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Course Criteria
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3.00 Credits
3 Credits Familiarizes students with professional issues in special education. The areas include: (a) professional dispositions, (b) student diversity, ? instructional/assistive technology, and (d) professional writing. Teachers must understand academic and professional standards and their relationship to the work environment. Prerequisites: Background check, fingerprinting. Meets with SPED 5002.
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3.00 Credits
3 Credits This course will examine evidence-based approaches for providing classroom and instructional management. The emphasis is on (a) effective instructional procedures, (b) individual and classroom behavior management strategies, and (c) principles of applied behavior analysis. 15 hours of field experience is required. Meets with SPED 5003.
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3.00 Credits
3 Credits This course presents self-determination and development, implementation, and evaluation of self- management instructional programs for students. Service delivery models, issues, and intervention approaches are examined in light of efficacy research. Emphasis is upon using self-management and learning strategies to facilitate self-determination. 15 hours of field experience is required. Prerequisites: SPED 3001 and SPED 3003. Meets with SPED 5004.
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3.00 Credits
3 Credits Examines current special education law and procedures, financial structures, and delivery systems. Additionally, students discuss educational problems and discuss potential solutions. Students are introduced to current research and foundational concepts that are studied in depth in future coursework. These include examining multicultural influences on educational practice, framing special education services in a problem solving model, and constructing a unified system for delivering educational services to all students. Prerequisites: SPED 300, SPED 405, SPED 432, and SPED 455. Meets with SPED 502.
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3.00 Credits
3 Credits Introduces the content and skills of instruction for students with learning disabilities. Includes research-based strategies in phonemic awareness, phonics, spelling, reading fluency, vocabulary and comprehension. Students work with a tutorial student and evaluate teaching skills through small group coaching sessions. Prerequisites: PRAXIS or PLACE Elementary Content Test. Meets with SPED 5010.
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3.00 Credits
3 Credits This course examines evaluation concepts and assessments attending to curriculum-based individual referenced measures, standardized assessments, and large-scale criterion-referenced tests characteristic of most statewide programs. Emphasis will be placed on aligning curriculum, instruction, and assessment. 15 hours of field experience is required. Prerequisites: SPED 3001 and SPED 3003. Meets with SPED 5011.
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3.00 Credits
3 Credits Topics include systematic, differentiated instruction in syllable types, morphology, prefixes, suffixes, Latin Roots, and Greek combining forms. Students work with a tutorial student and evaluate teaching skills through small group coaching sessions. Prerequisites: SPED 4010/5010. Meets with SPED 5012.
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2.00 Credits
2 Credits This course is for the teacher-in-training to learn and practice effective instructional teaching behaviors (e.g pacing, transitions, data collection, correction procedures, organization of classroom materials) in school settings and demonstrate proficiency in the planning, delivering, and evaluating reading instruction. Field experience is required. Prerequisites: SPED 4010.
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3.00 Credits
3 Credits This course presents the development, implementation, and evaluation of instructional programs for students with severe cognitive and physical needs at the elementary and secondary levels. Service delivery models, issues, and intervention approaches are examined in light of efficacy research. 30 hours of field experience is required. Prerequisites: SPED 3001 and SPED 3003. Meets with SPED 5020.
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3.00 Credits
3 Credits This course examines positive behavior support from philosophical, theoretical, individual, and systemic perspectives. Emphasizes characteristics of students with challenging behavior, functional behavioral assessment, school-wide, classroom, and non- classroom PBS models and interventions, and models for family and community positive behavioral support. 20 hours of field experience is required. Prerequisites: SPED 3001 and SPED 3003. Meets with SPED 5021.
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