University of North Carolina at Charlotte · Courses
SPED
96 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 2100Exceptionality in Schools and Society3
Unrestricted Elective Courses, Double Major and/or Minor to Complete Requirements for Graduation Students must earn a minimum of 120 credit hours to graduate. This requirement can be fulfilled through a combination of elective courses, minor, or a double major. The 120-credit minimum must be satisfied regardless of the specific academic path chosen (e.g., a minor combined with electives). Degree Total = 120 Credit Hours
SPED 3175Instructional Planning in Special Education3
Prerequisite(s): Admission to Teacher Education; admission to Special Education Program. This introductory course addresses strategies for the development, implementation, and monitoring of Individualized Education Programs (IEPs) and related instructional planning for P-12 818 | Course Descriptions students with disabilities within the general curriculum (high incidence disabilities) or adapted curriculum (low incidence disabilities). Through this course, students are expected to demonstrate proficiency in using the general education curriculum to develop appropriate IEPs and lesson plans for instruction.
SPED 3800Individual Study in Special Education. (1 to 6)
Prerequisite(s): Admission to Teacher Education; admission to Special Education Program; and permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit.
SPED 4115Autism Spectrum Disorder Across the Lifespan3
Prerequisite(s): Admission to the Inclusion, Disability, and Exceptionality in American Society Minor. An overview of characteristics of learners with autism spectrum disorder (ASD) from a lifespan perspective. Diagnostic criteria of ASD will be discussed, as well as historical overview of the disorder. Students will learn to identify research-based practices to meet the needs of learners with ASD in a variety of settings such as home, clinic, community, and school. Current topics and issues in the field of autism will be discussed. The course is appropriate for any e student who desires a career working directly with learners with ASD such as in the fields of counseling, education, psychology, and more.
SPED 4170Special Education: Consultation and Collaboration3
Prerequisite(s): SPED 3100, SPED 3173, SPED 3175, admission to Teacher Education, and admission to Special Education Program Admission to Teacher Education; admission to Special Education Program. Provides students an opportunity to develop their knowledge base and expertise in consultation and collaboration with parents, General Education teachers, paraprofessionals, related service personnel, and/or human service personnel. This knowledge base includes the development of effective communication skills, understanding the influence of cultural diversity when working with families, professional development goal setting, and effective supervision of paraeducators. Literature case required. SPED 4270. Classroom Management. (3) Prerequisite(s): SPED 3100, SPED 3175, admission to Teacher Education, and admission to Special Education Program. Equips students with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. Focuses specifically on “positive behavior support” (PBS), a research-validated 2026-2027 UNC CHARLOTTE UNDERGRADUATE CATALOG
SPED 4271Systematic Instruction in the Adapted Curriculum3
Prerequisite(s): Admission to Teacher Education, and admission to Special Education Program. Co-requisite Course(s): SPED 3100. Principles and procedures used to develop instructional support for students who need essential skill instruction and adaptations to general curriculum. Students are required to design and implement an instructional program with a student with extensive support needs. Clinical field experience is required.
Prerequisite(s): SPED 3100, SPED 3175, admission to Teacher Education, and admission to Special Education Program. Provides students with effective strategies and materials for teaching math to learners in need of special education. A field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included.
SPED 4274General Curriculum Access and Adaptations3
Prerequisite(s): SPED 3100, admission to Teacher Education, and admission to Special Education Program. Strategies for developing curricular priorities for students with extensive support needs requiring adaptations to the general curriculum including ways to link to state standards in reading, math, writing, science, and other content areas. This is a clinical intensive course requiring field experience.
Prerequisite(s): Admission to Teacher Education, and admission to Special Education Program. Effective prevention and intervention strategies for addressing the needs of elementary students with disabilities and diverse learning needs. Assessment and application of instructional strategies are included. A field experience is a required component.
SPED 4276Teaching Reading to Middle and Secondary3
Prerequisite(s): SPED 3100, SPED 3175, SPED 4275, admission to Teacher Education, and admission to Special Education Program. Effective remedial and intervention strategies for addressing the needs of middle and secondary students with disabilities and diverse learning needs. Assessment and application of instructional strategies are included. A field experience is a required component.
