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Course Criteria
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3.00 Credits
Credit 3 hours. May be repeated for 9 hours credit. Prerequisites: SPED 659 and 660 or permission of the Department Head. Supervised and directed experience in teaching students with severe/profound impairments in a variety of educational settings.
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3.00 Credits
Credit 3 hours. Prerequisites: Louisiana elementary certification, SPED 663 and 664 or permission of Department Head. Supervised and directed experience in teaching in mild/moderate impairments programs.
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3.00 Credits
Credit 3 hours. This course will focus on advanced transition needs of individuals with mild/moderate disabilities. An emphasis will be on positive student outcomes and adult lifestyles. Candidates will acquire the knowledge and skills necessary to guide students in the development of IEPs and transition plans. Additionally, candidates will consider culture and diversity when assisting students in taking active roles in developing education and lifestyle goals. There will be a field component incorporated into this class.
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3.00 Credits
Credit 3 hours. Prerequisite: SPED 670. Current practices, strategies, planning, and device knowledge and skills necessary to implement services for individuals with disabilities. Field experience to develop case studies will be an integral part of this course.
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3.00 Credits
Credit 3 hours. Prerequisite: SPED 670. Theory, administration, and interpretation of formal and informal assessment measures to determine the need for assistive technology devices and services. Professional and ethical practice, collaboration, problem solving, and the decision process in educational settings will be emphasized. Field experience to develop case studies will be an integral part of the course.
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3.00 Credits
Credit 3 hours. Prerequisites: SPED 670, 704, and 705. This course will entail candidates developing and implementing action research in instructional and assistive technology for individuals with disabilities.
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3.00 Credits
Credit 3 hours. This course focuses on assessment theories, creating, administering, scoring, and interpreting informal and formal assessment instruments that meet the diverse needs of individuals with disabilities. Assessment activities include addressing social, visual/motor, and sensory deficits of individuals with disabilities.
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3.00 Credits
Credit 3 hours. Prerequisite: SPED 708. Advanced course in the principles of tests and measurement. The course covers the various tenets of test theory and principles to determine technical adequacy of test scores. Basic concepts including: reliability, validity, norms, and methods of expressing test scores statistically are studied. Test administration, scoring, and interpretation applied to individuals with exceptionalities. Practice in test administration, interpretation, and educational diagnosis for Educational Diagnosticians. The course will examine CHC theory and other classical and item response theory models.
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3.00 Credits
Credit 3 hours. Prerequisites: EPSY 605, SPED 612, 613, 614, 708, 710, or prior approval of department head, and special education certification. A supervised internship with individuals with exceptionalities. Emphasis will be placed on evaluation and implication for educational intervention through development of individualized assessment/intervention plans. Field experience component required.
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3.00 Credits
Credit 3 hours. Prerequisites: SPED 708 and 763. This course provides supervised practice in implementing research-based assessment and instructional practices to individuals with disabilities in inclusive classroom settings. The practicum focuses on data-based decision making that links research-based assessment results to instructional methods and strategies that will impact achievement for individuals with disabilities. Candidates will be required to collaborate with individuals with disabilities, their family members, school faculty and administrators, and other interested stakeholders that have relationships with individuals with disabilities.
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