| SPECIAL
EDUCATION (SPE) |
| |
| |
| SPE 200
|
Field
Experiences in Special Education Settings
|
1 cr |
|
| A
series of in-field opportunities in special education.
A variety of appropriate placements will be employed
depending on each student's interests and needs.
May be repeated for credit. |
| |
| SPE
205 |
Initial Field Experience in
|
1
cr |
| |
Special Education Settings
|
|
|
|
An infield opportunity for early field-based
practicum in a variety of placements for special
education majors. To be taken with SPE 301.
|
| |
| SPE
301 |
Survey
of Special Education |
3
cr |
|
| Introductory
course covering all categories of exceptional
children/youth. Preferred survey course for majors.
Corequisite: SPE 205. |
| |
| SPE
311 |
Introduction
to Partnerships in Special Education |
3
cr |
|
| Emphasis
is on the special problems found in the home,
community, and school of the exceptional child,
the teacher, the family, and community resources
agencies. Ways for the teacher to form teamships
to work collaboratively with all human resources
involved in the child's life are explored and
ethical and moral standards examined. |
| |
| SPE
312 |
Intellectual
and Physical Disabilities |
3
cr |
|
| A
study of the intellectual, physical, sensory and
emotional impairments that require substantial
curriculum adaptions. Historical perspectives,
etiology, definition, classification, treatment,
social aspects and interdisciplinary team work
will be explored. Corequisite: SPE 200. |
| |
| SPE
313 |
Learning
and Behavioral Disorders |
3
cr |
|
| An
examination of the definitions, characteristics,
and prevalence of children with learning and/or
behavioral disabilities. Emphasis is placed on
the environmental and biological causes of problems
in motor, perceptual, social, academic, affective,
and behavioral development. Students will be introduced
to current service delivery models and the programming
options for individuals with learning and behavioral
disabilities. |
| |
| SPE
342 |
Developing
and Teaching Ecological Curricula |
3
cr |
|
| An
ecological systems view which emphasizes curricular
design as a multisystem interaction involving
the individual, family, school, occupational setting,
and society. |
| |
| SPE
362* |
Behavioral
Management of |
3
cr |
|
| Presentation
of the principles and applications of behavior
modification, data collection procedures, and
single-subject research designs as related to
exceptional children and youth in special education
environments. |
| |
| SPE
363* |
Teaching
Adaptive Curriculum to |
3
cr |
|
| An
examination of regular and special education K-12
curricula, materials, and procedures. Specific
emphasis will be placed on the selection, modification,
and adaptation of curricula, materials, and procedures
to meet the needs of individuals with learning
behavioral disabilities. |
| |
| SPE
373* |
Teaching
Reading to Students with Disabilities |
3
cr |
|
| Introduces
the student to the curriculum, teaching the methodologies
and instructional activities and materials associated
with effective and appropriate developmental and
functional reading instruction for students with
disabilities. |
| |
| SPE
400 |
Education
for Exceptional Children and Youth |
3
cr |
|
| Introduction
to the Field of Exceptional Children and Youth,
involving the study of various areas of exceptionality. |
| |
| SPE
410* |
Formal
and Informal Assessment |
3
cr |
|
| Assesses
developmental levels, academic, and non-academic
performance of exceptional individuals through
the administration and interpretation of criterion-referenced
and informal measures. Evaluation of classroom
teaching and special education programs is also
emphasized. Corequisite: SPE 200. |
| |
| SPE
432* |
Impact
of Typical and |
3
cr |
| |
Atypical
Development on Education |
|
|
| An
examination of typical child development and developmental
characteristics of infants, toddlers, and young
children with disabilities from the prenatal period
through age 8. Characteristics of disabling conditions
and their impact upon development are also discussed. |
| |
| SPE
433* |
Issues
in the Education of |
3
cr |
| |
Young
Children with Disabilities |
|
|
| This
course prepares students to work with infants,
toddlers, and young children with disabilities
and their families. Topics covered include specific
teaching and intervention techniques, special
education laws and regulations, and service delivery
models. |
| |
| SPE
443* |
Vocational
Education and Career Development of |
3
cr |
|
| Issues
and practices involved in the vocational preparation
and training of handicapped students, including
career awareness, exploration, preparation and
use of vocational resources. Vocationally related
programs and services, both within and outside
the special education environment are included. |
| |
| SPE
454 |
Curriculum
and Methods |
3
cr |
| |
for
the Developmentally Young |
|
|
| Curriculum
and methods for individuals who function in the
lower levels of cognitive, motor, self care, communicative,
and/or social behaviors. Emphasis is on physical
management, class/ individual scheduling, adapted
aids and equipment, task analysis, and functional
life skills. |
| |
| SPE
484* |
General
Education Curriculum |
3
cr |
|
| A
curriculum course designed to emphasize general
and special education K-12 curriculum. Students
learn content of general education curricula through
study of scope and sequence charts and strategies
for adapting the curricula for students with exceptionalities,
especially in inclusionary settings. |
| |
| SPE
490 |
Special
Topics |
3
cr |
|
| Varies
in content and deals with issues, trends, and
topics of current interest in the field of educating
exceptional individuals. May be repeated for credit
when course content varies. |
| |
| SPE
494 |
Directed
Study |
3
cr |
|
| Directed
Study. No more than two directed studies may be
applied to programs at the undergraduate level
or for certification. Prerequisite: Permission
of department. |
| |
| SPE
495* |
Internship
|
12
cr |
|
| Observation
and supervised classroom teaching experience providing
the opportunity to synthesize all previous instruction.
