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, IEP teams and the individualized education plan process. Prerequisite: junior standing and admission to teacher education.

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: admission to teacher education program.

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: junior standing and admission to teacher education program.

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 admission to teacher education program.

SPE 430/530   Cr. 1
Seminar in Special Education
This course provides students, currently student teaching, to have directed discussions regarding issues that are occurring in the special education or inclusionary general classroom settings. Students will meet on-campus to discuss their experiences with other students having similar learning experiences. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. 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 or 447, SPE 483 or 484, and SPE 461. 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: EFN 210 or EFN 701 or concurrent enrollment.

SPE 440/540 Cr. 3
Collaboration and Transition: From School to Community
This course is designed to prepare 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: junior standing and admission to teacher education program; SPE 416.

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 include academic instruction, positive behavior interventions, community functioning, and career/vocational transitions appropriate for students at the middle childhood/early adolescence age level. 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. 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 483,461, and SPE 430.

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 the early adolescence/adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction, positive behavior interventions, community functioning, and career/vocational transitions appropriate for students at the early adolescence/adolescence age level. This course is designed for persons seeking initial licensure in early adolescence/adolescence level. 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 484, 461, and SPE 430.

SPE 452/552      Cr. 3
Individual Educational Assessment
This course addresses educational assessment as it relates to the needs to 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 technique. Prerequisite: junior standing and admission to teacher education program; SPE 416.

 

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/behavior disabilities, and cognitive disabilities) and special education teacher responsibilities. This experience will consist of a partial-day classroom experience in school setting under the direct supervision of a teacher certified to teach students with mild disabilities at the middle childhood/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. 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 or 447, SPE 483 or 484, and SPE 430. Pass/Fail grading.

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 approved special education program, serving students identified with disabilities (specificlearning disabilities, emotional/behavioraldisabilities, 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 teacher and a university supervisor. 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. 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, 461, 430. Pass/Fail grading.

SPE 484/584    Cr. 9
Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence
This student teaching experience is a nine-week, 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 (specificlearning disabilities, emotional/behavioraldisabilities, 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 teacher and a university supervisor. 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. 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 or 461, SPE 430.

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 499      Cr. 1-3
Individual Study
Reading and research in an area of student interest under the direction of an education instructor. Open to elementary and secondary education students with excellent records. Admission by consent of instructor, adviser and department chair. Repeatable for credit — maximum 3.


 

Last Modified:August 25, 2008
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