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: Undergraduate: junior standing and admission to Teacher Education Program; ECE 327, EDS 402, 405, SHE 310, or concurrent enrollment. Graduate: admission to a DES education graduate program; ECE 327/527, EDS 402/502, 405/505, SHE 910, equivalent field experience or concurrent enrollment. Offered Fall, Spring, Summer.

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

An overview of cross categorical special education serving students with high incidence disabilities including cognitive, specific learning, and/or emotional/behavioral disabilities. The course will include the study of historical, legal (federal and state statutes) foundations of special education, theoretical foundations, and definitions of above categorical areas, identification and classification systems, learning characteristics, models of intervention, and service delivery and roles of special educators. Prerequisite: CI 211 and EFN 210 or CI 211 and/or EFN 701; no prerequisites for add-on certification graduate students; to be taken concurrently with SPE 461/561. Offered Fall.

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 for initial certification candidates; admission to graduate special education program for MSEd candidates. Offered Fall, Spring.

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 for initial certification candidates; admission to graduate special education program for MSEd candidates. Offered Spring.

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 analyze and discuss their experiences with their peers. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. Prerequisite: completion of all special education certification courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 483 or SPE 484. Pass/Fail grading. Offered Fall, Spring.

SPE 431/531 Cr. 3 Language Development and Communication 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: junior standing; EDS 310. Graduate: admission to DES Graduate Education Program. Offered Fall.

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 for initial certification candidates; admission to graduate special education program for MSEd candidates; SPE 416. Offered Spring.

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 including 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. 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 certification courses; completion of all general education licensure requirements for student teaching; admission to graduate special education program for MSEd candidates; SPE 516, 561. Offered Spring.

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 including 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 appropriate for students at the early adolescence/adolescence age level. 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 certification courses; completion of all general education licensure requirements for student teaching; admission to graduate special education program for MSEd candidates; SPE 516, 561. Offered Spring.

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 for initial certification candidates; admission to graduate special education program for MSEd candidates; SPE 416/516. Offered Fall.

SPE 461/561 Cr. 1 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 including specific learning, emotional/behavior, and cognitive disabilities and become familiar with 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/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. Prerequisite: to be taken concurrently with SPE 416/516. Pass/Fail grading. Offered Fall.

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 six. (Maximum three credits applicable to master’s degree). Offered occasionally.

SPE 483/583 Cr. 15 Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence

This student teaching experience is a full-day (18-week) 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 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 special education certification courses and all requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; passing Praxis II content test scores in the appropriate certification area/discipline. To be taken concurrently with SPE 430/530. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

SPE 484/584 Cr. 15 Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence

This student teaching experience is a full-day (18-week) 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 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 certification courses and all requirements in education, including special methods courses; recommendation by the appropriate education faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; passing Praxis II content test scores in the appropriate certification area/discipline. To be taken concurrently with SPE 430/530. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

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 three. Offered occasionally.