64 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 255Human and Cultural Diversity (3 cr.)
This course provides a general introduction to human relations, cultural diversity, and Indian cultures as these concepts relate to teaching and learning in the K-12 classroom. Emphasis is placed on providing the students with additional knowledge, expertise or skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial, and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures.
This course explores the historical, philosophical, and sociological foundations of education. Students examine connections between theory and practice on topics within these contexts. Topics include the history and philosophies of education, today’s students, teachers, schools, teacher effectiveness, current issues, school reform, systems of oppression in K-12 education, and professionalism. A second focus of the course is investigating connections between theory and practice on topics within these contexts and engaging with current technologies for instruction. Students identify multimedia tools to support student learning and become familiar with tools of technology that can be used to communicate effectively with parents and students. A third focus of the course is a concurrent field experience. Students observe and participate in elementary, middle or secondary classrooms. Throughout the course an emphasis is placed on developing skills in human resources (including communication skills), the role of effective technology, and the use of reflective practice in teaching.
This course addresses both typical and atypical development in reading, spelling, and writing. Diagnostic and intervention strategies for accelerating literacy growth, and scientifically-based programs for literacy instruction are covered.
SPED 308Educational Psychology and Child Development (3 cr.)
This phase of the teacher education program focuses on the student as a learner. The concept of learning is examined from a variety of applied areas in educational psychology. Principles of teaching and learning are developed in the context of learning theory, teaching effectiveness, learner differences, and child and adolescent development. Students engage in the central question, what do highly effective teacher leaders know, think, and do with respect to learning, development, and learner differences? Students also continue working on professional identity and dispositions. A concurrent field experience is a part of this course. Students observe and participate in elementary, middle or secondary classrooms.
SPED 330Foundations of Language and Literacy (3 cr.)
Pre-service teachers will participate in directed and constructivist learning experiences to master the knowledge, dispositions, and skills needed to effectively teach literacy to all learners from kindergarten through sixth grade. Experiences in the field will augment classroom readings, discussion, and activities as students learn the stages of development of listening, speaking, reading and writing in children. The practicum is designed to address key concepts and sensitize pre-service teachers to the need for appropriate literacy experiences across the curriculum. The pre-service teacher is expected to demonstrate professional dispositions of a reflective, principled and purposeful instructional decision-maker. Associated field hours include observation, assessment, and intervention with an elementary student.
This course evaluates the fundamental, philosophical, and organizational history of learners with exceptionalities, within the context of human growth and development. Content includes current issues and trends in the field of special education, legislation, available service and placement options, disability classifications, assessment, educational strategies, stereotypes of individuals with exceptionalities, support services, and ethical considerations regarding special education. Field experience is required.
SPED 336Assessment and Evaluation of Learners with Exceptionalities (3 cr.)
This course provides an in-depth study of theoretical principles of measurement, assessment, and evaluation procedures to determine special education eligibility and identify needs for implementation of educational plans for learners with exceptionalities including assessment practice. Non-biased assessment practices are discussed. Field experience is required.
This course provides an in-depth study of special education due process as it relates to individual education plan (IEP) development and service delivery. Content includes collaboration with other professionals, legal and ethical issues in special education, the development and implementation of technically adequate IEPs, working with families, scientifically-based interventions, and current best practices.
This course covers the background, knowledge base, experience, and personal contact necessary to work collaboratively with professionals and parents. Content includes learning consultation and collaboration skills to ensure that the needs of individuals with exceptionalities are addressed throughout their school careers. The course enhances the view of special educators as specialists and a resource to colleagues for instruction, inclusion, transition, and collaboration with outside agencies.
SPED 339Social Emotional Learning and Well-Being (3 cr.)
This course examines the social, emotional, and behavioral development in students with exceptionalities and a corresponding range of interventions to support these areas of development. These skills comprise personal development, interpersonal skills and interactions including identifying and managing emotions, empathy, building and sustaining positive relationships, positive problem solving skills, goal setting, managing stress, and addressing challenging situations positively
All SPED core courses This course addresses the characteristics, etiology, prevalence, and educational needs of learners with emotional/behavioral disorders. Special emphasis is given to identification and classification, recent and historical developments in the field, and critical issues and trends. Field experience is required.
SPED 342Strategies and Assessment: Emotional/Behavioral Disorders (3 cr.)
All SPED core courses This course addresses the characteristics, etiology, prevalence, and educational needs of learners with learning disabilities. Special emphasis is given to identification and classification, recent and historical developments in the field, and critical issues and trends. Field experience is required.
SPED 352Strategies and Assessment: Learning Disabilities (3 cr.)
All SPED core courses This course addresses the characteristics, etiology, prevalence, and educational needs of learners with autism. Special emphasis is given to identification and classification, recent and historical developments in the field, and critical issues and trends. Field experience is required.
SPED 362Strategies and Assessment: Autism Spectrum Disorder (3 cr.)
SPED361 This course examines instructional strategies for learners with autism, with mild to moderate needs. Content includes a study of the measurements used to determine special education eligibility, and identifying needs for implementation of educational plans for learners through assessment practices and application, in addition to discussion of non-biased assessment practices. This course includes basic psychometric principles of measurement, assessment, and evaluation procedures through interpreting informal and formal norm and criterion referenced tests.
