13 courses with the subject SPEE, 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.
SPEE 273Introduction to Exceptionalities: Understanding Diverse Learners Credits: 33
Provides students with an understanding of the history of the field of special education in the US with a focus on past and current laws governing provision of educational services to students with disabilities. Addresses the roles of general and special educators in the identification of students with disabilities and the development of individualized educational programs (IEP). Examines the prevalence, characteristics, academic and behavioral needs of students with disabilities according to the definitions of the disability categories recognized under federal law. Covers effective assessment and evidence-based instructional and behavioral strategies for students with disabilities in general and special education settings.
SPEE 280Best Practices in Collaboration: Educators, Families, & Related Service Providers Credits: 33
Designed to address essential elements of effective collaboration and communication with a variety of stakeholders. Teacher candidates learn to effectively implement the guiding principles of current special education federal legislation and to collaborate with all appropriate stakeholders in a given multidisciplinary, Individualized Family Services Plan (IFSP), and Individualized Education Program (IEP) team. 3 credits.
Requires Admission into the Prek-4/Special Education Dual Certification Program and SPEE 273 with minimum grade of B or HONR 411 with minimum grade of B
SPEE 320Interventions for Students with Communication Impairments Credits: 33
This course is to prepare preservice special education teachers to work with students who have been identified with a speech/communication impairment. Preservice special education teachers will develop an understanding of (a) basic concepts related to communication impairments, (b) effects communication impairments have on academic, social, and behavioral outcomes, (c) how to design and adapt instruction for students affected by communication impairments, and (d) how to program for students identified with a communication impairment.
SPEE 325Interventions for Students with Social/Emotional and Behavioral Impairments Credits: 33
Understanding how to address atypical development in social/emotional and/or behavioral development is critical to educating young children with exceptionalities. This course will prepare preservice special education teachers to (a) identify and assess young students with social/emotional and/or behavioral impairments; (b) develop, implement, and monitor individualized education programs (IEP) for young students with social/emotional and/or behavioral impairments; and (c) design, provide, and adapt instruction for young students with social/emotional and/or behavioral impairments. This course will also focus on developing and implementing classroom-wide behavior management systems. Teacher candidates will become familiar with current trends in proactive behavior management approaches used within classrooms and schools. This course will also address connections of challenging behaviors to aspects of the learner’s (a) environments, (b) cultural diversity, (c) developmental and academic skills, and (d) physiological needs.
SPEE 330Teaching Students with Exceptionalities in a Standards-Aligned System Credits: 33
This course will prepare teacher candidates to design and implement standards-based instruction and Individualized Education Programs (IEPs) for Pk-12 students with disabilities within the general curriculum or adapted curriculum. Teacher candidates will learn how to identify current content standards, design specialized instruction for students with exceptionalities, and implement appropriate accommodations and/or modifications, as needed.
Requires admittance into the Pk-4/Special Education Dual Certification Program and SPEE 273 with minimum grade of B
SPEE 335Interventions for Students with Cognitive and/or Physical Impairments Credits: 33
This course will prepare preservice teachers to identify and use the most current and evidence-based instruction for students identified with cognitive and/or physical impairments. Preservice teachers will also learn about atypical cognitive and physical development, as well as how to design, implement, and monitor individual educational programs for students identified with cognitive and/or physical impairments.
SPEE 423Effective Instructional Strategies for Students with Exceptionalities Credits: 33
Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Emphasis given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions.
SPEE 273 or HONR 411 Graduate Credit: This course is available for graduate credit.
SPEE 446Transition to Adult Life for Students with Disabilities Credits: 33
Information about the pre-vocational and vocational training of adolescents and young adults who have intellectual disabilities, learning disabilities, or behavior disorders. Provides an understanding of curriculum developments, methods, materials and teaching techniques utilized in the development of skills and attitudes essential to success in the world of work.
SPEE 273 or EEC 526 or Equivalent Graduate Credit: This course is available for graduate credit
SPEE 447Special Education Processes in a Standards Aligned System Credits: 33
EEC 447 is an advanced study in planning and delivering instructional content to students with disabilities in a standards aligned system. The course will focus on: 1) the major principles of IDEA emphasizing evaluation, identification, and writing legally correct Evaluation Report’s (ER) and Individualized Education Programs (IEP), 2) the principles of Least Restrictive Environment, Due Process, and Parent Involvement, 3) Behavior management of students with disabilities.
( SPEE 273 or EEC 411 or HONR 411 ) Graduate Credit: This course is available for graduate credit.
SPEE 483Assessing Children with Exceptionalities for Curricular Decision-Making Credits: 33
Designed to provide teacher candidates with a comprehensive overview of the skills, processes, and research-based interventions for linking assessment and instructional decision-making in inclusive settings for students with disabilities. The academic core areas of literacy, writing, math, and behavior will focus on preparing candidates to participate in pre-referral data collection, contribution to the identification of students with disabilities, IEP writing, progress monitoring, and curriculum based assessment.
SPEE 273 or EEC 411 or HONR 411 Graduate Credit: This course is not available for graduate credit.
SPEE 495Student Teaching & Professional Practicum Special Education Credits: 66
This course is a site-based professional experience that provides a half semester (eight weeks) of guided teaching PreK-8 special education classrooms during which the student, under the direction of a qualified cooperating teacher and university supervisor, takes increasing responsibility for planning and directing the learning experience of a specific group(s) of students with disabilities.
