Undergraduate
SPED 2100. Introduction to Students with Special Needs. (2) Corequisite: EDUC 2100. Characteristics of students with special learning needs, including those who are gifted and those who experience academic, social, emotional, physical and developmental disabilities. Legal, historical, and philosophical foundations of special education and current issues in providing appropriate educational services to students with special needs. Field-based activity required. (Fall, Spring, Summer)
SPED 3171. Education of Learners with Mental Handicaps. (3) Prerequisite: Admission to Teacher Education. Overview of learner characteristics and continuum of educational services for students who are mentally handicapped. Focus on curriculum models of remedial, compensatory, and life skills instruction, interaction with general education curriculum, and curricular decision-making. (Fall)
SPED 3172. Directed Readings in Special Education Research. (3) Prerequisite: Admission to Teacher Education. Introduces fundamental educational research procedures, critical evaluations of published research, identification of instructional implications of published research, and ethical issues in research and practice. (Fall)
SPED 3173. Special Education Assessment. (3) Fundamental concepts in educational assessment of exceptional students with emphasis on the referral-to-placement process in special education including multidisciplinary team roles and the development of Individualized Education Programs (IEPs). Requires two hours of field-based assignments each week. (Fall)
SPED 3174. Classroom-Based Assessment. (3) Prerequisites: Admission to Teacher Education, SPED 3171 and SPED 3173. Classroom assessments for use by special educators in dientifying instructional needs, planning instruction modifying instruction and monitoring programs across content areas. Approximately 20 hours of field experiences. (Spring)
SPED 3272. Teaching Mathematics to Learners with Mental Handicaps. (3) Prerequisite: Admission to Teacher Education. Strategies, techniques, and activities to teach functional mathematics to students with mental handicaps and other mild disabilities. Assessment issues, an exploration of developmental, remedial, and functional mathematics, curricular modifications, and functional applications. Requires two hours of field-based work in schools each week. (Fall)
SPED 3273. Teaching Life Skills to Learners with Mental Handicaps. (3) Prerequisites: Admission to Teacher Education. Methods and materials for teaching functional skills in daily living, social, and vocational domains that will enable persons with mental handicaps to live independently in their communities. Requires two hours of field-based assignments in schools each week. (Fall, Spring)
SPED 3290. Modifying Instruction for Learners with Diverse Needs. (2) Prerequisite: Admission to Teacher Education. Corequisite: Enrollment in methods course(s) with field experience requirement. Strategies for adapting standard instruction to meet the learning needs of all members of elementary, middle, or secondary classrooms, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners, and students with disabilities. (Fall, Spring)
SPED 3470. Student Teaching/Seminar: K-12 Special Education: Mental Handicaps. (15) Prerequisites: Approval of an Application to Student Teaching. A planned sequence of experiences in the student's area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and cooperating teacher requiring demonstration of the competencies identified for the student's specific teaching field in an appropriate grade level setting. Requires approximately 35-40 hours per week in an assigned school setting and 10-12 on-campus seminars scheduled throughout the semester. (Fall, Spring)
SPED 3800. Individual Study in Special Education. (1-6) Prerequisite: Permission of the student's advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)
Undergraduate/Available for Graduate Credit
SPED 4110. Assessment in Special Education: Preschool. (3) (3G) Strategies for interdisciplinary educational assessment to identify needs and plan appropriate programs for young children with disabilities and their families. Approximately 20 hours of field experiences. (Fall)
SPED 4111. Issues in Preschool Education for Children with Disabilities. (3) (3G) Current issues and trends in early intervention and preschool services for young children with disabilities and their families. Includes field trips scheduled throughout the semester. (Fall)
SPED 4170. Special Education Consultation and Collaboration. (3) (3G) Prerequisite: Admission to Teacher Education or graduate standing. Methods for multidisciplinary planning, co-teaching with general educators in inclusive settings, utilizing paraeducators effectively, working with parents of exceptional students, and building collaborative interagency services for students with disabilities. (Fall, Spring)
