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Special Education
| Course Code |
|
| Title |
Individuals with Exceptionalities |
| Course Outline |
Course Outline |
| Description |
This course traces the path of disability laws beginning with the Civil Rights movement and preceding court cases and provides an introduction to the recognition, incidence, educational, and lifelong needs of individuals with exceptionalities. Personal and societal views regarding cultural and linguistic diversity will be explored. A wide range of educational services are studied with emphasis on the shared responsibility of all professionals in education, community, and professional settings, and introduces students to the wide-range of professionals involved with exceptional individuals. |
| Course Code |
|
| Title |
Characteristics of Students with Mild Disabilities |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
A study of definitions, identification, assessment, characteristics, educational strategies, and program models for children and youth with high-incidence, mild disabilities. The course will specifically focus on the high-incidence disabilities of Learning Disabilities, Emotional/Behavioral Disorders, High Functioning Autism, Mild Developmental/Cognitive Disabilities, and other mild disabilities such as Other Health Impairments and ADHD. |
| Course Code |
|
| Title |
Methods: Mild Disabilities |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
Course addresses teaching theories, strategies and techniques for teaching students with mild disabilities including Specific Learning Disabilities, Emotional/Behavioral Disorders, High Functioning Autism, Mild Developmental/Cognitive Disabilities and other related mild disabilities such as Traumatic Brain Injury and Other Health Impairments (ex: ADHD). Course covers teaching methods across specific content areas as well as assistive technology and other teaching practices(ex: co-teaching). |
| Course Code |
|
| Title |
Best Practices in Teaching I |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
This course represents the first in a sequence of two courses designed to deepen students’ understanding of current educational best practices. Emphasis will be placed on systems utilized for prereferral and referral, including the use of data; common differentiated instruction practices such as Universal Design for Learning and positive behavior supports; and the development of collaboration and communication skills. Students will be expected to apply grade level content standards to classroom and individualized plans for instruction. |
| Course Code |
|
| Title |
Methods and Strategies of Special Education Assessment |
| Prerequisite |
STL 388 SPED 225 |
| Course Outline |
Course Outline |
| Description |
This course will cover basic concepts of assessment and the assessment process and procedures that are utilized in data-based decision making and program planning for students with disabilities in an academic or functional curriculum. This course will provide students with the knowledge and skills necessary to select, ethically administrate, score, interpret, and report results from various standardized and non-standardized assessment tools used in the field of special education as well as to utilize data for progress monitoring and educational decision making. This course will also review the legal and cultural contexts of assessment in special education. |
| Course Code |
|
| Title |
Special Education Lab |
| Prerequisite |
STL 388 SPED 225 |
| Course Outline |
Course Outline |
| Description |
Supervised practicum experience in middle school or high school special education setting. To prepare students to work at this level this lab will focus on teaching strategies and program analysis as well as strongly focus on assessment strategies. SPED 410 is to be taken concurrently. Prerequisite and concurrent course substitutions require instructor consent. |
| Course Code |
|
| Title |
Teaching in Inclusive Environments |
| Prerequisite |
SPED 225
|
| Course Outline |
Course Outline |
| Description |
This course focuses on current best practices in teaching students with identified needs in inclusive environments. The course places emphasis on the use of technology, assistive technology, instructional strategies, lesson planning, and assessment to facilitate success of all students in inclusive settings. Students will develop and expand their knowledge of instructional strategies and lesson planning connected to state and/or Common Core standards. |
| Course Code |
|
| Title |
IEP Policies and Methods |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Writing Intensive |
Yes |
| Description |
This course will address key issues regarding the collaborative development of the Individual Education Plan (IEP). The IEP is the cornerstone of services for students identified as having a specific disability in need of special education services. Students will learn best practices for collaborative IEP development and creation. The development of a clearly written document including all parts of the IEP will be drafted and finalized into accurate, sound documents. |
| Course Code |
|
| Title |
Biomedical Aspects |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
This course is designed to help you understand medical aspects and terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues, accompany specific physical and health disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Foundation of Reading and Writing Methods |
| Course Outline |
Course Outline |
| Description |
In this first of two literacy intervention courses, candidates will learn pedagogy that supports the development of reading and writing. By knowing and understanding the foundation of literacy & literacy instruction, candidates will begin to explore instructional practices, focusing on developing a holistic framework for teaching. |
| Course Code |
|
| Title |
Survey of Autism Spectrum Disorders |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
This course is designed to immerse the learner in text, research, and data describing the characteristics and defining qualities of Autism Spectrum Disorder. The significance of early identification and intervention across the five primary autism spectrum disorders will be analyzed. Best practices for intervention including collaboration, communication, and observation strategies will be introduced. |
| Course Code |
|
| Title |
Methods of Reading Intervention |
| Prerequisite |
SPED 225 SPED 430 |
| Course Outline |
Course Outline |
| Description |
Second in a series of two methods courses where candidates will learn and apply knowledge and pedagogy that support the development of reading and writing in children with disabilities. By knowing and understanding the premise of literacy development and intervention, candidates will explore effective instructional, assessment, and intervention practices. |
| Course Code |
|
| Title |
Senior Level Field Experience |
| Prerequisite |
Successful completion of all previous practicum
experiences |
| Course Outline |
Course Outline |
| Description |
Supervised field experience for Elementary Inclusive Education students. This experience takes place the semester just before student teaching. Students will demonstrate proficiency in knowledge, skills and dispositions needed to successfully student teach the following semester. |
| Course Code |
|
| Title |
Characteristics of Students with Learning and Behavior Problems |
| Course Outline |
Course Outline |
| Description |
A study of definitions, identification, assessment, characteristics, educational strategies, and program models for children and youth with learning disabilities and/or emotional/behavior disorders. |
| Course Code |
|
| Title |
Secondary Practicum: Mild Disabilities |
| Course Outline |
Course Outline |
| Description |
Directed practicum experience in secondary level special education resource room setting. |
| Course Code |
|
| Title |
Secondary Practicum: Developmental Disabilities |
| Prerequisite |
SPED 456, SPED 463 and SPED 470 |
| Course Outline |
Course Outline |
| Description |
Directed practicum experience in secondary level special education resource room setting. Students will spend approximately 15 hours per week in schools. |
| Course Code |
|
| Title |
ABS Competency Based Field Experience |
| Prerequisite |
SPED 410, SPED 403, and SPED 470 |
| Course Outline |
Course Outline |
| Description |
Directed student teaching at the elementary, middle or high school level. Students will spend five to eight weeks, full time in an appropriate setting that addresses the needs of students relevant to the Academic Behavior Strategist License. |
| Course Code |
|
| Title |
Secondary Services & Transitional Planning |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
Transitional planning for secondary students with disabilities including transitional assessment, programming and planning based on individual cognitive, affective and behavioral characteristics will be covered in depth in this course. Students will also acquire knowledge of post-secondary service options and funding sources. |
| Course Code |
|
| Title |
Behavior and Environment Management |
| Prerequisite |
SPED 225 |
| Course Outline |
Course Outline |
| Description |
Application of learning theory and applied behavior analysis to teaching and to the problem of altering maladaptive behavior. Specific variables related to classroom and community based instruction of individuals with a variety of learning characteristics are included. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Informal Assessment/Teaching Strategies:Students with Learning Disabilities |
| Prerequisite |
SPED 463 SPED 455 |
| Course Outline |
Course Outline |
| Description |
Informal assessment techniques and teaching strategies across the core content areas and in social skills for elementary and secondary students with specific learning disabilities. Prerequisite substitutions require instructor consent. |
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