63 courses with the subject SPED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SPED 205• Introduction to Special Education2
Identification of the impact historical and philosophical foundations, legal bases, and contemporary issues have on special education. Identification of common disability category characteristics. Description of the impact culture, faith, and linguistics have on special education. Description of how the Individuals with Disabilities Education Act (IDEA) impacts special education.
SPED 309• Introduction to Academic and Behavior Support4
Examines collaboration between special and general education academic systems. Identifies functional behavioral assessments, individual and school-wide support systems, and co-teaching models. Demonstrates adaptation of evidence-based instruction, analyzes positive instructional environments, and describes curricular requirements and external resources to support academic and behavioral success.
SPED 322• Teaching Reading (including Field Experience)4
Identifies relationships among reading, writing, oral language, comprehension, and instructional strategies. Describes English language structure, word identification, and vocabulary’s role. Analyzes texts for K-12 classrooms, assesses reading and writing needs, and applies instruction strategies. Connects personal faith with professional teaching responsibilities. Special Notes: Includes 35 field experience hours over 12 weeks in supervised reading instruction in a K-12 setting.
Preselected topics within an existing course in the field of Special Education. Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.
SPED 401• Characteristics of Students with Mild-Moderate Disabilities (and Field Experience)4
Explores the five disability categories under the Academic Behavioral Strategist (ABS) license. Recognizes students with mild to moderate disabilities through special education evaluation. Clarifies IEP components and team roles. Identifies effective academic and behavioral interventions, accommodations, and modifications. Investigates cultural and linguistic impacts and integrates faith and teaching. Includes 30 field hours.
Description of standards and critical elements in the special education assessment process. Identification of test development principles and evaluation of standardized assessment instruments for special education decision-making. Description of responsibilities of assessment team members. Synthesis of assessment data. Application of scriptural principles to assessment in special education. Corequisites: SPED 454, SPED 470.
SPED 418• Instructional Strategies for Students with Mild-Moderate Disabilities4
Development of an instructional sequence for students in special education. Evaluation of data for making instructional decisions. Identification of differentiation strategies. Application of evidence-based practices. Identification of the relationship between teaching and learning theories and academic standards. Exploration of the relationship between faith concepts and instruction in special education.
Identifies assessment measures, including curriculum-based tools, and professional resources aligned with student learning preferences. Interprets assessment and progress data to guide instructional and placement decisions. Creates instruction and modifications using research-based interventions and stakeholder collaboration. Recognizes professional special education organizations, publications, and resources.
SPED 442• Introduction to Student Mental Health and Systems of Comprehensive Support4
Introduces research and etiology of mental health diagnoses common among students with mild/moderate SPED needs, including impacts of behavioral diagnoses, substance use, and suicide. Explores theory and application of therapeutic, trauma-informed interventions and identifies professional roles within and outside schools to support mental health and safety.
Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment. Corequisites: SPED 410, SPED 470.
Identifies students’ strengths and needs through assessment. Clarifies the purpose of multidisciplinary teams. Develops evaluation reports and Functional Behavioral Assessments (FBA). Explains assessment results to family, student, and staff. Creates interventions and develops a plan for continued professional growth in assessment. Completes 30 hours over 12 weeks in a K-12 setting. Corequisites: SPED 410, SPED 454.
SPED 474• Consultation and Collaboration in Programming for Students with Disabilities4
Focuses on collaborating with stakeholders to support students with disabilities. Develops and evaluates Individualized Education Programs based on assessment results. Considers technology, supplementary aids, services, and transition needs. Synthesizes cultural, ethnic, and linguistic diversity and clarifies personal beliefs while adapting to diverse student needs in special education.
Extension course for continued enrollment following the term in which an undergraduate level SPED internship, practicum, clinical or other experiential course was taken, required when there are outstanding hours to be completed.
