This course provides a survey of current knowledge on individuals with disabilities. It is a course requirement for all Special Education minors and majors and is also recommended as a supplemental course for those planning on working with people with special needs (i.e., Sociology, Psychology, OT, and PT minors/majors). Content includes historical factors, legislation, characteristics, educational strategies, existing and emerging technologies, assessment, and support services for individuals with disabilities ranging from mild to severe. Students examine various areas of exceptionality, including both high incidence (LD, EBD, ASD, and CI) and low incidence disabilities. Course includes a field experience of approximately 5 hours.
During the learning disabilities (LD) portion of the course, students will study the cognitive, linguistic, social, and educational characteristics of children and adolescents with specific learning disabilities. The course will include a historical overview of the field of LD and a focus on dyslexia and attention deficit hyperactivity disorder. The course also will include an orientation to research-based teaching strategies and an electronic practicum. The cognitive impairments (CI) portion of the course will examine various disabilities, in which a cognitive impairment may be present, such as fragile X, fetal alcohol syndrome, cerebral palsy, and others. Students will learn how a cognitive impairment impacts physical, educational, and psychological development. The array of services needed across the lifespan to promote inclusion in school and society will be discussed. Course includes a field experience of approximately 10 hours.
This course is required for all elementary, secondary and K-12 education majors who do not have a major or minor in Special Education. The course provides information on the characteristics of students with disabilities, special and general education service delivery models, and making adaptations that support inclusion of students with disabilities in education settings. Course includes a field experience of approximately 15 hours.
This course is a requirement for all Special Education minors and majors and is also recommended for those who plan on working with students with autism and emotional/behavioral disorders (i.e., Psychology and Sociology majors). During the emotional/behavioral (EBD) portion of this course, students will discuss the social, behavioral, emotional and educational characteristics of children and adolescents with ODD, CD, ADHD, and other related subcategories of EBD. The autism (ASD) portion of the course will examine the history, etiology, screening, and evaluation process ASD. Students will understand the characteristics of ASD and how the sensory system can be impacted. Strategies to develop and enhance communication and socialization skills across the life span to ensure inclusion of individuals with ASD will be discussed. Course includes a field experience of approximately 8 hours.
This field experience requires 75 hours of observation and direct participation in a school or agency that serves children or adolescents with disabilities. Students are required to reflect upon and document their experience through journals, case studies and artifacts. The practicum is supervised and requires pre-registration clearance. Grading System: S/U only
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project.
Permission of Department Chair
This course focuses on conceptualizing and developing high-quality Individualized Education Programs (IEP's) for students with mild and moderate disabilities. Students will use assessment data from case studies for drafting, revising, and finalizing annual review and three-year re-evaluation IEP's that meet the requirements of state and federal special education legislation.
SPED 280; Recommend Junior/Senior Standing
This course acquaints students with the instruments and procedures used when identifying and evaluating students with disabilities. Basic test and measurement concepts will be applied to the administering, scoring, and interpreting of commonly used assessment instruments. Communication, consultation, and collaboration among educators, related service providers, paraprofessionals, and parents will be discussed. Course includes a field experience of approximately 10 hours.
SPED 280; Recommend Junior/Senior Standing
During the learning disabilities portion (LD) portion, emphasis is given to research-based interventions for students with learning disabilities in the areas of reading, written language and mathematics. The course will emphasize practice with teaching strategies and include a practicum. In the cognitive impairments (CI) portion, emphasis is given toward instructional methods and techniques used when teaching students with cognitive impairment in a variety of settings. Major topics include developing educational environments, chaining and prompting systems, addressing challenging behaviors, developing functional curriculum, and development of educational goals for students using alternate achievement standards. Both sections have practicums of approximately six hours.
In this course students will learn evidence-based practices, largely based on applied behavior analysis, for children and youth with autism spectrum disorders (ASD) and emotional/behavioral disorders (EBD). The processes for conducting functional behavior assessments (FBAs) and developing function-based interventions and behavior support plans will be discussed and practiced. Students will also be trained in the applications of strategies such as differential reinforcement, discrete trial teaching, social stories, and visual support strategies for children with ASD. EBD methods will highlight prevention and intervention, including the importance of establishing relationships, building resilience, and creating encouraging environments. A 10-hour field experience is included.
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project.
Permission of Department Chair
Students seeking K-12 special education teacher certification will participate in advanced field experiences while under the supervision of qualified teachers. Students must meet all of the requirements set forth in the Teacher Education Handbook. Grading System: S/U only.
Permission of instructor; Senior standing