SPED 4210. Instructional Methods and Materials: The Early Years. (3) (3G) Goal-setting, instructional design, and strategies for teaching young children with disabilities and their families. Includes a field-based assignment of approximately 20 hours. (Spring)
SPED 4270. Classroom Management. (3) (3G) Prerequisite: Admission to Teacher Education or graduate standing. Theoretical context and related applied strategies necessary to manage effectively the classroom behaviors of individuals or groups of students. Requires a field-based assignment of approximately 10 hours. (Fall, Spring)
SPED 4276. Teaching Language Arts to Learners with Mental Handicaps. (3) (3G) Prerequisites: Admission to Teacher Education, SPED 3171, SPED 3173, and READ 3225 or graduate standing. Knowledge and practice in remediating language arts deficits and sound developmental instruction for learners who are mentally handicapped. Approximately 20 hours of field experiences.(Spring)
Graduate and Advanced Undergraduate
SPED 5000. Topics in Special Education. (1-6) (1-6G) May include classroom and/or clincical experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)
SPED 5111. Introduction to Supported Employment. (3) (3G) Introduction to the concept of supported employment including models of supported employment, social skills in the workplace, assessment and importance of independent living skills. Additional work required for graduate credit. (Fall)
SPED 5121. Supported Employment Methods. (3) (3G) Prerequisite: SPED 5111. Examination of curriculum guidelines for successful supported employment programs, norm-referenced and criterion-referenced assessment, independent living skills, and social skills in the workplace. Additional work required for graduate credit. (Spring)
SPED 5151. Interagency Collaboration. (3) (3G) Prerequisites: SPED 5111 and 5121. Analysis of existing interagency agreements and practicum experiences with individuals from agencies providing supported employment or transition services. Additional work required for graduate credit. (Fall, Spring, Summer)
Graduate Only
SPED 6000. Topics in Special Education. (1-6G) May include classroom and/or clinic experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)
SPED 6100. Introduction to Special Education. (3G) Examination of the historical antecedents of contemporary practices in the field of special education with emphasis on the conceptual models of child variance and current trends in the field of education. (Fall, Spring, Summer)
SPED 6111. The Gifted and Talented. (3G) Examination of the historical and philosophical perspectives of education for students who are academically or intellectually gifted with emphasis on identification procedures, creativity, laws/policies, and current research in the field of giftedness. (Fall, Summer)
SPED 6112. Learning Disabilities. (3G) Examination of learning disabilities with emphasis on theories, issues, current trends and definitions of learning disabilities as well as instructional strategies, program models and major contributions to the field. (Fall, Summer)
SPED 6113. Mental Handicaps. (3G) Examination of historical antecedents, major contributors, current practices, issues and trends in the field of mental retardation. (Spring)
SPED 6114. Emotional Handicaps. (3G) Examination of the conceptual models of emotional disturbance with emphasis on operational models and current practices based on the constructs of the models. Consideration of administrative arrangements for programs for children with emotional behavior. (Spring)
SPED 6115. Mild Handicapping Conditions. (3G) Examination of theories and practice of cross-categorical programming, with emphasis on theories, issues, current trends, current practices, and consultation practices. (On demand)
SPED 6116. Career and Vocational Techniques. (3G) Methods and procedures used in preparing students with disabilities for the world of work and independence are studied. (Fall)
SPED 6117. Introduction to Persons with Severe Handicaps. (3G) Social and cultural antecedents to contemporary services for persons with severe disabilities and the needs of these individuals within a developmental framework. (Fall)
SPED 6121. Methods and Materials: Mental Handicaps. (3G) Examination of the principles and practices of curriculum development and modification and current instructional methodologies for learners with mental handicaps. (Fall)