SPED 4277Teaching Written Expression to K-12 Learners3
Prerequisite(s): SPED 3100, SPED 3175, admission to Teacher Education, and admission to Special Education Program. Effective teaching strategies and materials in teaching written expression to learners in need of special education. Assessment and application of instructional strategies are included in the course. A field experience is a required component. 2026-2027 UNC CHARLOTTE UNDERGRADUATE CATALOG
SPED 4279Content Area Instruction for Inclusive Classrooms3
Prerequisite(s): SPED 3100, SPED 3173, SPED 3175, SPED 4272, SPED 4275, admission to Teacher Education, and admission to Special Education Program. Strategies for collaborative instruction, instructionally relevant use of computer-based technology, and strategic instruction to improve access of students with disabilities in the general curriculum with an emphasis on content-area instruction at the middle and secondary levels: English, science, social studies, and mathematics. Application of instructional strategies are included. A field experience is a required component.
SPED 4316Transition Planning and Service Delivery3
Prerequisite(s): SPED 3100, SPED 3175, admission to Teacher Education, and admission to Special Education Program. Methods and procedures used in preparing students with disabilities for the world of work and independence are studied. A field-based clinical assignment of approximately 15 hours is required.
SPED 4476Student Teaching/Seminar: Special Education K-12
Adapted Curriculum (15) ** **Enrollment in SPED 4475 or SPED 4476 requires admission to student teaching through the College’s Office of School and Community Partnerships.. Unrestricted Elective Courses, Double Major and/or Minor to Complete Requirements for Graduation Students must earn a minimum of 120 credit hours to graduate. This requirement can be fulfilled through a combination of elective courses, a minor, or a double major. The 120-credit minimum must be satisfied regardless of the specific academic path chosen (e.g., a minor combined with electives). It is recommended that students take content courses that will enable them to be labeled as “Highly Qualified” to teach content courses within a Special Education setting. Students should see an advisor for additional recommendations. Degree Total = 120 Credit Hours
Prerequisite(s): Admission to Teacher Education. Examines legislation and litigation that governs and/or influences services for individuals with disabilities. Scrutinizes the IEP process and investigates IEP objectives that reflect the general curriculum standards. Examines one’s personal philosophy of education, which reflects the diversity of students with disabilities. Identifies services, networks, organizations, and publications that serve or are relevant to individuals with disabilities. Identifies and critiques instructional implications of published research.
SPED 5111Issues in Early Intervention for Young Children
with Disabilities. (3) Prerequisite(s): Admission to Teacher Education, and a GPA of 2.5 or above. Explores issues and evidence-based practices for young children with disabilities and their families in home, school, and community settings.
SPED 5112Authentic Approaches to the Assessment of
Young Children with Disabilities: Birth-Kindergarten. (3) Prerequisite(s): Admission to Teacher Education, GPA of at least 2.5, and SPED 5111. Develops competence in evaluation, design, implementation, and interpretation of culturally appropriate, interdisciplinary assessment ate Catalog 2026-2027
SPED 5175Instructional Planning in Special Education3
Prerequisite(s): Admission to Teacher Education. This introductory course addresses strategies for the development, implementation, and monitoring of Individualized Education Programs (IEPs) and related instructional planning for P-12 students with disabilities within the general curriculum (high incidence disabilities) or adapted curriculum (low incidence disabilities). Through this course, students are expected to demonstrate proficiency in using the general education curriculum to develop appropriate IEPs and lesson plans for instruction.
SPED 5200Concepts and Principles of Behavior Analysis3
or SPED 5203 - Ethics, Compliance, and Professionalism in Behavior Analysis (3) or SPED 5204 - Organizational Behavior Management (3) (for candidates who selected the Autism Spectrum Disorder Specialty Track as electives) Research Courses (9 credit hours)
SPED 5201Science and Philosophy in Behavior Analysis3
Prerequisite(s): SPED 5200. Introduction to the philosophical and scientific foundations underpinning behavior analytic perspectives and practices. Students acquire competencies related to the history of behavior analysis, behaviorism, radical behaviorism, and key characteristics of applied behavior analysis.
Analytic Programming. (3) Prerequisite(s): RSCH 7113, SPED 5200, SPED 5201, and SPED 6202. Explores competencies related to the supervision of staff, including consultation in schools, clinics, home, and other treatment environments, and collaboration with professionals across disciplines and families.
Prerequisite(s): Admission to the M.Ed. in Special Education and Child Development (Special Education concentration or Applied Behavior Analysis concentration), or Graduate Certificate in Applied Behavior Analysis. Pre- or Corequisite(s): SPED 5200. Introduces students to advanced concepts in organizational behavior management with a focus on staff supervision, consultation, and performance improvement across service settings. It emphasizes contextually appropriate practices, interdisciplinary collaboration, and the application of behavior analytic principles to enhance organizational effectiveness and employee outcomes.
