56 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 2128Assistive Technology and Universal Design for Learning3
This course will provide students with an extensive background regarding the various types and uses of assistive and accessible technology and how the principles of Universal Design for Learning apply to the inherent flexibility of technology as a pathway toward attainment of educational goals.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 2201Language Development and Communication Strategies3
With an emphasis on the connection between language and literacy, we will explore language development and language disorders within the context of specific disabilities. The course is designed to help pre-service teachers to acquire knowledge about language, language development, language disorders, and evidence-based practices for enhancing language skills that will enable them to become more effective teachers. Student vignettes, teacher perspectives, activities, and literacy sections foster the application of concepts to real classroom situations. The Response to Intervention (RtI) model is used as the framework for classroom-based language assessment and instructional methods related to language development and instructional strategies to support communication development. Expanded discussions of emerging teaching technologies and the latest research literature are included.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
This course examines Special Education practices in relation to both the history of the field and current laws governing the education and employment of individuals with disabilities. A focus on the categories of disabilities will include an examination of teaching strategies and accommodations that are used in meeting the needs of diverse learners.
SPED 3187Integrated Literacy and Special Education Practicum3
This integrated practicum experience will provide opportunities for students to apply theoretical models and research-based instructional strategies in the area of literacy to middle grades students in inclusive classrooms. Focus will be placed on developmental, cognitive, physical, social, behavioral, processing and learning needs of students and how these needs relate to comprehending written text, specifically for students having disabilities. Particular emphasis will be focused on ways to connect information from the co-requisite literacy methods course and apply this knowledge to students with disabilities in the middle grades classroom. Differentiated instruction, response to intervention, appropriate curricular modification, and authentic assessment related to appropriate instructional decision-making are themes that run throughout this learning experience. NOTE: Background clearances required.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 3201Effective Instructional Strategies for Students with Moderate to Significant Disabilities3
This course is an introduction to effective instruction and strategies for teaching students with moderate to significant disabilities from pre-kindergarten through twelfth grade. The purpose of this course is to identify and understand specific evidence-based strategies that will positively impact student success particularly in the inclusive setting and across additional educational settings.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.Pre-requisites: Minimum grade of C- in SPED 2231.
SPED 3211Effective Instructional Strategies for Students with Disabilities3
This course is an introduction to effective instruction and strategies for teaching young students with disabilities from pre-kindergarten through twelfth grade. The purpose of this course is to identify and understand specific evidence-based strategies that will positively impact student success in the inclusive setting. Emphasis will be placed on strategies and activities specific to young learners, collaboration and communication strategies among professionals, technology in the classroom, and ways to address family participation and diversity in today's classroom.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.Pre-requisites: Minimum grade of C- in SPED 2231.
SPED 3304Effective Teaching Strategies and Academic Interventions3
This course overviews assessment and intervention strategies for learners with skill deficits. Learners with a diverse set of needs will be discussed in the course (e.g., neurotypical, autism, intellectual disability, emotional and behavioral disturbance, among others). The link between assessment and intervention will be emphasized throughout the course, with attention to effective practices for learners with diverse needs. Students enrolled in the course will learn how to select, administer, score, interpret, and report results for a variety of behavioral assessment methods that will be related to selecting interventions, monitoring student progress, and making decisions based upon data.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 3312Methods and Curriculum for Students with Moderate to Severe Disabilities3
An examination of the assessment and remediation processes required in the education of individuals with moderate to severe disabilities. A special focus is the developmental and ecological assessment of this population and how this information can be used to develop instructional programs. NOTE: Students must register concurrently for SPED 3312, 3332, and 3487.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 3332Assessing and Teaching Students with Mild Disabilities3
This course will examine the assessment and intervention in the academic subject areas of students with mild learning problems. An emphasis will be on the understanding of learning differences and how to teach learning strategies that can accommodate those with learning differences. NOTE: Students must register concurrently for SPED 3312, 3332, and 3487.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
Prerequisite for Special Education students with no background in education. Practicum meets half days during the regular semesters and full days in the summer. Must be admitted to the Certification program. NOTE: Students must register concurrently for SPED 3312, 3332, and 3487.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may be repeated for additional credit.
