Special Education (SPED)
SPED 3301. CHARACTERISTICS OF INDIVIDUALS WITH DISABILITIES. 3 Hours.
This course focuses on the characteristics of students with mild disabilities and their (a) related academic and social outcomes, and (b) implications for assessment and intervention. The course is specifically designed for students who seek certification in teaching children with mild disabilities, to include children who are defined by Federal and state regulations as experiencing learning disabilities (LD), intellectual disability (ID), emotional and/or behavioral disabilities (EBD), and attention deficit disorders/hyperactivity disorders (ADD/ADHD).
SPED 3302. APPLIED BEHAVIOR ANALYSIS FOR TEACHERS. 3 Hours.
This course is designed to present students with applied behavior analysis strategies and tactics to ensure they are able to make effective instructional decisions and to evaluate the results of those decisions. Procedures covered in class include those to accelerate, decelerate, and maintain student academic and social behavior. Application of learning theory, measurement procedures, and verification of functional relationships will be emphasized. Knowledge of current significant research in Applied Behavior Analysis will be facilitated through research readings.
SPED 4301. STRATEGIES FOR TEACHING INDIVIDUALS WITH HIGH INCIDENCE DISABILITIES: READING AND WRITING. 3 Hours.
This course is designed to prepare future special educators to plan and provide content area instruction to elementary and secondary students with mild disabilities in reading and writing. Course content will include information on assessment, curriculum and instruction, and the professional role as a teacher of students with mild disabilities.
SPED 4302. COLLABORATIVE PRACTICES AND TRANSITION PLANNING IN SPECIAL EDUCATION. 3 Hours.
The purpose of this course is to learn about the concepts, tools, and strategies considered essential for effective collaboration and teamwork. Methods of collaborating and consulting with other professionals in the field of education and family members of students with disabilities will be discussed. Transition planning and collaborative interagency issues related to transition will be examined. Context, process, and content of collaborative school consultation will be presented.
SPED 4303. ADVANCED CONTENT AREA STRATEGIES FOR TEACHING INDIVIDUALS WITH HIGH INCIDENCE DISABILITIES. 3 Hours.
This course is designed to prepare future special educators to plan and provide content area instruction to elementary and secondary students with mild disabilities across the content areas. Course content will include information on assessment, curriculum and instruction, and the professional role as a teacher of students with mild disabilities.
SPED 4304. ASSISTIVE TECHNOLOGY. 3 Hours.
This course will address the use of technology in special education, including microcomputers, interactive video, auditory and visual enhancement, and other adaptive devices with individuals experiencing disabilities including learning disabilities, intellectual impairments, sensory and physical impairments. Current developments and research findings concerning rehabilitative, adaptive, and learning technologies applied to needs of individuals with learning, intellectual, physical, or sensory disabilities will also be addressed. Topics include selection and evaluation, instructional and administrative applications, and personal productivity tools.
SPED 4601. PRACTICUM IN SPECIAL EDUCATION. 6 Hours.
This course is designed to provide practical opportunities for the pre-service candidate to develop skills in assessment and instruction of individuals with severe disabilities. In addition to providing direct services, an important component of the practicum is to collaborate with both classroom and school staff regarding all aspects of service provision. Finally, general professional protocol is emphasized in this course including dependability, attitude, and communication skills (both written and spoken).