24 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 230INTRO TO SPECIAL EDUC3
This course provides an in-depth exploration of the historical, philosophical, legal, and ethical foundations of special education and their impact on inclusive educational practice. Students examine major legislation (IDEA, Section 504, ADA) and evidence-based frameworks such as RTI/MTSS and PBIS to understand how policy, assessment, and instructional planning intersect to support diverse learners. Emphasis is placed on understanding the development and characteristics of individuals with exceptionalities-including Autism Spectrum Disorders-and the influence of cultural, linguistic, and socioeconomic factors on learning and advocacy. Through analysis of identification processes, individualized education planning (IEPs and IFSPs), and service delivery models, students will evaluate strategies for promoting equitable access in the least restrictive environment. The course also develops professional and ethical communication skills and fosters collaboration among educators, families, and community partners to support learners' transitions, self-determination, and success across educational stages.
In this course, students are introduced to multi-tiered support systems (MTSS) or school-wide positive behavior supports (SWBPIS). These principles are applied to individual classroom settings, emphasize good instruction, organization of space and materials, and positive feedback (tier 1 & 2 interventions). Students will apply these principles by creating a functional behavior analysis (FBA) and a behavior intervention plan (BIP) focused on one student (tier 3 interventions). Legal and ethical issues are also addressed.
This course gives candidates a foundation in standards-based instructional design for a variety of learners. Topics include lesson planning, standards-based lesson design, use of learner information to design appropriate lessons, designing assessments, developing interdisciplinary lessons, models of instruction, Universal Design for Learning and incorporating technology use into instruction. This course focuses on designing instruction to meet the needs of most learners in inclusive classrooms, including those with high-incidence disabilities including but not limited to autism, Engligh Language Learners, and gifted learners. Students in this course will be required to log hours in a supervised technology lab to complete assignments and master necessary computer skills. Field components: 35 hours tutoring.
SPED 350LINSTRUCTIONAL DESIGN FOR ALL LEARNERS Lab0
This course introduces students to the essential components of professional use of technology. Assignments will enhance competence with the use of a variety of technology-basaed tools used by the teacher for instruction and other professional work. Students in this course will be required to log hours in a supervised technology lab to complete assignments and master necessary technology skills.
This course provides a comprehensive examination of assessment principles, purposes, and practices in special education. Students will explore the use of formal and informal assessment tools-including screening, diagnostic, formative, and summative measures-to identify and support individuals with exceptional learning needs across grade levels. Emphasis is placed on interpreting and synthesizing data from multiple sources to inform equitable, evidence-based instructional and behavioral decisions. Students will apply assessment results to develop and evaluate Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and other individualized learning plans through collaborative and data-driven processes. The course also emphasizes the use of clear, professional, and culturally responsive communication in documenting and conveying assessment results to families and educational teams. Ethical, legal, and culturally and linguistically responsive assessment practices are integrated throughout to ensure fairness, validity, and reliability in serving diverse learners.
SPED 440ADAPTIONS & INSTRUCTION FOR SPECIAL NEEDS STUDENTS3
This course examines alternative organizational strategies for integrating students with disabilities into regular education settings. Students learn the roles of special education personnel in successful inclusion efforts and review procedures for promoting interactions of students with exceptionality and their regular education peers. Additionally, curriculum adaptations to promote learning for all students are addressed.
SPED 445INSTRUCTIONAL STRATEGIES FOR MATH & SCIENCE IN INCLUSIVE SECONDARY EDUCATION4
This course prepares beginning teachers to meet the needs of a variety of learners with disabilities, including but not limited to those with autism spectrum disorders, intellectual disabilities and multiple disabilities. Students will examine curriculum and develop instructional plans to address academic, functional, social and communication needs. Students will also examine the varied ways that services are provided to learners with disabilities in schools today. Field Component: Minimum 25 hours active participation working with a special education teacher to meet the needs of students with disabilities (mandatory).
