SPECIAL EDUCATION (SPE)
SPE 401/501 Cr. 3
Learners with Exceptional Needs and Abilities
Knowledge of exceptional educational need areas defined by state and federal law; knowledge of the major characteristics of the disability areas, the various alternatives for providing the least restrictive environment, the methods of teaching pupils with EEN in the regular classroom and knowledge of referral systems, multidisciplinary teams and the individualized education plan process. Prerequisites: junior standing and admission to teacher education.
SPE 417/517 Cr. 3
Understanding Emotional Disturbance: Educational Perspectives
Students will develop background knowledge related to identification and education of children and adolescents who are classified as emotionally disturbed. Topics include the history of the field, treatment, causal factors, characteristics, psychological and educational classification, and models of intervention. Prerequisite: admission to teacher education or certification as a teacher. Offered Sem. I.
SPE 418/518 Cr. 3
Study of mental retardation covering various syndromes, and their etiology, taking into consideration genetic factors, the physical environment, and the psychological environment. This course will also cover theoretical approaches to mental retardation and a brief overview of the services available. Fieldwork required.
SPE 420/520 Cr. 3
Learning Disabilities Theory, Assessment and Intervention
This course is designed to increase understanding of individuals who are classified as learning disabled. Students will (1) learn and evaluate information about the nature of learning disabilities; (2) learn assessment approaches and methods; (3) learn interventions and intervention approaches; and (4) study ways that schools organize programs and approaches for teaching students identified as learning disabled. Prerequisite: admission to teacher education or teacher certification.
SPE 424/524 Cr. 3
Classroom and Behavior Management
The course is designed to increase understanding of instructional practices for managing classroom behavior. Students will learn techniques for preventing behavior problems and for intervening when problems do occur. Prerequisites: admission to teacher education.
SPE 425/525 Cr. 3
Psychological Principles of Teaching Children with Learning and Behavior Problems
Consideration of the principles of psychology and learning applied to teaching children with learning and behavior problems. Emphasis for this course is on the survey of behavior management techniques and successful academic programming strategies for children with exceptional educational needs applied in the regular elementary teaching setting. Individualization of instruction, program planning and evaluation are some areas of specific study and concern. Prerequisites: elementary education major and completion of PSY 310, 370.
SPE 428/528 Cr. 3
Emotional Disturbance: Educational Assessment and Intervention
This course is designed to teach assessment, identification and program planning procedures for elementary and middle school-aged students who are identified as emotionally disturbed. Students will learn teaching strategies that have been found to be effective with students identified as emotionally disturbed. Prerequisites: admission to the special education certification program, SPE 417 or PSY 717, and SPE 424/524.
SPE 430/530 Cr. 1
Seminar in Professional Practices in Special Education
A course designed to coordinate and facilitate the professional development of students who are enrolled in the special education certification program. Students should enroll in the course in the semester immediately following their admission to the certification program and should continue in the seminar until they have completed the program. The seminar will include the following topics and activities: 1) lectures, presentations, demonstrations, and media presentations on current professional topics; 2) group planning and problem solving activities related to students progress through the program; 3) assessment activities to monitor students progress; 4) assistance with students professional decision making and placement; and 5) opportunities for student feedback regarding the program. Prerequisite: admission to special education certification program.
SPE 431/531 Cr. 3
Language Development and Disorders
This course p rovides an overview of stages of normal language development from infancy through later adolescence. It emphasizes the language factors that are relevant to the lives of individuals with various handicapping conditions. Assessment and intervention strategies focus on the analysis and modification of context variables, with special attention to the effects of language on academic and social learning. Prerequisite: admission to the teacher education program or teacher certification.
SPE 440/540 Cr. 2
Collaboration with Parents, Community Agencies and Teachers
A course designed for teachers preparing to work as members of educational teams (teachers, parents, administrators, paraprofessionals, agencies and families) to create opportunities for collaborative problem solving. Prerequisite: admission to teacher education.
SPE 445/545 Cr. 2
Relating K-12 Schooling to Life: Careers, Work and Community Living
This course is designed to help teachers acquire knowledge and develop skills and strategies that will help them to make school learning more relevant to life outside of and after K-12 school. Students will study and evaluate developmental career and vocational education, transition, and education for employment programs and approaches. Course emphasis is on development of educational approaches and programs for students who experience difficulty with traditional academic learning in schools. Prerequisite: admission to teacher education or teaching
SPE 452/552 Cr. 3
Individual Educational Assessment
The study of assessment processes, techniques and systems useful for planning and implementing educational interventions with students who are experiencing learning and/or behavior problems in school. Assessment methods studied in the course are particularly applicable for students classified as mildly handicapped and often identified as learning disabled, emotionally disturbed or mildly cognitively disabled. Prerequisite: admission to special education certification program.