SPED 4103Classroom Management and Positive Behavior Support3
This course provides an in-depth presentation of Positive Behavior Support (PBS) and its application in classroom systems to prevent challenging behavior and academic failure. Infused throughout the course will be intervention strategies that will allow for the accommodation of all children in the general-education system. The emphasis of the course will be proactive, constructive strategies that prevent, rather than react to, classroom difficulties.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.Pre-requisites: Minimum grade of C- in SPED 2231.
This course is designed to provide students with an understanding of assessment theory, the purposes of assessment and specific assessment techniques as they relate to the education of struggling students and students with disabilities. Emphasis is placed both on how assessment is used to identify students with disabilities and how assessment can be used to plan and monitor the effectiveness of instructional practices related to student learning and development in the classroom. We use a problem-solving approach in this course.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 4106Literacy Instruction for Young Children with Disabilities3
The focus of this course is to provide an understanding of how to identify and provide interventions for children who are having difficulty learning to read. This course begins with focusing on problems that may arise with the development of foundational literacy skills that include oral language development, phonological sensitivity, recognition and discrimination of print, and knowledge of letters. The course then focuses on problems that arise as children begin to learn to crack the code and begin identifying words. Finally issues regarding fluency and comprehension are addressed. The goal of the class is provide classroom teachers with strategies to understand a) the types of reading difficulties that children with special needs may experience and b) the various research-based intervention strategies that could be used to facilitate children's learning to read. Emphasis will be placed on understanding theories and interventions that surround literacy development for children in Pre-Kindergarten to grade 4 settings, with an additional exploration of how language and literacy are impacted by diversity, various disabilities and atypical behaviors. An equally important theme will be how to actually implement this knowledge in inclusive classrooms through appropriate assessment practices, research validated literacy interventions, developmental reading programs, evidence-based instructional practices, and content area materials. Other integral parts of literacy and language development, and writing, such as text production, spelling, and composition, co-teaching, collaboration with paraprofessionals and other related support staff, spoken language, communication skill development through assistive technology, and universal design in inclusive classrooms will be examined at the instructor's discretion. NOTE: Background clearances required.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 4109Educating Students with Disabilities in Inclusive Settings3
This course is an introduction to effective strategies for teaching students with disabilities across age levels and content areas. Additional skills (e.g, study skills and self-determination) will be thoroughly discussed to demonstrate how these critical skills could be taught across content areas. The purpose of this course is to identify specific strategies that will aid in student success in the inclusive setting. Emphasis will be placed on evidence-based strategies and activities specific to elementary students, technology in the classroom, and ways in which to address diversity in today's classroom. This course has a field-based component which is designed to provide students with an understanding of assessment theory, the purposes of assessment and specific assessment techniques as they relate to the education of children with special needs. Emphasis will be placed both on how assessment is used to identify children with disabilities as well as how assessment can be used to plan and monitor the effectiveness of instructional practices as they relate to student learning and development in the classroom. A problem-solving approach will be employed. Students will be provided with the opportunity to apply the knowledge learned in the course in the classroom. NOTE: Background clearances required.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 4196Literacy Instruction for Students with Disabilities3
The focus of this course is to provide knowledge of a developmental language framework for pre-service early childhood, elementary grade, and special education teachers that will be the foundation for effective literacy instruction for struggling readers in inclusive settings including students with a wide range of abilities and disabilities. Emphasis is placed on understanding theories and interventions that surround language acquisition and literacy development for students in pre-kindergarten to grade 8 settings, with an additional exploration of how language and literacy are impacted by diversity and various disabilities.
SPED 4198Literacy Instruction and Assessment in Special Education3
This course is designed to provide students with an understanding of reading and assessment theory and skills. The skills and techniques from this class will help students develop the foundation for assessment of effective literacy instruction for struggling readers in inclusive settings including students with a wide range of abilities and disabilities. Emphasis is placed both on how assessment is used to identify students with disabilities in reading and other areas and how assessment can be used to plan and monitor the effectiveness of instructional practices related to student learning and development in the classroom. Moreover, students will learn how to use effective reading techniques and strategies to help struggling readers and students with other disabilities. In addition, this course has been designated as a writing intensive course. This means that the course has a specific instructional focus on professional writing related to teaching and assessing literacy of students with disabilities. Specifically, in this course students will learn how to (a) organize their writing for clear and professional communication; (b) incorporate technical terminology into their writing to describe students' current levels of performance, assessment results, and recommendations for instruction; and (c) write for varying audiences, including teachers, related services providers, administrators, and parents of children with disabilities. The writing assignments in the course are designed to teach students writing skills they will need to be successful as teachers who support students with disabilities in their development of literacy skills.
