70 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 on the exceptional child. Etiology, characteristics, and incidences of exceptionality will be explored in historical perspective. The course is designed to provide an overall concept of educational implications to the exceptional child as well as Special Education as a profession.
Lec. 3./Credit 3. Introduction to the complexities and characteristics of mental retardation. Physiological, psychological and educational implica- tions of considered diagnosis and planning are stressed.
Study of the classification of behavior and personality characteristics which have implications for the selection of educational techniques to deal with the child’s educational difficulties.
in Children Lec. 3./Credit 3. Introduction to the complexities and characteristics of children and youth with learning and behavior disorders. Attention will be given to the classifica- tion of behavior, personality, and learning characteristics which have educa- tional implications for the learning and behavior disordered child.
for Teaching the Mentally Retarded Lec. 3./Credit 3. This course is a study of techniques and methods dealing with curriculum organi- zation for the mentally retarded child. Major emphasis will be on curriculum adjustment, specialized methods and techniques of evaluation, demonstration and participation with the mentally retarded. Attention will be given to (1) primary (EMR), (2) intermediate (EMR), (3) secondary (EMR), and (4) severely retarded (TMR).
Supervised clinical/school practice with small groups of children manifesting learning and behavior disorders located in academically oriented self- contained resource room and/or consulting education situations. Practicum involves direct experience with children in a supervised seminar to discuss and evaluate teaching strategies. Prerequisites: All Special Education course- work.
A basic course in manual communication designed for the beginner (Levels 1-2). A minimum expressive and receptive vocabulary of 300 words in signed English in addition to finger spelling.
to the Hearing Impaired Lec. 3./Credit 3. Emphasis upon cognitive development, principles and techniques for teaching language to the hearing impaired and multi-handicapped child.
and Behavior Disordered Children Lec. 3./Credit 3. A study of instructional approaches for education of learning disabled and behavior disordered students. Designed to familiarize students with the selection, evaluation, and adaptation of materials and techniques for teaching special students. The development of the individualized educational plan will be included.
Provides students with supervised laboratory experiences in the areas of mental retardation, emotionally disturbed and learning disabilities.
Plans for Exceptional Children Lec. 1./Credit 1. Course content includes development of behavioral objectives, task analysis, and applied behavior analysis for the development of individualized educa- tional plans for exceptional children. SPE 405/505 Parent/ Professional Relationships Lec. 1./Credit 1. Course content will focus on the characteristics and roles of parents and other professionals in the education of exceptional children. Skills in interpersonal relations with parents and other professionals will be a major component within the course.
Lec. 1./Credit 1. Course content will focus on the characteristics and roles of par- ents and other professionals in the education of exceptional chil- dren. Skills in interpersonal relations with parents and other pro- fessionals will be a major component within the course. Hampton University 2018-2020
in the Regular Classroom Lec. 1./Credit 1. Rationale, educational programming, and instructional procedures for educating exceptional children in the regular classroom; emphasis on the role of the regular classroom teacher.
and Planning in Special Education Lec. 3./Credit 3. Emphasizes specific competencies of applying educational assessment to the development of strategies for teaching exceptional children. Instruction leads to demonstrated competence in prescriptive teaching. To be taken in conjunc- tion with practicum.
and Teaching Practicum Credit 3. Involves one semester (60 to 90 contact hours each semester) of sequenced direct involvement with exceptional children. This practicum will include supervised clinical training in assessment, planning, and prescriptive teaching. Placements will be developed for both individual and small group experiences based on students’ professional objectives.
A teaching experience in an educational setting according to the students’ endorsement. This experience will be in an approved Special Education program under direct supervision of the cooperating teachers and college faculty.
of Deafness Lec. 3./Credit 3. Psychological, social, and learning problems related to the education of the hearing impaired.