SPED 363Assessment and Application: Autism Spectrum Disorder (3 cr.)
SPED361 This course examines instructional strategies for learners with autism, with moderate to severe needs. Content includes a study of the measurements used to determine special education eligibility, and identifying needs for implementation of educational plans for learners through assessment practices and application, in addition to discussion of non-biased assessment practices. This course includes basic psychometric principles of measurement, assessment, and evaluation procedures through interpreting informal and formal norm and criterion referenced tests.
SPED 367Introduction to Behavioral Theories: Autism Spectrum Disorder (3 cr.)
The purpose of this course is to help students understand and apply assessment theory to real-world situations. Appropriate practices for the construction, analysis, and interpretation of teacher-made and standardized assessment instruments are examined. Methods of monitoring student progress, evaluating student work and grading are practiced through a variety of student activities.
SPED 381Curriculum, Instruction, and Classroom Management (3 cr.)
The primary focus of the course is to prepare teacher-candidates in designing learning environments, and lessons that are effective and intentional in addressing the various needs of students, their communities, and professional/academic standards. Teacher-candidates will also become knowledgeable about and develop skills in instructional strategies, as well as classroom management and motivation. Middle and secondary school philosophy, behavior management principles, motivation and student developmental differences will all be examined. An emphasis will also be placed on curriculum analysis, daily lesson planning, interdisciplinary planning, teaming, student advising, classroom routine, questioning techniques and a variety of teaching strategies appropriate for grades K-12. In addition, teaching to the needs of exceptional learners will be examined in the teaching/learning context. An emphasis is placed on developmentally appropriate practices, integrating learning, and addressing diverse needs of learners.
Approved coursework and approval of program staff The clinical field experience highlights the translation of learning theory to classroom practice and preparation for SPED689 Field Experience for Practicing Educators. A minimum of five full days with learner contact is required. The practicing educator will be expected to work with small groups of learners under the supervision of a cooperating educator(s).
This course examines the characteristics of disabilities and their impact on learners’ education and social lives. The course will discuss special education foundations, including identification, modifications, and requirements for receiving special education services. Active discussion and exploration will occur on the following disability areas and how to interact with these fantastic students within the classroom setting: learning disabilities, cognitive development delays, speech disabilities, language disabilities, ELL, physical disabilities, autism spectrum, emotional/behavioral disabilities, other health impairments and talented and gifted. Particular emphasis will focus on how teachers can effectively meet all learners’ needs in both the K-8 and K-12 classrooms.
The purpose of this course is to help students understand and apply assessment theory to real-world situations. Appropriate practices for the construction, analysis, and interpretation of teacher-made and standardized assessment instruments are examined. Methods of monitoring student progress, evaluating student work, and grading are practiced through a variety of student activities.
SPED 514Educational Foundations and Technology (3 cr.)
This course examines connections between theory and practice around historical, philosophical, and sociological foundations of education. Topics include the use of technology in the K-12 classroom, teachers, school systems, teacher effectiveness, current issues, school reform, and professionalism. Students develop communication skills and reflective practice in teaching by utilizing and engaging with current technologies.
SPED 517Educational Psychology and Child Development (3 cr.)
This phase of the teacher education program focuses on the student as a learner. The concept of learning is examined from a variety of applied areas in educational psychology. Principles of teaching and learning are developed in the context of learning theory, teaching effectiveness, learner differences, and child and adolescent development. Students engage in the central question, What do highly effective teacher leaders know, think, and do with respect to learning, development, and learner differences? Students also continue working on professional identity and dispositions.
SPED 525Curriculum and Instruction and Classroom Management (3 cr.)
The primary focus of the course is to prepare teacher-candidates in designing learning environments, and lessons that are effective and intentional in addressing the various needs of students, their communities, and professional/academic standards. Teacher-candidates will also become knowledgeable about and develop skills in instructional strategies, as well as classroom management and motivation. K-12 school philosophy, behavior management principles, motivation and student developmental differences will all be examined. An emphasis will also be placed on curriculum analysis, daily lesson planning, interdisciplinary planning, teaming, student advising, classroom routine, questioning techniques and a variety of teaching strategies appropriate for grades K-12. In addition, teaching to the needs of exceptional learners will be examined in the teaching/learning context. An emphasis is placed on developmentally appropriate practices, integrating learning, and addressing diverse needs of learners.
SPED 539Foundations of Language & Literacy (3 cr.)
This course meets the K-6 reading standards for all elementary teachers licensed in Minnesota. Learning modules include (1) foundations of reading processes, development, and instruction: (2) instructional practices, approaches, methods, and curriculum materials that support reading instruction; (3) assessment tools and practices for planning and evaluating effective reading instruction; and (4) creating a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. An associated practicum includes observation, assessment, and intervention with an elementary student.
SPED 565Human and Cultural Diversity (and Indian Cultures) (3 cr.)