Children with Disabilities: Birth through Kindergarten. (3) Prerequisite(s): Admission to Teacher Education; GPA of at least 2.5 overall; SPED 5111; and SPED 5112. Focuses on developing, facilitating, and evaluating incidental learning and play, and routines-based interventions with young children with disabilities and their families. A field-based clinical assignment of approximately 20 hours is required.
Examination of the historical and philosophical perspectives of education for gifted and talented learners with emphasis on answering the question "What is giftedness?" Issues explored in the course include identification procedures, instructional options, the nature of intelligence and creativity, laws/policies, psychological and emotional correlates of talent, and current research findings.
Admission to Teacher Education. Equips students with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. It focuses specifically on “positive behavior support” (PBS), a research-validated approach to interventions designed to prevent problem behavior, encourage environmental management, and promote students’ positive and appropriate behavior. Prepares students to conduct a functional behavioral duate Catalog 2026-2027
Special Needs. (3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100; SPED 5173; and SPED 5175. Effective teaching strategies and materials in math for learners with special needs for teacher licensure in Special Education: General Curriculum as stipulated by the North Carolina Department of Public Instruction. A 12-hour field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included.
SPED 5274General Curriculum Access and Adaptations3
(3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5173, SPED 5300, and SPED 5370. Provides strategies for developing curricular priorities for students who need adaptations to the general curriculum including ways to link to state standards in reading, math, writing, science, and other content areas. Supports teachers seeking licensure in Special Education: Adapted Curriculum (NCDPI). A directed field experience is a required component (approximately 12 hours).
SPED 5275Teaching Reading to Elementary Learners with
Special Needs. (3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100; SPED 5173; and SPED 5175. Effective prevention and intervention strategies for addressing the needs of elementary students with disabilities and diverse learning needs. Assessment and application of instructional strategies are included in the course. A semester long 12- hour field experience is a required component.
Learners with Special Needs. (3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program, SPED 5100, SPED 5173, SPED 5175, and
SPED 5277Teaching Written Expression to Learners with
Special Needs. (3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100; SPED 5173; and SPED 5175. Provides students with effective teaching strategies and materials in written expression to learners with special needs. A 12- hour field experience is a required component of the course. The field experience includes assessment and application of instructional techniques with students identified as receiving special education services. Designed to address core and specific competencies in teaching written expression to students with special needs for teacher licensure in Special Education: General Curriculum as stipulated by the North Carolina Department of Public Instruction.
SPED 5278Instructional Planning for Students in the
Adapted Curriculum. (3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100; SPED 5173; and SPED 5270. Addresses strategies for the development, implementation, and monitoring of Individualized Education Programs (IEPs) and related instructional planning for P-12 students with disabilities within the adapted curriculum (low incidence disabilities). Through this course, students are expected to demonstrate proficiency in developing appropriate IEPs. Additionally, this course provides strategies for lesson planning that include collaborative instruction, Universal Design for Learning, and instructionally relevant use of computer-based technology. Implementation of at least one lesson plan is included. A 10-hour field experience is a required component.
SPED 5279Content-Area Instruction for Students with
Special Needs. (3) Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate program; SPED 5100; SPED 5173; SPED 5175; SPED 5270; SPED 5272; SPED 5275 or SPED 5276; and SPED 5277. Provides strategies for collaborative instruction, instructionally relevant use of computer-based technology, and strategic instruction to improve access of students with disabilities in the general curriculum with an emphasis on content-area instruction at the middle and secondary levels: English, science, social studies, and mathematics. Application of instructional strategies are included in the course. A semester long 10-hour field experience is a required component.
SPED 5380Multiple Disabilities and Systematic Instruction3
(3) Prerequisite(s): SPED 5173, SPED 5300, and SPED 5370. Describes various secondary conditions that sometimes occur in conjunction with intellectual disability such as physical disabilities, sensory disabilities, and other health impairments. Topics include: assessment, instructional duate Catalog 2026-2027
Prerequisite(s): Admission to Teacher Education and Special Education Graduate Certificate Program. May include classroom and/or clinical experiences in the content area. May be repeated for credit with permission of department.
Subject
SPED
Type
course
Repeatable
May be repeated for credit with permission of department.
SPED 6115Introduction to Autism Spectrum Disorder3
Prerequisite(s): Admission to the M.A.T. in Special Education program, admission to the M.Ed. in Special Education and Child Development Program, admission to the Graduate Certificate in Autism Spectrum Disorder program, or being admitted as a post-baccalaureate student. An introduction to the history, and cultural and individual impacts of autism spectrum disorder (ASD), and systems of support for individuals with ASD and their families. Students learn to distinguish between research-based and fad or pseudoscientific information related to ASD and interventions for this population.