Sign Language Lec. 1-2./Lab 1./Credit 1-2. Intermediate level of sign language. Development of speed and flexibility in expressive and receptive skills, in addition to an introductory survey of signing exact English, seeing essential English, and American Sign Language.
the Hearing Impaired Lec. 3./Credit 3. History of education; social and legal problems relating to the education of the hearing impaired. Principles and methods of teaching reading, social studies, arithmetic and science to the hearing impaired youngster, media development and utilization. Prerequisite: Introduction to Audiology, CDS 331. SPE (Special Education –
To encourage students to independently explore a specific research topic under the supervision of a faculty member. This will include, but is not be limited to, a unique case study, extensive reading in an area of interest, participation in department of interagency clin- ics, workshops, etc., or such other independent studies that would contribute to the professional growth of the student. Course Descriptions – Main Campus 393
Teaching Language Arts Lec. 3./Credit 3. Study of the modification of the content of language arts programs and the methods of presentation to meet the needs of children with learning disabili- ties and considerable impairment in neurological and educational functioning.
the Underprivileged Child Lec. 3./Credit 3. Emphasis directed toward the development of more effective curricula and teaching strategies in terms of a humanistic understanding of the cultural and other differences represented by the underprivileged child.
Exceptional Children Lec. 3./Credit 3. Basic course in recognizing and addressing various reading problems. Super- vised teaching experience using corrective and remedial techniques for children with disabilities.
for Exceptional Children Lec. 1./Credit 1. Course content includes development of behavioral objectives, task analysis, and applied behavior analysis for the development of individualized educa- tion plans.
Course content will focus on the characteristics and roles of other profes- sionals and parents in the education of exceptional children. Skills in inter- personal relations with parents and other professionals will be a major component within the course.
Student in the Regular Classroom Lec. 1./Credit 1. Rationale, educational programming, and instructional procedures for educating exceptional children in the regular classroom; emphasis on the role of the regular class teacher.
A teaching experience in an educational setting according to the student’s concentrative area. Experience will be in an approved special education program under direct supervision of the cooperating teachers and university faculty.
and Planning in Special Education Lec. 3./Credit 3. Emphasis is directed toward the development of specific competencies necessary to utilize educational assessment results to prepare individual education plans, and effectively plan lessons for children and youth with special needs. Instruction leads to demonstrated competence in prescriptive teaching. To be taken in conjunction with practicum.
Prescriptive Teaching and Planning Credit 1. Involves a sequence of direct involvement with exceptional children through supervised clinical assessment to educational planning and prescriptive teaching experience.
for the Children with Disabilities Lec. 3./Credit 3. This course provides an introduction to program models which address the education of preschool children with disabilities. Curriculum, legislation, and issues and trends in the education of young children with disabilities are presented.
Multihandicapped Children Lec. 3./Credit 3. This course incorporates the study of etiology, characteristics, types of, and prognosis for, severely/ profoundly/multihandicapped popu- lations. A survey of administrative arrangements including institu- tional school and community programs will be provided along with an overview of research findings applied to the education of the severely/profoundly/multihandicapped individual.
The content of this course will focus on the advanced concepts of applied behavior analysis procedures in instructional design and behavior manage- ment. Topics will include training strategies, measurement, data-based programming, and the element of field-based teacher research methods.
of Deafness Lec. 3./Credit 3. This course investigates the psychological, social and learning problems related to the education of individuals with hearing impairments and deafness.
in Reading and Language Lec. 3./Credit 3. A study of the modification of content of reading and language arts programs and the methods of presentation to meet the needs of students with learning disabilities and emotional disorders. Emphasis will be placed on focus on theoretical models as well as practical applications in reading and language arts.
with Hearing Impairments and Deafness Lec. 3./Credit 3. A survey of various methods of manual communication used by individuals with hearing impairments and deafness to enhance comprehension. Study and practice of signed English and finger-spelling in the context of total communication.
Individuals with Hearing Impaired Lec. 3./Credit 3. Principles and methods of teaching reading, social studies, mathematics and science to the children and youth with hearing impairments; media develop- ment and utilization. Prerequisite: CDS 331, Introduction to Audiology.
to Individuals with Hearing Impairments Lec. 3./Credit 3. This course emphasizes cognitive development, principles and techniques for teaching language to children and youth with hearing impairments and multiple disabilities.