Manages timelines and responsibilities of a special education teacher/case manager. Implements referral, assessment, evaluation, and IEP planning procedures. Consults with parents and professionals to provide services. Implements interventions and analyzes personal and professional growth, development, and efficacy. Completes 12 consecutive weeks of student teaching in a K-12 setting. Prerequisites: SPED 205, SPED 309. SPED 322, SPED 401, SPED 410, SPED 418, SPED 432, SPED 442, SPED 454, SPED 470, SPED 474. Corequisites: TEAC 451. Special Notes: This course includes a $250 fee.
Management of timelines and ethical responsibilities of a special educator. Implementation of appropriate interventions and procedures necessary to process moral dilemmas related to special education due process. Consultation with parents and professionals to provide special education services. Analysis of personal development. Integration of duty, virtue, responsibility, and Christian values. Prerequisites: SPED 205, SPED 309. SPED 322, SPED 401, SPED 410, SPED 418, SPED 432, SPED 442, SPED 454, SPED 470, SPED 474. Corequisites: TEAC 451. Fulfills: CAPS General Education Category H. Special Notes: Graded on an S/U basis.
Review of due process, data privacy, procedural safeguards, and ethical requirements of the referral, evaluation, planning, and programming processes of special education in order to be able to complete the corresponding assessment field experience. Special Notes: This course is intended for students who only need to meet certain PELSB license standards.
Recognition of characteristics and instructional strategies for the specific learning disability dyslexia. Special Notes: This course is intended for students who only need to meet certain PELSB license standards.
Preselected topics within an existing course in the field of Special Education. Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.
SPED 602• Introduction to Special Education: History, Law, Academics, and Behavior4
Identifies the impact of historical, philosophical, legal, and contemporary factors on special education. Explores disability characteristics, cultural influences, and linguistic considerations. Describes the effects of IDEA and collaboration between special and general education. Introduces functional behavioral assessments, support systems, and evidence-based instructional adaptations. Analyzes curricular guidance and positive instructional environments.
Explanation of etiology, characteristics, and classifications of behavioral disorders. Description of foundation and conceptual models related to emotional/behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.
SPED 613• Intervention Strategies for Moderate to Severe Behavioral Disabilities3
Identifies policies and procedures for providing educational services to preK–12 students with EBD. Applies essential features of EBD classrooms. Describes use of Functional Behavior Assessments, interagency collaboration, and program accommodations. Analyzes behavior change theories and integrates faith perspectives with instruction for students with EBD.
SPED 617• Norm-Reference Assessment and Field Experience4
Standards and critical elements in special education assessment. Test development principles and standardized assessment instruments for special education decision-making. Responsibilities of assessment team members. Synthesis of assessment data. Applies scriptural principles to assessment in special education. Identifies students’ strengths and needs through assessment. Developing and explaining results of evaluation report. Corequisites: Concurrent enrollment in SPED 617PT is required. Special Notes: This course includes a 20-hour field experience in a K-12 setting.
SPED 617PT• Education Standards Portfolio: Norm Reference Field Experience1
Completion of assessment 20 field experience hours and application. Corequisites: Concurrent enrollment in SPED 617 is required. Special Notes: This course is intended for students who need to meet certain PELSB license standards.
SPED 618• Instructional Strategies for Students with Mild-Moderate Disabilities4
Interprets student performance data, differentiates instruction for diverse needs, and applies evidence-based practices for students with mild–moderate disabilities. Creates positive learning environments and explores connections between faith and K-12 special education. Develops skills to locate, evaluate, summarize, and cite scholarly research in APA style to inform practice.
SPED 623• Consultation, Collaboration, and Resources2
Identifies collaborative partners and structures to provide effective special education services to students and families. Includes community, interagency, educational, and professional resources while considering family background, socioeconomic status, and cultural and linguistic diversity. Evaluates current research to plan and implement emerging special education practices.
SPED 627• Programming and Planning for Special Education2
Development and evaluation of an individual education program (IEP) based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity.
