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Undergraduate Course Descriptions

​Special Education Program

 

SPE 201 – Introduction to the Study of Exceptional Children (3 semester hours):  This course will provide an overview of the various exceptionalities and an introduction to basic educational services and procedures as they relate to providing for the academic/behavioral needs of students identified as disabled. Practicum Required.   Prerequisites:  Admission to Teacher Education  (Offered Fall, Spring and Summer)

 

SPE 205 – Language Development (3 semester hours):  The study of normal language development with emphasis on development of phonological, syntactic, and semantic systems in children with and without disabilities.  Prerequisites:  Admission to Teacher Education (Offered Spring and Summer)

 

SPE 209 – Introduction to Early Childhood Special Education (3 semester hours):  This course is designed to provide teacher candidates of children with disabilities from birth through age eight a comprehensive overview of current principles and practices relating to the provision of services to young children with disabilities.  Procedures for screening, diagnosis, and education assessment are included.  Transdiciplinary and interdisciplinary team processes are emphasized throughout the course. Prerequisites:  Admission to Teacher Education

 

SPE 303 - Assessment of Children with Disabilities in Grades K-6 (3 semester hours):  This course is designed to introduce entry-level teachers of elementary-aged children with disabilities to the process of assessment, formal and informal.  It also provides teachers of children with disabilities with a comprehensive knowledge of current assessment procedures and instruments used in assessing a variety of exceptionalities.  Emphasis is placed on the assessment process, scoring, interpretation, and the application of results to meaningful goals and objectives:  Prerequisites:  Admission to Teacher Education (Offered Fall)

 

SPE 304 – Parent and Family Assessment (3 semester hours):  This course is designed to inform entry-level teacher candidates of methods in family assessment and evaluation as well as methods in parent counseling and support.  Techniques and programs of parent training and education are important aspects of this course.  Prerequisites:  Admission to Teacher Education

 

SPE 306 – Materials and Methods of Early Childhood Special Education (3 semester hours):  This course is designed to give beginning teachers the requisite skills for designing, developing, implementing, and evaluating methods and materials to be used with preschool children with disabilities.  Practicum Required.  Prerequisites:  Admission to Teacher Education

 

SPE 309 – Adaptive Techniques in Early Childhood Special Education (3 semester hours):  This course involves the study of techniques and methods that are requisites to adapt early childhood curricula to the specialized needs of young children with disabilities from birth through age eight. Prerequisites:  Admission to Teacher Education

 

SPE 319 – Transition Planning (3 semester hours):  This course covers the historical development of career education, model programs for the individual with a disability, techniques for developing and implementing a career education program, and instructional strategies for providing career education to individual students with a disability.  Prerequisites:  Admission to Teacher Education  (Offered Fall)

 

SPE 326 – Management of Classroom Behavior (3 semester hours):  This course is designed to assist entry-level practitioners of students in grades K-6 methods of classroom management that foster positive student behavior and academic success in the general education classroom.  The course will enable you, the practitioner, to develop knowledge skills in behavior and classroom management strategies for behavioral intervention.  Such strategies are designed to create and foster learning environments that are positive, supportive, and encouraging to enhancing student self-esteem. Prerequisites:  Admission to Teacher Education  (Offered Fall and Summer)

 

SPE 327 – Assessment in Early Childhood Special Education (3 semesters):  This course emphasizes the basic knowledge and skills that are prerequisites to analyzing, selecting, and implementing effective assessment practices with children from birth through age eight with disabilities.  Prerequisites:  Admission to Teacher Education 

 

SPE 328 – Learning Strategies Grades K-6 (3 semester hours):  This course is designed to provide teachers of students with mild disabilities in grades K-6 with current strategies for assessing student learning styles and modifying instructional methods for optimal learning.  Prerequisites:  Admission to Teacher Education  (Offered Fall)

 

SPE 401 – Corrective Reading (3 semester hours):  Several approaches to the teaching of reading to slow learning children are covered.  Students will prepare and implement individual reading plans, develop teacher-made materials, and select and purchase reading materials.  Prerequisites:  Admission to Teacher Education (Offered Fall)

 

