Any experimental courses offered by SP ED can be found at: registrar.iastate.edu/faculty-staff/courses/explistings/
Courses
Courses primarily for undergraduates:
(3-0) Cr. 3. F.S.
Prereq: EDUC 205
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.
(3-0) Cr. 3. F.
Prereq: SP ED 250 and EDUC 280I, Concurrent enrollment in EDUC 377; Admitted to the Educator Preparation Program.
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.
(3-0) Cr. 3. F.
Prereq: Admitted to Educator Preparation Program; Concurrent enrollment in SP ED 330
Evidence-based strategies for inclusive education. Emphasis on principles of behavior, classroom management, differentiation, and accommodations.
(3-0) Cr. 3. S.
Prereq: Admitted to Educator Preparation Program; SP ED 330; EDUC 377
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.
(3-0) Cr. 3. F.S.
Prereq: Admitted to 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.
(4-0) Cr. 4. F.S.
Prereq: SP ED 250 (or equivalent), EDUC 377, EDUC 438; admitted to the Educator Preparation Program; concurrent enrollment in SP ED 458, EDUC 433, EDUC 439, EDUC 468I.
Examination and application of strategies to determine special educational needs, planning and evaluating instructional programs, and monitoring student progress. Evidence-based instructional strategies in academic and social areas that support learning of students with diverse learning needs. Emphasis on accommodations and alternative teaching strategies to meet individual student needs.
(0-2) Cr. 1. F.S.
Prereq: EDUC 377, EDUC 438; Admitted to Educator Preparation Program
Observation and involvement with students with mild/moderate disabilities in the primary grades (K-3). Concurrent enrollment in SP ED 405. Half a day of time needed. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
(0-2) Cr. 1. F.
Prereq: SP ED 330, SP ED 334, SP ED 365, SP ED 436; Admitted to Educator Preparation Program
Observation and involvement with students with mild/moderate disabilities in school settings. Concurrent enrollment in SP ED 460. 1/2 day of time needed. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
(3-0) Cr. 3. F.
Prereq: SP ED 365, SP ED 436
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.
Cr. 1-5. Repeatable. F.S.
Prereq: 12 credits in Elementary Education
Topics vary.
Courses primarily for graduate students, open to qualified undergraduates:
(3-0) Cr. 3. SS.
Prereq: Admitted to Educator Preparation Program; Baccalaureate degree
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.
(3-0) Cr. 3. S.
Prereq: SP ED 501 or equivalent
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.
(3-0) Cr. 3. S.
Prereq: SP ED 501 or equivalent
Theory, characteristics, and special education service delivery models to students with moderate/severe behavior/learning disabilities in the public schools and residential settings.
(3-0) Cr. 3. S.
Prereq: SP ED 511, SP ED 515
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.
(Cross-listed with EDUC). (3-0) Cr. 3. F.S.
Prereq: Teaching license or senior status
Instructional strategies for enhancing the fluency, vocabulary and comprehension of adolescents with reading difficulties. Attention to content-area reading materials and strategies.
(3-0) Cr. 3. F.
Prereq: Teaching license
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.
(3-0) Cr. 3. F.
Prereq: SP ED 515, SP ED 520 or SP ED 530 or SP ED 540
Characteristics and methods to promote effective collaboration and/or consultation with families, paraprofessionals, other school personnel, and representatives of other agencies. Role of consultants/collaborators in various settings. Includes specific attention to IEP development as a collaborative process.
(Cross-listed with EDUC). (3-0) Cr. 3.
Prereq: Secondary teaching experience
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.
(3-0) Cr. 3. SS.
Prereq: SP ED 511
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.
Cr. 1-5. F.S.
Prereq: 6 credits in Education
Topics vary.
(0-2) Cr. 1-6. F.S.
Prereq: 15 graduate credits in special area, admission to the graduate program in special education
Supervised on-the-job field experience in special areas.
(0-2) Cr. 1-6. F.S.
Prereq: 15 graduate credits in special area, admission to the graduate program in special education
Supervised on-the-job field experience in special areas.
(0-2) Cr. 1-6. F.S.
Prereq: 15 graduate credits in special area, admission to the graduate program in special education
Supervised on-the-job field experience in special areas.
(0-2) Cr. 1-6. F.S.
Prereq: 15 graduate credits in special area, admission to the graduate program in special education
Supervised on-the-job field experience in special areas.
Cr. 1-6. F.S.
Prereq: 15 graduate credits in special area, admission to the graduate program in special education
Supervised on-the-job field experience in special areas.
Cr. 1-5. F.S.SS.
Prereq: 15 credits in education
Courses for graduate students:
(1-0) Cr. 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.
Cr. 1-5. Repeatable, maximum of 4 times. S.SS.
Prereq: 9 graduate credits in education
Guided reading and/or study on special topics of an advanced nature.
Cr. arr.
Prereq: 15 credits in education