Course Category: Special Education
Special Topics courses cover special topics not covered by current courses taught in the department. The particular topic selected is to be determined by the department according to the current need and interest. This course required department chair approval.
This course is an introduction to students with disabilities. English language learners, students placed at risk, and students who are gifted are also addressed. Upon completion of this course, the pre-service educator should have basic knowledge of teaching strategies and instructional modifications and accommodations for inclusive education.
Prerequisites
None, but EDU 110 is highly recommended
None, but EDU 110 is highly recommended
This course covers special topics not covered by current courses taught in the department. The particular topic is to be determined by the department according to the current need and interest. This course requires department chair approval.
This course will develop the skills of listening, supporting, guiding and assisting behaviors to be utilized in developing strong relationships with parents and community members. Pre-service educators will examine the impact of cultural diversity, factors which place families at risk, advocacy and public policy. Pre-service educators will become familiar with community resources. Pre-service educators will also explore the effective use of parent-teacher conferences, home visits and interviews.
This course provides strategies for identifying, anticipating, preventing and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments and structuring individual and group learning activities so that instruction is enhanced, social interactions are increased and problem behaviors are prevented.
This course provides knowledge of characteristics and application of definitions and methods for managing and teaching PreK-12 students with behavior disorders. The course will include strategies and curriculum for preventing behavior disruptions and provide opportunities for students to develop and justify the components of Individual Education Plans (IEPs). Pre-service educators and teachers will examine appropriate assistive technology service and devices. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting.
This course addresses characteristics of and current trends and issues in serving students with disabilities. It offers basic theoretical and practical approaches, educational alternatives, implications of federal and state statutes and related services, and rationale for the multidisciplinary team in providing appropriate educational programming. A requirement of this course is 10 hours observing and/or assisting in a special education setting.
The course will provide students the opportunity to understand how to establish collaborative community relationships in order to develop cooperative occupational programs for students with exceptional needs. Students will become aware of existing services within the community and various supports to ensure smooth transitioning from education to postsecondary occupational settings. Students will examine the role of a work experience coordinator in effectively managing on-the-job training and making instructional decisions pertaining to on-the-job training. This class includes information on assessing students’ job skills, locating and placing students in work experience opportunities, working with students and the job site sponsors to insure that effective training is occurring, evaluating student performance, and other related activities.
The purpose of this course is to extend the knowledge of learning disabilities for those who seek to work with students with learning disabilities ages 5-21. Addressed in this course are characteristics of learning disabilities, definitions, history, assessment, medical aspects, teaching of preschoolers through adolescents, and research-based curriculum and teaching strategies for preacademic learning, oral language, reading, writing, mathematics, and social-emotional development. Pre-service educators and teachers will examine appropriate assistive technology services and devices. A 10-hour experience in the field is a requirement of this course.
The purpose of this course is to extend the knowledge of intellectual disabilities for those who seek to work with students with intellectual disabilities ages birth-21. This course emphasizes empirically-validated practices in the education of students with intellectual disabilities: assessment of instructional needs, instructional strategies, research-based curriculum, classroom management and behavioral support, promotion of social and communication skills, promotion of self-determination, and utilization of appropriate assistive technology services and devices. A 10-hour experience in the field is a requirement of this course.
This course provides knowledge of appropriate empirically-based curriculum and strategies useful for pre-service educators and teachers in developing methods, strategies and curriculum and adapting traditional materials for use with secondary students receiving special education services. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting.
This course provides knowledge and application of career planning and transition for adolescents from school to adult living, including major laws, suggestions for planning and developing assessment and instructional procedures and coverage of some of the major issues facing schools, parents and students today. Included will be practice developing Individual Education Plans (IEPs) and transition services under the mandate of the Individuals with Disabilities Education Act (IDEA). The pre-service educators and teachers will spend a minimum of 10 field experience hours observing and/or completing activities in a secondary special education setting.
This course requires application of content from SPED 467 to consider the learning support needs of students with mild and/or moderate disabilities in PreK-8 multicategorical and inclusive settings. It focuses on instructional design, methods, and curriculum for teaching and supporting the success of students with mild and/or moderate disabilities in the areas of reading, writing, math, and study/learning skills. Development of Individual Education Plans, use of assistive technology, support of English Learners, and social/emotional/behavioral supports are also addressed. A minimum of 10 clock hours will be used to observe and assist in a special education setting.
