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SPECIAL EDUCATION (SPE)

SPE      401/501             Cr. 3
Introduction to Exceptional Individuals

This course is a general survey of exceptional individuals (disabled and gifted) from birth to 21 years of age. It provides an introduction to special education including history, law, definitions and classification systems, characteristics, etiology, provision of services and educational interventions and procedures related to the various disabilities covered under the law. Prerequisite: junior standing and admission to Teacher Education program. 

SPE      416/516             Cr. 3
Introduction to Cross-Categorical Special Education Characteristics

This course is an introductory course about students with disabilities including Cognitive Disabilities, Specific Learning Disabilities, and/or Emotional/Behavioral Disabilities. The course focuses on historical, legal (federal and state statutes), and theoretical foundations of these categorical areas. Identification, definitions, classification systems, learning characteristics, models of intervention, and various placement settings are discussed. Prerequisite: C-I 211 & EFN 210, or C-I 211 &/or EFN 701 or concurrent enrollment for initial certification; no prerequisites for MSEd, special education candidates. 

SPE      424/524             Cr. 3
Classroom Management and Positive Behavior Practices

This course is designed to provide intervention methods and strategies for classroom management as well as positive behavior intervention. The course provides theoretical foundations and practical applications for preventing behavior problems, and for intervening when problems occur. Prerequisite: Teacher Education Program admission for initial certification candidates; Admission to Special Education program for MSEd candidates. 

SPE      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. Prerequisite: elementary education major and completion of PSY 310, 370. 

SPE      429/529             Cr. 3
Inclusive Strategies for the Classroom

This course provides a foundation knowledge and best practice techniques for inclusion of diverse learners within the general education classroom. Course topics will focus on principles of inclusion, needs of diverse learners within the general education classroom, creation of supportive inclusive environments, transitions to inclusive environments, and specific academic area requirements (material selection, expectations, modifications/adaptations, and teaching aides) with regard to inclusion of students with special needs. Prerequisite: junior standing and Teacher Education program admission for initial certification candidates; admission to Graduate Special Education program for MSEd candidates. 

SPE      430/530             Cr. 1
Seminar in Special Education

This course provides students, currently in clinical andstudent teaching, to have directed discussions regarding issues that are occurring in the special education or exclusionary general classroom settings. Students will meet on campus to discuss their experiences with other students having similar learning experiences. Prerequisite: completion of all Special Education Minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/546 or SPE 447/547, SPE 483/583 or SPE 484/584, and SPE 461/561. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. Pass/Fail grading. 

SPE      431/531             Cr. 3
Language Development and Disorders

This course is an introductory course to the stages of normal language development from infancy through later adolescence, including the language factors (phonology, morphology, syntax, semantics, pragmatics) in receptive and expressive language. The course also focuses on the specific language characteristics and problems of students with disabilities and the impact on language-based academics. Prerequisite: C-I 211 & EFN 210, or C-I 211 &/or EFN 701 or concurrent enrollment for initial certification; no prerequisites for MSEd candidates. 

SPE      440/540             Cr. 3
Collaboration and Transition: From School to Community

This course is designed for preparing teachers to collaborate and problem-solve as members of educational teams composed of professionals, agency, representatives, and parents. This course focuses on the development of transition plans for adolescents with specific learning disabilities, emotional/behavioral disabilities, and cognitive disabilities; and the plan?s impact on educational curriculum and instructional practices, career development and placement practices. Responsibilities of the teacher as a collaborative team member will be covered. Prerequisite:  Teacher Education Program admission for initial certification candidates; Admission to Special Education program for MSEd candidates; SPE 416/616. 

SPE      446/546             Cr. 3
Methods in Cross-Categorical Special Education-Middle Childhood/Early Adolescence

This course focuses on curriculum, methods and strategies used in educating students with disabilities (emotional/behavioral disabilities, specific learning disabilities, and cognitive disabilities) at the middle childhood/early adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the middle childhood/early adolescence age level. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; Admission to Graduate Special Education MSEd candidates; SPE 416/516; may be taken concurrently with SPE 483/583, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in Middle Childhood/Early Adolescence Education and Cross-categorical Special Education at the middle childhood /early adolescence level. 

SPE      447/547             Cr. 3
Methods in Cross-Categorical Special Education?Early Adolescence/Adolescence

This course focuses on curriculum, methods and strategies used in educating students with disabilities (emotional/behavioral disabilities, specific learning disabilities, and cognitive disabilities) at eh early adolescence/ adolescence age level in a variety of educational placements.  Topics covered within this course include academic instruction appropriate for students at the early adolescence/adolescence age level.  Prerequisite:  Completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; Admission to Special Education program for MSEd candidates; SPE 416/516; may be taken concurrently with SPE 484/584, SPE 461/561, and SPE 430/530.  This course is designed for persons seeking initial licensure in early adolescence/ adolescence education and cross-categorical special education at the early adolescence/ adolescence level.  

