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Course Criteria
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6.00 Credits
Fall-Spring Semesters This course provides an overview of two neurologically based developmental disorders, Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorders. Symptoms, etiology, developmental course, and diagnostic criteria and assessment techniques will be examined in students N-12. Emphasis is placed on major treatment approaches regarding how to create and manage the educational environment to maximize opportunities for effective academic and behavioral interventions regarding deficits in communication, social competencies, and behavior. A 6-hour field experience is required. Prerequisite: PSY327 or PSY100 or 150. 3 credit hours.
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9.00 Credits
Fall-Spring Semesters Pre-service educators are provided with knowledge of the symptoms, etiology, diagnostic criteria and assessment techniques of students N-12 who exhibit severe mental, emotional, and behavioral deficits. Emphasis is placed on moral and social development, analysis of behavior, implementation of a functional behavioral assessment, development of individual educational plans (KEP's) and instructional strategies designed to address the needs of students who are behaviorally challenged, as well as on the role of paraprofessionals and parents as partners. A 9-hour field experience is required. Prerequisite: PSY327 or PSY100 or 150. 3 credit hours.
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3.00 Credits
Fall-Spring Semesters This course provides prospective teachers with an overview of assistive devices that can be implemented in classroom settings for individuals N-12 with communication deficits, visual and hearing impairments, physical challenges, and mild learning disabilities. Emphasis is placed on evaluating the needs of students who are challenged and selecting the appropriate technology which will bypass the disability in the classroom. Students are provided with resources on current devices and are given opportunities to examine and operate actual devices that they will encounter in the classroom. A 6-hour field experience is required. Prerequisite: PSY327 or PSY100 or 150. 2 credit hours. SPE 303 Mental Retardation Fall-Spring Semesters This course focuses on identification of types, characteristics, etiology and assessment of students grades N-12 who are mentally retarded. The course includes selected models of instruction, the role of paraprofessionals, rights and legal issues, development and psychosocial aspects, as well as family considerations. This course has a 3 hour special education field experience requirements. Prerequisite: PSY327 or PSY100 or 150. 3 credit hours
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10.00 Credits
Fall-Spring Semesters This is a core course in special education. It will examine a heterogeneous group of disabilities manifested by significant difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities due to central nervous system dysfunction in students N-12. Content will focus on (1) the formal diagnostic process, (b) the assessment-teaching process using the clinical teaching model, (c) development and implementation of individual education plans (IEP's) and goals, (d) instructional strategies, and (e) various support services, partners, and delivery systems available. A 10-hour field experience is required. Prerequisites: PSY327 or PSY100 or 150. 3 credit hours.
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10.00 Credits
Design: Mild, Moderate, and Severe Disabilities Fall-Spring Semesters This core course in special education will examine methods of informal and formal assessment and instructional design for students N-12 who are diagnosed with a range of disabilities. Emphasis will be placed on development of Individual Education Plans (IEP's) for students with developmental delays, sensory impairments, orthopedic impairments, traumatic brain injury, other health impairments, and multiple disabilities. A 10-hour field experience is required. Prerequisite: SPE333. 3 credit hours.
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9.00 Credits
Fall-Spring Semesters This comprehensive course addresses theoretical implications and practical applications of various affective and cognitive approaches to behavior. Emphasis is placed on ecological and functional behavioral assessments, analysis of behavior, and design of behavior support plans and intervention strategies for students N-12 with severe behavior problems. The course provides preparation and practice in listening and communication skills, development and implementation of individual and classroom management plans, and collaboration with paraprofessionals and parents as partners. A 9-hour field experience is required. Prerequisites: PSY327 or PSY100 or 150. 3 credit hours.
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3.00 Credits
Fall-Spring Semesters Pre-service teachers are provided with skills necessary to facilitate the many transitions students N-12 make throughout their school years and continue to make through post-secondary options. Specific transitions of focus include pre-school to kindergarten, kindergarten to grade one, grade transitions through elementary, middle, and high school, and transitions to the world of work and/ or college. This course will examine legal aspects of transitions, the role of transition coordinators, and the availability and services provided by outside agencies. No field experience is required. Prerequisites: PSY327 or PSY100 or 150. 3 credit hours.
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3.00 Credits
Fall-Spring Semesters This course provides an overview of basic principles of formal and informal assessments that are commonly encountered by teachers in educational settings. The first part of this course focuses on, validity, reliability, measures of central tendency and variation as well as test development with the goal of providing a basis for understanding specific test data and materials. The second part of the course addresses specific measures of assessment such as the Wechsler's Intelligence scale, Woodcock Johnson, Key Math Test, and curriculum based assessment. Prerequisites: PSY327 or PSY100 or 150. 3 credit hours.
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3.00 Credits
Fall-Spring Semesters Under the supervision of college and cooperating staff, the student engages in the actual planning, conduct and evaluation of classroom learning activities. Focusing upon integration of all aspects of the practicum is an integral part of the course. Prerequisites: Admission to the Professional Semester, successful completion of EE402. $230.00 fee (subject to change). 8 credit hours.
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3.00 Credits
Fall-Spring Semesters This offering is intended only for Education majors initially scheduled for student teaching. Having not found satisfaction in the student teaching assignment, the student is relieved of these duties to pursue research and activities specifically related to a topic or project approved by the Department Chair. The student is required to submit tangible evidence of activities and resultant growth for evaluation. Prerequisite: Admission to the Professional Semester and permission of the Departmental Chair. May be scheduled during the professional semester only. 2 to 8 credit hours.
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