|
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 background 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 individualneeds 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 |
