Special Education (SPED)
SPED 5013. Adapted Kinesiology. Prerequisites: Senior standing and consent of department. A study of adapted kinesiology, a multi-disciplinary approach consisting of a diversified program of developmental activities, games, sports, rhythms, and aquatics suited to interests, capacities, and limitations of students with impairments or challenges who may or may not be mainstreamed in the elementary and/or secondary physical education programs.
SPED 5023. Nature and Needs of the Gifted and Talented. A study of the social, psychological, and educational characteristics of the gifted and talented student. Methods and techniques of assessment based on these characteristics are reviewed for identification, placement, and evaluation of performance. A research paper or project developed from documented research is required.
SPED 5033. Curriculum and Methods of Teaching the Gifted and Talented. Prerequisite: SPED 5023 or consent of the instructor. This course is a survey of curricula plus instructional methods and materials for teaching the gifted and talented. A project developed from documented research is required.
SPED 5073. Survey of Exceptional Individuals. This course is a general survey of exceptional individuals from birth-21 years, and an introduction to special education including special education history and law, disability causations, definitions and classifications systems, characteristics of all categories of exceptional learners (disabled and gifted), provision of services and appropriate educational interventions. Required for the M.A.T. degree.
SPED 5123. Nature and Needs of Students with Mild Disabilities. This course is a concentrated study of individuals P-12 grade levels with mild disabilities (learning disabilities, mild mental disabilities, behavior disorders) including the theoretical, legal, and historical foundations of each categorical area: etiologies, definitions, classification systems, learning characteristics (cognitive, academic, social, behavioral), diagnosis, and placement options.
SPED 5133. Methods/Materials for Teaching Students w/Mild Disabilities (P-4). Prerequisites: SPED 5123, SPED 5153. This course studies the research-based instructional strategies used in teaching students with mild disabilities functioning at preschool through 4th grade levels. It focuses on methods and materials for teaching age appropriate and developmentally appropriate curricula for young children and a modified individualized general curriculum for students at K-4th grade levels.
SPED 5143. Methods and Materials for Teaching Students with Mild Disabilities (4-12). Prerequisites: SPED 5123, SPED 5163. This course studies the research-based instructional strategies used in teaching students with mild disabilities functioning at 4-12 grade levels. It focuses on methods and materials for teaching curricula in cognitive, academic, social/behavioral, functional, and career/vocational skills areas and adapting the general education curriculum for grades 4-12.
SPED 5153. Instructional Planning P-4 Mild Disabilities. Prerequisite: SPED 5123. This curriculum development course includes the theoretical basis for curricular development, interpreting evaluation reports, and developing Individual Education Programs in developmental, academic, social, behavioral areas for children P-4 age/grade functioning levels.
SPED 5163. Instructional Planning 4-12 Mild Disabilities. Prerequisite: SPED 5123. This curriculum development course includes the theoretical basis for curricular development; interpreting evaluation reports; and developing individual education programs and adolescent individual transition programs in academic, social/behavioral, and transition-related skills for students with mild disabilities functioning in 4-12 age/grade levels.
SPED 5253. Introduction to Speech and Language Pathology. Prerequisite: SPED 4073 or SPED 6003. This course is a study of the fundamental concepts of language development, speech disorders, therapy practices, and problems relating to the speech-handicapped child. Emphasis is placed on language/articulation disorders.
SPED 5273. Classroom and Group Management. This course focuses on helping teachers to develop personal systems of discipline through study and research of the major philosophies, theories, and models of discipline. It will include the study of proactive Instructional Classroom Management, generic classroom management principles including preventing discipline problems, motivating students, and confronting and solving discipline problems. This course also includes the application of theoretical information to problem-solving case studies and classroom problems of students with mild disabilities in a variety of placements at P-12 grade levels. The course will focus on writing IEP’s concerning social skills development; and conducting a functional behavioral assessment and writing the behavior intervention plan as required by IDEA ‘04.
SPED 5663. Educational Diagnosis and Assessment. Prerequisites: SPED 5123 or SPED 5073. This course studies the collection, use, and interpretation of academic and behavioral assessment data in P-12 settings for special education purposes including screening, evaluation (for eligibility), IEP Planning, IEP monitoring, and annual program evaluation. It focuses on the administration and interpretation of a variety of formal assessments including norm-referenced tests; and the preparation, administration, and interpretation of a variety of informal assessments including criterion-referenced tests, curriculum-based assessment, and systematic observation. The course also focuses on the preparation of evaluation reports, and the preparation of IEPs based on the assessment data.
