Special Education

Courses

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. Observation/clinical hours are included in the course requirements.

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 course-based application exercises. Prerequisites: EDU 214, SPE 229.

SPE 239    Characteristics of Students with Special Needs
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 as well as other mild disabilities, and typical academic deficits experienced by students with mild disabilities, and methods that have been effective in addressing the needs of students with LD will be examined. Observation/clinical hours are included in the course requirements. Prerequisite: SPE 229.

SPE 270-9 Special Topics
Credit Hours: 1-3
Special topics in Learning Disabilities depending upon demand and staff.

SPE 310     Instructional Methods - SPED
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 placed on the framework for appropriate instruction for students in light of their learning stages, the nature of the learner, and the content. Adaptations and modifications of the general curriculum are included in the course requirements. Prerequisites: SPE 229 and acceptance into the Teacher Education Program.

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 from the pre-kindergarten through twelfth grade. There is an emphasis on diagnostic, prescriptive, and evaluative teaching for students with mathematics disabilities. Prerequisites: MAT 110 and 111, EDU 214, and acceptance into the Teacher Education Program.

SPE 370-9 Special Topics
Credit Hours: 1-3
Special topics in education depending upon demand and staff.

SPE 450    Characteristics/Strategies for Behavior Disabilities
Credit Hours: 3
A study of the characteristics, causal 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 453    Seminar/Practicum - SPED
Credit Hours: 3
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 nonschool 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. Taken concurrently with SPE 469.

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 the fundamentals of co-teaching between special and general educators, how to construct appropriate Individual Education Plans, and modification of contact area instruction. Prerequisites: SPE 229 and acceptance into the Teacher Education Program.

SPE 466     Characteristics/ID
Credit Hours: 3
This course provides a frame of reference within which to view the exceptionality of Intellectual Disability (ID) as follows: historical and current perspectives of ID, accepted definitions of ID, different levels of ID, overview of educational programming (school age), preparation for adulthood, issues surrounding family living, rights of individuals with ID, and current and emerging issues. Prerequisites: SPE 229 and acceptance into the Teacher Education Program.

SPE 467     Instructional Strategies/ID
Credit Hours: 3
This course will cover critical issues and specific methods and materials relating to the instruction of students with ID. Special emphasis will be given to the following major areas: 1) life-goal planning for individuals and groups with ID; 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). Prerequisites: SPE 229 and acceptance into the Teacher Education Program.

SPE 468    Characteristic/Strategies - Mild/Moderate/Severe
Credit Hours: 4
This course provides a frame of reference within which to view Intellectual Disability (ID). It includes an overview of major characteristics and appropriate educational programming with an emphasis on functional life skills. A good deal of emphasis will be placed on life goal planning with emphasis on prevocational vocational, and transitional programming. In addition, some aspects of programming for physical disabilities, multiple disabilities, and other health impairments (POHI) will be addressed. Prerequisites: SPE 229 and acceptance into the Teacher Education Program.

SPE 469    Autism/Pervasive Developmental Disorders
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 meet educational needs of students eligible in these categories. Taken concurrently with SPE 453. Prerequisites: SPE 229 and 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 484     Senior Year Practicum SPED
Credit Hours: 3-6
This course provides opportunities for students to apply their knowledge, skills, and experience in a variety of educational settings which meet their needs and aspirations in the field. A minimum of 50 hours of practicum is required per credit hour.

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