15 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 201Survey Of The Regular And Special Needs Population Within The School Environment3
Credit(s): 3 This course is designed for the pre-service teacher to develop an understanding of the characteristics of the school environment and the relationship of that school environment to the total school system: local, state and federal. The pre-service teacher will focus on developing the professional ‘self’ called teacher. Finally, the pre-service teacher will survey those elements within the school that foster the education of regular and special school populations within the school. The pre-service teacher will study current practices, issues and trends in Special Education Law and Policy to prepare to serve the special needs population in regular and special education school environments.
At least 12 credit hours. Course Level: Undergraduate
SPED 310Emotional And Behavior Disorders3
Credit(s): 3 This course provides the framework for understanding and teaching students with emotional and behavior disorders. Candidates will demonstrate the ability to identify the characteristics of individuals with emotional and behavior disorders using functional behavior assessments. Once identified, candidates will learn to choose the most appropriate least restrictive environment for effective behavioral intervention strategies and implementation of academic instruction. The impact of these disabilities on the family and community will be discussed. Best practice strategies, including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, non-aversive behavior techniques, self-regulation, the impact of emotional factors on the learning process, and the impact of executive functioning on learning and behavior will be covered.
Admission to the Teacher Education Program, Take SPED 400 concurrently or previously Course Level: Undergraduate Crosslistings: SPED 510
SPED 320Communication And Developmental Aspects Of Learning3
Credit(s): 3 This course provides the framework for understanding and teaching students with communication, health, and physical disabilities. Candidates will learn characteristics and needs of students with autism spectrum disorders. Candidates will demonstrate the ability to create safe, inclusive, culturally responsive learning environments so that individuals with disabilities become active and effective learners and develop positive social interactions and self-determination. The impact of these disabilities on the family and community will be discussed. Best practice strategies and instruction including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, self-regulation, and self-determination will be covered.
Admission to the Teacher Education Program, Take SPED 400 concurrently or previously. Course Level: Undergraduate Crosslistings: SPED 520
SPED 400Assessing Students With Special Needs3
Credit(s): 3 This course will provide a framework for the candidates in the area of special education assessment and evaluation. The candidates will gain knowledge and experience in the use and interpretations of formal and informal diagnostic tests for the purposes of instructional planning and monitoring. Cautions regarding over-identification of minority and culturally diverse students for special education services and use of non-discriminatory assessment will be emphasized. The candidate will know how to assess, score and write professional educational reports that contain useful instructional recommendations and information for use in decision-making.
Admission to the Teacher Education Program. Course Level: Undergraduate
SPED 440Interventionist Model3
Credit(s): 3 This course provides candidates a framework for special education consultation and intervention so that they may gain knowledge and experience in addressing the needs of individuals with disabilities from mild to moderate in reading, written expression, mathematics, as well as auditory/visual processing. Candidates will learn strategies for modifying instructional practices in response to ongoing assessment data as well as strategies for collaborating with the regular classroom teacher to facilitate the success of students with disabilities in the general education classrooms. Candidates will demonstrate the ability to develop appropriate learning goals and objectives through completion of an IEP.
Admission to the Teacher Education Program, Take SPED 400 concurrently or previously. Course Level: Undergraduate Crosslistings: SPED 540
SPED 470Independence Model3
Credit(s): 3 This course provides the pre-service teacher with an opportunity to learn characteristics of and best practice when serving students with moderate to severe/multiple disabilities. Candidates will have the opportunity to study the roles of such professionals as an occupational therapist, physical therapist and speech therapist, special education teacher, teaching assistants and for the young child, the developmental specialist. Additionally, the course will focus on support and instruction in various settings, including the school, group homes and adult day programs. The focus is on individuals with moderate to serve/multiple disabilities that required the support of a multidisciplinary team. The impact of these disabilities on the family and community will also be discussed. Best practice strategies, including community-based instruction, direct instruction, positive behavior supports, use of alternative curriculum standards, the creation and implementation of an IEP, and working with supervising paraprofessionals will be covered.
Admission to the Teacher Education Program, Take SPED 400 concurrently or previously. Course Level: Undergraduate Crosslistings: SPED 570
SPED 480Transition And Technology3
Credit(s): 3 This course will encompass the critical areas of transition and technology for students with disabilities. The candidates will develop a working knowledge of services available to the population as well as the skills needed by the special needs student to become a successful class member and productive member of society. Candidates will develop a technology plan based on adaptive technology assessments and incorporate and implement instructional and assistive technology into the education program. Candidates will demonstrate the ability to develop sound transition and technology plans by participating in the IEP process. Transitions from preschool to kindergarten, middle school to high school, and high school to society, as well as the technology needs of these students will be examined.