SPED 6003. Collaboration/Consultation for Inclusion. Prerequisite: SPED 5123. This course focuses on collaborative school consultation and teamwork among special education professionals, general education teachers and other professionals, and parents of students with disabilities as they work together to provide an appropriate education for students with special needs. This course includes the foundations and frameworks for collaborative school consultation, developing home-school partnerships, communicative processes for effective school relationships, problem-solving strategies, planning differentiated instruction, enhancing interactions with related services personnel, and providing leadership in collaborative school consultations.
SPED 6013. Administration and Supervision of Special Education Programs. To meet the need of persons planning to serve as supervisors, administrators, or coordinators of special education programs. A research paper or project developed from documented research is required.
SPED 6023. Project in Special Education. Topic: Gifted and Talented. Prerequisites: Admission to the degree program and one three-hour course in research and statistics and six semester hours of graduate work in gifted and talented. A course designed to provide an in-depth study and critical evaluation of a thesis relevant to teaching the gifted and talented. The resulting paper supporting the project will combine a review of current research and practical application in the field. Approval of a committee composed of the instructor, the candidate’s advisor, and the graduate dean.
SPED 6043. Experimental Learning for Gifted and Talented. Prerequisite: SPED 5023 or consent of instructor. In depth research and/or practice in facilitating autonomous learning experiences for gifted and talented students, including authentic research, entrepreneurship, mentored relationships, and service learning. Emphasis will be placed on constructing and implementing a research-based project.
SPED 6063. Language Development (P-4). Prerequisite: SPED 5123. This course concerns oral language development of students with mild disabilities in the areas of phonology, morphology, syntax, semantics, and pragmatics; and written language development of children birth through grade 4. A major focus includes methods and materials in teaching early childhood integrated language enrichment curricula and a modified general education curriculum in language-based subjects in P-4 grades.
SPED 6073. Language Development (4-12). Prerequisite: SPED 5123. This course concerns oral language development of students with mild disabilities in the areas of phonology, morphology, syntax, semantics, and pragmatics; and written language development of students age/grades 4-12 functioning levels. A major focus includes methods and materials in teaching a modified general education curriculum in language-based subjects grades 4-12.
SPED 6143. Seminar in Creative Thinking. This course reviews problems and issues related to the identification and development of creative potential in individuals. Personal creativity, along with teaching strategies and curricula materials related to creativity training, will be evaluated. A terminal, researched project is required.
SPED 6153. Counseling and Development of the Gifted and Talented. Prerequisite: SPED 5023 or consent of the instructor. The course will include a review of current research related to the social and emotional development of bright children. Issues and topics will include vocational concerns, special populations, and the role of self-concept motivation. Emphasis will be placed on the resource teacher’s role in meeting the affective needs of the gifted. A research paper or project developed from documented research is required.
SPED 6203. Practicum for Gifted and Talented P-8. Prerequisite: 12 graduate hours in gifted and talented education or concurrent enrollment. Supervised experience in delivery of educational services to the gifted and talented in public school or alternative laboratory settings, programs, or facilities for gifted and talented P-8 programs.
SPED 6223. Practicum 7-12. Prerequisite: 12 graduate hours in gifted and talented education or concurrent enrollment. Supervised experience in delivery of educational services to the gifted and talented in public school or alternative laboratory settings, programs, or facilities for gifted and talented in 7-12 programs.
SPED 6783. Directed Internship P-4. Prerequisites: All required special education courses for endorsement. Requires on-site teaching in public school settings grades P-4 with students with mild disabilities. The intensive directed internship should be a culminating experience in the special education teacher preparation program. It will require a minimum of 6 weeks of teaching experience with graduate take over of the full range of teaching duties (for those not teaching in their own classrooms) including working with paraprofessionals and parents under the supervision of the classroom teacher, school officials and university supervisor.
SPED 6883. Directed Internship 4-12. Prerequisites: All required special education courses for endorsement. Requires on-site teaching in public school settings grades 4-12 with students with mild disabilities. The intensive directed internship should be a culminating experience in the special education teacher preparation program. It will require a maximum of 6 weeks of teaching experience with gradual take over of the full range of teaching duties (for those not teaching in their own classrooms) including working with paraprofessionals and parents under the supervision of the classroom teacher, school officials, and university supervisor.
SPED 6911. Thesis: Gifted and Talented. Replaces six hours of the Professional Education Core (see degree plan). Prerequisite: Admission to the degree program, one three-hour course in research and statistics, and 12 hours of gifted coursework.
