Special Education (SPED)

Credits: 3.

Disability does not discriminate on the basis of gender, ethnicity, SES, religion, or sexual preferences. Disability is the only group anyone can join at any time. This course is designed to increase awareness, sensitivity, and understanding of the individual, social-cultural, policies, and legal aspects of disability in our society. During the course, students will explore and analyze personal, historical, political, economic, and societal perspectives on individuals with disabilities in our society. Meets U.S. Cultures and Communities (formerly U.S. Diversity) Requirement. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

An overview of students with diverse learning needs, including students with disabilities, English Learners, students who are at risk, and gifted learners. Emphasis is on early identification; educational programming and implications; and legal foundations. Includes Individual Education Programs, Least Restrictive Environment, Functional Behavioral Assessment, and Behavior Intervention Plans. (Typically Offered: Fall, Spring)

Credits: 3. Contact Hours: Lecture 3.

Educational services and programming for students with mild/moderate disabilities examined from an historical perspective. Current trends, issues, impact of federal and state laws, and identification procedures. Characteristics of students with mild/moderate disabilities. (Typically Offered: Fall)

Credits: 3. Contact Hours: Lecture 3.

Evidence-based strategies for inclusive education. Emphasis on principles of behavior, classroom management, differentiation, and accommodations. (Typically Offered: Fall)

Credits: 3. Contact Hours: Lecture 3.

Prereq: Admitted to the Educator Preparation Program
Formal and informal academic and behavioral assessment. Determination of special education needs. Planning, adaptation, and formative evaluation of instructional programs for students with mild/moderate disabilities. (Typically Offered: Fall, Spring)

Credits: 3. Contact Hours: Lecture 3.

Prereq: Admitted to the Educator Preparation Program
Characteristics and needs of youth with exceptionalities, including appropriate service delivery options. Emphasis on legal foundations, co-teaching models, differentiated instruction, accommodations for instruction and assessment, strategies to address challenging behaviors, and collaboration among professionals and families. Includes Individual Education Programs, Least Restrictive Environment, Functional Behavioral Assessment, and Behavior Intervention Plans. (Typically Offered: Fall, Spring)

Credits: 4. Contact Hours: Lecture 4.

Examination and application of strategies to determine specialeducational needs, planning and evaluating instructional programs,and monitoring student progress. Evidence-based instructionalstrategies in academic and social areas that support learning ofstudents with diverse learning needs. Emphasis onaccommodations and alternative teaching strategies to meetindividual student needs. (Typically Offered: Fall, Spring)

Credits: 1-30. Repeatable.

Prereq: Admitted to the Educator Preparation Program
Reservation required. (Typically Offered: Fall, Spring)

Credits: 3. Contact Hours: Lecture 3.

Evidence-based instructional strategies in academic areas, as well as class, group, and individual behavior management for elementary students with mild/moderate disabilities. (Typically Offered: Spring)

Credits: 1. Contact Hours: Laboratory 2.

Prereq: Admitted to the Educator Preparation Program
Observation and involvement with students with mild/moderate disabilities in the primary grades (K-3). Concurrent enrollment in SPED 4050. Half a day of time needed. Clinical Experience Level 3. Offered on a satisfactory-fail basis only. (Typically Offered: Fall, Spring)

Credits: 1.

Prereq: Admitted to the Educator Preparation Program
Observation and involvement with students with mild/moderate disabilities in school settings. Concurrent enrollment in SPED 4600. 1/2 day of time needed. Clinical Experience Level 3. Offered on a satisfactory-fail basis only. (Typically Offered: Fall)

Credits: 1. Contact Hours: Lecture 1.

Prereq: SPED 4360, concurrent enrollment in SPED 4590
Application of evidence-based instructional strategies/techniques in academic and behavioral areas with students who have mild/moderate disabilities. Discussion of professional practices. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

Prereq: SPED 3650 and SPED 4360
Collaborative skills used in education of students with mild/moderate disabilities. Includes collaboration between general and special education teachers, families, para-educators, and other education professionals and agencies. Development of Individual Education Programs for students with mild/moderate disabilities. (Typically Offered: Fall)

Credits: 1-5. Repeatable.

Prereq: Instructor Permission for Course
Topics vary. (Typically Offered: Fall, Spring)

Credits: 3. Contact Hours: Lecture 3.

Characteristics and needs of exceptional children/youth, including appropriate service delivery options. Emphasis on legal foundations, co-teaching models, differentiated instruction, accommodations for instruction and assessment, and collaboration among professionals and parents. Includes Individual Education Programs, Least Restrictive Environment, Functional Behavioral Assessment, and Behavior Intervention Plans. (Typically Offered: Summer)

Credits: 3. Contact Hours: Lecture 3.