SPE      452/552             Cr. 3
Individual Educational Assessment

This course addresses educational assessment as it relates to the needs of students with specific learning disabilities, emotional/ behavioral disabilities, and cognitive disabilities in the context of educational needs. Specific approaches for the evaluation of special education eligibility, teaching and instruction, and monitoring student progress are discussed, including norm-referenced tests, curriculum-based assessment, ecological assessment, and observational techniques. Prerequisite: Teacher Education program admission for initial certification candidates; Admission to Special Education program for MSEd candidates, SPE 416/516 

SPE      461/561             Cr. 2
Clinical in Special Education

This course is a field experience for students seeking special education licensure. Students are placed in a public school special education or inclusionary general education classroom setting in which they will experience daily activities with children identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and cognitive disabilities) and special education teacher responsibilities. This experience will consist of a partial-day classroom experience in a school setting under the direct supervision of a teacher certified to teach students with mild disabilities at the middle childhood/early adolescence or early adolescence/ adolescence age level. This experience provides a setting in which students are to develop observation and small group teaching experiences. This course is designed for persons seeking initial teaching licensure in general classroom instruction and cross-categorical special education. Five-week course. Pass/Fail grading. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/546 or SPE 447/547, SPE 483/583 or SPE 484/584, and SPE 430/530.

SPE      475/575             Cr. 1-3
Special Topics Seminar in Special Education

This course is designed to allow students to explore current topics, trends, and issues in the field of special education. Topic(s) to be studied are selected by the instructor based on interest and need. Repeatable for credit maximum 6. (Max 3 cr. applicable to degree). 

SPE      483/583             Cr. 9
Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence

This student teaching experience is a partial-semester, full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approve special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/or cognitive disabilities) at the middle childhood/early adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified special education teacher and a university supervisor. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/546, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in middle childhood/early adolescence education and Cross-Categorical Special Education at the middle childhood/early adolescence level. Nine-week course. Pass/Fail grading.

SPE      484/584             Cr. 9
Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence

This student teaching experience is a partial-semester, full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/or cognitive disabilities) at the early adolescence/adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified special education teacher and a University supervisor. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 447/547, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in Early Adolescence/Adolescence Education and Cross-Categorical Special Education at the early adolescence/adolescence level. Nine-week course. Pass/Fail grading. 

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 labeled as having a disability; and student rights. Repeatable for credit ? maximum 3. (Cross-listed with EFN; may only earn 3 credits total in SPE and EFN.) 

SPE      750 Cr. 1-3
Guided Learning in Special Education

Study of a significant problem, development of a professionally related competency, or acquisition of job-related knowledge through on-or off-campus investigation/experience under the direct supervision of a faculty member. Students may be formed into classes for group discussion of experiences. Repeatable for credit - maximum 6.   

SPE      755 Cr. 3
Methods and Curriculum for Learning 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. Offered occasionally. 

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 783     Cr. 3
Practicum: Cross-Categorical Special Education: Middle Childhood/Early Adolescence

This practicum experience is a full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/or cognitive disabilities) at the middle childhood/early adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the supervision of a certified special education teacher and a university supervisor. Prerequisite: completion of all special education core courses and certification option courses; to be taken concurrently with SPE 786. Pass/Fail grading.
 

SPE      784 Cr. 3
Practicum: Cross-Categorical Special Education: Early Adolescence/Adolescence

This practicum experience is a full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/cognitive disabilities) at the early adolescence/adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified special education teacher and a university supervisor. Prerequisite: completion of all special education core courses and certification option courses; to be taken concurrently with SPE 786. Pass/Fail grading. 

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. Offered occasionally.

SPE      786 Cr. 2
Graduate Seminar in Special Education

This course provides students, currently enrolled in a practica, to have directed discussions regarding issues that are occurring in the special education or inclusionary general classroom settings. Students will meet to discuss their experiences with other students having similar learning experiences. Prerequisite: completion of all special education core courses and certification option courses; to be taken concurrently with SPE 783 or SPE 784. Pass/Fail grading. 

SPE      796 Cr. 1-2
Directed Studies

Directed readings or presentation of material not available in formal departmental courses. Repeatable for credit ? maximum 4. 

SPE      799  Max. Cr. 6
Research: Master?s 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: PSY 420/520. 

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