Prerequisites
SPED 467
SPED 467
The content of special topics courses will vary each time a special topic is offered.
This course will develop the skills of listening, supporting, guiding, and assisting behaviors utilized in developing strong relationships with parents and community members. Students will examine the impact of cultural diversity, factors which place families at-risk, advocacy, and public policy. Students will become familiar with community resources. Students will also explore the effective use of parent-teacher conferences, home visits, and interviews.
This course provides strategies for identifying, anticipating, preventing, and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments, and structuring individual and group learning activities, so instruction is enhanced, social interactions are increased, and problem behaviors are prevented.
This course provides knowledge of characteristics and application of definitions and methods for managing and teaching PreK-12 students with behavior disorders. The course will include strategies and curriculum for preventing behavior disruptions and provide opportunities for students to develop and justify the components of Individual Education Plans (IEPs). Pre-service educators and teachers will examine appropriate assistive technology service and devices. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting.
This course addresses characteristics of and current trends and issues in serving students with disabilities. It offers basic theoretical and practical approaches, educational alternatives, implications of federal and state statutes and related services, and rationale for the multidisciplinary team in providing appropriate educational programming. A requirement of this course is 10 hours observing and/or assisting in a special education setting.
The course will provide students the opportunity to understand how to establish collaborative community relationships in order to develop cooperative occupational programs for students with exceptional needs. Students will become aware of existing services within the community and various supports to ensure smooth transitioning from education to postsecondary occupational settings. Students will examine the role of a work experience coordinator in effectively managing on-the-job training and making instructional decisions pertaining to on-the-job training. This class includes information on assessing students’ job skills, locating and placing students in work experience opportunities, working with students and the job site sponsors to insure that effective training is occurring, evaluating student performance and other related activities.
Prerequisites
SPED 577
SPED 577
The purpose of this course is to extend the knowledge of learning disabilities for those who seek to work with students with learning disabilities ages 5-21. Addressed in this course are characteristics of learning disabilities, definitions, history, assessment, medical aspects, teaching of preschoolers through adolescents, and research-based curriculum and teaching strategies for preacademic learning, oral language, reading, writing, mathematics, and social-emotional development. Pre-service educators and teachers will examine appropriate assistive technology services and devices. A 10-hour experience in the field is a requirement of this course.
Prerequisites
SPED 567
SPED 567
The purpose of this course is to extend the knowledge of intellectual disabilities for those who seek to work with students with intellectual disabilities ages birth-21. This course emphasizes empirically-validated practices in the education of students with intellectual disabilities: assessment of instructional needs, instructional strategies, research-based curriculum, classroom management and behavioral support, promotion of social and communication skills, promotion of self-determination, and utilization of appropriate assistive technology services and devices. A ten-hour experience in the field is a requirement of this course.
Prerequisites
SPED 567
SPED 567
This course provides knowledge of appropriate empirically-based curriculum and strategies useful for pre-service educators and teachers in developing methods, strategies and curriculum and adapting traditional materials for use with secondary students receiving special education services. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting.
Prerequisites
SPED 567
SPED 567
This course provides knowledge and application of career planning and transition for adolescents from school to adult living, including major laws, suggestions for planning and developing assessment and instructional procedures, and coverage of some of the major issues facing schools, parents, and students today. Included will be practice developing Individual Education Plans (IEPs) and transition services under the mandate of Individuals with Disabilities Education Act (IDEA). The student will spend a minimum of 10 field experience hours observing and/or completing classroom assignments in a secondary special education setting.
This course requires application of content from SPED 567 to consider the learning support needs of students with mild and/or moderate disabilities in PreK-8 multicategorical and inclusive settings. It focuses on instructional design, methods, and curriculum for teaching and supporting the success of students with mild and/or moderate disabilities in the areas of reading, writing, math, and study/learning skills. Development of Individual Education Plans, use of assistive technology, support of English Learners, and social/emotional/behavioral supports are also addressed. A minimum of 10 clock hours will be used to observe and assist in a special education setting.
Prerequisites
SPED 567
SPED 567
This course focuses on leadership, communication, interpersonal, and in-service planning and development skills necessary for a special education consultant. Candidates learn and apply skills for consulting with fellow educators and delivering effective professional learning opportunities.