SPE 453/553 Cr. 3
Teaching Students with Learning Problems/Disablities
This course studies the development and implementation of effective instructional practices for teaching students who have difficulty learning, collaborative practices for teaching academic skills to students who are identified as learning disabled. Content considered includes: 1) models for educational intervention; 2) identification and organization of content to be learned; 3) using assessment information to plan instruction; 4) planning and implementing educational interventions; and 5) monitoring and evaluating the effectiveness of interventions. Prerequisite: admission to special education certification program.
SPE 490/590 Cr. 1-4
Teaching Exceptional Children and Youth
This course is composed of four independent teaching modules to teach knowledge, skills, and attitudes useful for teaching exceptional children and youth in the regular education setting. Modules included are: 1) Teaching Exceptional Children and Youth: Legal and Procedural Aspects (Section 1); 2) Teaching Exceptional Children and Youth: Characteristics, Identification, Assessment, and Programming (Section 2); 3) Teaching Exceptional Children and Youth: Teaching Strategies (Section 3); and 4) Teaching Exceptional Children and Youth: Field Placement (Section 4). Prerequisite: consent of instructor.
SPE 715 Cr. 2-3
Special Education and the Law
A study of the law as it relates to access to meaningful educational opportunity for exceptional children. Emphasis will be on the implementation of Wisconsin and federal legislation mandating special education and related services as well as relevant judicial decisions.
SPE/EFN 716 Cr. 1-3
Teachers and the Law
Study of how the legal system affects the role of teachers and the teaching process in public education settings. Topics which may be included: teacher contracts and collective bargaining; teacher liability and academic freedom; due process, race and sex discrimination; teaching students labelled as handicapped; and student rights. Repeatable for credit maximum 3. (Cross listed with EFN; may only earn 3 credits total in SPE and EFN.)
SPE 755 Cr. 3
Methods and Curriculum forLearning Disabilities: Secondary
The focus of this course will be on the study of curricular and teaching method adjustments that have been found to be useful for facilitating learning and adjustment of secondary students with learning disabilities. The course addresses topics of assessment, compensatory teaching, individual programming, remedial teaching, vocational education, instructional materials, and consultation with students and teachers.
SPE 756 Cr. 3
Methods and Curriculum for
Emotional Disturbance: Secondary
The course will deal with specific strategies for the education of emotionally disturbed adolescents. The focus will be on the problem (and problem solving) of emotionally disturbed adolescents in dealing with their school, home and community environments. Prerequisite: PSY 717.
SPE 761 Cr. 2
Research and Seminar in Special Education
Consideration of current research trends, and problems in teaching in a special education setting. As part of the requirements for this course and for the degree, each student must complete an acceptable seminar paper.
SPE 780 Cr. 1-3
Seminar in Special Education
Reading and discussion of selected topics, current trends, and issues in special education. Prerequisite: consent of instructor.
SPE 781 Cr. 2-3
Practicum in Emotional Disturbance: Elementary
A practicum involving 320 hours of supervised teaching experience in public school programs serving students with emotional disturbance. Prerequisites: PSY 717, 752, 753; SPE 428/528. Repeatable for credit maximum 6.
SPE 782 Cr. 2-3
Practicum in Learning Disabilities: Elementary
A practicum involving 320 hours of supervised teaching experience in public school programs serving students with learning disabilities. Prerequisites: SPE 420/520, PSY 752, 753. Repeatable for credit maximum 6.
SPE 783 Cr. 2-3
Practicum in Emotional Disturbance: Secondary
A practicum involving 320 hours of supervised teaching experience in public school programs serving students with emotional disturbance. Prerequisites: SPE 428/528, 756; PSY 717, 752, 753. Repeatable for credit maximum 6.
SPE 784 Cr. 2-3
Practicum in Learning Disabilities: Secondary
A practicum involving 320 hours of supervised teaching experience in public school programs serving students with learning disabilities. Prerequisites: SPE 420/520, 755; PSY 752, 753. Repeatable for credit maximum 6.
SPE 785 Cr. 2
Seminar in Application of Curriculum and Methods in Emotional Disturbance
Discussion of the problems and procedures, instruction and practice in practicum settings in emotional disturbance. Prerequisite: concurrent enrollment in SPE 781 or 783.
SPE 786 Cr. 2
Seminar in Application of Curriculum and Methods in Learning Disabilities
Discussion of the problems and procedures, instruction and practice in practicum settings in learning disabilities. Prerequisite: concurrent enrollment in SPE 782 or 784.
SPE 796 Cr. 1-2
Directed readings or presentation of material not available in formal departmental courses. Repeatable for credit maximum 4.
SPE 799 Max. Cr. 6
Research: Masters Thesis
Independent study on a problem selected for a thesis, under the direction of an assigned staff member. Attendance at class meetings of SPE 761 is expected on enrollment. Prerequisite: