48 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.
Study of basic concepts of behavioral conditioning principles and management of behavior in the classroom. Emphasis on practical applications of learning theories to the teaching, learning situation for individuals in home, school, and community environme
Study of the medical/biological and environmental etiologies of disabling conditions that can occur prenatally, perinatally, and postnatally. Emphasis on preventive, diagnostic, and prescriptive treatment procedures and the impact of etiologies on learning potential. A 20-hour clinical experience is required.
Skills in this area will contribute to an understanding of the principles of learning, selection and use of materials, evaluating pupil performance, and teaching methods appropriate for exceptional students, including gifted and talented and those with disabling conditions.
Skills in this area will contribute to an understanding of the principles of learning, selection and use of materials, evaluating pupil performance, and teaching methods appropriate for exceptional students, including gifted and talented and those with disabling conditions.
Study of comprehensive active learning designed to provide a foundation in literacy instruction and content area reading. Emphasis on language acquisition and the interrelated nature of reading, writing, speaking, listening, and thinking to promote the exceptional learner's use and understanding of language. Field experiences facilitate student mastery of developing a balanced reading program.
This comprehensive active learning course is designed to provide service teacher candidates with a foundation in mathematics instruction for students with diverse learning needs. Emphasis will be placed on developing understandings and applications of the curriculum in mathematics for students with disabilities.
This comprehensive active learning course is designed to provide service teacher candidates with a foundation in mathematics instruction for students with diverse learning needs. Emphasis will be placed on developing understandings and applications of the curriculum in mathematics for students with disabilities.
This course is designed to increase the competence, of teachers in meeting the educational needs of, exceptional learners. This course focuses on, current procedures for accomodating variances in, academic needs and abilities through cooperation, with pr
This course is designed to provide pre-service special education teachers with skills and competencies in the planning and implementation of transition services for students with disabilities. The course will focus on strength-based approaches for planning and implementation of transition services in accordance with special education laws and regulations.
Introduction to American Sign Language (ASL) and its application within the deaf community. Emphasis on developing receptive and expressive skills for everyday interaction or effective communication with deaf/hard of hearing individuals and other nonverbal persons with severe disabilities.
Introduction to components and procedures for educational assessment of exceptional learners. Emphasis on purpose, history, terminology, and basic educational/evaluation concepts. Orientation to formal and informal instruments for measurement and evaluation. A 20-hour clinical experience is required.
Introduction to components and procedures for educational assessment of exceptional learners. Emphasis on purpose, history, terminology, and basic educational/evaluation concepts. Orientation to formal and informal instruments for measurement and evaluation. A 20-hour clinical experience is required.
Introduction to components and procedures for educational assessment of exceptional learners. Emphasis on purpose, history, terminology, and basic educational/evaluation concepts. Orientation to formal and informal instruments for measurement and evaluation. A 20-hour clinical experience is required.
Supervised teaching during which the candidate takes increasing responsibility for a group of individuals with mild disabilities for a specific period of time. Organized on a semester basis with emphasis on elementary, middle, or secondary school experiences supplemented with professional seminar and other educational opportunities. The candidate will assess students, plan instructional interventions, deliver instruction, monitor and document progress, and assume all other classroom duties of the cooperating teacher.
This is a comprehensive active learning course designed to provide students with a framework to understand the legal requirements of providing a free and appropriate public education to learners with disabilities. The course addresses the necessary information for pre-service teachers and practitioners to understand the history and developments of special education laws, and the requirements of these laws from a legal viewpoint and an ethical perspective. In addition, opportunities are provided for students to enhance their skills in locating pertinent information in law libraries, on the Internet, and from other sources to keep abreast with the constant changes and developments in the field.
The focus of this course is on advanced concepts and strategies to change behavior patterns of individuals and groups. It includes a knowledge base of critical theoretical frameworks and programmatic paradigms for increasing appropriate behaviors and decreasing inappropriate behaviors that are generalized to enhance the individual's adjustment to live a harmonious and productive life in a multicultural environment.
Contact the department for specific course information.
Medical aspects of development and legal aspects as they relate to educational issues will be explored. This will include exploration of etiology, treatment, medical characteristics and educational approaches. The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, the Disabilities in Education Improvement Act (IDEIA), and the No Child Left Behind Act (NCLB) will be discussed. Twenty (20) hours of guided observation/participation at this level are required (see http://www.nsu.edu/education/pdf/ProfessionalObservationHandbook.pdf ).
Contact the department for specific course information.
Contact the department for specific course information.
Contact the department for specific course information.
Contact the department for specific course information.
This course is designed to focus on strategies for teaching learners with mild disabilities who are accessing the general education curriculum. Areas of study include terminology and etiological factors, historical perspectives, legal parameters, assessment techniques, influence of culture variables, current issues, and effective methods of instruction. A twenty hour clinical experience is required.
Contact the department for specific course information.
Contact the department for specific course information.
Contact the department for specific course information.
This course is designed to provide students with the means to assist individuals with severe disabilities to function more effectively in school and in the community. Areas of study include terminology and etiology, historical perspectives, legal parameters, assessment, influence of cultural variables, current issues, and effective methods of instruction. A twentyhour practicum is a requirement for this course.
Contact the department for specific course information.
The purpose of this course is to teach strategies for building and working effectively within collaborative teams in schools. Course content addresses the following areas: Team organization; Stages of team development and team building strategies; Teamwork skills (e.g., communication, problem-solving, conflict resolution); Challenges to and supports for collaborative teams; Teams' roles in designing individualized education programs and other plans;Understanding and supporting team's relationship with family members, students and peers, related services personnel, and paraprofessionals.
This is comprehensive active learning course designed to provide students with a foundation in literacy instruction and content area reading. Emphasis will be placed on language acquisition and the interrelated nature of reading, writing, speaking, listening, and thinking to promote the use and understanding of language by the exceptional learner. Field experiences will facilitate student mastery of developing a balanced reading program.
Contact the department for specific course information.
This course is designed to increase the competence of teachers in meeting the instructional needs of exceptional learners. Its focus is on current issues and trends for accommodating variances in abilities through cooperation with persons from other disciplines and agencies. A twenty- hour clinical experience is required.
Contact the department for specific course information.
Contact the department for specific course information.
This course is designed to provide students with a theoretical, clinical, pragmatic, and relevant overview regarding the assessment and evaluation of infants, toddlers, and preschoolers with special needs. The course will also highlight procedures and measures used to evaluate a spectrum of abilities (i.e. cognition, motor, sensory, communication, adaptive behavior, and social competence) with sensitivity to class, cultural differences, environment, and family resources. The culminating focus will be using the assessment information to determine, plan, and implement appropriate placements and programs of intervention. Twenty (20) hours of guided observation/ participation at this level are required (see http://www.nsu.edu/education/pdf/ProfessionalObservationHandbook.pdf ).
Contact the department for specific course information.
Contact the department for specific course information.
This course provides a comprehensive exploration of instructional strategies and supports for students with disabilities within inclusive, educational settings. The course emphasizes the design and implementation of specialized, instruction in reading, mathematics, social-emotional and behavioral domains, transition, planning, and study/organization skills, as well as progress monitoring tools that promote academic and functional success for learners with exceptionalities.
This course emphasizes the techniques used in positioning and handling the individual, the adaptive aids and equipment used, and daily living skills. It includes the techniques to coordinate and reinforce physical and occupational therapy on a daily basis.
Contact the department for specific course information.
This is a graduate course designed to increase knowledge and develop skills to enhance teachers' skills in identifying and working with young children with communication and speech challenges. Through the use of course readings, available research and case studies, candidates will develop competencies in planning and utilizing effective methods and strategies for working with children who have communication and language disabilities to maximize learning in early childhood and classroom situations. Twenty (20) hours of guided observation/ participation at this level are required (see http://www.nsu.edu/education/pdf/ProfessionalObserv atio nHandbook.pdf ).
This course focuses on finding and/or developing appropriate alternative means of communication for non-verbal persons with severe disabilities with the use of the many new methods and materials including hardware and software that are emerging today.
This course is designed to enable students to become knowledgeable of the theories of guidance and of counseling, and to understand the role of the rehabilitation counselor in the design and implementation of a vocational rehabilitation program. It emphasizes transition, supported employment, and centralized service delivery systems.
This course will provide a theoretical and practical introduction to casework management and the rehabilitation process with emphasis on vocational goals, job development, and career exploration. Emphasis will be placed on individual program design, counseling, utilization of resources, and informed choice. The course will explore the federal mandates and the effect they have on the rehabilitation process.
Recording, and reporting experiences of individuals and groups who seek the agency's services. This course includes occupational and labor market information, job development, job seeking skills, placement and follow up activities. Students will execute the role of the rehabilitation counselor to include conduct of print and electronic research, use of databases, and facilitation of placements.
This course is designed to provide a period of supervised teaching during which the candidate takes responsibility for a given group of individuals with mild disabilities for a definite period of time. The candidate will assess students, plan and write instructional interventions deliver instruction, monitor and document student progress, and assume all other classroom duties of the cooperating teacher. All placements will provide candidates with opportunities to interact with individuals from diverse populations.
See department for more information
This course is designed to provide culminating clinical experiences in rehabilitation counseling. Students develop and use a coherent, personalized counseling approach that is adequately based in counseling theory and research. They engage in direct interaction by observing counseling.
Source: Norfolk State University's catalog, linked per course · table learning_unit · CourseShelf publish 59