SPED 629• Reading Foundations and Field Experience4
Relationships, stages, and patterns among reading, writing, and oral language development, fluency and comprehension processes, and instructional strategies. English language structure, word identification strategies, addressing dyslexia, and the role of vocabulary knowledge. Assessment strategies and textual analysis for K-12 classrooms. Students apply learning in a 35-hour supervised K-12 field experience. Corequisites: Concurrent enrollment in SPED 629PT is required.
Application of READ Act standards with or without field experience hours. Corequisites: Concurrent enrollment in SPED 629 is required. Special Notes: This course is intended for students who only need to meet certain PELSB license standards.
SPED 633• Characteristics of Mild-Moderate Disabilities (ABS)4
Exploration of the five disability categories represented under Academic Behavioral Strategist (ABS). Identification of strategies that support stakeholders of children with mild-moderate needs. Explanation of topics that form the basis for special education practice for students with mild-moderate disabilities.
SPED 635• Responsive Instruction, Intervention, and Assessment (ABS)2
Identifies assessment measures for instructional decisions, professional organizations, and historical educational contexts. Interprets assessment data, designs instruction and modifications, and analyzes progress monitoring results. Communicates students’ assessment outcomes clearly to stakeholders. Identifies cultural and linguistic impacts on special education.
SPED 639• Intro to Behavioral Methods & Mental Health for Mild-Mod Special Needs (ABS, EBD) & Field Experience4
Introduction to behavior methods and mental health for students with mild/moderate needs. Interventions for K-12 students with mental health and behavioral needs. Impact of mental health and behavioral labels/diagnoses within K-12 education. Identification of roles of professionals within and outside the school related to mental health. Corequisites: Concurrent enrollment in SPED 639PT is required. Special Notes: This course includes a 35-hour field experience in a K-12 setting.
SPED 639PT• Education Standards Portfolio: ABS or EBD Field Experience1
Completion of 35 field experience hours and application in ABS or EBD. Corequisites: Concurrent enrollment in SPED 639 is required. Special Notes: This course is intended for students who need to meet certain PELSB license standards.
Identification of theories, research, legal requirements and medical perspectives related to serving ASD students. Synthesis of information associated with ASD. Examination of early indicators of ASD. Identification of associated factors and their relationship to ASD behavior. Presentation of the impact of factors on ASD students. Evaluation of professional ASD-related resources.
SPED 645• ASD: Evaluation, Communication, and Intervention Strategies and Field Experience4
Autism spectrum disorders (ASD): core characteristics, comorbid conditions, collaboration, and assessment plans. Instructional strategies targeting social, communication, academic, behavioral, and functional skills. Program modifications, strategies, generalization of skills, designing communication systems and assistive technology. Includes a 35-hour field experience focused on individualized programming, collaboration, and understanding the impact of ASD. Corequisites: Concurrent enrollment in SPED 645PT is required. Special Notes: This course includes a 35-hour field experience in a K-12 setting.
SPED 645PT• Education Standards Portfolio: ASD Field Experience1
Completion of 35 field experience hours and application in ASD. Corequisites: Concurrent enrollment in SPED 645 is required. Special Notes: This course is intended for students who need to meet certain PELSB license standards.
SPED 649• Planning, Instruction, and Consultation for ASD (ASD)4
Development of individualized programs and interventions for students with Autism Spectrum Disorders. Collaboration models and techniques for best collaborating with stakeholders. Evaluation of environments, classrooms, and academic lessons for students with Autism Spectrum Disorders. Creation of instructional strategies and resources for students with Autism Spectrum Disorders.
Explanation of etiology, characteristics, and classifications of behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.
SPED 655• Classroom-based Assessment and Field Experience4
Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment. Prerequisites: SPED 617, may be taken concurrently. Corequisites: Concurrent enrollment in SPED 655PT is required. Special Notes: This course includes 15 hours of field experience in a K-12 setting.