This culminating activity provides opportunity
for study and discussion of problems and issues
encountered in the practicum situation. |
| |
| SPE
499 |
Seniors
Honors Project |
3-6
cr |
|
| Under
the advice and guidance of a faculty mentor, honors
students will identify and carry out a research
project relevant to the field of study in Special
Education that will lead to a formal presentation
at the annual Honors Student Colloquium. The senior
project will be judged and graded by three faculty
members chaired by the honors mentor. This course
is required for Honors recognition and may be
repeated for up to six credit hours. Prerequisites:
Participant in honors program and junior level
status. |
| |
| SPE
500 |
Nature
and Needs of |
3
cr |
| |
Exceptional
Children and Youth |
|
|
| Introduction
to the field of special education involving the
study of all exceptionality areas. Developmental
and maturational sequences of exceptional children/youth
are included. |
| |
| SPE
504 |
Seminar
in Special Education |
3
cr |
|
| Designed
to allow students an in-depth exploration of topics
of special concern to them related to children
with disabilities or high potential. |
| |
| SPE
505 |
Administration
and |
3
cr |
| |
Supervision
of Special Education |
|
|
| Establishing,
maintaining, supervising, and evaluating special
education programs in school districts and systems.
Legislation and litigation, budgeting and finance,
trends and issues in special education are included. |
| |
| SPE
510 |
Introduction
to Learning Characteristics and |
3
cr |
| |
Teaching
in Special Education |
|
|
| An
examination of the definitions, characteristics,
and prevalence of children with learning disabilities,
emotional and/or behavioral disabilities, mental
retardation and multiple disabilities. Emphasis
is placed on the environmental and biological
causes of problems in motor, perceptual, social
academic, affective, and behavioral development.
Students will be introduced to current service
delivery models and the programming for individuals
with disabilities. |
| |
| SPE
511 |
Curriculum:
Regular Class and Adaptations |
3
cr |
|
| Examination
of all curricula as represented by various state
course of study documents. Students will study
and develop relevant adaptations of curricula
to meet needs of various exceptional children. |
| |
| SPE
512 |
Ecological
Curriculum and Methods |
3
cr |
|
| From
an ecological systems view, methods of individually
deriving a functional, life-centered curriculum
for students with mild to severe disabilities
as well as educational strategies for teaching
and training within such a framework. |
| |
| SPE
514 |
Teaming
and Collaboration |
3
cr |
|
| An
intensive study of the nature of teaming and collaborative
practices with an emphasis on developing skills
to organize and participate in a variety of such
situations. |
| |
| SPE
515 |
Data-Based
Behavior |
3
cr |
| |
Management
of Exceptional Children |
|
|
| Behavioral
assessment techniques and experimental design
for the evaluation of behavior change programs.
