SPED 200. Nature and Issues of Disabilities. 3 credits.
The nature, needs and problems of exceptional children and how these relate to educational provisions are studied. The status of the disabled in society will be emphasized. Federal and state laws ensuring the rights of the disabled will be stressed.
SPED 202. Field Experiences in Special Education. 3 credits.
Provides students with supervised
experiences with persons with disabilities. Placements are made in
various settings including schools, institutions and recreational
programs. Prerequisite: SPEC 200 or permission of the instructor.
SPED 300. Educational Technology for Students with Disabilities. 1 credit.
An introduction to instructional technology for persons with disabilities. The role of assistive technology in the educational process is investigated. Students are exposed to a variety of instructional programs and equipment. Federal and state guidelines, interdisciplinary team functioning, and program as well as equipment selection are addressed.
SPED 310. Survey of Emotional/Behavioral Disorders. 2 credits.
A detailed study of the characteristics, diagnosis, treatment, assessment and education of individuals with emotional/behavioral disorders. Medical, psychological, behavioral and environmental causes are presented as well as therapeutic interventions, educational resources and instructional strategies. Prerequisite: SPED 200 or permission of the instructor.
EDUC/SPED 312. Field Experience in Special Education and Diversity. 1 credit.
Students devote 30 clock hours to activities in school and nonschool settings that emphasize diversity of individuals and families. Corequisite: EDUC 310.
SPED 320. Survey Of Learning Disabilities. 2 credits.
A detailed study of the theories, characteristics, etiology and needs of individuals with learning disabilities including ADHD. Focus will be on causation and terminology as well as historical perspectives and current trends related to practices in identification and treatment of learning disabilities. Prerequisite: SPED 200 or permission of the instructor.
SPED 330. Survey of Mental Retardation. 2 credits.
A detailed study of the characteristics, diagnosis, treatment and education of individuals with mental retardation. Medical aspects and implications for support needs are addressed as well as educational settings, resources and instructional techniques designed to facilitate integration for individuals with mental retardation. Prerequisite: SPED 200 or permission of the instructor.
SPED 340. Classroom Observations in Special Education. 1 credit.
This practicum experience will provide an opportunity to observe the learning and behavioral characteristics of students with learning disabilities, mental retardation and emotional disturbance in various educational settings. Corequisites: SPED 310, SPED 320 and SPED 330.
SPED 350. Psychoeducational Assessment of Learning and Behavior Problems. 3 credits.
A detailed study of psychoeducational
assessment procedures and instruments for eligibility, instructional
planning and evaluation for students with mental retardation, learning
disabilities and emotional disturbance. The course emphasizes skills
in administering formal and informal instruments, interpreting
results, and formulating individual educational plans based on
assessment findings. Prerequisites: SPED 200, SPED 310, SPED 320,
and SPED 330 or permission of the instructor.
SPED 401. Problems in Special Education. 1-3 credits.
Considers current problems and issues in special education as they relate to the professional education of teachers.
SPED 410. Practicum in General Education Methods. 2 credits.
This practicum experience is designed to enhance understanding of the scope and sequence of the general education curriculum, explore the impact of state curriculum standards and provide an opportunity to observe teaching methods in language arts and mathematics. Corequisites: READ 430, MIED 530 and EDUC 430.
SPED 420. Developing and Managing the Special Education Instructional Program. 1 credits.
This course explores the practical skills and strategies needed to develop and implement programming for K-12 special education students. Skills will be applicable in consultative, self-contained, resource and integrated settings. Corequisites: SPED 350.
SPED 430. Practicum in General Education Methods. 1 credit.
This course is designed to provide information about cultural and ethnic groups in the United States and to promote effective instruction for and about students from all cultural and ethnic groups found in the United States.
SPED 440. Classroom Management and Professional Collaboration. 3 credits.
A focus on techniques used to manage the behavior of students. Emphasized are strategies used to prevent inappropriate behavior from occurring and/or worsening. Other interventions are taught such as techniques for working with others (e.g., parents, teachers and administrators) who may provide behavior management assistance to teachers and administrators.
SPED 470. Directed Practicum in Special Education. 2 credits.
This practicum course provides a structured supervised experience teaching students with disabilities. Application of skills in planning direct instruction, creating instructional materials, collecting performance data, managing behavior and developing social skills will be emphasized. Corequisites: SPED 420, SPED 500, SPED 510.
SPED 460. Differentiation of Instruction and Academic Collaboration. 3 credits.
This course assists preservice teachers in using their understanding of exceptional learners and learning to accommodate the diversity of students in the general education classroom. In addition, preservice teachers will explore the roles of teachers and how general and special education teachers collaborate to meet the needs of exceptional students.
SPED 490. Special Studies in Special Education. 1-3 credits each semester.
Designed to allow the student to complete independent study under faculty supervision. Prerequisite: Permission of the program coordinator.
SPED 499. Honors. 6 credits.
See catalog descriptions titled “Graduation with Distinction” and “Graduation with Honors.
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