|
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 |
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 an introduction
to their educational programs. |
|
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 Students with 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 in Collaborative Teacher K-6
(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, and professionalism to professional
development for teachers and other course topics.
Prerequisite: Admission to TEP. Co-requisite: SPE
Internship. |
|
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 |
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 (1-3)
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 chairperson or dean. A written
request is to be submitted to the department
chairperson 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. |
|
|
SPE |
4493-
4494
Guided Independent Study (1-3)
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 chairperson
and the dean. A written request is to be submitted
to the department chairperson 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. |
|