Historical and legal foundations for special education. Characteristics, prevalence, and etiology of mild/moderate disabilities. Historical and contemporary models of programming for students with disabilities. (Typically Offered: Spring)

Credits: 3. Contact Hours: Lecture 3.

Theory, characteristics, and special education service delivery models to students with moderate/severe behavior/learning disabilities in the public schools and residential settings. (Typically Offered: Spring)

Credits: 3. Contact Hours: Lecture 3.

Formal and informal methods of assessment for identification/eligibility and progress monitoring. Formative evaluation of academic and behavioral skills, including curriculum-based measurement and functional behavioral assessment. (Typically Offered: Fall)

Credits: 2. Contact Hours: Lecture 2.

Critical review of recent research in education and related behavioral sciences as applied to education of students with disabilities. Examination of multiple research methodologies. (Typically Offered: Summer)

Credits: 3. Contact Hours: Lecture 3.

Evidence-based strategies for meeting the academic and behavioral needs of students with mild/moderate disabilities, including instructional and behavior management strategies appropriate for students with mild or moderate disabilities. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

Current research on evidence-based interventions designed to improve the behavior and social skills of students with moderate/severe behavior disorders. Particular emphasis on positive behavioral supports and behavior change strategies. (Typically Offered: Spring)

Credits: 3. Contact Hours: Lecture 3.

Current research on evidence-based interventions designed to improve the academic performance of students with moderate/severe learning disabilities. Particular emphasis on methods for improving reading, written expression, and mathematics, as well as performance in content-area instruction. (Typically Offered: Spring)

(Cross-listed with EDUC 5530).
Credits: 3. Contact Hours: Lecture 3.

Instructional strategies for enhancing the fluency, vocabulary and comprehension of adolescents with reading difficulties. Attention to content-area reading materials and strategies. (Typically Offered: Fall, Spring)

Credits: 3. Contact Hours: Lecture 3.

Examination of the academic, personal, social, employability, and daily living skills. Exploration of assessments, curricula, programs, and services to meet these needs. (Typically Offered: Summer)

Credits: 3. Contact Hours: Lecture 3.

Emphasis on positive behavioral supports and understanding behavior and its context through a functional behavioral approach. Design and development of carefully planned behavioral intervention programs for groups and individual students in general and special education settings. (Typically Offered: Fall)

Credits: 3. Contact Hours: Lecture 3.

Characteristics and methods to promote effective collaborationand/or consultation with families, paraprofessionals, other school personnel,and representatives of other agencies. Role of consultants/collaborators invarious settings. Includes specific attention to IEP development as a collaborativeprocess. (Typically Offered: Fall)

(Cross-listed with EDUC 5670).
Credits: 3. Contact Hours: Lecture 3.

Instructional methods and assessment techniques for secondary students struggling to learn mathematics. Particular emphasis on current research, practices, and trends in mathematics interventions for at-risk students and students with disabilities.

Credits: 3. Contact Hours: Lecture 3.

Overview of support systems (education, juvenile justice, mental health, communities) that serve students with special education needs. Identify resources to work with and support families. (Typically Offered: Summer)

Credits: 1-5. Repeatable.

Prereq: Instructor Permission for Course
Topics vary. (Typically Offered: Fall, Spring)

Credits: 1-6. Repeatable.

Supervised on-the-job field experience in special areas. (Typically Offered: Fall, Spring, Summer)

Credits: 1-6. Repeatable.

Supervised on-the-job field experience in special areas. (Typically Offered: Fall, Spring, Summer)

Credits: 1-6. Repeatable.

Prereq: Instructor Permission for Course
Supervised on-the-job field experience in special areas. (Typically Offered: Fall, Spring, Summer)

Credits: 1-6. Repeatable.

Supervised on-the-job field experience in special areas. (Typically Offered: Fall, Spring, Summer)

Credits: 1-5. Repeatable.

Prereq: Instructor Permission for Course
(Typically Offered: Fall, Spring, Summer)

Credits: 1. Contact Hours: Lecture 1.
Repeatable, maximum of 2 credits.

Selected topics in special education. Analysis of current special education research. Evaluation of impact upon the profession. Implications for additional research.

Credits: 1-5. Contact Hours: Lecture 5.
Repeatable, maximum of 4 times.

Guided reading and/or study on special topics of an advanced nature. (Typically Offered: Spring, Summer)

Credits: 1-30. Repeatable.

Prereq: Instructor Permission for Course