| 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- |
Guided
Independent Research (1-3) |
| |
4492 |
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. Also
see index for “Independent Study and Research.” |
| SPE
|
4493- |
Guided
Independent Study (1-3) |
| |
4494 |
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. Also see index for
“Independent Study and Research.” |
