Special Education

Course Descriptions

SPCED-GE 2025 Developing Strategies that Support Children's Social Behavior (3) (20 hours) Fall, Spring
Issues of social learning and behavior in childhood education, with specific attention given to classroom dynamics and ways of addressing the needs of diverse learners. Various models of learning and motivation are explored. The course is integrated with students' fieldwork to engage them in active study of classrooms, and enable them to work collaboratively with parents and other professionals in developing and implementing strategies that support pro-social behavior among children.

SPCED-GE 2051 Foundations of Curriculum for Diverse Learners (3) 30 hours. 20 hours of field experience. Summer, Fall  Corequisite: SPCED-GE 2124
Overview of current and past theories and practices in educational models and curriculum development, instructional planning, and assessment as they relate to knowledge about learning processes, motivation, communication, and classroom management models. Examination of appropriateness of various educational models for students with diverse needs and characteristics. Overview of formal and informal methods of assessment and their role in instructional decision making.

SPCED-GE 2052 Education of Students with Severe and Multiple Disabilities (3) 30 hours. 10 hours of field experience. Fall, Spring, Summer
Characteristics of learners with severe or multiple disabilities. Related curriculum development and methods of instruction, including use of assistive and augmentive technology. Examination of the issues, problems, and trends affecting the development and implementation of community-based educational, recreational, work, and living options and supports. Sample topics include inclusion and least restrictive environment, person-centered planning, family involvement, advocacy, and teacher roles and responsibilities.

SPCED-GE 2053 Applied Behavior Analysis in Educational Settings (3) 30 hours.
Examination and application of basic principles of applied behavior analysis, with an emphasis on positive behavioral approaches and functional analysis of behavior. The functions of the individual's challenging behaviors are examined, identified, and related to the design of appropriate behavior support plans in classrooms and other settings. Application of ABA to instruction. Methods for the collaborative planning, implementation, and evaluation of applied behavior and cognitive analysis interventions for both individuals and groups in school and in community.

SPCED-GE 2054 Transition for Adolescents with Disabilities: Content and Process (3) 30 hours. Prerequisite or Co-requisite: SPCED-GE 2124, SPCED-GE 2162
The transitions facing adolescents with special needs will be examined: physical, emotional, and social change and development; post-secondary choices and the challenge of independent living; higher education, career exploration and choice; the changing role of family, adult service agencies, and other support services in the adolescent and adult with special needs. The process by which these transitions can be successfully negotiated will be addressed.

SPCED-GE 2055 Literacy of the Special Learner (3) 30 hours. Spring. Prerequisite: SPCED-GE 2012 , or at least 6 credits in literacy and permission of instructor
Exploration of diverse cognitive, neurological, and emotional characteristics and how these manifest in learners' literacy development. A focus on the atypical development and educational needs of students who experience difficulties in acquiring the literacy skills of listening, speaking, reading, and writing. Overview of the practices of individual assessment of student literacy performance, and teaching interventions for students with a special focus on dyslexia.

SPCED-GE 2108 Strategies for Teaching Students with Emotional and Behavioral Disabilities. (3) 30 hours. 15 hours of field experience. Fall, Spring. Prerequisite: SPCED-GE 2124
An examination from different theoretical perspectives of emotional and behavioral disabilities in children. The interaction of cultural, familial, genetic, and socioeconomic factors that contribute to emotional and behavioral difficulties in children will be reviewed. Teachers learn to conduct functional behavioral assessments and promote behavior change. Strategies for supporting students with challenging behaviors, promoting positive social interactions, and creating productive learning environments will be explored.

SPCED-GE 2124 Individuals with Disabilities in Schools and Communities. (3) 30 hours. 20 hours of field experience. Summer, Fall, Spring
Examination of historical, social, and legal foundations of education in general and, more specifically, of special education. Issues, trends, and legislation affecting the provision of services in school, home, and employment, with a focus on inclusion of individuals with disabilities in school and community settings. Biological, psychological, social, and environmental factors that shape typical development, and the characteristics of individuals with special needs are studied.

