23 courses with the subject SPE, 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.
SPE 115Typical Atypical Development3
The purpose of this course is to provide students with an overview of early child development, typical and atypical, in children ages 0-5. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience. Fall
SPE 208Instructing Students with Mild/Moderate Disabilities3
The purpose of this course is to review evidence-based practices in meeting the learning needs of children in grades PreK-12 with high incidence disabilities including those identified as having or at-risk for learning disabilities, emotional disturbance, and high functioning autism spectrum disorder (ASD). The course also presents students with an overview of the special education evaluation, reevaluation and Individualized Education Program (IEP) process. This course requires a field placement. Fall SPE 209. Introduction to Exceptional Individuals (Cross-listed as PSY 209) 3 credits This course is designed to introduce teacher candidates to the philosophical, legal, historical foundations of the education of exceptional students. Exceptional is used by educators to describe any individual whose physical, mental, or behavioral performance deviates substantially from the norm, either higher or lower. In this course, exceptional students will include individuals with disabilities and/or giftedness. A study of the models and theories of typical/atypical growth, behaviors and the current identification criteria used to describe the characteristics of exceptional learners will be emphasized. This course requires a field experience. Spring
SPE 305Teaching Students with Severe Disabilities3
Students will learn and become familiar with a wide range of instructional strategies to facilitate the academic and functional skill success of students in PreK-12 with low incidence or severe disabilities. Teacher candidates will also
SPE 306Teaching Students with Emotional Disturbance3
Teacher candidates will learn and become familiar with research-based academic, behavioral, and social interaction strategies and techniques to support PreK-12 students with emotional disturbance. Teacher candidates will also learn to implement behavioral interventions based on functional analyses of behaviors. The importance of collaborating with families and other professional to address students’ learning, behavioral and emotional needs will also be emphasized. This course requires a field experience. Fall
SPE 307Teaching Students with Learning Disabilities3
Teacher candidates will learn and become familiar with a wide range of instructional strategies to facilitate the academic success of PreK-12 students with specific learning disabilities. This course requires a field experience.
SPE 308Teaching Students with Developmental Disabilities3
The purpose of this course is to provide an overview of the knowledge and skills needed to be effective in teaching students in grades PreK-12 with developmental disabilities and autism spectrum disorders. This course requires a field experience. Fall
This course is a study of student assessment practices and the use of the data-based instructional decision making process in the elementary, middle and secondary classroom. Instruction will focus upon formal and informal assessments including screening measures, progress monitoring, benchmark testing, diagnostic testing, formative assessments, and summative assessments. Fall
SPE 325Instructional Strategies in the Inclusive Classroom3
The purpose of this course is to review what is known about effective practices for teaching preschool, elementary, middle, and secondary students with and without disabilities in inclusive settings. Teacher candidates will learn methods to create classroom environments that support the learning of all students by designing instruction to meet group and individual learning needs. A field placement is required. Spring
SPE 406Communication and Collaboration in ECE/SPE3
This course will provide teacher candidates with the collaboration and communication skills necessary to interact and work with various stakeholders across all educational settings. Co-teaching procedures will be explored along with strategies to develop effective home/school partnerships. Fall SPE 195, 295, 395, 495. Special Topics 3 credits Topics reflective of current theories and practices in PreK-12 special education will be decided upon at the time the student chooses to do a special topics course. (Offered when interest is expressed and departmental resources permit.)
Independent research on current problems in the field of PreK-12 special education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department. † indicates a special fee is charged
SPE 515Teaching Students with Autism Spectrum Disorders3
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with autism spectrum disorders. The emphasis will be upon increasing the awareness of general, autism spectrum disorder-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the autism spectrum disorder population.
SPE 516Teaching Students with Behavior and Emotional Disabilities3
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with behavior and emotional disabilities. The emphasis will be upon increasing the awareness of general, behavior and emotional disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the behavior and emotional disabilities population.
An on-site special education teaching experience working directly with students with special needs under the direction of a highly qualified special educator with shared supervision by the host teacher and Waynesburg University faculty. Student is required to complete a six (undergraduate) to maximum of eight (post-baccalaureate), consecutive week placement.
SPE 526Behavioral Analysis and Interventions for Students with ASD3
This course provides class participants with the knowledge and skills necessary to develop, implement and evaluate the impact of positive behavior support and applied behavior analysis. Emphasis will be placed on understanding the function of challenging behaviors, the teaching of new skills that make the challenging behavior unnecessary for the learner, and the prevention of the reoccurrence of challenging behaviors. The course will include functional behavior assessment and positive behavior support as foundations of appropriate behavioral intervention in keeping with the Individuals with Disabilities Education Act. 20 hour field experience required.
SPE 527Communication and Social Competence for Students with ASD3
This course provides students with an overview of typical language acquisition and development as compared with students with Autism Spectrum Disorders. The course emphasizes the visual aspects of language learning as well as the notion of “communication as behavior” and addresses the role of alternative and augmentative communication technologies to support individuals with ASD. Additionally, this course introduces students to the common sensory integration issues often associated with Autism. The course provides techniques used for language development and collaboration with families and related service providers, as well as focusing on the importance of teaching skill- generalization across multiple settings and situations. SPE 547. Teaching in the Inclusive Setting (Cross-listed as EDU 549) 3 credits 2023-2024