An introductory course on the exceptional child. Etiology, characteristics, and incidences of exceptionality will be explored utilizing current and historical perspectives. The course is designed to provide an overall concept of educa- tional implications for exceptional children as well as implications for special education as a profession.
Special Education Lec. 3./Credit 3. This course is designed to explore current trends and issues in special educa- tion, and examine the intent and extent of the Individuals with Disabilities Act (IDEA). A review of special education litigation and policies impacting the global society and the educational process will be addressed as well.
in Special Education Lec. 3./Credit 3. A course designed to study interactive teaming within schools to address the needs of exceptional and at-risk learners. Team, multidisciplinary and interdis- ciplinary models are discussed along with models for consultation. Emphasis is placed on approaches to teaming, whole-school staff development, and empowerment of parents and professionals for school-based management. SPE (Special Education – Graduate Only)
Individuals with Hearing Impairment Lec. 3./Credit 3. This course emphasizes cognitive development, principles and techniques for teaching language to children and youth with hear- ing impairments and multiple disabilities.
An introductory course on the exceptional child. Etiology, characteristics, and incidences of exceptionality will be explored utilizing current and historical perspectives. The course is designed to provide an overall concept of educa- tional implications for exceptional children as well as implications for special education as a profession.
Examination of principles and theories of learning, including behavior modifi- cation and classroom management techniques. Investigation of the role of individual and group experience, purposes of the learner, problem-solving experiences, development of critical thinking, etc., in the modification of learning behavior. Analysis of the effect of the learner’s attitude on his unique perceptions in the learning process. Interpretation of motivation and its effect on the learner and a study of principles involved in evaluation of effective learning.
with Learning Disabilities Lec. 3./Credit 3. This course provides an introduction to characteristics, assessment proce- dures, and instructional practices associated with children and youth with specific learning disabilities. Historical accounts of theory and practice associated with specific learning disabilities are also explored.
with Learning Disabilities Lec. 3./Credit 3. Study of the existing theories and instructional programs for children with learning disabilities. Individualized programming is emphasized. Principles drawn from observation of children in action. Theory underlying practice discussed in relation to cumulative nature of the learning process, analysis of readiness, selection and use of materials, structure in the classroom, behavior and attitude modification.
Study of the use of psychological, educational, social, and physical assess- ment procedures and the utilization of results in diagnosing learning strengths and challenges. Test administration, interpretation, and the devel- opment of diagnostic/prescriptive reports form the course foci.
Teaching of Children with Learning Disabilities Credit 6. Directed practicum in planning, implementing, and evaluating classroom activities for children with learning disabilities. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
(Learning Disabilities, Emotional Disabilities) Credit 3-6. Supervised clinical practice with small groups of children identified as having special needs. The practicum will involve direct experience with youngsters with disabilities, and will be supervised by university faculty in each disability category. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
Practicum includes observations and participation in various degrees in grades K-5. Students observe children engaged in learn- ing activities: the use of instructional methods and materials, and behavior management techniques employed by cooperating teach- ers and university supervisors. Students act as teacher assistants. gram and satisfactory performance on required test(s).
Lec. 3./Credit 3. Supervised experience to meet a special or unique need. Provides students with supervised laboratory experiences in the areas of mental retardation, emotional disturbance and learning disabili- ties. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s). Course Descriptions – Main Campus 395
School-Aged Children Lec. 3./Credit 3. This course provides a study of the classification of behavior and personality characteristics which have implications for the selection of educational and clinical strategies to deal with the child’s educational progress. The focus of the course is a developmental perspective beginning with normal develop- ment and considering children and youth with mild to severe difficulties.
This course is to be taken in conjunction with SPE 610. It will focus on devel- oping alternative course content and materials selection for actual students who are experiencing academic difficulty in subject areas.
Disturbance and Learning Disabilities) Lec. 3./Credit 3-6. The course is designed to provide direct involvement with children and youth with learning disabilities and/or emotional disorders in public schools. Emphasis is placed on the application of educational curriculum and behavior management strategies employed to meet the unique needs of these disability groups. Prerequisite: Successful admission to the Teacher Prepara- tion Program and satisfactory performance on required test(s).