SPED 6122. Methods and Materials: Emotional Handicaps. (3G) Planning, implementation and evaluation of special education classrooms with emphasis on curriculum models, behavioral and academic strategies and individualized instruction for learners with emotional handicaps. (Fall)
SPED 6123. Methods and Materials: Learning Disabilities. (3G) Planning, implementation, and evaluation of instructional programs with emphasis on individual instruction, grouping for instruction, consultation, assessment, and program planning for learners with learning disabilities. (Spring)
SPED 6124. Methods of Instruction for the Gifted. (3G) Prerequisites: SPED 6111, RSCH 6109. Planning, implementing, and evaluating instructional procedures appropriate for gifted learners. (Fall)
SPED 6125. Instructional Practices: Cross-Categorical. (3G) Assessment procedures appropriate for use with students who are mildly disabled. Assessment information will be used to plan for the most appropriate instruction for students with mild disabilities receiving education in a cross-categorical setting. (On demand)
SPED 6126. Methods for Teaching Persons with Severe Handicaps. (3G) Corequisite: SPED 6127. Principles and procedures used to program instruction for persons who have severe disabilities. Students are required to design and implement an instructional program. (Spring)
SPED 6127. Curriculum for Persons with Severe Handicaps. (3G) Corequisite: SPED 6126. Selection of instructional programs appropriate for use with persons with severe disabilities. The student identifies strengths and weaknesses of educational programs and makes recommendations for their use with those persons. (Spring)
SPED 6130. Diagnostic Instruction. (3G) Principles and practice of educational problem solving with emphasis on formal assessment and linkages between assessment and instruction. (Fall, Spring)
SPED 6254. Individualizing Instruction for Regular and Special Needs Students. (3G) Prerequisites: Completion of core courses and area specialization. Instructional methods, materials, classroom management, and assessment to provide individualized instruction for special needs students. (Spring)
SPED 6470. Special Education Clinical Experience. (3G) Prerequisite: Permission of department. Program of experiential learning activities in the student's level and/or area of academic concentration in an approved school setting. (Fall, Spring)
SPED 6471. Internship: Gifted and Talented. (3-6G) Prerequisite: Approval of department. Supervised experiences in observation, instruction and administration of programs for academically or intellectually gifted learners. Offered only on a Pass/No Credit grading. (Spring)
SPED 6472. Internship: Learning Disabilities. (3-6G) Prerequisite: Approval of department. Supervised experiences in observation, instruction and administration of programs for students with learning disabilities. Offered only on a Pass/No Credit grading. (Fall, Spring)
SPED 6473. Internship: Emotional Handicaps. (3-6G) Prerequisite: Approval of department. Supervised experiences in observation, instruction and administration of programs for students with emotional handicaps. Pass/No Credit grading. (Fall, Spring)
SPED 6474. Internship: Mental Handicaps. (3-6G) Prerequisite: Approval of department. Supervised experiences in observation, instruction and administration of programs for students who have mental handicaps. Offered only on a Pass/No Credit grading. (Fall, Spring)
SPED 6475. Internship: Mild Handicaps. (3-6G) Prerequisite: Approval of department. Supervised experiences in observation, instruction and administration of programs for students who have special needs. Offered only on a Pass/No Credit grading. (Fall, Spring)
SPED 6630. Problems and Issues of Persons with Severe Handicaps. (3G) Issues, trends and practices in the education of persons with severe disabilities which master teachers and supervisors may encounter with this population. (Fall)
SPED 6640. Seminar in Special Education: Working with Families. (3G) Examination of current issues and trends related to special education program planning and instruction. (On demand)
SPED 6641. Seminar in Curriculum Development: Gifted and Talented. (3G) Procedures and suggestions for developing programs for academically or intellectually gifted learners; philosophy of the teacher; school and community assumptions of curriculum; child characteristics; parental concerns; teaching styles. (Spring)
SPED 6800. Individual Study in Special Education. (1-6G) Prerequisite: Permission of the student's adviser. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)
Advanced Graduate Only
SPED 7999. Graduate Residence. (0G) Meets Graduate School requirement
for continuous enrollment during completion of a capstone project or comprehensive
examination. (Fall, Spring)