SPED 6161Social and Emotional Needs of Gifted Students3
(3) An overview of current theory and practice in understanding gifted students’ social and emotional development. Topics range from the social and emotional
Concentration Courses (5 credit hours) Select one of the following concentrations and its requirements based on the concentration completed during Phase I: General Curriculum Concentration Courses
Models of curriculum design for academically or intellectually gifted students. Emphasis on integrating philosophy of teacher, school, and community with child characteristics to create the appropriate course of study in a variety of school settings.
SPED 6270Gifted Assessment and Program Evaluation3
Prerequisite(s): SPED 6161 and SPED 6224, or permission of instructor. This advanced course introduces the theory and practice behind structuring programs for gifted students, from legal mandates to assessment considerations, program design, and evaluation of students and programs. Evaluation of gifted programming provides experience applying the frameworks presented in current North Carolina and national standards. ate Catalog 2026-2027
SPED 6272Program Design and Development for Autism
Spectrum Disorders. (3) Prerequisite(s): SPED 6115 and SPED 6225. Prepares students with the technical skills necessary to conduct formal assessments, implement research-based interventions, and evaluate outcomes for individuals with autism spectrum disorders. Identify methods for planning systematic instruction based on learner characteristics based on previous and on-going assessment. Gain knowledge of home environments, family interventions and general curriculum access with an emphasis on appropriate strategies, materials, and supports in program design and development that facilitate the success of students with autism spectrum disorders across the lifespan.
Disorders. (3) Prerequisite(s): SPED 6115 and SPED 6225. Prepares students to assess the effectiveness of interventions for students with autism spectrum disorders in accordance to researched-based practices and promising practices. Interpret and apply individualized educational program assessment data to drive program recommendations, services, appropriate interventions, and IEP development for students with autism spectrum disorders.
Prerequisite(s): SPED 6161 and SPED 6224, or approval of instructor. Provides an exploration of the concept of creativity: its components, its measurement, and its application to education. Topics discussed in class range from the theoretical (what is creativity? what does it look like?) to the practical (what activities can be used to develop creative behaviors in the classroom setting?). Includes opportunities to prepare materials to be used with small groups of children.
Prerequisite(s): Admission to the M.A.T. (Phase II) in Special Education program. Special educators must be able to build effective partnerships with families, general educators, paraeducators, and related service professionals in order to assure comprehensive and quality programs for children with disabilities. Provides special educators with knowledge relating to the role of parents, paraeducators, administrators, other professionals, and students on multi-disciplinary teams, initiatives in building inclusive programs, and the array of services available to children with disabilities. Provides skills in effective communication; promoting family involvement, including families who are culturally diverse; team planning; collaborative instruction; and leadership. Enhances the view of special educators as specialists and a resource to aduate Catalog 2026-2027
SPED 6800Individual Study in Special Education. (1 to 6)
Prerequisite(s): Permission of the student's advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit.
SPED 8272Research Implementation in Special Education3
(3) The process of conducting applied research in special education. Students design and implement a research study in collaboration with a faculty member.
SPED 8277Professional Writing in Special Education3
Introduces the forms of professional writing expected of leaders in special education. Emphasis is placed on critical thinking, practice writing, and peer assessment.
SPED 8479University Co-Teaching in Special Education
and Child Development: Level III. (3) Prerequisite(s): SPED 8475, SPED 8478. Issues and concepts in teaching adults and preparing special educators are applied in the university teaching experience. This third course supports doctoral students as they complete a graduated co- teaching process ultimately resulting in competency in the full array of college teaching responsibilities for university courses in special education and related areas. May be repeated for credit up to 12 credit hours. This is to allow for additional teaching experience across different content areas and instructional levels, for those pursuing the college teaching specialization.
Advanced exploration of collaboration with educators, families, and others who support individuals with disabilities. This course emphasizes the significance of understanding education and family engagement across various family structures, while developing effective and informed collaboration methods. Students will gain practical
Education (3) Research and Practice in Special Education (12 credit hours) Note: The following courses are used in the development of portfolios I and II.
SPED 8800Independent Study in Special Education. (1 to
6) Prerequisite(s): Permission of the student's advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit.
SPED 8920Leadership in Special Education Research1
Prerequisite(s): SPED 8272, SPED 8277, SPED 8671, RSCH 8110, RSCH 8111, RSCH 8113; Good standing in program. The Leadership in Special Education Research course gives students an opportunity to lead a team of faculty/students to (a) conceptualize, plan, and implement a research study; (b) analyze results/findings; and (c) disseminate results/findings. This course will provide leadership in research opportunities that will (a) prepare students for their dissertations, and (b) help them develop a line of research.
