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Special Education Courses (SPE) (Collaborative)

SPE 3302
Introduction to Moderate/Severe Disabilities (3)
  This course presents an overview of the social, emotional, physical, and learning characteristics of children and youth with moderate and severe disabilities. Emphasis is placed on information regarding the definition, prevalence, and etiology of moderate and severe disabilities as well as information pertaining to the classification, assessment, placement, instruction, and programming needs and services for individuals with moderate and severe disabilities. Prerequisite: admission to TEP.
  
SPE 3303
Teaching Students with Mild Disabilities (6-12) (3)
  This methods course for prospective special-ed 6-12 collaborative teachers emphasizes methods and materials for adolescents with mild disabilities and provides a cross-category focus. Moreover, methods such as cognitive learning strategies are examined in depth. Prerequisites: SPE 3349 and admission to TEP .
  
SPE 3304
Teaching Students with Moderate/Severe Disabilities (6-12) (3)
  This course emphasizes a variety of educational strategies for secondary students with moderate and severe disabilities. Special emphasis is placed on the post-secondary adjustment of students with complex needs. Prerequisites: SPE 3302 and admission to TEP.
  
SPE 3305
Transition Planning (3)
  This course emphasizes educational strategies that promote the post-school adjustment of students with disabilities. Special emphasis is placed on the legal foundation of transition and effective transition models. Prerequisites: SPE 3303, 3304, 3340, and admission to TEP.
  
SPE 3306
Teaching Students with Mild Disabilities (3)
  This course will focus on organizational procedures, universal design of curriculum, methods and techniques used in educating students with specific learning disabilities, mild mental retardation, emotional/behavioral disorders, and attention deficit/hyperactive disorders in grades kindergarten through six who are in need of academic and social learning support in the general education classroom or in a special education classroom. Emphasis will be placed on direct teaching, designing accommodations and adaptations to teaching materials and methods in an effort to assist the disabled learner in accessing the general education curriculum in both a resource room and/or an inclusive general education classroom. This course requires extensive work within the K-6 special education and general education classrooms of a public school. Prerequisite: admission to TEP.
  
SPE 3307
Strategies Instruction (3)
  This course bridges the gap between research and practice and extends knowledge of specific methods for teaching students K-6 with mild disabilities. The premise of this course is that strategic learning is critical for many students with mild disabilities in order that they may achieve academic success and function at the level of their potential. Prerequisite: admission to TEP.
  
SPE 3309
Teaching Students with Moderate/Severe Disabilities (3)
  This course emphasizes a variety of divergent strategies and resources that enhance the educational performance of students with moderate and severe disabilities. Special emphasis is placed on the design of a circle of care for students with complex needs. Prerequisite: admission to TEP.
  
SPE 3330
Integrating Assistive Technology (2)
  This course will provide an overview of computer-based technologies as they relate to the teaching and learning of all students, as well as the use of assistive technology to facilitate the successful integration of individuals with disabilities. Selection, modifications, and classroom use of technologies to improve or bypass physical, sensory, communicative, learning, and social limitations will be explored. Prerequisite: admission to TEP.
  
SPE 3340
Diverse Learners (3)
 This course is oriented toward identifying exceptional students and providing appropriate learning experiences in the classroom setting. This course is a survey of the nature and needs of exceptional children and
  
SPE 3346
Assessment in Special Education (3)
  The purpose of this course is to provide students with a comprehensive study of assessment of the exceptional student. This course emphasizes the underlying concepts of tests and measurement, formal and informal assessment, test administration, the interpretation and utilization of test information for identification and eligibility, and the interpretation and utilization of diagnostic results in educational intervention. Prerequisite: admission to TEP.
  
SPE 3349
Introduction to Mild Disabilities (3)
  A survey of the physical, sensory, communication, cognitive, and behavioral characteristics of students with mild disabilities (to include students with specific learning disabilities, mental retardation, and emotional disabilities) and the impact of these characteristics on learning, curriculum, program development, and needed services and support. Prerequisite: admission to TEP.
  
SPE 3362
Policies and Procedures in Special Education(3)
  This course is an advanced undergraduate course for prospective special education collaborative teachers K-6. This course outlines the legal responsibilities and role of the special education teacher in the procedures and services of special education. The assessment/program planning program is emphasized. Prerequisite: admission to TEP.
  
SPE 4445
Educational Evaluation of Exceptional Children (3)
  This course is designed to provide the pre-service teacher with knowledge and skills in the selection, evaluation, administration, scoring and interpretation of standardized instruments in the areas of academic achievement, diagnostic tests, adaptive behavior, and behavior rating scales. Students will demonstrate the utilization of test results for the development of an individualized education plan, individualized family service plan, and learning outcomes for the general education classroom. Prerequisite: admission to TEP.
  
SPE 4454
Internship Seminar (3)
  This course provides seniors an opportunity during internship to examine broad educational issues and concerns, topics on the state and local levels, and those of personal interest. The scope of the course ranges from juvenile law, classroom management, professionalism, professional development for teachers, and other course topics. Prerequisites: SPE 4465 and admission to TEP.
  
SPE 4460
Collaboration in Education Practices (3)
  This course provides students with both the intrapersonal and interpersonal skills needed to effectively collaborate with other teachers, administrators, parents and agencies. Prerequisite: admission to TEP.
  
SPE 4465
Collaborative Teacher (6-12) Internship (9)
  The Professional Internship Program is the culminating clinical field-based experience for students seeking certification in a teaching field. The Professional Internship Program provides the student with the opportunity to conduct classes and assume the role of a teacher while receiving supervision from a classroom teacher and a University supervisor for a period of one full semester. The student will demonstrate skills of the innovative, informed, reflective decision-maker through the internship experience. Prerequisite: SPE 4454 and admission to TEP.
  
SPE 4474
Collaborative Teacher K-6 Internship (9)
 The Professional Internship Program is the culminating clinical field-based experience for students seeking certification in a teaching field. The Professional Internship Program provides the student with the opportunity to conduct classes and assume the role of a teacher while receiving supervision from a classroom teacher and a university supervisor for a period of one full semester. The student will demonstrate skills of the informed, reflective decision maker throughout the internship experience.
Prerequisite: admission to TEP. Co-requisite: SPE 4454.
  
SPE 4491-4492
Guided Independent Research (1 to 3 credit hours)
 Undergraduate research with attention to critical evaluation of research techniques, methods and procedures.
Prerequisites: Junior or senior standing with a minimum overall GPA of 3.0, permission of guiding professor, approval of department chair or dean. A written request is to be submitted to the department chair at least two weeks in advance of the term in which study is to be undertaken. May not be used to repeat a course for which a grade of D or below has been earned. Application forms are available in the Office of University Records. Guided independent research may be taken only in the applicant’s major or minor field. Also see index for “Independent Study and Research.”.
  
SPE 4493-4494
Guided Independent Study (1 to 3 credit hours)
 Supervised study through field or laboratory projects, guided readings, creative endeavors or achievement of specific skills.
Prerequisites: Junior or senior status, permission of guiding professor, approval of department chair and the dean. A written request is to be submitted to the department chair at least two weeks in advance of the term in which study is to be undertaken. May not be used to repeat a course for which a grade of D or below has been earned. Also see index for “Independent Study and Research.”.
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