Description of student's learning style, strengths, and analysis of behavior based on observations and assessment data. Corequisites: Concurrent enrollment in SPED 655 is required. Special Notes: This course is intended for students who need to meet certain PELSB license standards.
SPED 659• Intervention Strategies for Moderate to Sever Behavioral Disabilities4
Identification of policy and procedures for educational services to pre K-12 students with EBD. Application of essential features of EBD classrooms. Description of how Functional Behavior Assessments are utilized. Analysis of theories of behavior change. Description of interagency collaboration and program accommodations. Integration of faith perspective and students with EBD.
SPED 661• Foundations of Developmental and Cognitive Disabilities/Intellectual Disabilities2
Examination of the historical, legal, and philosophical foundations of educating students with developmental cognitive disabilities. Survey of etiology and characteristics of students, definitions and identification, assessment, and current issues related to disabilities. Integration of personal faith, reflection, vision, and professional development practices to improve service to students and families.
SPED 667• Instruction and Intervention for Students with Intellectual Disabilities4
Assessment procedures for developmental cognitive disabilities. Assessment selection for data-based, educational decision-making for students with developmental cognitive disabilities/intellectual disabilities. Application of effective education planning and strategies to support improved student outcomes in the areas of social skills, academics, motor skills, communication, self-care, and home and community skills. Collection of professional resources.
SPED 669• Supporting Students with Intellectual Disabilities Across Systems and Field Experience4
Exploration of how the case manager of students with intellectual disabilities and the special education process can leverage comprehensive systems, agencies, and people within and outside of schools to contribute to positive outcomes for students with complex needs. Corequisites: Concurrent enrollment in SPED 669PT is required. Special Notes: This course includes a 35-hour field experience in a K-12 setting.
SPED 669PT• Education Standards Portfolio: DD Field Experience1
Completion of 35 field experience hours and application in DCD. Corequisites: Concurrent enrollment in SPED 669 is required. Special Notes: This course is intended for students who need to meet certain PELSB license standards.
Identifies collaborative partners and structures to provide effective special education services to students and families. Includes community, interagency, educational, and professional resources while considering family background, socioeconomic status, and cultural and linguistic diversity. Evaluates current research to guide planning and implementation of emerging special education practices.
Extension course for continued enrollment following the term in which a masters level SPED internship, practicum, clinical or other experiential course was taken, required when there are outstanding hours to be completed.
SPED 700• Characteristics of Selected Mild-Moderate Disabilities2
Examines five mild–moderate disability categories under the Academic Behavior Strategist (ABS) license: Learning Disabilities, Emotional and Behavioral Disorders, Other Health Disabilities, Developmental Disabilities, and Autism Spectrum Disorders. Defines eligibility, characteristics, curriculum, and contemporary issues for each. Prerequisites: Program Director permission. Special Notes: Students holding multiple licenses complete only remaining disability areas.
Directed study experience under the guidance of a faculty member. Special Notes: This course may be repeated with different learning objectives for credit.
Subject
SPED
Credits (min)
1
Credits (max)
4
Credit unit
Credits
Type
course
Repeatable
may be repeated with different learning objectives for credit.
Implements referral, assessment, evaluation, IEPs, and interventions for students with mild–moderate disabilities. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting. Prerequisites: SPED 602, SPED 617, SPED 618, SPED 623, SPED 627, SPED 629, SPED 633, SPED 635, SPED 639, SPED 655, TEAC 521, TEAC 524, TEAC 526, TEAC 528, TEAC 595. ABS student teaching fee: $250. Special Notes: Graduates of the BA in Special Education Studies degree in CAPS have fulfilled all the prerequisite requirements for this course. Graded on an S/U basis.
Implements referral, assessment, evaluation, IEPs, and interventions for students with autism spectrum disorders. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting. Prerequisites: SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 643, SPED 645, SPED 649, TEAC 521, TEAC 524, TEAC 526, TEAC 528, and TEAC 595. ASD student teaching fee: $250, out-of-region fee: $100, out-of-state fee: varies. Special Notes: Graded on an S/U basis.
