This course provides a survey of current knowledge on individuals with disabilities. It is a course requirement for all education 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 service learning experience of approximately 10 hours.
This course addresses the cognitive, linguistic, social, and educational characteristics of children and adolescents with cognitive impairment and/or with specific learning disabilities. The course will include an overview of the field of CI and LD, IDEA requirements, least restrictive environment, orientation to research-based teaching strategies, building skills for home and community, health care concerns and services needed across the lifespan. Course includes a field experience of approximately 6 hours. The course is required for students with a special education major or minor and is valuable for students whose career aspirations involve working with children with disabilities in educational settings.
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
Students on an F-1 visa are eligible to work off campus to provide additional experience so long as the employment relates directly to the student's major area of study. The practical experience gained outside the traditional classroom supplements the theoretical and/or applied knowledge as a part of the student's coursework. The registration process for this course must be completed every term (including summers), as students must have their work authorization reissued each term to ensure continued enrollment. Jobs must be approved and verified by the International Programs Office before work may begin.
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
This course will emphasize methods and techniques used in instruction for students with learning and/or cognitive disabilities. A review of current research and practices will be provided to provide a perspective of the field for special educators and classroom teachers. Major course topics will include developing goals, systematically designed instruction, adapting curriculum, task analysis, explicit instruction, feedback, generalizing instruction, independent practice, intensive instruction, assistive technology, and classroom design. Added emphasis will be provided on instruction for students with learning and/or cognitive disabilities in reading, mathematics and written language. A field experience of 10 hours will be included.
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