11 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 315Exceptional Child3
This course covers the foundations of education of exceptional students, including programs, services, technologies, and interventions. Included in the course is coverage of intellectual disability, learning disabilities, behavior disorders, communication disorders, disorders of the sensory or physically impaired, and the gifted. Topics include ethics, roles, and responsibilities of the special educator, special education law, policies, procedures, inclusion, differentiation, and transition. There is a focus on use of learning styles, adapting lesson plans, and integration of students into the regular classroom. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
SPED 343Essentials of Adaptive Physical Education3
This course includes the design and implementation of adaptations to meet the needs of children, youth, and adults with disabilities. It also examines the motor needs and tolerances associated with disabling conditions.
This course explores the philosophy, educational content, and teaching methods of the inclusion classroom for the K-8 classroom settings. Emphasis is placed on building family and community relationships, understanding diverse family characteristics, and involving those families in the educational process. Also emphasized are a broad range of active, engaging, differentiated educational strategies that promote critical thinking, problem solving, and self-regulated behavior in children, including Universal Design for Learning and Positive Behavior Support systems. The development and implementation of formal and informal assessments for diverse learners will be addressed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
SPED 315 and admittance into the Special Education Interventionist K-8 Education Program Offered: Spring Fees: Fee applies
SPED 402Methods of Intervention for Students with Mild/Moderate Exceptionalities3
This course defines the various aspects of core content instruction and environmental structure in elementary and middle school settings for exceptional learners with mild to moderate disabilities. Strategies to document and modify social, emotional, communication, behavioral and academic areas will be addressed. A focus on differentiation, scaffolding, and determining appropriate accommodations based on student strengths will be addressed. The use of multiple means of assessment, including alternative assessments for diverse learners will be emphasized. Discussions of adaptive behavioral assessments, behavior intervention plans, and Individual Education Plan compliance will be included. In addition, family, community, and cultural assets and how they impact students with disabilities will be explored. Additional emphasis will include current technology, including augmentative and assistive devices, as well as vocational and life skill strategies to facilitate normalization and independent living for students with significant needs. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
SPED 315 and admittance into the Special Education Interventionist K-8 Education Program Offered: Spring Fees: Fee applies
SPED 403Collaboration Skills/Resources for Effective Intervention3
This course will provide students the opportunity to gain an understanding of collaborative teaching and learning strategies across general and specialized educational curricula. Effective methods for collaborating with families, colleagues and related service providers through Individualized Education Programs (IEPs) are defined and examined. The roles an interventionist plays in assisting data teams and alignment of interventions to the specific needs of the student will be discussed. Using multiple means of assessment to inform decisions about placements, goals, and strategies will be addressed. The use of assistive technology, transition planning, various technology programs, medical plans and the resources needed to assess these areas will be explored. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
SPED 315 and admittance into the Special Education Interventionist K-8 Education Program Offered: Fall Fees: Fee applies
SPED 404Transition and Employment for Students with Mild/Moderate Exceptionalities3
This course focuses on transition planning for postschool opportunities for students with mild/moderate exceptionalities. Effective transition planning practices will be included, including Individualized Education Programs (IEP) planning, transition teams, interagency collaboration, community resources, and vocational skills training. Additionally, the course will address independent living skills, community-based instruction, and work-based learning. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
SPED 315 and admittance into the Special Education Interventionist 6-12 Education Program Offered: Fall Fees: Fee applies
SPED 406Disorders of Childhood and Youth3
This course considers childhood disorders in the context of the whole child and of the developmental tasks and challenges faced by all children. Biological, psychological, and social factors are examined in relation to cause, diagnosis, intervention, and developmental pathways. Disorders covered include disorders of early development, disorders of attachment, autism spectrum disorders, attention deficit disorder, oppositional defiant and conduct disorders, anxiety disorders, obsessive-compulsive disorders, mood disorders, eating disorders, and addictive disorders
PSY 211 and PSY 351 , or permission of the instructor Offered: Fall, Spring evening, odd-numbered years
SPED 460Clinical Practice in Special Education Grades K-811
Each student teaches a full day in a public special education classroom for fifteen (15) weeks. Students are admitted to this course through a stringent screening process conducted by the Teacher Education Committee. No student is permitted to student teach unless that student has completed all degree requirements, made application, and been approved for clinical practice. Those applying for clinical practice must demonstrate accomplishment through professional dispositions, grades, quality points, and completion of field experiences. Upon successful completion of clinical practice and the edTPA portfolio a letter grade is given, and a recommendation for teacher licensure will be given.
Completion of all course work in the major, admittance into the Special Education Interventionist K-8 Education Program, successful completion of Praxis II exams, and approval for clinical practice by the Teacher Education Committee Offered: Fall, Spring Fees: Fee applies
SPED 461Clinical Practice Seminar, K-81
This seminar is held in conjunction with SPED 460 , and offers an opportunity for student teachers to participate in small group discussions. The focus of discussion is on problems and issues associated with clinical practice. Topics include classroom management, discipline, parent teacher conferences, and working cooperatively with colleagues and administrators. Other subjects discussed include instructional methods, multicultural education, inclusion, and related topics that student teachers may encounter in schools. The development of the professional portfolio is a major component of this course.
Admittance into the Special Education Interventionist K-8 Education Program and approval for SPED 460 Offered: Fall, Spring
SPED 462Clinical Practice in Special Education Grades 6-1211
Each student teaches a full day in a public special education classroom for fifteen (15) weeks. Students are admitted to this course through a stringent screening process conducted by the Teacher Education Committee. No student is permitted to student teach unless that student has completed all degree requirements, made application, and been approved for clinical practice. Those applying for clinical practice must demonstrate accomplishment through professional dispositions, grades, quality points, and completion of field experiences. Upon successful completion of clinical practice and the edTPA portfolio a letter grade is given, and a recommendation for teacher licensure will be given.
Completion of all course work in the major, admittance into the Special Education Interventionist 6-12 Education Program, successful completion of Praxis II exams, and approval for clinical practice by the Teacher Education Committee Offered: Fall, Spring Fees: Fee applies
SPED 463Clinical Practice Seminar, 6-121
This seminar is held in conjunction with SPED 462 , and offers an opportunity for student teachers to participate in small group discussions. The focus of discussion is on problems and issues associated with clinical practice. Topics include classroom management, discipline, parent teacher conferences, and working cooperatively with colleagues and administrators. Other subjects discussed include instructional methods, multicultural education, inclusion, and related topics that student teachers may encounter in schools. The development of the professional portfolio is a major component of this course.