SPCED-GE 2126 The Young Special Needs Child: Child, Family, and Community I (3) 30 hours. 20 hours of field experience. Summer, Fall
The needs of the preschool child with disabilities is explored through an examination of the child, family, and environmental characteristics. Typical and atypical language, speech, emotional, motor, and cognitive development is presented, with a focus on the interdependent nature of these domains. A major focus on transdisciplinary collaboration of educators and specialists from occupational therapy, physical therapy, speech and language, psychology, and recreation and health in making educationally relevant decisions.

SPCED-GE 2127 The Young Special Needs Child: Child, Family, and Community II (3) 30 hours. Spring; Prerequisite: SPCED-GE 2126
Understanding of the young child with disabilities is further explored through in-depth child study, focusing on child characteristics, families, and environments; application of formal and informal assessment and methodologies of person-centered planning.

SPCED-GE 2128 Principles and Practices in Early Childhood Special Education (3) 30 hours. 10 hours of field experience. Summer; Prerequisite: SPCED-GE 2160
Assessment, diagnosis, and evaluation of young children with disabilities. Assessment of challenging behaviors and promoting positive social skills. Models of early intervention and specialized early childhood curricula across developmental domains appropriate to the individual needs and characteristics of the young child with disabilities. Monitoring and evaluating child and family outcomes.

SPCED-GE 2131 Psychological Foundation of Learning Disabilities (3) 30 hours.
History of the learning disabilities field; major controversies; latest developments; psychological, etiological, and definitional issues; teaching and evaluation models.

SPCED-GE 2133 Assessment and Instructional Strategies for Students with Mild to Moderate Disabilities Prerequisite: SPCED-GE 2161 (3) 30 hours
Intensive implementation of survey and specific level assessment of learning problems in pupils, instructional planning, and modification in a variety of subject areas.

SPCED-GE 2134 Assessment and Instructional Design for Students with Severe to Profound Disabilities (3) 30 hours.
Assessment and evaluation of students with severe or multiple disabilities. Curriculum and instructional planning, including use of assistive and augmentive technology.

SPCED-GE 2136 Psychological and Educational Assessment in Special Education (3) 30 hours. Fall
Overview of models for assessment in Special Education, with guidelines for selection, administration, and interpretation of evaluation instruments. Specific psychological and educational tools used for purposes of diagnosis, placement, and educational planning. Practice with selected educational instruments, applied to case studies at varying developmental levels.

SPCED-GE 2137 Laboratory in Assessment of Special Education Populations (3) 30 hours.
Supervised practice in the administration, scoring, and interpretation of educational tests used in special education. Emphasis on the coordination of information from informal and formal tests as well as observational data.

SPCED-GE 2139 Consulting in Special Education (3) 30 hours.
Development of skills and knowledge needed to participate in the planning and implementation of transdisciplinary educational programs for students with disabilities. Various consultation models are explored.

SPCED-GE 2160 Educating Students with Special Needs in Early Childhood Settings (3) 30 hours. 15 hours of field experience. Spring
Strategies for general and special education teachers, counselors, and other service providers to meet the cognitive, emotional, social, and behavioral needs of young children with disabilities in early childhood general education settings, with special focus on the acquisition of literacy skills and promoting development of social skills. Methods for collaborative practices, curriculum development, instructional planning, identifying strengths of the child to differentiate instructional approaches, and supporting the cultural and linguistic diversity of children and families.

SPCED-GE 2161 Educating Students with Special Needs in Childhood Settings (3) 30 hours. 15 hours of field experience. Fall, Spring. Prerequisite: SPCED-GE 2051
Strategies for general and special education teachers to meet the cognitive, emotional, social, and behavioral needs of the children with disabilities in elementary-level general education settings. Methods for collaboration among teachers, parents, and other professionals, including participation in IEP development. Curriculum development, instructional planning, and identifying strengths and differentiating instruction.

