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. Prerequisites: 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 or 527, EDS 402/502,
405/505, HED 725, equivalent field experience or concurrent
enrollment. Offered Fall, Spring
SPE
416/516 Cr. 3
Introduction to Cross-Categorical Special Education
An overview of cross categorical special education serving
students with high incidence disabilities (cognitive
disabilities, specific learning disabilities, 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. Prerequisites: EDS 303 and 309 or EDS 308 or 310 or
311; to be taken concurrently with SPE 461. 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
MS Ed. 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. Prerequisites:
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. Prerequisites: Undergraduate: junior
standing; EDS 310. Graduate: admission to DES Graduate Education
Program. Offered Fall, Winter, Spring, Summer.
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.
Prerequisites: 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
(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. Prerequisites: SPE
416, 431, and 429. 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
(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. Prerequisites: SPE 416, 431,
and 429. 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.
Prerequisites: 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. 11
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 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. Prerequisites: Completion of
special education certification courses and all requirements in
education, including special methods courses; recommendation by
appropriate education faculty; 2.75 cumulative grade point
average; 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 430/786.
Satisfactory/Unsatisfactory grading. Offered Fall, Spring.
SPE
484/584 Cr. 11
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 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. Prerequisites: Completion of
all special education certification courses and all requirements
in education, including special methods courses; recommendation
by appropriate education faculty; 2.75 cumulative grade point
average; 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 430/786.
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.