Operant and respondent methods for deceleration
of inappropriate behavior. Operant methods for
accelerating appropriate behaviors, teaching new
behaviors and maintaining behaviors. Data-Based
decision making strategies for formative program
evaluation and modifications. |
| |
| SPE
516 |
Methods
for Special Needs Learners |
3
cr |
|
| An
examination of the methodologies employed in teaching
special needs learners. The course covers the
theoretical underpinnings and practical applications
of techniques with media and materials. |
| |
| SPE
517 |
Communication:
Language and Reading |
3
cr |
|
| Major
topics include the nature of language development
and language problems in exceptional students,
and remedial procedures. Informal and formal language
and reading assessment. Relationship of reading
to writing, phonetic, sight and combination means
of reading instruction. |
| |
|
|
| Advanced
assessment of developmental levels, academic and
nonacademic performance of exceptional individuals
though the administration and interpretation of
standardized tests, criterion-referenced instruments,
and informal measures. |
| |
| SPE
521 |
Children
with High Potential |
3
cr |
|
| Study
of the intellectual, creative, emotional, and
other psychological facets of gifted and talented
children. Attention will be paid both to those
individuals whose potential is realized and those
who are considered underachievers. |
| |
| SPE
522 |
Creative
and Productive Thinking |
3
cr |
|
| Geared
to understanding the creative process, personality,
and product of gifted and talented children as
well as how to foster creativity and productive
thought in the classroom. |
| |
| SPE
523 |
Teaching
Children with High Potential |
3
cr |
|
Various
curricular emphases and program approaches employed
for gifted, creative, and talented children are
studied. Insights are offered into articulating
educational efforts. |
| |
| SPE
534 |
Assessment
of the Developmental Young |
3
cr |
|
| This
course contains information on basic psychometric
qualities of screening, evaluations, and assessments,
tools for use with infants, toddlers, and young
children with disabilities, conducting family
assessments, adapting measures for children with
disabilities, and using screening, assessment
and evaluation in individualized programming. |
| |
| SPE
535 |
Collaborating
with Families |
3
cr |
|
| This
course prepares students to work with families
of children with special needs. It contains information
on understanding families, working with traditional
and non-traditional families, and providing family-centered
services. |
| |
| SPE
589 |
Pre-Practicum
Experience |
3
cr |
|
|
Supervised experience in the teaching field which
allows the teacher's performance to be evaluated
qualitatively. |
| |
| SPE
590 |
Special
Topics |
3
cr |
|
| A
course employed for awarding appropriate academic
credit for selected, approved off-campus experiences
conducted by the university, such as workshops,
institutes, and conferences. Credit is dependent
on length and composition of activity. May be
repeated for credit. Total credit cannot exceed
six hours. |
| |
| SPE
591 |
Multicategorical
Practicum/Seminar |
3
cr |
|
| Combines
field experiences and technology-based simulations
and learning experiences with an ongoing seminar
to address a wide-range of disabilities and educational
implications. Course content will be individualized
according to the students educational and professional
background. |
| |
| SPE
592 |
Collaborative
Practicum |
3
cr |
|
| A
largely field-based course which provides for
the practical application of knowledge of teaming
and collaboration in which students demonstrate
the use of various techniques and methods in actual
settings. |
| |
| SPE
593 |
Classroom
Experience Practicum |
3
cr |
|
| Supervised
experiences in the teaching field which allow
the teacher's performance to be evaluated qualitatively. |
| |
| SPE
594 |
Directed
Study and Research |
3
cr |
|
| Students
explore, through directed individual study and
research, problems and issues of special interest
or significance in special education. |
| |
|
|
A student selects a project, study, or investigation
in special education related to the student's area
of specialization. The project forms a basis for
the thesis. A thesis committee will give guidance
during the investigation and during the writing
of the thesis. |
| |
| SPE
601 |
Advanced
Evaluation in Special Education |
3
cr |
|
| Methods
and procedures for developing criterion-referenced
instruments and assessment batteries for classroom
use in evaluating exceptional children and youth. |
| |
| SPE
609 |
Advanced
Study of Exceptional Children |
3
cr |
|
| Comparison
of normal development progress and that usually
seen in the various exceptionality categories
of special education especially cognitive, communication,
motor, social and emotional development. |
| |
| SPE
641 |
Seminar
in Behavioral |
3
cr |
| |
Disorders/Emotional
Conflict |
|
|
| Advanced
study and review of the state of present knowledge
in areas relevant to the psychopathological disorders
of childhood including etiology, assessment, treatment,
and education. |
| |
| SPE
642 |
Clinical
Teaching I |
3
cr |
|
| A
study of the principle of behavioral theory upon
which strategies for change in cognitive and social
behavior rest and the evaluative designs used
to monitor behavioral change and validate strategies. |
| |
| SPE
643 |
Clinical
Teaching II |
3
cr |
|
| A
study and review of clinical research relevant
to the curriculum requirements in the education
and treatment of exceptional children and the
identification of research needs in the various
areas of exceptionality. |
| |
| SPE
651 |
Seminar
in Learning Disabilities |
3
cr |
|
| Current
trends and issues in the education of learning
disabled individuals are discussed, various theoretical
approaches and current empirical evidence provide
the basis for discussion. |
| |
| SPE
671 |
Seminar
in Mental Retardation Education |
3
cr |
|
| Current
trends and issues in the education of mentally
retarded individuals. Classic and recent professional
literature are the basis for developing perspectives. |
| |
| SPE
690 |
Special
Topics |
3
cr |
|
| A
course with varying content dealing with issues,
trends, and topics of current interest in the
field of education exceptional individuals. May
be repeated for credit when course content varies. |
| |
| SPE
694 |
Directed
Study and Research |
3
cr |
|
| Students
explore, through directed study, problems and
issues of special interest or significance in
special education. |
| |
| SPE
699 |
Research
Project |
3
cr |
|
|
The Research Project, as the culminating experience
in the Specialist Program, provides an opportunity
for the candidate to synthesize and apply the
various program components in a selected instructional
setting. Suitable agreements are reached with
the appropriate public school system by the candidate. |
| |
| *Only
for students admitted to teacher candidacy. |
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