide their reading in keeping with their needs, interests, and abilities with a view to enjoyment and curriculum
enrichment in the elementary school. Content course, with elements of fiction, nonfiction, poetry, etc., to develop appreciation and
discrimination in reading. This course does not apply to general education requirements. (Same as ELE 315)
Prerequisite(s): acceptance into the Teacher Education Program.
SPE 316 - Teaching Reading/Language Arts I
Credit Hours: 3
This course surveys contemporary language arts curricula in the elementary and middle school grades. Theories and models of language arts, current literacy issues and trends, content area reading and writing, as well as instructional methods and materials are presented and reviewed. Practical application of class study is provided through an accompanying supervised, one-credit laboratory. (Same as ELE 316.)
Prerequisite(s): EDU 214, acceptance into the Teacher Education Program.
SPE 317 - Reading Laboratory
Credit Hours: 1
Students enrolled in ELE/SPE 316 tutor children with reading disabilities in the Reading Center This is taken concurrently with SPE 316.
SPE 318 - Teaching Reading/Language Arts II
Credit Hours: 3
This course is a degree requirement for all elementary education majors. Prerequisites for this course are ELE 315, ELE 316, ELE 317 and acceptance into the Teacher Education Program. It is taught as part of the CATT program. This course is interactive, participatory, and reflective. As part of the course requirement, students will go into assigned classrooms in which to observe and implement what they are learning. They will see first hand the theories, issues, methods, management, materials, and assessment impacting effective teaching. Students will see how reading, writing, speaking, and listening as processes for learning across the curriculum. This course is designed to deepen students understanding of and experience in implementing research-based instruction of reading and writing. Students will come to understand that reading and writing are not skills to be acquired and used but as an integral part of the way we learn to understand our world. The course will emphasize the active nature of reading comprehension and fluency and the role writing plays in the literacy picture. (same as ELE 318)
SPE 323 - Mathematics Methods in the Learning Disabilities Curriculum
Credit Hours: 3
This course emphasizes objectives, content, methods, materials, and evaluation of mathematics instruction for special education programs. The course provides a base for understanding mathematics curricula in the pre-kindergarten through twelfth grade. There is an emphasis on diagnostic, prescriptive, and evaluative teaching for students with mathematics disabilities.
Prerequisite(s): MAT 124, EDU 214, acceptance into the Teacher Education Program.
SPE 354 - Computers in the Curriculum
Credit Hours: 2
The students will learn the skills needed to incorporate computer technology into their teaching. Focus will also be upon effective implementation of that technology in specific subject areas. Specific skills and practice studied will include the internet presentation of software, general software evaluation, and the use of such components as scanners and digital cameras. (Same as EDU 354 and ELE 354.)
SPE 359 - Diagnostic Teaching of Reading & Language Art
Credit Hours: 3
Introductory course in evaluating the reading and language abilities of individual children through instruction within a classroom setting. Includes group and individual evaluation, informal assessment procedures, selection of materials, and instructional strategies to meet the needs of individual learners. Practical application of class study is provided through the accompanying supervised
Practicum I.
Prerequisite(s): SPE 315, SPE 316, acceptance into the Teacher Education Program.
SPE 360 - Remedial Reading Practicum I
Credit Hours: 3
Supervised laboratory experience providing practical experience in diagnosing and remediating the literacy needs of children enrolled in the Reading Center. Assessment and instructional data are collated in progress reports at the end of the term for parents and schools. (Same as ELE 360) Taken concurrently with SPE 359. Prerequisite(s): acceptance into the Teacher Education Program.
SPE 362 - Young Adult Literature
Credit Hours: 3
A survey of areas of concern in the field of young adult literature, adolescent development, selection of materials, knowledge of young people's reading interests and materials, library services for young people, and methods of maintaining and increasing interest in the printed word. (Same as ELE 362.) Offered every other year.
SPE 365 - Education in Modern Society
Credit Hours: 3
This course is designed to introduce students to the wide range of diversity that exists today across today’s general school population and to examine the increased professional demands that this diversity makes upon teachers. Students will explore a range of diversity issues that teachers confront in our pluralistic society leading to the development and practice of multicultural education. Areas of study include ethnicity, race, gender, sexual orientation, exceptionality, religion, language and socioeconomic diversity. (same as EDU / ELE 365)
SPE 370-9 - Special Topics
Credit Hours: 1-3
Special topics in education depending upon demand and staff.
SPE 381 - Classroom Management
Credit Hours: 3
Designed to give the prospective teacher practical "how to" skills in classroom management, modification of behavior, and other management skills directed toward establishing an environment of learning. (Same as ELE 381)
Prerequisite(s): acceptance into the Teacher Education Program.
SPE 450 - Characteristics/Strategies for Emotionally/Behaviorally Disordered
Credit Hours: 3
A study of the characteristics, casual factors, and educational implications for the emotionally/behaviorally disordered student. This course will cover strategies for more effective education with parents, community organizations, and school personnel in relation to the E/BD student.
