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Course Criteria
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3.00 Credits
Pre-student teaching clinical experience. Observation in diverse special and regular education setting where students with disabilities receive special education services. Activities include: differentiated instruction with design, implementation and evaluation of lesson plans; observation of diagnostic team services and referral processes, collaboration of family and agency, transition planning, IEP development, implementation and evaluation, behavior planning and implementation for diverse learners. Students divide hours and placement according to schedule adaptations. Hours afford multi-setting, multi-level, multi-programmatic experiences to address federally designated populations. Undergraduates complete half of the field experience hours in a regular education setting and half in special education settings. Graduates complete all clinical hours in special education settings. Total Field Experience hours for Undergraduate = 240 Total. Field Experience hours for Graduate = 120/240. Investigation of specific areas of special education including current issues and research. Completion of professional portfolios as documentation that all required standards have been met. PRQ: Basic Skills Test. Meets: N.
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3.00 Credits
Pre-student teaching clinical experience. Observation in diverse special and regular education setting where students with disabilities receive special education services. Activities include: differentiated instruction with design, implementation and evaluation of lesson plans; observation of diagnostic team services and referral processes, collaboration of family and agency, transition planning, IEP development, implementation and evaluation, behavior planning and implementation for diverse learners. Students divide hours and placement according to schedule adaptations. Hours afford multi-setting, multi-level, multi-programmatic experiences to address federally designated populations. Undergraduates complete half of the field experience hours in a regular education setting and half in special education settings. Graduates complete all clinical hours in special education settings. Total Field Experience hours for Undergraduate = 240 Total. Field Experience hours for Graduate = 120/240. Investigation of specific areas of special education including current issues and research. Completion of professional portfolios as documentation that all required standards have been met. PRQ: SPED 202. Meets: N.
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0.00 Credits
Special Education Transfer Meets: NO
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3.00 Credits
This course addresses historical, legal, and philosophical perspectives in the field of special education, including the implications of the reauthorization of IDEA in 2004. Candidates will examine the legal mandates and court decisions that have impacted the field of special education in the past three decades. Candidates will gain a deep understanding of policies, regulations, and the ethics involved with protecting the rights of children with disabilities, as well as develop a personal philosophy of education, which incorporates the various perspectives in the field of special education. Finally, candidates will understand ethical and legal issues with the use of technology with students with disabilities. PRQ: None. Meets: N.
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3.00 Credits
This course addresses the psychology, development and characteristics of children with disabilities. The impact of disability on developmental, cognitive, learning, behavioral, and communication processes are considered. In addition, etiology, prevalence, and contemporary issues related to mild, moderate, and severe expressions of disability and giftedness are reviewed. Course content may be taught across two semesters. PRQ: SPED 342. Meets: N.
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3.00 Credits
This course addresses the psychology, development and characteristics of children with disabilities. The impact of disability on developmental, cognitive, learning, behavioral, and communication processes are considered. In addition, etiology, prevalence, and contemporary issues related to mild, moderate, and severe expressions of disability and giftedness are reviewed. Course content may be taught across two semesters. PRQ: 343. Meets: N.
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3.00 Credits
This course prepares teacher candidates to address different modalities of learning in instructional planning to ensure that all students, including those with special needs, are actively engaged in learning. An emphasis on curricular adaptations and modifications is embedded in the content of this module. PRQ: SPED 342. Meets: N.
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3.00 Credits
This course examines individual transition planning for students with disabilities. The course will review legal mandates for transition planning, transition components of the IEP, the promotion of individual self-determination, and the role of interagency collaboration in transition planning. This course will address strategies for teaching the life skills necessary for students to be successful and productive citizens. Teacher candidates will learn how to assess students and plan instructional programs to address the recreation/leisure, domestic, community, and career/vocational needs of students at critical junctures in their lives. PRQ: SPED 342. Meets: N.
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3.00 Credits
This course provides an overview of normal communication and language development, as well as language and communication disorders in students with disabilities across levels of severity. The course will address strategies for creating an enriching environment to stimulate language use and to facilitate spoken and written language development and generalization of appropriate communication and social skills in a variety of settings. PRQ: SPED 342. Meets: N.
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3.00 Credits
This course examines formal and informal assessment as used to determine achievement of individuals with exceptional learning needs across severity levels. This course will emphasize the selection, administration, scoring, and interpretation of formal and informal assessments for the purpose of identifying exceptional learning needs. Meets: N.
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