| SPE 6610 |
Research Trends and Issues in Special
Education (3) |
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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. |
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| SPE 6614 |
Adaptive Teaching Strategies for Students
with Mild Disabilities K-6 (3) |
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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. Prerequisite: SPE 3340 or
SPE 6640 (or equivalent) |
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| SPE 6615 |
Adaptive Teaching Strategies for Students
with Moderate/Severe Disabilities
K-6 (3) |
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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.
Prerequisite: SPE 3340 or SPE 6640 (or
equivalent) |
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| SPE 6616 |
Teaching Students with Emotional and
Social Needs (3) |
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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) |
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| SPE 6630 |
Collaboration for Inclusion (3) |
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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 |
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| SPE 6631 |
Legal Issues in Special Education (3) |
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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) |
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| SPE 6632 |
Assessment and Individual Programming
(3) |
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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 |
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| SPE 6635 |
Meeting Instructional Needs Through
Technology (3) |
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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 |
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| SPE 6640 |
Teaching Diverse Learners (3) |
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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. |
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| SPE 6694 |
Collaborative Teacher K-6 Practicum (3) |
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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. |
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| SPE 6697 |
Field Based Research Project (3) |
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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.
Prerequisite: SPE 6610 |
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| SPE 6699 |
Collaborative Teacher K-6 Initial Practicum (3) |
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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 selfcontained 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. Prerequisite: 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 |