SPE 451 - Practicum in SPED/MR
Credit Hours: 3
This practicum experience is taken prior to student teaching. It is to be arranged to best match the teacher candidate’s experiential
needs in terms of type of setting and nature of student population (i.e., either lower incidence or higher incidence student
populations). This experience will provide the prospective educator with first-hand experience in working with students with disabilities. A minimum of 150 clock hours are required. The prospective educator will interact fully in teaching students a minimum number of specified lessons and take an active role in collaborating with his/her cooperating teacher(s).
SPE 453 - Seminar/Practicum Moderate Severe
Credit Hours: 3
This course is to be taken concurrently with SPE 469 (Autism/Traumatic Brain Injury/Physical & other Health Impairments). This combined seminar (approximately one semester hour) and practicum (approximately two semester hours) provides a chance to gain additional knowledge about students who pose atypical challenges in terms of learning and functioning within general and special education settings and who are in need of specialized educational and related services. Such services as those
provided by special educators who work with low-incidence disabilities, by occupational and physical therapists, medical personnel, and behavioral specialists will be addressed. The student will document at least 100 clock hours of outside-of-seminar experience in interacting with students in school or non-school settings. Planning for teaching/interactive experiences and researching aspects related to disabilities of focus in the seminar/practicum experiences may be counted within the 100 clock hours. However, a minimum of 70 hours of actual
interaction with individuals with moderate and severe disabilities should be documented.
SPE 459 - Advanced Methods in Teaching Reading and Writing
Credit Hours: 3
An advanced course in teaching reading and writing strategies through explicit instruction. Formal and informal assessment procedures, selection of quality teaching materials, and overview of professional journals will be covered.
Prerequisite(s): SPE 316, SPE 317, SPE 318, acceptance into the Teacher Education Program.
SPE 460 - Remedial Reading Practicum II
Credit Hours: 1-3
Supervised laboratory experience in remediating the literacy needs of children enrolled in the Reading Center. Assessment results are reviewed, appropriate instructional responses implemented, and exhibited through the teacher work sample documenting all aspects of assessing and designing results based on series of instruction. Taken concurrently with SPE 459. (Same as ELE 460).
Prerequisite(s): acceptance into the Teacher Education Program.
SPE 461 - Characteristics of Students with Emotional/Behavioral Disabilities
Credit Hours: 3
Basic understanding of emotional disturbances and social maladjustment including causes, characteristics, and implications for educational planning.
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 462 - Instructional Strategies for Teaching Students with Emotional/Behavioral Disabilities
Credit Hours: 3
A study of the principles of curriculum construction, classroom organization, working with parents, and relationships to other teachers and to ancillary and community services for the emotionally disturbed and socially maladjusted.
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 465 - Effective Inclusion
Credit Hours: 3
This course concentrates on effective strategies needed to integrate general and special education students, when appropriate, while at that same time recognizing the need for alternative settings. Significant emphasis will be placed on learning to construct appropriate Individual Education Plans and on modification of content area instruction.
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 466 - Characteristics/MR
Credit Hours: 3
This course provides a frame of reference within which to view the exceptionality of Mental Retardation (MR) as follows: historical and current perspectives of MR, accepted definitions of MR, different levels of MR, overview of educational programming (school age), preparation for adulthood, issue surrounding family living, rights of individuals with MR, and current and emerging issues.
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 467 - Instructional Strategies/MR
Credit Hours: 3
This course will cover critical issues and specific methods and materials relating to the instruction of students with MR. Special emphasis will be given to the following major areas: 1) life-goal planning for individuals and groups with MR; 2) the importance of working effectively with parents and other IEP team members; 3) diagnostic, prescriptive, and evaluative teaching; 4) curriculum planning; 5) functional skills basic to future adjustment (e.g., transitional and vocational skills, social and interpersonal skills, and leisure and recreation skills).
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 468 - Characteristics and Strategies - MR/POHI
Credit Hours: 4
This course provides a frame of reference within which to view Mental Retardation (MR). It includes an overview of major characteristics and appropriate educational programming with an emphasis on functional life skills. In addition, some aspects of programming for physical disabilities, multiple disabilities, and other health impairments (POHI) will be addressed.
Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
SPE 469 - Autism/TBI/POHI
Credit Hours: 3
A comprehensive overview of students eligible for special education under the categories of Autism, Other Health Impairments, and Traumatic Brain Injury. Topics will cover characteristics of individual students as well as strategies to help with programming to meet educational needs of students eligible in these categories.
Prerequisite(s): SPE 229, acceptance into Teacher Education Program.
SPE 470-9 - Special Topics
Credit Hours: 1-3
Special topics in elementary education depending upon demand and staff.
SPE 499 - Coordinating Seminar
Credit Hours: 2
This course is taken in conjunction with student teaching and coordinates the student's past coursework and the student teaching experience. Special attention is given to behavior changing techniques, job placement, and teacher expectations. Taken concurrently with student teaching. (Same as EDU/ELE 499) |
