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Course Criteria
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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
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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 542.
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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. PRS: 542.
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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 542.
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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 542.
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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 542.
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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. PRQ: SPED 543 and SPED 544.
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3.00 Credits
This course examines behavioral theories of learning, debates, concepts and assumptions related to discipline, legal mandates regarding the discipline of students with disabilities, characteristics of severe and chronic behavior, methods for observing, collecting and analyzing behavioral data, and effective intervention strategies for reducing and preventing the occurrence of inappropriate behavior. This course requires a practicum experience in which the principles of behavior analysis are directly applied in changing academic/social behavior of individuals with exceptional learning needs in school or community settings. PRQ: SPED 543 and SPED 544.
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3.00 Credits
This course examines the role of the special education teacher in facilitating access to the general curriculum for students with all ranges of disability. The Individualized Education Program, its purpose, components, and relationship to the design of instruction, curriculum development, appropriate technology and material selection are discussed. Strategies that support learning in the general and expanded curriculum to meet learning needs in the range of instructional environments are provided. Parent and student rights, collaboration, inclusion, and discipline strategies will also be addressed. Finally, issues related to the incorporation of alternative assessments when delivering services to students with disabilities will be reviewed. Course content may be taught across two semesters. PRQ: SPED 543 (may be taken concurrently).
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3.00 Credits
This course examines the role of the special education teacher in facilitating access to the general curriculum for students with all ranges of disability. The Individualized Education Program, its purpose, components, and relationship to the design of instruction, curriculum development, appropriate technology and material selection are discussed. Strategies that support learning in the general and expanded curriculum to meet learning needs in the range of instructional environments are provided. Parent and student rights, collaboration, inclusion, and discipline strategies will also be addressed. Finally, issues related to the incorporation of alternative assessments when delivering services to students with disabilities will be reviewed. PRQ: SPED 544 (may be taken concurrently).
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