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.
An introductory course concerning the education of gifted children and children with disabilities. Requires clinical observations. May be taken prior to admission to Teacher Education. This course includes a significant writing component. Prerequisite/Corequisite: EDU 130 Introduction to Education.
This course focuses on learners with mild disabilities in K–8 inclusive type settings. Special topics of focus will include issues in assessment and identification, instruction and placement (IEP), learners with intellectual and developmental disabilities, learning disabilities, etc. This course will have a clinical observation and practicum experience. In addition, this course is designed for the K–8 interventionist licensure pathway. Same as SPE 546.
This course provides an overview of literacy, including diverse cultural and diverse backgrounds, the science of reading, and typical and atypical language development. Evidence-based strategies and interventions for students with language delays, developmental disabilities, and learning disabilities (i.e., dyslexia) will be emphasized. Same as SPE 651.
This course is a study of etiology, characteristics, and educational needs of individuals with high incidence disabilities (i.e., learning disabilities, intellectual disabilities, behavior disorders) and low incidence disabilities (i.e., hearing impaired). Discussions and practical applications of educational methods, strategies, and techniques will also be incorporated. Same as SPE 562. 392
Classroom teaching experience with exceptional children, including mental, physical, behavioral, and learning disabilities. The student teaching experience will consist of placement in at least two different levels (i.e., elementary, middle, high school) and in a variety of formats (i.e., resource room, self-contained classroom, regular classroom, teacher collaboration, consultation). Students will do their student teaching in the modified area (mild disabilities) or in the comprehensive area (moderate and severe disabilities) or in a combination of the two. Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.
This course is designed to help equip special education and general education teachers with the skills, strategies, and dispositions to teach all children. An emphasis on children with disabilities, children from diverse cultural backgrounds, and English Language Learners within the context of the regular classroom will be the focus. Same as SPE 541.
This course is designed to acquaint students with the origin of inappropriate behavior on the part of children with special needs. An emphasis is placed on understanding the social and emotional aspects of behavior and how behavior impacts academic achievement. Students will also gain an understanding of evidence-based strategies, tiered behavioral supports, effective techniques, and approaches to decrease inappropriate behaviors and increase desirable behaviors in the classroom. Attention will also be given to understanding of how trauma impacts student behavior, at-risk behaviors in children, and how those behaviors impact learning. Same as SPE 544.
This course focuses on appropriate assessment instruments and procedures for students with disabilities or suspected of having disabilities. Provides training in the administration and interpretation of psycho-educational tests. Attention will be given to use of appropriate assessments to drive specialized instruction, data-driven behavioral supports, and the use of tiered behavioral supports. Requires practicum experience. Same as SPE 547.
This course focuses on the development of skills in communicating and collaborating with parents, general education teachers, school administrators, support service personnel in the school, and with other service agencies in the community. This course includes topics such as special education resources, laws and regulations, professional ethics, licensure requirements, professional organizations, and successful strategies for parent interaction. Same as SPE 548.
This course is designed to provide students with knowledge, strategies, and resources necessary to prepare adolescents and young adults with disabilities for the transition from school to future careers, continuing education, and independent living. Students will develop knowledge and skills about the context within which adolescence occurs, transition assessment/planning strategies, transition-related content/instruction strategies (including student-focused skill development strategies), and strategies for interacting and collaborating with families and community-based agencies in the transition process. In addition, this course is designed for the 6-12 interventionist licensure pathway. Same as SPE 549. 393
This course focuses on educating students with severe and multiple disabilities, including physical disabilities, multiple disabilities, sensory disabilities, and other special health care needs. Emphasis will be placed on building trauma-informed classrooms, designing collaborative educational services, partnering with parents and families, designing and adapting the curriculum. This course requires clinical observation and practicum experience of a classroom that serves students with severe and multiple disabilities. This course is designed for the K–12 comprehensive licensure pathway. Same as SPE 583.
This course is designed to help equip special education and general education teachers with the skills, strategies, and dispositions to teach all children. An emphasis on children with disabilities, children from diverse cultural backgrounds, and English Language Learners within the context of the regular classroom will be the focus. The use of technology in the classroom will be emphasized. Same as SPE 441.
