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Course Criteria
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3.00 Credits
Provides students with an understanding of the history of the field of special education in the US with a focus on past and current laws governing provision of educational services to students with disabilities. Addresses the roles of general and special educators in the identification of students with disabilities and the development of individualized educational programs (IEP). Examines the prevalence, characteristics, academic and behavioral needs of students with disabilities according to the definitions of the disability categories recognized under federal law. Covers effective assessment and evidence-based instructional and behavioral strategies for students with disabilities in general and special education settings. Note: this course requires 9 hours of field observation of students with disabilities in a special education setting or an equivalent alternative determined by the instructor.
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3.00 Credits
Designed to address essential elements of effective collaboration and communication with a variety of stakeholders. Teacher candidates learn to effectively implement the guiding principles of current special education federal legislation and to collaborate with all appropriate stakeholders in a given multidisciplinary, Individualized Family Services Plan (IFSP), and Individualized Education Program (IEP) team.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
This course is to prepare preservice special education teachers to work with students who have been identified with a speech/communication impairment. Preservice special education teachers will develop an understanding of (a) basic concepts related to communication impairments, (b) effects communication impairments have on academic, social, and behavioral outcomes, (c) how to design and adapt instruction for students affected by communication impairments, and (d) how to program for students identified with a communication impairment.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
Understanding how to address atypical development in social/emotional and/or behavioral development is critical to educating young children with exceptionalities. This course will prepare preservice special education teachers to (a) identify and assess young students with social/emotional and/or behavioral impairments; (b) develop, implement, and monitor individualized education programs (IEP) for young students with social/emotional and/or behavioral impairments; and (c) design, provide, and adapt instruction for young students with social/emotional and/or behavioral impairments. This course will also focus on developing and implementing classroom-wide behavior management systems. Teacher candidates will become familiar with current trends in proactive behavior management approaches used within classrooms and schools. This course will also address connections of challenging behaviors to aspects of the learner's (a) environments, (b) cultural diversity, (c) developmental and academic skills, and (d) physiological needs.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
This course will prepare teacher candidates to design and implement standards-based instruction and Individualized Education Programs (IEPs) for Pk-8 students with disabilities within the general curriculum or adapted curriculum. Teacher candidates will learn how to identify current content standards, design specialized instruction for students with exceptionalities, and implement appropriate accommodations and/or modifications, as needed. Prerequisites: Admittance into the Pk-4/Special Education Dual Certification Program.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
This course will prepare preservice teachers to identify and use the most current and evidence-based instruction for students identified with cognitive and/or physical impairments. Preservice teachers will also learn about atypical cognitive and physical development, as well as how to design, implement, and monitor individual educational programs for students identified with cognitive and/or physical impairments.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Emphasis given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions. This class is available for graduate credit.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
Information about the pre-vocational and vocational training of adolescents and young adults who have intellectual disabilities, learning disabilities, or behavior disorders. Provides an understanding of curriculum developments, methods, materials and teaching techniques utilized in the development of skills and attitudes essential to success in the world of work. This class is available for graduate credit.
Prerequisite:
SPEE 273 or SPEE 526 (Grade of C or Higher)
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3.00 Credits
SPEE 447 is an advanced study in planning and delivering instructional content to students with disabilities in a standards aligned system. The course will focus on: 1) the major principles of IDEA emphasizing evaluation, identification, and writing legally correct Evaluation Report's (ER) and Individualized Education Programs (IEP), 2) the principles of Least Restrictive Environment, Due Process, and Parent Involvement, 3) Behavior management of students with disabilities. If prerequisite courses are not met instructor approval is required. This class is available for graduate credit.
Prerequisite:
SPEE 273 or HONR 411
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3.00 Credits
Designed to provide teacher candidates with a comprehensive overview of the skills, processes, and research-based interventions for linking assessment and instructional decision-making in inclusive settings for students with disabilities. The academic core areas of literacy, writing, math, and behavior will focus on preparing candidates to participate in pre-referral data collection, contribution to the identification of students with disabilities, IEP writing, progress monitoring, and curriculum based assessment. If prerequisite courses are not met instructor approval is required. This class is available for graduate credit.
Prerequisite:
SPEE 273 or HONR 411
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