SPED 4201Effective Transition for Students with Disabilities3
The focus of this course is to provide knowledge and skill development in the areas of transition planning, self-determination, and collaboration among professionals, families, and students with disabilities in academic, vocational, and community settings. Emphasis will be placed on evidence-based practices in transition to enhance post-school outcomes, including assessment, instructional strategies, and identified predictors of post-school outcomes. Special attention will be given to knowledge about pre-K, elementary, middle school, and secondary transition to postsecondary education and employment, along with information on such important topics as transition-related legislation; local, state, and national resources; inclusive secondary education; self-determination, family involvement, interagency collaboration, and transition Individualized Education Programs (IEPs).
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 4331Family and Interdisciplinary Collaborative/Consultation Skills3
This course will focus on the context, processes, and content for collaboration and consultation. The course will focus on the roles and responsibilities of special educators in collaborative and inclusion settings. The main theme of "teacher as decision maker" serves as the framework for teachers as they learn new skills/content to become effective collaborators and consultants. The core of the course will focus on building communication and partnerships skills so that educators can become better collaborators, team-teachers, and consultants. This includes serving as an advocate for students with disabilities and culturally diverse students in educational settings. Various components will also focus on how teachers can become more effective in their communication with parents/legal guardians.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 4801Senior Seminar and Performance Assessment in Special Education3
Students will be involved in experiences that prepare them for making the transition from college to the practice setting, and engage in activities that foster professionalism in school and community settings. The senior performance assessment, a requirement for teacher certification students, is also a part of the course. NOTE: This is a required course for all teacher certification candidates, which is taken during the student teaching semester.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
The special education student teaching experience is taken during the final semester of study before completion of the special education teacher preparation program requirements. Eligibility for graduation and recommendation for PreK-12 Special Education certification is contingent on the successful completion of this practicum. Students are provided with an opportunity to be in a classroom for 12 weeks full time and to put into practice what they have learned in their special education courses. Over the course of the semester, students will experience, in depth, the full role and meaning of teaching in special education and/or an inclusive classroom. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, participating in the development of IEPs, working collaboratively with other school personnel, and utilizing school and community resources in the instructional program.
Subject
SPED
Credits (min)
9
Credits (max)
9
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.Pre-requisites: minimum GPA of 3 in: courses numbered 0700 to 4999.
This course is designed to provide students with an understanding of assessment theory, the purposes of assessment and specific assessment techniques as they relate to the education of struggling students and students with disabilities. Emphasis is placed both on how assessment is used to identify students with disabilities and how assessment can be used to plan and monitor the effectiveness of instructional practices related to student learning and development in the classroom. We use a problem-solving approach in this course.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5106Literacy Instruction for Students with Disabilities3
The focus of this graduate level course is to provide knowledge of language and literacy for pre-service PreK-12 teachers. In turn, this knowledge will serve as grounding for effective literacy instruction for struggling readers in inclusive settings including students with a wide range of abilities and disabilities. Emphasis will be placed on understanding theories and interventions that surround language acquisition and literacy development for children in Pre-Kindergarten to grade 12 settings, with an additional exploration of how language and literacy are impacted by diversity, various disabilities and atypical behaviors. Attention will be given to basic knowledge about literacy and language development with information on such important topics as: reading components and building-blocks, writing and spelling elements, reading fluency, reading comprehension, and the facilitation of language in the classroom. An equally important theme will be how to actually implement this knowledge in inclusive classrooms through: appropriate assessment practices, research validated literacy interventions, developmental reading programs, evidence-based instructional practices, and content area materials. Other integral parts of literacy and language development, such as co-teaching, collaboration with paraprofessionals and other related support staff, spoken language, communication skill development through assistive technology, and universal design in inclusive classrooms will be examined at the instructor's discretion.