SPED 455CURRICULUM & METHODS FOR STUDENTS WITH DISABILITIES3
This course prepares beginning teachers to meet the needs of a variety of learners with disabilities, including but not limited to those with Autism Spectrum Disorders, intellectual disabilities and multiple disabilities. Students will examine curriculum and develop instructional plans to address academic, functional, social and communication needs. Students will also examine the varied ways that services are provided to learners with disabilities in schools today. Field Component 25 hours active participation in settings working with students with disabilities (mandatory).
This course examines the functions and uses of various models of assessment, including assessment for determination of services, instructional decision-making and program improvement. Formal and informal assessments will be reviewed, along with development of assessments and progress monitoring. In this course students refine data analysis skills. Course requirements include field work applying differentiated assessment, professional writing and advocacy.
SPED 504COLLABORATION AND TRANSITION FOR INCLUSIVE EDUCATION3
Students will examine the impact of social, emotional, linguistic, physical and aesthetic development on learning in early childhood, childhood, and adolescence. Students learn to design environments that are supportive of all learners at varying developmental levels and to prepare those learners for transition to post-school contexts. Creation of alliances with paraprofessionals and colleagues and provision of mutual academic, social, emotion, and technical support systems, including co-teaching,are examined within the framework of building relationships to strengthen the school, family, and community.
This course prepares educators to design and deliver differentiated instruction to meet the needs of students with disabilities in inclusive classrooms. Students will learn to collect and analyze learner outcomes data to inform instruction, develop developmentally appropriate curricula and assessments with special emphasis on literacy instruction and assessment for students with reading disabilities, autism, and English Language Learners. Students will also identify research-validated strategies for teaching learners with a wide range of exceptionalities, including those with autism, reading disabilities, significant disabilities, and those students who have experienced trauma. This class includes a 15-hour internship experience.
This course examines the varied approaches to the education of students with disabilities, for example, the historical and legal foundations, medical and social models of special and inclusive education. Candidates will investigate IDEA categories of disability, including gifted and English language learners and explore the impact of student backgrounds (e.g., socioeconomic, linguistic ability, ethnicity, race, and trauma) on learning. Candidates will complete a literature review/research project on a current topic of interest or issue in the field of special education that would benefit the profession.
The use of instructional and assistive technology to support student learning is critical for effective inclusive classrooms. This course focuses on technologies to enhance the education of students with disabilities, supporting students with disabilities in literacy and STEM, and assistive technology at school, home and in the community. Requirements include assessment of assistive technology needs, incorporating assistive technology into IEPs, and resources for funding assistive technology. Students collect and analyze data in a field-based project to inform decision-making.
SPED 520INSTRUCTIONAL PRACTICES FOR STUDENTS WITH DISABILITIES3
This course gives candidates a foundation in standards-based instructional design for a variety of learners with a focus on students with Autism Spectrum Disorders (ASD), Learning Disabilities (LD), and Attention Deficit (Hyperactivity) Disorder (ADD/ADHD). Topics include, standards-based lesson design, designing assessments, effective models of instruction for students with disabilities for mathematics, science, and the social studies, progress monitoring and IEP development.
This course gives candidates a foundation in classroom routines and management and research-based management of behavior to promote academic and social growth. Candidates will learn to appropriately assess the function of behavior to develop behavioral instruction programs that acknowledge and value student cultures, build on student strengths, and meet their social and emotional needs. 20 hours of clinical experience is required.
SPED 555TEACHING STUDENTS WITH SEVERE OR MULTIPLE DISABILITES3
This course prepares beginning or seasoned teachers to meet the needs of those with Autism Spectrum Disorders (ASD), intellectual disabilities (ID), multiple disabilities (MD), and students with extensive needs (SEN) in the special education placement continuum, with a focus on inclusive settings. Candidates will examine curriculum and develop highly individualized instructional plans to address academic, functional, social and communication needs. Candidates will learn to use environmental and ecological inventories and cues to design and optimize students' classrooms' environments for best learning and teaching, using systematic instructional plans (SIP) and different levels of prompting. Candidates will develop collaborative partnerships with their colleagues to adapt, modify, and augment academic content to be taught. Candidates will become familiar with alternative assessments and core academic requirements and will learn the importance of building trusting relationships with families to create post-school transition plans (person-centered-planning).
