Course descriptions for Special Education

This introductory course focuses on practical applications of teaching theory, methodology, and pedagogy of learning for teachers of students with mild to moderate and moderate to severe disabilities. Course content addresses eligibility and characteristics of exceptionalities, classroom management, lesson plans, special education law, individual education plans, assessment and instructional strategies for working with students with mild to moderate and moderate to severe disabilities in inclusive settings. The course includes participation and planning for students with mild to moderate and moderate to severe disabilities. Prerequisite for Mild/Moderate and Moderate/Severe Education Specialist Credential Internship Programs. (Offered summer session)

Provides participants with the required competencies to assist in teaching students with disabilities (e.g., Learning Disabilities, Autism, Mental Retardation, Emotional Disturbance), and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. The course includes exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment processes to support inclusion and mainstreaming of students with exceptionality in regular education environments. Fulfills state requirement for clear credential. (Offered fall and spring semesters, and summer session.)

Usually taken with SPED 560. When taken concurrently it applies towards the Master of Arts in Education. (Offered fall and spring semesters, and summer session.)

Examines the fundamental structure of the English language and how to diagnose reading difficulties across the grades. Content covers analysis and assessment of reading problems for students with learning challenges and how to determine preferred practices using evidence-based programs and approaches. Required for students in the Mild to Moderate Program only (Offered spring semester.)

Based on current research which introduces important contemporary issues, such as the relationship between identification, assessment, and program planning for students with moderate/severe disabilities. Covers formal and informal assessment, instructional strategies, curriculum design, and modifications which are relevant, age-appropriate and structured to ensure student success and independence in general education and other learner-centered environments. (Offered fall and spring semesters.)

Examines the role of formal and informal assessment in identification of disabilities (e.g., Learning Disabilities, Autism, Emotional Disturbance, Mental Retardation) and planning for implementing curriculum and instruction. Students learn how to interpret and use assessment information taking into consideration the unique personal, cultural, linguistic, educational, and environmental background of the individual. The course ties assessment to preferred instructional practices in order to meet the educational goals of the individual to ensure success at school, at home, and in the community. (Offered fall and spring semesters.)

Provides prospective special educators with opportunities to investigate how general educators plan, implement, modify, and monitor instruction. Students reflect on preferred practices, presentation skills appropriate to the core curriculum, and responsiveness to student needs and characteristics. (This course may be waived with verification of General Education Field Experience)

Analyzes the policies and practices that assist teachers to develop and maintain positive learning environments for all students. Students learn about effective management approaches for students with learning and behavioral challenges. (Offered fall and spring semesters, and summer session.)

Emphasizes effective teaching practices, grouping strategies, behavioral planning, subject matter competency, curricular and instructional modifications, and collaboration. Student evaluations are based on an ability to develop individualized instructional plans based on assessments, teaching competency, including lesson design and implementation, management of the learning environment, and active collaboration with faculty peers. (Offered fall and spring semesters.)

This field experience course required for all candidates during their initial semester. This field experience requirement, along with SPED 567B, provides practical field experience opportunities teaching students with mild/moderate or moderate/severe disabilities in k-12 public and non-public school settings. Additionally, the course provides candidates with knowledge of typical and atypical human development. Offered fall and spring.

Practical field experience course required for all candidates at end of preliminary credential experience. This field experience requirement, along with SPED 567A, provides practical experience opportunities teaching students with mild/ moderate or moderate/ severe disabilities in k-12 public and non-public school settings. Supervisor's student evaluations are based on ability to assess, develop IEP's, teaching competency and behavior management. Offered fall and spring semesters.

Emphasizes a practical approach to the teaching and learning of listening, speaking, reading, and writing skills of students from culturally and linguistically diverse backgrounds. (Offered fall and spring semesters.)

This course is designed to prepare teachers to develop, teach, adapt, modify and integrate curriculum for students with Autism Spectrum Disorders participating in a variety of educational settings, including general education classrooms and other inclusive environments. Topics covered include the development of a functional curriculum, promoting enhanced communication skills, teaching meaningful daily living, academic and vocational skills, policies and regulations regarding students with movement, mobility, sensory and specialized health care needs, developing supports for students with specialized health care needs, and issues in this field for future consideration.