SPED 5107Understanding and Using Special Education Research3
This course provides students with an introduction to research methods used in special education. Students will learn how to critically read research and evaluate if practices are evidence-based. The goal of this class is not for students to leave with the ability to design studies, but for students to understand which components are necessary for making causal claims about interventions. Students will leave with tools to select and use evidence-based practices in their classrooms.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5109Classroom Management and Positive Behavior Support3
This course provides an in-depth presentation of Positive Behavior Interventions and Supports and its application in classroom systems to prevent challenging behavior and academic failure. Infused throughout the course will be intervention strategies that will allow for the accommodation of all children in the general-education system. The emphasis of the course will be proactive, constructive strategies that prevent, rather than react to, classroom difficulties.
SPED 5111Educating Students with Disabilities in Inclusive Settings2
This course is an introduction to effective strategies for teaching students with disabilities. This course will identify strategies that will aid in student success throughout the middle grade years in the least restrictive environment. Emphasis is placed on evidence based strategies and activities specific to middle grades students, technology in the classroom, and ways to address diversity in today's classroom.
Subject
SPED
Credits (min)
2
Credits (max)
2
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5187Graduate Assessment Practicum in Early Childhood Special Education3
This course is field-based with classroom/online experiences and designed to provide students with an understanding of assessment theory, the purposes of assessment and specific assessment techniques as they relate to the education of struggling students and students with disabilities. Emphasis is placed both on how assessment is used to identify students with disabilities as well as how assessment can be used to plan and monitor the effectiveness of instructional practices related to student learning and development in the classroom. We use a problem-solving approach in this course.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may be repeated for additional credit.
SPED 5201Students with Moderate to Severe Disabilities: Effective Teaching Strategies3
This course is an introduction to best instructional practices and strategies for teaching students with a range of moderate to severe disabilities in varied educational settings. The purpose of this course is to identify and understand specific evidence-based strategies that positively impact student success based on student profiles including abilities, disabilities, interests, assessment data, and needs for supports. Emphasis is placed on strategies and activities specific to learners spanning from Pre-Kindergarten through 12th grade. We emphasize and practice collaboration and communication strategies which will be expected of us as professional special educators. In addition, we discuss/analyze appropriate applications of instructional, adaptive and assistive technology in the classroom. Finally, we focus on ways to incorporate/encourage family participation and embrace diversity in contemporary classrooms comprised of diverse learners having diverse abilities and needs.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5211Effective Instruction for Students with Disabilities3
This course is an introduction to effective instruction and strategies for teaching students with disabilities across Pre-K to 12th grade. The purpose of this course is to identify specific strategies that will aid in student success in the inclusive setting. Emphasis will be placed on strategies and activities specific to pre-kindergarten and elementary students, collaboration and communication strategies among professionals, technology in the classroom, and ways in which to address family participation and diversity in today's classroom.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5287Integrated Literacy and Special Education Practicum2
This integrated practicum experience will provide opportunities for students to apply theoretical models and research-based instructional strategies in the area of literacy to middle grades students in inclusive classrooms. Focus will be placed on developmental, cognitive, physical, social, behavioral, processing and learning needs of students and how these needs relate to comprehending written text, specifically for students having disabilities. Particular emphasis will be focused on ways to connect information from the co-requisite literacy methods course and apply this knowledge to students with disabilities in the middle grades classroom. Differentiated instruction, response to intervention, appropriate curricular modification, and authentic assessment related to appropriate instructional decision-making are themes that run throughout this learning experience.
