| SPE 3302 |
Introduction to Moderate/Severe Disabilities (3) |
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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. |
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| SPE 3303 |
Teaching Students with Mild Disabilities (6-12)
(3) |
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This methods course for prospective special ed 6-
12 collaborative teachers emphasizes methods and
materials for adolescents with mild disabilities and
provides a cross-category focus. Moreover, methods
such as cognitive learning strategies are examined
in depth. Prerequisites: SPE 3349 and Admission
to TEP. |
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| SPE 3304 |
Teaching Students with Moderate/Severe
Disabilities (6-12) (3) |
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This course emphasizes a variety of educational
strategies for secondary students with moderate and
severe disabilities. Special emphasis is placed on
the post-secondary adjustment of students with complex needs. Prerequisites: SPE 3302 and Admission
to TEP. |
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| SPE 3305 |
Transition Planning (3) |
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This course emphasizes educational strategies that
promote the post-school adjustment of students
with disabilities. Special emphasis is placed on the
legal foundation of transition and effective transition
models. Prerequisites: SPE 3303, 3304, 3340,
and Admission to TEP. |
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| 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. |
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| SPE 3307 |
Strategies Instruction (3) |
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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. |
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| SPE 3309 |
Teaching Students with Moderate/Severe
Disabilities (3) |
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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. |
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| 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. |
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| 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. |
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| 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. |
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| SPE 3349 |
Introduction to 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. |
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| SPE 3362 |
Policies and Procedures in Special Education
(3) |
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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. |
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| SPE 4445 |
Educational Evaluation of Exceptional Children
(3) |
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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. |
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| SPE 4454 |
Internship Seminar (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,
professionalism, professional development for
teachers, and other course topics. Prerequisites:
SPE 4465 and Admission to TEP. |
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| 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. |
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| SPE 4465 |
Collaborative Teacher (6-12) Internship (9) |
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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 innovative, informed, reflective
decision-maker through the internship experience.
Prerequisite: SPE 4454 and Admission to
TEP. |
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| 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. |
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| 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. Also see index for “Independent Study and
Research.” |
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| SPE 4493-4494 |
Guided Independent Study (1-3) |
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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.” |