This course is designed to acquaint students with the origin of inappropriate behavior on the part of children with special needs. An emphasis is placed on understanding the social and emotional aspects of behavior and how behavior impacts academic achievement. Students will also gain an understanding of evidence-based strategies, tiered behavioral supports, effective techniques, and approaches to decrease inappropriate behaviors and increase desirable behaviors in the classroom. Attention will also be given to understanding of how trauma impacts student behavior, at-risk behaviors in children, and how those behaviors impact learning. Same as SPE 444.
This course focuses on learners with mild disabilities in K–8 inclusive type settings. Special topics of focus will include issues in assessment and identification, instruction and placement (IEP), learners with intellectual and developmental disabilities, learning disabilities, etc. This course may have a clinical observation and practicum experience. Otherwise, students will complete a research project relative to a current trend or issue in special education. In addition, this course is designed for the K–8 interventionist licensure pathway. Same as SPE 347.
This course focuses on appropriate assessment instruments and procedures for students with disabilities or suspected of having disabilities. Provides training in the administration and interpretation of psycho-educational tests. Attention will be given to use of appropriate assessments to drive specialized instruction, data-driven behavioral supports, and the use of tiered behavioral supports. Requires practicum experience. Same as SPE 447.
This course focuses on the development of skills in communicating and collaborating with parents, general education teachers, school administrators, support service personnel in the school, and with other service agencies in the community. This course includes topics such as special education resources, laws and regulations, professional ethics, licensure requirements, and professional organizations and successful strategies for parent interaction. Same as SPE 448. 394
This course is designed to provide students with knowledge, strategies, and resources necessary to prepare adolescents and young adults with disabilities for the transition from school to future careers, continuing education, and independent living. Students will develop knowledge and skills about the context within which adolescence occurs, transition assessment/planning strategies, transition-related content/instruction strategies (including student-focused skill development strategies), and strategies for interacting and collaborating with families and community-based agencies in the transition process. Students enrolled in SPE 549 will write a paper on a topic relative to those discussed in class regarding working with students in this area and/or types of services for these students, outside of high school. In addition, this course is designed for the 6–12 interventionist licensure pathway. In addition, this course may have a clinical observation and practicum experience for students not yet teaching in their own classroom. Same as SPE 449.
This course is a study of etiology, characteristics, and educational needs of individuals with high incidence disabilities (i.e., learning disabilities, intellectual disabilities, behavior disorders) and low- incidence disabilities (i.e., hearing impaired). Discussions and practical applications of educational methods, strategies, and techniques will also be incorporated. Same as SPE 362.
This course focuses on educating students with severe and multiple disabilities, including physical disabilities, multiple disabilities, sensory disabilities, and other special health care needs. Emphasis will be placed on building trauma-informed classrooms, designing collaborative educational services, partnering with parents and families, and designing and adapting the curriculum. This course requires clinical observation and practicum experience of a classroom that serves students with severe and multiple disabilities. This course is designed for the K–12 comprehensive licensure pathway. Same as SPE 483.
A faculty supervised field experience in a setting with students who have moderate and severe disabilities which will require the student to submit lesson plans, tests, logs, and other work samples.
A faculty supervised field experience in special education which will require the student to submit lesson plans, tests, and other work samples as well. An evaluation of performance based on observations by designated faculty will also be involved. This practicum will meet the needs of licensed teachers working in a special education setting who are seeking special education endorsement and the benefit of student teaching in special education.
A cooperatively planned reading-research course or special project guided and evaluated by a member of the graduate faculty. May be repeated. Prerequisites: students must have regular admission status, have completed twelve (12) graduate hours with 3.00 or above, AND completed required forms with appropriate signatures before the drop/add date of the semester for which the credit is to be earned. It is the student’s responsibility to develop a proposal, initiate contact with a faculty member willing to serve as mentor, and see that all requirements are met. A maximum of six (6) semester hours may be counted toward a master’s degree at Freed–Hardeman University. Same as EDU 598. 395
This course provides an overview of literacy, including diverse cultural and linguistic backgrounds, the science of reading, and typical and atypical language development. Evidence-based strategies and interventions for students with language delays, developmental disabilities, and learning disabilities (e.g., dyslexia) will be emphasized. Same as SPE 351.
Source: Freed-Hardeman University's catalog, linked per course · table learning_unit · CourseShelf publish 59
