2013–2014 Special Education Endorsement Courses

 

SPED 503 Roles of the Special Educator (3)

Examines: a) professional roles and responsibilities of special educators in K–12 schools, b) collaborative and inclusive program models for special education,
c) collaboration among various educators, family members, and community agencies in providing appropriate services and educational plans for special education students, and d) laws and State rules and regulations that govern the program. Field work is required.

       
SPED 508 Principles and Application of Special Education Assessment (3)

Students gain an understanding of statistical procedures and basic processes for collecting and analyzing observational information, criterion referenced and environmental assessment in diagnosis and special education development. Students administer, score, and interpret norm-referenced instruments, analyze results in combination with data from other assessment processes, determine eligibility, and develop educational programs. Field work is required. Prerequisite: SPED 503; co-requisite: SPED 535.

       
SPED 535 Methods of Instruction and Curriculum for K–6 Mild/Moderate Special Education (3)

This course explores the current research on best practices regarding curriculum and instruction for students with mild to moderate disabilities in K–6 settings. Students learn to apply interventions that assist students with learning difficulties in reading, math, and written and oral expression. Students also learn to use instructional and assistive technologies to enhance the learning of students with disabilities. Students are required to spend twenty clock hours in a field placement. Prerequisite: SPED 503; co-requisite: SPED 508.

       
SPED 536 Methods of Instruction and Curriculum for K–6 Severe Special Education (3)

This course prepares special educators to deliver quality educational services to students with severe learning and behavioral disabilities. Students will conduct three instructional programs in the areas of discrimination task, motor task, and habit, rule, or discrete behavior chain. Students will also learn how to determine instructional needs, develop IEPs, use prompting and fading strategies, implement differential reinforcement and error correction, and understand how to analyze the learning environment for the impact it has on students. Prerequisite: SPED 503; co-requisite: SPED 508.

       
SPED 540 Methods of Instruction and Curriculum for 7–12 Mild/Moderate Special Education (3)

This course explores the current research regarding methods to serve students with disabilities in the general education classroom. Students learn to apply learning strategies to reading, writing, mathematics, and study skills. Students also develop transition programs to enhance student learning. Students also learn to use instructional and assistive technologies to enhance the learning of students with disabilities. Students are required to spend twenty clock hours in a field placement. Prerequisites: SPED 503, 508, and 535; co-requisites: SPED 585.

       
SPED 541 Methods of Instruction and Curriculum for 7–12 Severe Special Education (3)

This course prepares students with an understanding of the foundations of curriculum and instruction for elementary and high school students with severe learning and behavioral disabilities. Students will conduct three instructional programs in the areas of functional literacy, functional math, and personal leisure, management, or employment. Students will also learn about instructional grouping, distribution of instructional trials, and inclusion in the general education curriculum. A specific focus will also be on transition programming for students in secondary education programs. Prerequisites: SPED 503, 508, 536; co-requisites: SPED 585.

       
SPED 577 Facilitating Services Across Disciplines (3)

This course is designed to help educators develop in-depth theoretical and practical knowledge of effective, research-based assessment and intervention for struggling readers who are “stuck” between mid-1st and end-2nd grade levels. The course follows a practicum model in which educators develop a conceptual framework for reading development and effective intervention through an intensive, mentored clinical experience and uses the intervention model Next Steps, a compilation of effective, research-based assessment and intervention techniques, designed for students experiencing reading difficulties.
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SPED 585 Behavioral Supports in Special Education (3)

Students focus on the integration of methods and techniques for addressing the academic/social development of learners with special needs. Field work is required. Prerequisites: SPED 503, 508 and 535 or 536; co-requisites: SPED 540 or 541.

       
SPED 590 Student Teaching in Special Education (4)

Supervised teaching in selected special education programs in an elementary or secondary school. There is a $100 student teaching fee. This course is offered on a credit/ no credit basis. Prerequisite: permission of instructor.