Implements referral, assessment, evaluation, IEPs, and interventions for students with emotional/behavioral disorders. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting. Prerequisites: TEAC 521, TEAC 524, TEAC 526, TEAC 528, TEAC 595, SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 653, SPED 639, and SPED 659. EBD student teaching fee: $250, out-of-region fee: $100, out-of-state fee: varies. Special Notes: Graded on an S/U basis.
Implementation of procedures necessary to incorporate interventions and IEPs for students with developmental cognitive disabilities using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting). Prerequisites: SPED 661, SPED 667, SPED 669. DD practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Special Notes: This course is for add-on SPED license candidates. Graded on an S/U basis.
Implements referral, assessment, evaluation, IEPs, and interventions for students with mild–moderate disabilities. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting. Prerequisites: SPED 602, SPED 617, SPED 618, SPED 623, SPED 627, SPED 629, SPED 633, SPED 635, SPED 639, SPED 655, TEAC 521, TEAC 524, TEAC 526, TEAC 528, TEAC 595. ABS student teaching fee: $250. Special Notes: Graduates of the BA in Special Education Studies degree in CAPS have fulfilled all the prerequisite requirements for this course. Graded on an S/U basis.
Implements referral, assessment, evaluation, IEPs, and interventions for students with autism spectrum disorders. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting. Prerequisites: SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 643, SPED 645, SPED 649, TEAC 521, TEAC 524, TEAC 526, TEAC 528, and TEAC 595. ASD student teaching fee: $250, out-of-region fee: $100, out-of-state fee: varies. Special Notes: Graded on an S/U basis.
SPED 782• SPED Practicum for Teachers of Other Licenses3
Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with disabilities in a specific license area. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator. Prerequisites: SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 653, SPED 655, SPED 629, and SPED 633, SPED 635, SPED 639 or SPED 643, SPED 645, SPED 649 OR SPED 661, SPED 667, SPED 669; OR SPED 604, SPED 639, SPED 613. Practicum fee: $150, out-of-region fee: $100, out-of-state fee: varies. Special Notes: Course is restricted to students who have a qualifying teacher's license. Students are required to complete 80 hours in a special education school setting. Graded on an S/U basis.
Implements referral, assessment, evaluation, IEPs, and interventions for students with emotional/behavioral disorders. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting. Prerequisites: TEAC 521, TEAC 524, TEAC 526, TEAC 528, TEAC 595, SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 653, SPED 639, and SPED 659. EBD student teaching fee: $250, out-of-region fee: $100, out-of-state fee: varies. Special Notes: Graded on an S/U basis.
Implements referral, assessment, evaluation, IEPs, and interventions for students with mild–moderate disabilities using engaging resources. Manages timelines, responsibilities, and consultation with parents, school, and community professionals. Develops and analyzes personal and professional growth and efficacy as a special educator. Completes 6 consecutive weeks. Prerequisites: SPED 633, SPED 635, SPED 639. Practicum fee: $100, out of region fee: $100, out-of-state fee: varies. Special Notes: This course is for add-on SPED license candidates.80 required hours in a special education school setting. Graded on an S/U basis.
Implements interventions and IEPs for students with autism spectrum disorders using engaging resources. Manages timelines, responsibilities, and consultation with parents, school, and community professionals. Analyzes personal and professional growth as a special educator. Completes 80 hours in a special education school setting. Prerequisites: SPED 643, SPED 645, SPED 649. Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Special Notes: This course is for add-on SPED license candidates. Graded on an S/U basis.
Implementation of procedures necessary to incorporate interventions and IEPs for students with emotional/behavioral disorders using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting). Prerequisites: SPED 653, SPED 639, SPED 659. Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Special Notes: This course is for add-on SPED license candidates. Graded on an S/U basis.