This course is designed to prepare teachers to effectively and appropriately address the communicative needs of students with moderate to severe disabilities participating in a variety of educational settings, including general education classrooms. Topics covered include assessment of communication, the development of various communication systems, promoting enhanced communication skills and social networks, and issues in this field for future consideration. Required for students in the Moderate to Severe Program only (Offered spring semester).

This seminar focuses on issues and in-depth practical experience in professional application of behavior intervention in the area of mild to severe disabilities. Students attend bi-weekly seminars and conduct large individual projects for discussion in areas such as: working directly with children and families; developing and monitoring Behavior Intervention Plans (BIPs); attending BIP meetings; conducting experimental analyses related to intervention programs; and conducting data analysis procedures suitable for preparing articles for publication. This seminar also prepares students for the national certification examination offered by the Behavior Analyst Certification Board¨. This course is only required for students in the Certificate Program in Behavior Analysis, and functions as the third of three required courses in that program. (Offered spring semester)

Provides the rationale for incorporating career education or academic training, vocational preparation, social skills instruction, and daily living skills into teaching practices from preschool to adult education so students are in special education programs are prepared for adult life. Includes functional vocational assessment, service learning, transition practices, and self-advocacy.

Special topic courses study particular topics in field experiences. It provides practical experience teaching students with Mild/ Moderate or Moderate/ Severe disabilities in public and non-public school (K-12) settings.

Student and faculty member select topic of study and number of credits. (Offered as interest warrants.)

Development, implementation, and evaluation of the Professional Level II Induction Plan. Course assists candidates in working collaboratively with their university supervisor and district support provider in the development, implementation, and evaluation of the Induction Plan through advising and support activities. (Offered fall semester.)

Advanced instruction in the principles and application of behavior analysis with individuals with Mild/Moderate/Severe academic, social and/or behavioral needs. Topics covered include assessment, strategies for managing problematic behaviors, academic instructional strategies, collaboration with mental health agency personnel, social skill instruction, organizational strategies, positive behavioral supports, crisis interventions, and data based decision making. This course also functions as the second of three courses in the Certificate Program in Behavior Analysis. (Offered spring semester.)

Candidates demonstrate the ability to adapt general education curriculum; use and evaluate a variety of group instructional strategies, such as cooperative learning and classwide peer tutoring; and design, implement, and evaluate instructional sequences for effective teaching of concepts, rules, and strategies in content areas. Each candidate demonstrates knowledge and skills in validated practices that maximize academic learning time, teacher-directed instruction, student success, and content coverage. (Offered spring semester.)

Special education professionals develop effective communication skills and preferred instructional practices required for successful collaboration with general education teachers, other school personnel, community professionals, parents, and instructional assistants. This course is required for the Mild/Moderate Credential Program only. (Offered fall semester.)

An advanced seminar for reviewing and analyzing literature related to issues in the field of special education. Students read and critique current articles in various fields including communication disorders, learning disabilities, bilingual learning handicaps, deaf and hearing impaired, blind and visually impaired, autism, traumatic brain injury, other health impaired, emotionally disturbed, mental retardation, and severe/profound handicapping conditions. This course also functions as the Pro-Seminar for students enrolled in the Master of Arts in Education, Special Education Emphasis Program (Offered fall semester.)

Provides the rationale for incorporating career education or academic training, vocational preparation, social skills instruction, and daily living skills into teaching practices from preschool to adult education so students are prepared for adult life. Offers opportunities to develop teaching units, strategies, and programs that can be utilized in special education programs. Class participants learn about functional vocational assessment, service learning, transition practices, self-determination skills, and self-advocacy. (Offered spring semester.)

This course covers issues related to the use of effective communication, leadership and management skills in special education. Multiple integrated service delivery models are addressed, along with issues in school restructuring and reform efforts designed to impact systems change (Offered every other fall semester).

Candidates for the Level II Mild/Moderate Professional Clear Credential finalize their induction plan and demonstrate program competency through the presentation of a comprehensive professional portfolio (Offered spring semester).

Student and faculty member select advanced topic of study and number of credits. (Offered only as interest warrants.)