Individuals with Emotionally Disturbance Lec. 3./Credit 3. A methods course designed to integrate teaching theories and practice. This course includes materials taken from psychology of learning, educational diagnosis, social interaction, and behavior management models.
This course is to be taken in conjunction with SPE 615. The major focus will be directed toward an awareness of secondary curriculum and specific methods and materials which can be used to teach concepts in the general curriculum to youngsters who are functioning below grade level in subject areas.
Program Planning for Children with Early Childhood Disabilities Lec. 3./Credit 3. This course is designed to teach methods for assessing educational develop- ment in children with early childhood handicaps. This course also covers the use of assessment data in planning programs for children with early childhood disabilities.
Children with Early Childhood Disabilities Sem 1./Credit 1. To be taken with SPE 618. The study engages student interns in an examination of issues relevant to direct interaction with children exhibiting developmental delays. Group discussions, mini-lectures and individual projects form the core of course activity.
Children with Early Childhood Disabilities Sem 1./Credit 1. The course is designed to assist student interns when confronted with children with Early Childhood Handicaps (ECH), programs for children with ECH, and parents of children with ECH. The course is to be taken with SPE 618.
Aspects of Exceptionality Lec. 3./Credit 3. The course will focus on human growth and development during preand perinatal stages and the early childhood years. Medical aspects of exception- ality as well as the impact of environmental and hereditary risk on growth and development will be examined.
Special Education Credit 3-6. A supervised teaching course is to provide credit options for those individuals who wish to obtain additional Special Education endorsements beyond their area specialty. Prerequisite: Success- ful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
This course will prepare the individuals to communicate more effectively with deaf individuals receptively and expressively through the understanding of conceptual development of signs, syntactical structures and gestures and facial expressions used by the deaf community in sign language communica- tion. Prior approval of the instructor is required for registration in the course.
Children with Autism Lec. 3./Credit 3. A study of the characteristics and etiology of childhood autism. The course will focus on the historical development, test research findings and applied trends and issues.
Supervised clinical/school practicum for teaching children with autism. The practicum will move from orientation and observation to full participa- tion with supervision provided by faculty and site personnel. Permission of advisor is required. Prerequisite: Successful admission to the Teacher Prepa- ration Program and satisfactory performance on required test(s).
Supervised clinical/school practicum for teaching children with autism. Emphasis will be on full development of behavior management and imple- mentation of methods and materials in teaching children with autism. Prereq- uisite: Clinical Internship I.
for Teaching Children with Autism Sem 1./Credit 1. This course is to be taken in conjunction with Clinical Internship: Autism I. The course is designed to develop and adapt materials and methods to meet the needs of children with autism.
for Teaching Children with Autism Sem 1./Credit 1. This course is to be taken in conjunction with Clinical Internship: Autism II. The course is designed to refine skills of developing and adapting materials to meet the needs of children with autism.
This course is a supervised clinical school practicum that will provide interns with observation and experience in working with youngsters in learning disabilities settings. Responsibilities gradu- ally increase under the direct guidance of site personnel in consul- tation with the faculty supervisor. Approval by advisor is required. gram and satisfactory performance on required test(s).
Learning Disabilities Credit 3-6. This course is advanced supervised clinical/school practicum that will provide the intern with more independent responsibility with youngsters in a learning disabilities setting. Emphasis will be on completing competencies necessary for full professional development. Approval by advisor is required. satisfactory performance on required test(s).
Elementary Level Trn./Credit 12. Culminating experience involves student in assuming full responsibility for the management and instruction of classes in an elementary school under close clinical and University supervision. Student will be assessed using the format and criteria designed by the department. Prerequisite: Successful admission to the Teacher Preparation Program and satisfactory performance on required test(s).
Designed for education majors engaged in student teaching; dis- cussion of problems, review of lesson and unit plans, and other topics associated with the student teaching process. Student must be enrolled in a student teaching or internship course. STA (Statistics – Graduate)
Source: Hampton University's catalog, linked per course · table learning_unit · CourseShelf publish 59
