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Special Education
| Course Code |
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| Title |
Communication Programming for Persons with Severe Disabilities |
| Course Outline |
Course Outline |
| Description |
This course covers issues related to communication program and decision-making models for communication programming for individuals with severe disabilities. The emphasis is on assessing an individual's communication skills, selecting appropriate components for the communication system and planning intervention strategies. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Assessment Strategies |
| Course Outline |
Course Outline |
| Description |
Assessment of scholastic achievement and aptitude, social behavior, and instructional effectiveness through the use of norm referenced individualized test instruments and informal instructor designed procedures. Course includes report writing, establishment of objectives, participation in the development of IEPs, and review of basic statistical and measurement concepts. |
| Course Code |
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| Title |
Secondary Practicum: Mild Disabilities |
| Course Outline |
Course Outline |
| Description |
Directed practicum experience in secondary level special education resource room setting. 225 hours field experience. SPED 564 is to be taken concurrently. Concurrent course substitutions require instructor consent. |
| Course Code |
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| Title |
Secondary Practicum: Developmental Disabilities |
| 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 |
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| Title |
Early/Elementary Special Education Practicum |
| Course Outline |
Course Outline |
| Description |
Advanced practicum when adding a Special Education license to an existing teacher license and/or degree in education. Requires application of current MN Board of Teaching standards in licensure specific areas (Early Childhood Special Education (ECSE), Developmental Disabilities (DD), Physical/Health Disabilities (P/HD), Specific Learning Disabilities (SLD), Emotional/Behavioral Disorders (E/BD), and/or Autism Spectrum Disorders (ASD). Candidates must demonstrate proficiency in specific tasks related to each standard to include infants, toddlers and preschoolers and/or K-6 students in elementary Special Education programs. |
| Course Code |
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| Title |
Infant/Interagency Practicum |
| Course Outline |
Course Outline |
| Description |
Advanced practicum with infants and toddlers with disabilities from education, health, and social services perspectives in home and clinical settings. |
| Course Code |
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| Title |
Middle School Special Education Practicum |
| Course Outline |
Course Outline |
| Description |
Advanced practicum when adding a Special Education license to an existing teaching license and/or degree in education. Requires application of current MN Board of Teaching standards in licensure specific areas Early Childhood Special Education (ECSE), Developmental Disabilities (DD), Physical/Health Disabilities (P/HD), Specific Learning Disabilities (SLD), Emotional/Behavioral Disorders (E/BD), and/or Autism Spectrum Disorders (ASD). Candidates must demonstrate proficiency in specific tasks related to each standard as relevant to students in Middle School Special Education programs. |
| Course Code |
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| Title |
Practicum in Physical and Health Disabilities |
| Course Outline |
Course Outline |
| Description |
Directed practicum in a public school elementary or secondary setting for pupils with physical/health disabilities. Students will spend 225 hours in schools. |
| Course Code |
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| Title |
Secondary Special Education Practicum |
| Course Outline |
Course Outline |
| Description |
SPED 567S is the advanced practicum when adding a Special Education license to an existing teaching license and/or degree in education. Requires application of current MN Board of Teaching standards in licensure specific areas (Developmental Disabilities (DD), Physical/Health Disabilities (P/HD), Specific Learning Disabilities (SLD), Emotional/Behavioral Disorders (E/BD), and/or Autism Spectrum Disorders (ASD). Candidates must demonstrate proficiency in specific tasks related to each standard as relevant to students in High School Special Education programs. |
| Course Code |
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| Title |
SLD Middle/Secondary Competency Based Field Experience |
| Course Outline |
Course Outline |
| Description |
Directed student teaching at the secondary level in special education SLD Program. Students will spend the equivalent of four weeks, full time in a middle school or secondary setting. Prerequisite or concurrent course substitutions require instructor consent of the SLD licensure coordinator. |
| Course Code |
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| Title |
E/BD Middle/Secondary Competency Based Field Experience |
| Course Outline |
Course Outline |
| Description |
Directed student teaching at the secondary level in special education E/BD Program. Students will spend the equivalent of four weeks, full time in a middle school or secondary setting. Prerequisite or concurrent course substitutions require instructor consent of the E/BD licensure coordinator. |
| Course Code |
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| Title |
DD Middle/Secondary (Severe) Competency Based Field Experience |
| Course Outline |
Course Outline |
| Description |
Directed student teaching at the secondary level in special education DD Program for students with severe developmental disabilities. Students will spend the equivalent of four weeks, full time in a middle school or secondary setting. Prerequisite or concurrent course substitutions require instructor consent of the DD licensure coordinator. |
| Course Code |
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| Title |
Student Teaching II: ECSE |
| Course Outline |
Course Outline |
| Description |
Directed student teaching experience in an ECSE program. Students will spend 200-300 hours in schools. Prerequisite substitutions require the approval of the ECSE licensure coordinator. |
| Course Code |
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| Title |
Student Teaching II: Physical and Health Disabilities |
| Course Outline |
Course Outline |
| Description |
A second student teaching experience in a public school elementary or secondary setting for pupils with physical and health disabilities. Students will spend 200-300 hours in schools. Prerequisite substitutions require the approval of the P/HD licensure coordinator. |
| Course Code |
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| Title |
Secondary Services & Transitional Planning |
| 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 |
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| Title |
Behavior and Environment Management |
| 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 |
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| Title |
Informal Assessment/Teaching Strategies:Students with Learning Disabilities |
| 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. |
| Course Code |
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| Title |
Educational Interventions: Emotional/Behavioral Disorders |
| Course Outline |
Course Outline |
| Description |
Program design, intervention techniques, and management strategies for student with Emotional/Behavioral Disorders. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Legal/Social Foundations of Special Education |
| Course Outline |
Course Outline |
| Description |
This course overviews the educational sociological, legal, and historical frameworks of special education services within the context of public school systems. It includes research on the efficacy of special education; national and state reform and renewal efforts in general and environmental professional preparation, litigation and legislation, and best practices in curriculum for all learners. Issues related to families in a changing educational system are also addressed. Prerequisite substitutions require instructor consent. |
| Course Code |
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| Title |
Topics in Special Education |
| Course Outline |
Course Outline |
| Description |
Advanced treatment of selected topics. Prerequisite substitutions require instructor consent. |
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