SPE 403 – IEP/IFSP Writing (3 semester hours):  This course is designed to inform entry-level teachers of children with disabilities with the legal requirements, the procedures, and the techniques used for developing legally correct individualized education programs (IEPs) and individualized family service plans (IFSPs) as required by the Individuals with Disabilities Education Act of 1997 (IDEA).  Prerequisites:  Admission to Teacher Education (Offered Fall and Spring)

 

SPE 405 – Materials and Methods of Teaching Children with Disabilities K-6:  This course is designed to give beginning teachers the requisite skills for designing, developing, and implementing, and evaluating methods and materials to be used with children with disabilities in graces K-6.  Practicum required.  Prerequisites:  Admission to Teacher Education  (Offered Fall)

SPE 410 – Counseling Parents of Exceptional Children:  Discussion and application of the rationale for positive communication and interaction with parents and facilitation. Prerequisites:  Admission to Teacher Education  (Offered Fall)

 

SPE 411 – Program Development/Organization in Early Childhood Special Education:  This course is designed to give beginning teachers the requisite skills for designing, developing, implementing, and evaluating methods and materials to be used with children with disabilities in grades K-6.  Practicum Required.  Prerequisites:  Admission to Teacher Education

 

SPE 426 – Collaborative Consultation (3 semester hours):  This course is designed to provide teacher candidates with knowledgeable skills required to successfully facilitate intervention strategies with general education teachers and other education support personnel in meeting the needs of children with disabilities in inclusive educational settings.  Additional skills are designed to facilitate efforts to special education teaching personnel in facilitating intervention strategies with parents and community agencies in assisting students with disabilities to make successful transition from the school to employment and community living activities.  Prerequisites:  Admission to Teacher Education  (Offered Fall)

 

SPE 430 – Material and Methods of Content Area (3 semester hours):  This course is designed to give beginning teachers the requisite skills in designing, developing, implementing, and evaluating methods and materials of content area instruction for adolescents with disabilities in grades 6-12.  Practicum required.   Prerequisites:  Admission to Teacher Education (Offered Fall)

 

SPE 431 – Management of Classroom Behavior (3 semester hours):  This course is designed to assist entry-level practitioners of students in grades 6-12 methods of classroom management that foster positive student behavior and academic success in the general education classroom.  The course will enable you, the practitioner, to develop knowledge skills in behavior and classroom management strategies for behavioral intervention.  Such strategies are designed to create and foster learning environments that are positive, supportive, and encouraging to enhancing student self-esteem. Prerequisites:  Admission to Teacher Education  (Offered Spring)

 

SPE 432 – Material and Methods of Functional Curriculum (3 semester hours):  This course is designed to provide entry-level teachers requisite skills in designing, developing, implementing, and evaluating methods and materials of functional curricula for children and adolescents with disabilities in grades 6-12.  Prerequisites:  Admission to Teacher Education  (Offered Spring)

 

SPE 435 – Learning Strategies for Adolescents (3 semester hours):  This course is designed to provide teachers of students with mild disabilities in grades 6-12 with current strategies for assessing student learning styles and modifying instructional methods for optima learning. Prerequisites:  Admission to Teacher Education  (Offered Fall)

SPE 436 – Assessment of Children with Disabilities in Grades 6-12 (3 semester hours):  This course is designed to introduce entry-level teachers of secondary-aged children with disabilities to the process of assessment, formal and informal.  It also provides teachers of children with disabilities with comprehensive knowledge of current assessment procedures and instruments used in assessing a variety of exceptionalities.  Emphasis is placed on the assessment process, scoring, interpretation, and the application of results to meaningful goals and objectives.  Prerequisites:  Admission to Teacher Education  (Offered Spring)

 

SPE 495 Internship Special Education (Early Childhood Special Education, Collaborative Teacher K-6, and Collaborative Teacher 6-12) (12 semester hours):  This course provides for fourteen weeks of full-time teaching experiences under the direct supervision of certified master’s-level teachers in public school settings and an assigned university supervisor.  Weekly seminars are required on campus with university supervisors.  Prerequisites:  Admission to Teacher Education  (Offered Fall and Spring)