23 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 180Assessment & IEP Development
Candidates in this course prepare to use valid assessment techniques for screening, placement, programming for, and monitoring progress of individuals with diverse learning needs and disabilities. Emphasis is placed on how to assess for IEP eligibility while minimizing bias. Through collaborative effort, candidates develop IEPs that are meaningful, accessible to the family, and exemplary in terms of instructional, legal, and ethical standards. Fall, Spring Credits 3 492 LMU Undergraduate Catalog
SPED 210Managing Academic and Social Behavior of Students with Disabilities
Candidates apply knowledge of how their behaviors as teachers, the environment and disabilities influence the behaviors of all students including those with disabilities. They develop and deliver effective instruction using behavioral principles within a framework of positive behavioral interventions and supports, and functional behavior assessments. They create and modify behavioral intervention plans to help students whose behaviors may interfere with the learning process. Fall, Spring Credits 3
SPED 230Characteristics and Communication of Students with Severe Disabilities
Candidates evaluate the varied characteristics and communication skills of students with extensive support needs such as health care, self-care, community-living, and self-advocacy. They focus on how these support needs affect performance at school. They understand how to apply various definitions of intelligence, disability, and communication. They adopt an inclusive philosophy that promotes self-determination. Fall, Spring Credits 3
This course is designed to prepare candidates to develop individualized plans for students with learning exceptionalities. Candidates will learn to adjust goals and teaching strategies to help students with exceptionalities succeed in the regular classroom. Fall, Spring Credits 2
An in-depth study of individual teaching styles and learning styles. The course is designed to align appropriate teaching styles to diverse learning styles. Clinical field experience in an exceptional needs setting required. Fall, Spring. Credits 3
SPED 330Methods of Instruction and Support for Students with Severe Disabilities
Candidates plan, implement, and evaluate instructional practices, curricula, and methods of supporting learners with severe or multiple disabilities. They examine community-based, educational, recreational, work, and living options and supports. They use task analysis to functionally assess curricular and IEP goals and individualize instruction for all learners. Clinical field experience in an exceptional needs setting required. Fall, Spring Credits 3
SPED 340Characteristics of Students with High Incidence Disabilities
Candidates evaluate the varied characteristics and communication skills of students with high incidence disabilities, including learning disabilities, emotional and behavioral disabilities and mild or moderate intellectual disabilities. They focus on how these support needs affect performance at school. They understand how to apply various strategies of accommodations and curricular modifications to meet individualized learning needs. They adopt an inclusive philosophy that promotes self-determination. Clinical field experience in an exceptional needs setting required. Fall, Spring. Credits 3
Candidates in this course learn collaborative team-work with speech/language pathologists and other professionals in addressing literacy, communication, and language development of children with special needs. They learn to collaborate and consult with professionals in order to evaluate students' needs, contribute to IEP preparation and provide exemplary instruction. Fall, Spring Credits 3 493 LMU Undergraduate Catalog
SPED 410Access, Assistive Technology, AAC, and Functional Academics
Candidates ensure that students have access to grade level instruction with appropriate accommodations in general education curriculum and/or state standards. Candidates design instruction to maximize learner response and participation using principles of Universal Design for Learning. They also ensure that assistive technology provides access to valuable skills, opportunities, and relationships within the school. They adapt their methods of communication to include individuals who access alternative or augmentative communication (AAC). They also implement communicative, instructional, and social platforms for students afforded by recent technology. Fall, Spring Credits 3
SPED 420Postsecondary Transition for Students with Disabilities
Candidates, in compliance with IDEA transition assessment requirements, will identify transition assessments and programs suitable for individuals with varying characteristics, skills, and aptitudes. They will accurately interpret assessment results in order to develop appropriate, individualized postsecondary goals. Candidates will develop strategies to report results to students, families, and other team members and work collaboratively to plan for students' self-determination, skill development, and identification of supports and services. Candidates work directly with a student to plan and conduct a portion of a transition assessment. Fall, Spring Credits 3
and Ethics The total number of required hours for K-5 Elementary Teaching MEd with initial teacher licensure is 42. This tot consists of 18 hours of the professional core courses and 1 hours of required methods coursework. The MEd degree is optional and not required for licensure. For elementary majors who wish to earn the Master of Education degree, the following courses are required: Master of Education Degree Coursework: Item # Title Credits
This course provides strategies for teaching students with moderate, severe, and multiple disabilities. To ensure the best outcomes for students with moderate and severe disabilities, K-12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. This course addresses systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. Credits 3
EDUC-583 or SPED-577 3-3 EDUC-574 or SPED-545 3 Total additional Master of Education credit hours: 24 Total required credit hours for the Master of Education in Initial Teacher Licensure (Secondary Education) recommendation: 42 Total Credits 42 EDUC-591 or EDUC-593 Elective Credits 6 EDUC-591 or EDUC-593 EDUC-572 or SPED-550 Elective Credits 3 Item # Title Credits
for Students w/High Incidence Disabilities This course provides an in-depth study of responsive teaching strategies to meet a variety of learning needs while emphasizing the need for strong homeschool collaboration between schools and families of students with high incidence disabilities. Candidates collaborate to form professional teams with staff, administrators, and others for professional development, instruction, and problem solving. Candidates examine characteristics of students with high incidence disabilities, including learning disabilities, emotional and behavioral disabilities and mild or moderate intellectual disabilities (focusing on how to apply various strategies of accommodations and curricular modifications to meet individualized learning needs.) This course emphasizes a culturally responsive, inclusive philosophy that promotes self-determination. Candidates explore the best of inclusion practices, the most effective general teaching practices, and ways to differentiate instruction for specific content areas with an emphasis on effective literacy and mathematics instruction for learners with complex support needs. Candidates apply principles of Universal Design for Learning (UDL), and the latest strategies relating to academic success as a means to improve outcomes and prevent failure of all students, including students with disabilities, ELL students, and other at-risk students. Credits 3 231