This course provides a general introduction to human relations, cultural diversity, and Indian cultures as these concepts relate to teaching and learning in the K-12 classroom. Emphasis is placed on providing the students with additional knowledge, expertise or skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial, and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures.
This course addresses both typical and atypical development in reading, spelling, and writing. Diagnostic and intervention strategies for accelerating literacy growth, and scientifically-based programs for literacy instruction are covered.
This course evaluates the fundamental, philosophical, and organizational history of learners with exceptionalities, within the context of human growth and development. Content includes current issues and trends in the field of special education, legislation, available service and placement options, disability classifications, assessment, educational strategies, stereotypes of individuals with exceptionalities, support services, and ethical considerations regarding special education. Field experience is required.
SPED 636Assessment & Evaluation of Learners with Exceptionalities (3 cr.)
This course provides an in-depth study of theoretical principles of measurement, assessment, and evaluation procedures to determine special education eligibility and identify needs for implementation of educational plans for learners with exceptionalities (including 8 hours of assessment practice). Non-biased assessment practices are discussed. Field experience is required.
This course provides an in-depth study of special education due process as it relates to individual education plan (IEP) development and service delivery. Content includes collaboration with other professionals, legal and ethical issues in special education, the development and implementation of technically adequate IEPs, working with families, scientifically-based interventions, and current best practices.
This course covers the background, knowledge base, experience, and personal contact necessary to work collaboratively with professionals and parents. Content includes learning consultation and collaboration skills to ensure that the needs of individuals with exceptionalities are addressed throughout their school careers. The course enhances the view of special educators as specialists and a resource to colleagues for instruction, inclusion, transition, and collaboration with outside agencies.
SPED 639Social Emotional Learning and Well-Being (3 cr.)
This course examines the social, emotional, and behavioral development in students with exceptionalities and a corresponding range of interventions to support these areas of development. These skills comprise personal development, interpersonal skills and interactions including identifying and managing emotions, empathy, building and sustaining positive relationships, positive problem solving skills, goal setting, managing stress, and addressing challenging situations positively.
all SPED core courses This course addresses the characteristics, etiology, prevalence, and educational needs of learners with emotional/behavioral disorders. Special emphasis is given to identification and classification, recent and historical developments in the field, and critical issues and trends. Field experience is required.
SPED 642Strategies and Assessment: Emotional/Behavioral Disorders (3 cr.)
all SPED core courses This course addresses the characteristics, etiology, prevalence, and educational needs of learners with learning disabilities. Special emphasis is given to identification and classification, recent and historical developments in the field, and critical issues and trends. Field experience is required.
SPED 652Strategies and Assessment: Learning Disabilities (3 cr.)
all SPED core courses This course addresses the characteristics, etiology, prevalence, and educational needs of learners with autism. Special emphasis is given to identification and classification, recent and historical developments in the field, and critical issues and trends. Field experience is required.
SPED 662Strategies and Assessment: Autism Spectrum Disorder (3 cr.)
SPED661 This course examines instructional strategies for learners with autism, with mild to moderate needs. Content includes a study of the measurements used to determine special education eligibility, and identifying needs for implementation of educational plans for learners through assessment practices and application, in addition to discussion of non-biased assessment practices. This course includes basic psychometric principles of measurement, assessment, and evaluation procedures through interpreting informal and formal norm and criterion referenced tests.
SPED 663Assessment and Application: Autism Spectrum Disorder (3 cr.)
SPED661 This course examines instructional strategies for learners with autism, with moderate to severe needs. Content includes a study of the measurements used to determine special education eligibility, and identifying needs for implementation of educational plans for learners through assessment practices and application, in addition to discussion of non-biased assessment practices. This course includes basic psychometric principles of measurement, assessment, and evaluation procedures through interpreting informal and formal norm and criterion referenced tests.
SPED 667Introduction to Behavioral Theories: Autism Spectrum Disorder (3 cr.)
Approved coursework and approval of program staff The clinical field experience highlights the translation of learning theory to classroom practice and preparation for EDSE689 Field Experience for Practicing Educators. A minimum of five full days with learner contact is required. The practicing educator will be expected to work with small groups of learners under the supervision of a cooperating educator(s).
SPED 689Field Experience for Practicing Educators (3 cr.)
All core courses and specialization courses for selected degree This course examines both qualitative and quantitative educational research and methodology, with an emphasis on action research. Content includes how to develop a research question and how to identify the relevant literature. This course also explores the process for conducting educational action research.
SPED 698 Action research involves description, implementation, reflection, and analysis of scientific research-based interventions related to special education. Summative presentation of action research is required.
Approved coursework and approval of program staff This course provides supervised, structured experiences in a school setting with learners with emotional/behavioral disorders, learning disabilities, and/or autism spectrum disorders. School placements vary based on program setting (i.e. inclusion, resource, self-contained) and grade level needed. The unit must evaluate each additional licensure candidate’s prior clinical and teaching experiences to design a practicum of a minimum of 80 hours with a continuous group of students which also addresses any gaps in experience.
Source: Saint Mary's University of Minnesota's catalog, linked per course · table learning_unit · CourseShelf publish 61