Subject
SPED
Credits (min)
2
Credits (max)
2
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may be repeated for additional credit.Pre-requisites: Minimum grade of B- in (EDUC 5402 and MGRE 5101)
SPED 5302Effective Teaching Strategies and Academic Interventions3
This course overviews assessment and intervention strategies for learners with skill deficits. Learners with a diverse set of needs will be discussed in the course (e.g., neurotypical, autism, intellectual disability, emotional and behavioral disturbance, among others). The link between assessment and intervention will be emphasized throughout the course, with attention to effective practices for learners with diverse needs. Students enrolled in the course will learn how to select, administer, score, interpret, and report results for a variety of behavioral assessment methods that will be related to selecting interventions, monitoring student progress, and making decisions based upon data.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
This course provides the student with an overview of ethical practices and considerations for behavior analysts working across a variety of applied settings, including schools and agencies that support people with disabilities.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5304Concepts and Principles of Behavior Analysis3
This course provides the student with an introduction to the concepts and principles of behavior analysis. Core concepts including motivation, reinforcement, punishment, extinction, and rule governed and verbal behavior will be covered, along with examples of behavior change techniques that employ these concepts.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
This course provides an overview of strategies for designing and conducting single-subject research in special education. Competencies include selection of independent and dependent variables for research, measurement tactics, research design, establishing generality of results, and ensuring the integrity of research procedures. The methods discussed are not specific to any disability or age level; rather, they are a general set of methods for conducting and interpreting single-subject research.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5402Effective Transition Practices for Students with Disabilities3
The focus of this course is to provide knowledge and skill development in the areas of transition planning, self-determination, and collaboration among professionals, families, and students with disabilities in academic, vocational, and community settings. Emphasis will be placed on evidence-based practices in transition to enhance post-school outcomes, including assessment, instructional strategies, and identified predictors of post-school outcomes. Special attention will be given to knowledge about pre-K, elementary, middle school, and secondary transition to postsecondary education and employment, along with information on such important topics as: transition-related legislation; local, state, and national resources; inclusive secondary education; self-determination, family involvement, interagency collaboration, and transition Individualized Education Programs (IEPs).
Examination of the context in which exceptional persons learn. Consideration of the influence of multiculturalism, the family, school, social agencies, the media, courts, laws and forces such as inclusion as they affect the learning environment.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
Provides students with the knowledge of a range of alternative management techniques appropriate for facilitating learning in classrooms, within families and in other environments. Multicultural aspects of learning environments are considered.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
An introduction to the appropriate assessment and teaching of persons with disabilities at a variety of age levels. Particular emphasis placed upon the modification of the basic school curriculum.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
SPED 5521Issues in Social, Emotional, and Physical Development3
The nature, developmental problems, assessment, and educational intervention of physical, perceptual, motor, and socio-emotional problems are studied. Field application including observations, interviews, and trial interventions are required.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
Deals with the following aspects of language and cognitive development: nature and theory, multicultural aspects, normal acquisition and development, problems in development, assessment and intervention strategies. An attempt is made to link theory and practice.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
The special education practicum experience is taken during the final semester of study before completion of the special education teacher preparation program requirements. Eligibility for graduation and recommendation for K-12 Special Education certification is contingent on the successful completion of this practicum. Students are provided with an opportunity to be in a classroom for an extended period of time and to put into practice what they have learned in their special education courses. Over the course of the semester, students will experience, in depth, the full role and meaning of teaching in special education and/or an inclusive classroom. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, participating in the development of IEPs, working collaboratively with other school personnel, and utilizing school and community resources in the instructional program.
This class is a preliminary overview of inclusion and its pervasive, on-going impact on both special and general education. Special emphasis will be placed on: the legal ramifications of inclusion, related terminology, and IEPs; various disability categories; adapting the classroom environment, especially in terms of various behavioral concerns and positive behavioral supports; teaching strategies and assessment practices appropriate to inclusion; and collaborative relationships with parents in inclusive settings. Other topics and miscellaneous resources/best practices will be highlighted at the instructor's discretion.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
Discussion and examination of current topics in special education. We will examine controversial and/or critical issues in special education, which may include: current IDEA definitions (e.g., LD, OHI, ED, and CI), controversial treatments and evidence-based practices, issues with evaluation of students (e.g., RTI, over-representation, testing), special education laws and policies, the role that research plays in education, as well as other topics relating to special education or inclusion.
Subject
SPED
Credits (min)
3
Credits (max)
3
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may not be repeated for additional credits.
Full-time summer practicum. Temple provides the practicum site. Five full days (mornings and afternoons) of practice teaching each week for the full summer semester.
Subject
SPED
Credits (min)
3
Credits (max)
6
Credit unit
Credit Hours
Type
course
Repeatable
Repeatability: This course may be repeated for additional credit.