Admission to the Teacher Education Program, Take SPED 400 concurrently or previously. Course Level: Undergraduate Crosslistings: SPED 580
SPED 500Assessing Students With Special Needs3
Credit(s): 3 This course will provide a framework for special education assessment and evaluation. The student will gain knowledge and experience in the use and interpretations of formal and informal diagnostic tests for the purposes of instructional planning and monitoring. Cautions regarding over-identification of minority and culturally diverse students for special education services and use of non-discriminatory assessment will be emphasized. Students will learn how to assess, score and write professional educational reports that contain useful instructional recommendations and information for use in decision-making.
Credit(s): 3 This course provides the framework for understanding and teaching students with emotional and behavior disorders. Candidates will demonstrate the ability to identify the characteristics of individuals with emotional and behavior disorders using functional behavior assessments. Once identified, candidates will learn to choose the most appropriate least restrictive environment for effective behavioral intervention strategies and implementation of academic instruction. The impact of these disabilities on the family and community will be discussed. Best practice strategies, including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, non-aversive behavior techniques, self-regulation, the impact of emotional factors on the learning process, and the impact of executive functioning on learning and behavior will be covered.
SPED 520Communication And Developmental Aspects Of Learning3
Credit(s): 3 This course provides the framework for understanding and teaching students with communication, health, and physical disabilities. Candidates will learn characteristics and needs of students with autism spectrum disorders. Candidates will demonstrate the ability to create safe, inclusive, culturally responsible learning environments so that individuals with disabilities become active and effective learners and develop positive social interactions and self-determination. The impact of these disabilities on the family and community will be discussed. Best practice strategies and instruction including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, self-regulation, and self-determination will be covered.
current teaching license. Course Level: Graduate Crosslistings: SPED 320
SPED 530Practicum in Special Education1
Credit(s): 1 This course is designed to offer a 45-hour practicum in an accredited educational setting under the direction of a teacher with a license in Special Education. Candidates will work with students in grades pre-K through 12 who have an identified disability and are receiving special education services. Candidates take this course during any semester that they are enrolled in the Master of Arts in Education Curriculum and Instruction degree program with a concentration in Special Education. This course gives them the opportunity to put the theory learned in their SPED classes into practice in a classroom. Candidates will assist in the assessment of students and the development of (any of the following) IEPs, FSLPs, BIPs and 504 plans, and formulate lesson plans and unit plans that are appropriate for students with disabilities. Candidates may provide academic and behavioral instruction to students with disabilities. Emphasis is placed on tying the varied theoretical perspectives to current best practice in teaching methodology with attention to identification of students with disabilities through various assessments; curriculum development; development of materials; communication with administrators, classroom teachers and parents policies regarding inclusion, and use of community resources.
Enrollment in appropriate SPED courses. Course Level: Graduate Pass/Fail: Course graded as pass/fail
SPED 540Interventionist Model3
Credit(s): 3 This course provides candidates a framework for special education consultation and intervention so that they may gain knowledge and experience in addressing the needs of individuals with disabilities from mild to moderate in reading, written expression, mathematics, as well as auditory/visual processing. Candidates will learn strategies for modifying instructional practices in response to ongoing assessment data, as well as strategies for collaborating with the regular classroom teacher to facilitate the success of students with disabilities in the general education classrooms. Candidates will demonstrate the ability to develop appropriate learning goals and objectives through completion of an IEP.
Credit(s): 3 This class offers information on identification, teaching strategies, curriculum modifications and behavior plans for teachers of special needs students in the regular classroom. Research and practical application are the foundation for this class. Course Level: Graduate
Credit(s): 3 This course provides the pre-service teacher with an opportunity to learn characteristics of and best practice when serving students with moderate to severe/multiple disabilities. Candidates will have the opportunity to study the roles of professionals as an occupational therapist, physical therapist and speech therapist, special education teacher, teaching assistants and for the young child, the developmental specialist. Additionally, the course will focus on support and instruction in various settings, including the school, group homes and adult day programs. The focus is on individuals with moderate to severe/multiple disabilities that required the support of a multidisciplinary team. The impact of these disabilities on the family and community will also be discussed. Best practice strategies, including community-based instruction, direct instruction, positive behavior supports, and use of alternative curriculum standards, the creative and implementation of an IEP, and working with/supervising paraprofessionals will be covered.
Credit(s): 3 This course will encompass the critical area of transition for students with mild/moderate to severe disabilities. Candidates will demonstrate the ability to identify and develop appropriate transition goals for children with special needs through a variety of classroom experiences. Candidates will develop a working knowledge of the services available to this population, as well as the skills needed by the special needs student to become a productive member of society. Candidates will develop a knowledge basis for linking students and families with services ranging from assisted work environments to university application and other accommodations. Candidates will demonstrate the ability to develop sound transition plans by participating in the IEP process for students transitioning pre-school to elementary, from elementary to middle school level, from middle school to high school, and from high school to society.
