Offered by Department of Special
Education/Communication Disorders
College of Education
SPED Courses
- SPED 234 - Individuals with Exceptionalities - 3 hours
- Prereq: none
This course is a study of the causes, characteristics and educational implications for
individuals with exceptional needs. The course also introduces students to the historical
development, relevant legislation and litigation, and trends and issues in the field of
special education. Understanding students from culturally diverse backgrounds will also be
explored.
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- SPED 312 - Families, Professionals, and Collaborative Consultation
- 3 hours
- Prereq: SPED 234 or department permission
This course provides the skills for collaboration with families and with other
professionals. It provides knowledge regarding family systems, the impact of having a
child with special needs in the family, and legal and procedural safeguards regarding
exceptional children and their families. Communication and teaming skills will be
practiced.
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- SPED 318 - Learning Disabilities I - 3 hours
- Prereq: Junior or Senior standing or department permissions
A study of children who are incongruent in developing all phases of growth and who have
problems in learning academics in school but approach normalcy in sensory, physical or
intellectual attributes. Identification of children and remediation methods are explored.
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- SPED 333 - Serving Individuals with Disabilities in Integrated
Settings - 3 hours
- Prereq: none
This course is designed to examine the role and responsibilities of general education
teachers in educating individuals with disabilities. Specific topics include: state and
federal regulations; referral/evaluation/placement procedures; the functions of the SAT,
MDT, and IEP teams; procedural safeguards; service delivery models and trends in the field
of special education. In addition, the course will address the characteristics of various
disabilities with an emphasis on material adaptation, environmental modifications, and
behavioral strategies which promote the education of individuals with disabilities in
integrated settings.
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- SPED 367 - Behavior Analysis and Intervention Strategies - 3 hours
- Prereq: none
This course is designed to identify and describe various intervention strategies for
increasing and maintaining appropriate student behaviors and for decreasing or eliminating
inappropriate behaviors. Class members will accurately recognize, observe, record and
chart inappropriate behaviors, determine behavioral objectives, employ the least
restrictive intervention, and foster self-management skills.
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- SPED 400 - Psychology and Education of Gifted Learners - 3 hours
- Prereq: none
This is an introductory course concerned with the cognitive, physical, and socio-emotional
characteristics of gifted learners, their related educational needs, and implications for
their appropriately differentiated education. The historical perspective of the field and
major research studies contributing to the knowledge-base will be discussed. Other course
content includes the assessment and subsequent identification of gifted learners, and
related specialized educational services, problems, differentiation of curriculum, and
exemplary programs.
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- SPED 401 - Guiding the Socio-Emotional Development of
Gifted/Talented Learners - 3 hours
- Prereq: SPED 400 or department permission
The major focus of this course is understanding the social and emotional development of
the gifted learner. A secondary focus will consist of a cursory overview of issues related
to the guidance and counseling of the gifted learner. The content will also include
counseling and guidance principles and related strategies of intervention for gifted
learners. The nature and needs of special populations of gifted learners will also be
discussed.
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- SPED 402 - Methods and Materials in Gifted/Talented Education - 3
hours
- Prereq: SPED 401*or
department permission
The course will focus on exemplary curricular models in gifted education, including the
strengths and weaknesses of each. The course content includes appropriate instructional
strategies for gifted learners, such as critical thinking strategies, creative thinking
strategies, problem-solving approaches, independent learning, research methods, and higher
level questioning.
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- SPED 406 - Introduction to Early Childhood Special Education - 3
hours
- Prereq: none
Philosophical and legal bases for early intervention, and current trends, issues, policies
and procedures are examined. Factors related to developmental risk or delay and to
atypical developmental processes are presented, along with intervention models and
curricular adaptations. Prior completion of PSY 453 is recommended.
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- SPED 414 - Concepts and Characteristics of Mild/Moderate
Disabilities - 3 hours
- Prereq: SPED 234
This course is designed to give students advanced knowledge of characteristics and
behavior of students with learning disabilities, mental retardation and behavioral
impairments, which manifest themselves to a mild or moderate degree.
