| SPE |
6610 |
Research Trends and Issues in Special Education
(3) |
|
|
This course is designed to provide advanced
students with an in-depth study of significant research in special
education. Specifically, this course focuses on (a) methodological
issues that relate to descriptive research, intervention, research,
case study, qualitative and longitudinal research, (b) issues in
assessment and instrumentation and (c) ethical issues related to
research in special education. The course is premised on the trend
of recent changes in the discipline from a service orientation to
one that is becoming more scientific. |
| SPE |
6614 |
Adaptive Teaching Strategies for Students with
Mild Disabilities K-6 (3) |
|
| This course focuses on the characteristics of
students with learning disabilities and attention
deficit/hyperactivity as well as classroom-tested and research-based
instructional strategies. Specifically this course provides
strategies for adapting curriculum materials, teacher instruction,
and student practice activities for both basic-skills and content
area instruction. Prerequisites: SPE
3340 or SPE 6640 (or equivalent). |
| SPE |
6615 |
Adaptive Teaching Strategies for Students with
Moderate/Severe Disabilities K-6 (3) |
|
|
A comprehensive study of research, theoretical
issues, diagnosis, and educational planning for those students with
moderate/severe disabilities. Curriculum adjustment and
differentiated instruction will be emphasized. Prerequisites: SPE 3340 or SPE 6640 (or
equivalent). |
| SPE |
6616 |
Teaching Students with Emotional and Social
Needs (3) |
|
|
This course will emphasize the behavioral,
psychological, and social needs of the learner who demonstrates
emotional and behavioral disabilities that significantly impact
their progress in the general education curriculum and in building
and maintaining appropriate social relations with peers and adults.
Appropriate intervention strategies used to increase appropriate
social behavior and decrease inappropriate social behavior will be
studied. Prerequisite: SPE
3340 or SPE 6640 (or equivalent) |
| SPE |
6630 |
Collaboration for Inclusion (3) |
|
| This course is designed to provide advanced
students with an in-depth study of current literature and research
on collaboration and consultation as a service delivery model to
meet the challenge of educating students with disabilities in the
regular classroom. Specifically, this course focuses on
collaborative-related issues for teachers who work with students
with disabilities. The course is premised on the federal mandate
that requires educators to employ the interactive framework
established by PL 94-142 (now IDEA) to assure that all students are
educated in the least restrictive environment. Prerequisite: SPE
3340 or SPE 6640 |
| SPE |
6631 |
Legal Issues in Special Education
(3) |
|
| This course provides the special educator with
relevant back-ground on the legal issues impacting students with
disabilities. Advocacy issues and collaborative roles of
administrators, parents, teachers, and significant others in
implementing federal legislation will be addressed. The text will be
supplemented by more recent case law and policy developments in
special education. Prerequisite: SPE
3340 or SPE 6640 (or equivalent). |
| SPE |
6632 |
Assessment and Individual Programming
(3) |
|
| A comprehensive study of the assessment process
used in the field of Special Education will be examined to include
both standardized assessment measures and curriculum based measures.
Emphasis will be on the selection, administration, and analysis of
standardized assessment instruments along with the development,
administration, and analysis of curriculum based instruments in
determining eligibility for placement and instructional planning.
Prerequisite: Undergraduate special education
assessment course. |
| SPE |
6635 |
Meeting Instructional Needs Through Technology (3)
|
|
| This is an advanced survey course in the
classroom-adaptable and assistive technologies that are associated
with the personal computer and other technologies that assist the
learner with disabilities in accessing the teaching and learning
environments. This course includes information on the assessment of
assistive technology needs as a means of considering assistive
technology and matching adaptations with individual-needs in various
settings. The student will explore ways to make instruction more
meaningful for learning. Study will also focus on familiarity with
keyboarding, disk operating systems, and tool software. Proficiency
with word processing, database and spreadsheet use in an integrated
program is developed. Prerequisite: An
undergraduate course in the integration of technology into the
curriculum. |
| SPE |
6640 |
Teaching Diverse Learners (3) |
|
| The purpose of 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 an introduction to
their educational programs. |
| SPE |
6694 |
Collaborative Teacher K-6 Practicum
(3) |
|
|
The practicum is designed to provide a supervised
experience related to instruction in the area(s) of specialization
(K-6). The application of skills, concepts, and principles acquired
in previous coursework as well as current research will be
emphasized. |
| SPE |
6697 |
Field Based Research Project (3) |
|
| The purpose of this course is to provide graduate
students with an opportunity to design, implement, and write about
quantitative or qualitative research related to their own teaching.
This course will be taken at the end of the graduate program of
study. Prerequisites: EDU
6691 and SPE 6610 |
| SPE |
6699 |
Collaborative Teacher K-6 Initial Practicum (3)
|
|
| The practicum is for those candidates that do not
currently hold an undergraduate teaching certificate for
Collaborative Teacher, K-6. This is a supervised experience in the
inclusive K-6 classroom and for students with disabilities in a
resource and/or self-contained setting. The prospective
Collaborative Teacher will spend 100 clock hours in designing
instructional programs that emphasize the adaptation and/or
modification of the curriculum content and teaching methods that
will allow the student with a disability to access the general
education curriculum as outlined by the Alabama Course of Study. The
prospective Collaborative Teacher will work collaboratively with the
general education teacher, special education teacher, IEP committee,
and other professionals to design and deliver an appropriate
education for students with disabilities. Prerequisites: Completion of all course work in
the core and teaching field areas for persons who do not currently
hold an undergraduate teaching certificate in Collaborative Teacher,
K-6 |