This course is designed to allow for exploration of current issues in education and special education. Students will investigate critical issues that impact the placement, educational experiences, and community outcomes for students with a wide range of exceptionalities.
SPED 590GRADUATE INTERNSHIP FOR SPECIAL EDUCATION3
The graduate internship experience consists of 50 hours of teaching students with disabilities in the role of the special education teacher and is required for candidates who do not currently hold any special education teaching certification. Internship experience consists of 50 hours working in childhood (P-6) or secondary (7-12). Students MUST complete one of these experiences at the P-6 grade level and the other at grade 7-12. Students are expected to apply developmentally appropriate differentiated instruction to meet individual needs, develop both long and short-term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, provide instruction and monitor progress for IEP goals, organize and manage the classroom environment and exhibit the characteristics and ethics of a professional special educator.
This course addresses social and behavioral supports for students with disabilities through collaborative models such as restorative justice. Students will explore contemporary and culturally-responsive models of school-wide and individualized behavioral supports. Students will examine the impact of social, emotional, linguistic, physical and aesthetic development learning in early childhood, childhood, and adolescence. Students learn to design environments that are supportive of all learners at varying developmental levels and to prepare those learners for transition to post-school contexts. Creation of alliances with paraprofessionals and colleagues and provision of mutual academic, social, emotion, and technical support systems, including co-teaching, are examined within the framework of building relationships to strengthen the school, family, and community.
This course addresses social and behavioral supports for students with disabilities through collaborative models such as restorative justice. Students will explore contemporary and culturally-responsive models of school-wide and individualized behavioral supports. Students will examine the impact of social, emotional, linguistic, physical and aesthetic development learning in early childhood, childhood, and adolescence. Students learn to design environments that are supportive of all learners at varying developmental levels and to prepare those learners for transition to post-school contexts. Creation of alliances with paraprofessionals and colleagues and provision of mutual academic, social, emotion, and technical support systems, including co-teaching, are examined within the framework of building relationships to strengthen the school, family, and community.
This course addresses social and behavioral supports for students with disabilities through collaborative models such as restorative justice. Students will explore contemporary and culturally-responsive models of school-wide and individualized behavioral supports. Students will examine the impact of social, emotional, linguistic, physical and aesthetic development learning in early childhood, childhood, and adolescence. Students learn to design environments that are supportive of all learners at varying developmental levels and to prepare those learners for transition to post-school contexts. Creation of alliances with paraprofessionals and colleagues and provision of mutual academic, social, emotion, and technical support systems, including co-teaching, are examined within the framework of building relationships to strengthen the school, family, and community.
SPED 591EXTENDED GRADUATE INTERNSHIP FOR SPECIAL EDUCATION0
The graduate internship experience consists of 170 hours of teaching students with disabilities in the role of the special education teacher and is divided into two components, clinical experience and clinical internship. Clinical experience consists of 50 hours working in childhood (P-6) or secondary (7-12) settings prior to the internship. The internship is the culminating experience and consists of 120 hours teaching under the guidance of a mentor teacher who is certified to teach students with disabilities at the 1-6 (Childhood) or 7-12 level. Students MUST complete one of these experiences at the P-6 grade level and the other at grade 7-12. Students are expected to apply developmentally appropriate differentiated instruction to meet individual needs, develop both long and short-term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, provide instruction and monitor progress for IEP goals, organize and manage the classroom environment and exhibit the characteristics and ethics of a professional special educator.
This course requires participants to develop and defend an original research project to address a question related to education. Students will complete field work to collect and analyze human subjects data to address their research question. Students will support their research with a review of relevant peer-reviewed literature and present their research with the submission of a written paper and public presentation of findings.