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- SPED 415 - Intervention Methods: Three to Five Years - 3 hours
- Prereq: SPED 406, or departmental permission
This course will provide knowledge required to manage programs and to adapt teaching
strategies, curricula, and materials for preschool and kindergarten children with
disabilities emphasizing those with mild to moderate disabilities. Students will acquire
the methodology to promote domain specific development, functional skills, and child-child
interactions in group settings. Field experience is included.
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- SPED 425 - Intervention Methods: Birth to Two Years - 3 hours
- Prereq: SPED 406, or department permission
This course will provide knowledge and skills to intervene with infants and toddlers,
emphasizing those with moderate to severe disabilities. Included are medical and physical
aspects of developmental delay and the influences of these conditions on all developmental
processes. Family focused intervention strategies will be planned and implemented by the
student in field experiences.
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- SPED 434 - Instructional Needs of Students with Disabilities in
Inclusive Settings - 3 hours
- Prereq: none
This course is designed to address the instructional needs of students with disabilities
in integrated settings. The following areas will be emphasized: the process of special
education, Rule 51, Section 504, analysis of the instructional of the inclusive classroom,
curriculum adaptations, and evaluation of student learning (i.e., grading, portfolio
assessment, and other informal assessment procedures).
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- SPED 445 - Assessment of Young Children: Birth to Five - 3 hours
- Prereq: SPED 406; SPED
415* or SPED 425* or departmental permission
This course prepares students to evaluate assessment tools for young children, determine
their appropriateness for various purposes, write and interpret evaluation reports, and
translate assessment results into intervention goals and strategies. In field experiences
students will administer tests and interpret and report the results.
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- SPED 446 - Assessment of Individuals with Disabilities - 3 hours
- Prereq: SPED 455* or SPED 475* and Senior
standing or department permission, admission to Teacher Education
The course is designed to introduce students to the assessment process in special
education by addressing procedural safeguards; data collection via informal and
standardized procedures; issues in assessment; psychometric properties of standardized
tests; and administration, scoring, and interpretation of selected instruments. Seminar
presentations will include lecture material; in-class demonstrations and practice of test
administration, scoring and interpretations of test results; and writing of instructional
objectives.
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- SPED 455 - Elementary Methods for Mild Disabilities - 3 hours
- Prereq: SPED 434 or department permission,
admission to Teacher Education
This course is designed to prepare students to teach elementary students with mild
disabilities. The course emphasizes appropriate instructional methods, materials, and
techniques for modifying curriculum for elementary students with mild disabilities,
specific learning disabilities, or behavior disorders.
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- SPED 466 - Secondary Methods for Mild Disabilities - 3 hours
- Prereq: SPED 434 or department permission, admission
to Teacher Education
This course is designed to prepare students to teach adolescents with mild disabilities.
The course emphasizes appropriate methods and materials for secondary learners, with a
specific emphasis on the learning strategies curriculum. Students will also learn how to
develop individualized transitional plans.
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- SPED 475 - Methods for Moderate Disabilities - 3 hours
- Prereq: SPED 434 or department permission,
admission to Teacher Education
The course is designed to prepare students to teach individuals with moderate
disabilities. An emphasis will be placed upon task analytic assessment and instruction,
functional curriculum, and enhancing transitions from school to work and community
settings.
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- SPED 476 - Program Development for Inclusive Education - 3 hours
- Prereq: SPED 455* or SPED 475* or department
permission, admission to Teacher Education
This course is designed to assist future personnel in developing competencies to meet the
responsibilities of the special education teacher. The following area will be emphasized:
curriculum-based assessment/measurement in the content areas; the development and
implementation of IEPs; the role of paraeducators; completion of forms and documents,
organizing student records, and practice considerations for the successful implementation
of inclusive programming. In-class simulations and role play exercises will enable class
members to develop skills necessary for serving individuals with disabilities.
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- SPED 498 - Special Topics - 1-3 hours
- Prereq: permission of Special Education/Communication Disorders Department
Topics concerning current developments in special education. The approach will vary
depending upon the topic, the instructor, and the needs of students. (May be taken twice.)
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- SPED 499 - Independent Study in Special Education - 1-3 hours
- Prereq: permission of Special Education/Communication Disorders Department
Designed to provide the students with an opportunity to examine current issues in Special
Education.
* This course is the immediate prerequisite. Other preparation is
required prior to this immediate prerequisite.
16 May 2005
