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Course Criteria
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3.00 Credits
This course provides fundamental knowledge of the historical, legal, philosophical, and instructional issues pertaining to the education of students with disabilities. Key components of the Individuals with Disabilities Education Act (IDEA) and other important laws and regulations are stressed. A basic understanding is gained of all high incidence - with an emphasis on learning disabilities and behavior disorders - and low incidence disabilities. A variety of assessment and instructional strategies are introduced. All types of classroom and intervention models are explored, including inclusive, co-teaching, mainstream, resource and self-contained. The responsibilities of general education and special education teachers, partnerships with parents, and collaborative reform issues are highlighted. Five clinical observation hours are required as part of this course. Prerequisites: none. 5 quarter hours
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3.00 Credits
This course provides a fundamental understanding of the historical, legal, philosophical, and pedagogical issues pertaining to the education of students with disabilities. Implications of current laws, public policies and responsibilities of general educators, special educators, administrators, parents/guardians and individuals are addressed. Identification, assessment and characteristics of federal disability categories are addressed. Inclusive/differentiated curricular and instructional strategies and supports are emphasized. 15 clinical observation hours are required as part of this course. Prerequisite(s): Prerequisite or corequisite of at least methods or practicum course. 3 semester hours
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3.00 Credits
This course provides an overview of the process of collecting information to specify learning strengths and weaknesses and making appropriate educational decisions. Legal, ethical, sociological, historical and cultural/linguistic assessment issues are addressed. Particular attention is given to: psychometric aspects of instruments, the role of ongoing observation, issues of assessment bias, and selection of an appropriate assessment battery. Special emphasis is directed towards interpreting test results and connecting assessment to instruction. The role of the special educator as a collaborative consultant and multidisciplinary team member is considered. A minimum of 15 hours of clinical experiences is required. Prerequisite(s): SPE500, SPE506, or consent of instructor. 3 semester hours
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2.00 Credits
In this course, the theoretical, clinical and pedagogical issues concerning school-aged students with language-learning disabilities are explored. The relationship between language and communication challenges and learning is presented. Etiological theories, biological bases, and characteristics of various language difficulties are reviewed. The language of classroom instruction is explored, along with the features and demands of conversational, narrative, instructional, and classroom discourse. Assessment and intervention approaches are reviewed. Emphasis is placed on viewing language functioning in the context of cognitive, perceptual, motor, and psychosocial issues. Public policy regarding the education of students with language challenges and language differences is considered. Prerequisite(s): None. 2 semester hours
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15.00 Credits
This course is designed to focus on collaborative structures in the educational realm. Participants will develop a systematic plan for introducing innovative collaborative structures, planning and teaching into a school system. Learning styles and intelligences of students, as well as teaming styles of adults will be addressed. Inclusion strategies such as curriculum planning, adaptations, modifications, differentiated instruction, team building, problem solving, lesson design and evaluation will be emphasized. Student collaboration methodology will be discussed and applied. Communication techniques will be taught. Students are required to complete a minimum of 15 hours of clinical experiences as part of this course. Prerequisite(s): SPE500, SPE506 or consent of instructor. 3 semester hours COURSE DESCRIPTIONS 329 NATIONAL COLLEGE OF EDUCATION
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3.00 Credits
This course is designed to provide the beginning graduate student with the foundational frameworks of special education and the resulting implications on policy and practice. Students will interpret the discourses of disability to understand their influence on the everyday lives of teachers and students. Major issues of special education theory and practice are addressed, including: history of policies and practices, diagnosis, curriculum, pedagogy, legal/ethical/political issues, and the impact of values and beliefs on special education practice. Field work may be required as part of this course. Prerequisite(s): None. 3 semester hours
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3.00 Credits
This course is designed to explore social and emotional components of behavior and learning. Historical, political, social, and cultural factors which impact the student and teacher in school and home environments will be examined. Legal issues, evaluation, and ethical considerations in relationship to students' social and emotional growth and classroom behavior will be explored. Multiple theoretical positions and pedagogical approaches to individual and school relationships will be discussed. The importance of viewing behavior as communication will be emphasized. The interaction of various disabilities and behavior will be explored. Cultural and ethical issues relative to the educational process are considered throughout. All students will be required to complete 15 hours of fieldwork as part of this course. Prerequisite(s): SPE500, SPE506, SPE502/526, SPE503 or consent of instructor. 3 semester hours
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15.00 Credits
This course introduces critical and foundational perspectives for teaching forms of literacy to students with disabilities. Critical literacy is understood as the use of literacy to empower students and to achieve social equity. The course examines contemporary understandings of literacy (listening, speaking, writing, and reading), other forms of communication (e.g. gestures, communicative behavior), and their usefulness in facilitating literacy learning. Emphasis is placed on preparing students with disabilities to use literacy to gain access to the general education curriculum and the inherent right of all students to use literacy in self-expression and communication. 15 hours of field work required. Prerequisite(s): SPE500,
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15.00 Credits
This course is designed to address the assessment and instruction of literacy skills for students with disabilities from a clinical perspective. It includes instruction in the use of both standardized and informal literacy assessment tools, analysis and interpretation of case materials, and methods and materials for the development of strategies to promote reading, spelling and written expression for students with disabilities in individual and small group settings. All students will be required to complete 15 hours of field work with this course. Prerequisites: SPE500, SPE506,
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3.00 Credits
This course explores the diagnosis of mathematical disabilities and the teaching of major mathematical topics to students with learning challenges. Knowledge about how students learn mathematics is presented. Methods, materials, and instructional issues specific to teaching and adapting mathematics for students with special needs in the K-12 curriculum will be addressed. The impact of NCTM standards on students with math challenges is considered. Students are required to complete a minimum of 15 hours of clinical experiences as part of this course. Prerequisites: SPE500, passage of basic math proficiency test or equivalent documentation. 3 semester hours
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