SPCED-GE 2162 Educating Students with Special Needs in Middle Childhood and Adolescent Settings (3) 30 hours. 15 hours of field experience.
Strategies for general and special education teachers to meet the cognitive, emotional, and social needs of adolescents with disabilities in general education in middle and high school settings. Methods for collaboration with teachers, parents, and other professionals, including participation in IEP development. Examination of service delivery models at the middle and high school levels. Issues of transition planning, curriculum development, instructional planning, identifying strengths and differentiating instruction, with a special focus on the development of literacy skills and processes that promote social skill development and interpersonal communication.

SPCED-GE 2249 Transdisciplinary Special Educational Program Development and Implementation (3) 30 hours.
Examination of the roles, responsibilities, and input of various disciplines in educational programs. Development of collaborative relationships among professionals, parents, and community resources. Topics covered include dimensions of assessment, curricula content, instructional strategies, and therapies as they affect the education of students with severe or multiple disabilities.

SPCED-GE 2357 Fieldwork: Students with Severe and Multiple Disabilities (2). 50 hours of field experience.
Teaching students with severe or multiple disabilities in community-based school or work settings.

SPCED-GE 2501 Observation in Special Education (1). 20 hours of field experience. Fall
Observation of programs for individuals (K through 21) with disabilities in a variety of special education settings.

SPCED-GE 2502 Observation in Early Childhood Special Education (1). 20 hours of field experience. Summer, Fall
Observation of young children (Birth through grade 2) in a variety of early childhood special education settings.

SPCED-GE 2507 Integration Seminar in Special Education I (2) 20 hours. Fall, Spring
Class engages in seminar process to share, analyze, and extend students' professional experiences, including collaboration with other professionals and parents.

SPCED-GE 2508 Integration Seminar in Special Education II (3) 30 hours. Spring, Summer
Prerequisite: All program coursework preceding Student Teaching.
Class engages in seminar process to share, analyze, and extend students' professional experiences, including collaboration with other professionals and parents. Participation in scholarly research, and presentation of a classroom-based research project.

SPCED-GE 2511 Integrating Seminar in Early Childhood Special Education I (3) 30 hours. Spring
Class engages in seminar process to share, analyze, and extend students' professional experiences, including collaboration with other professionals and parents. Links theory and practice.

SPCED-GE 2512 Integrating Seminar in Early Childhood Special Education II (3) 30 hours. Summer
Class engages in seminar process to share, analyze, and extend students' professional experiences, including collaboration with other professionals and parents. Links theory and practice. Participation in scholarly research, and presentation of a classroom-based research project.

SPCED-GE 2519 Student Teaching in Early Childhood Special Education I (3) Minimum 20 days. Spring
University-supervised student teaching in special and inclusive settings for young children (aged Pre-K, K, or Grades 1-2) with disabilities.

SPCED-GE 2520 Student Teaching in Early Childhood Special Education II (3) Minimum 20 days. Summer
University-supervised student teaching in special and inclusive settings for young children (aged Pre-K, K, or Grades 1-2) with disabilities.

SPCED-GE 2521 Student Teaching in Special Education (Childhood) I (2) Minimum of 20 days. Fall, Spring
University-supervised student teaching in special and inclusive settings for children (Grades 1-3 or 4-6) with disabilities.

SPCED-GE 2522 Student Teaching in Special Education (Childhood) II (3) Minimum of 20 days. Spring, Summer
University-supervised student teaching in special and inclusive settings for children (Grades 1-3 or 4-6) with disabilities.

SPCED-GE 2523 Student Teaching in Special Education (Middle School) (3). Minimum 20 days.
University-supervised student teaching in special and inclusive settings for students (Grades 5-6 and 7-9) with disabilities.

SPCED-GE 2524 Student Teaching in Special Education (Adolescence) (3) Minimum 20 days.
University-supervised student teaching in special and inclusive settings for students (grades 7-9 and 9-10) with disabilities.

SPCED-GE 2525 Student Teaching in Bilingual Special Education (3) Minimum 20 days.
Supervised student teaching of bilingual students with disabilities.