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 2321
Every Spring
Previously: SPED 501
This course will emphasize methods and techniques used in instruction for students with 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 be developing goals, systematically designed instruction, adapting curriculum, task analysis, explicit instruction, feedback, error analysis, progress monitoring, independent practice, and intensive instruction. Added emphasis will be provided on content-specific instruction in reading, mathematics, and written language. Course includes a field experience of 10 hours.
SPED 2321
Every Fall
Previously: SPED 536
In this course students will learn evidence-based practices based upon applied behavior analysis for managing challenging behaviors in the classroom and community (e.g., students with autism spectrum disorders and emotional/behavioral disorders). The processes for conducting functional behavior assessments (FBAs) and developing function-based interventions and behavior support plans will be discussed and practiced. Students will be trained in the applications of strategies including differential reinforcement and antecedent-based interventions. Methods will highlight prevention and intervention, including the importance of establishing relationships, building resilience, and creating encouraging environments. Course includes a field experience of approximately 10 hours.
SPED 2322
Every Spring
Previously: SPED 557
This course is designed to introduce students to research in special education. Course participants will be able to critically evaluate research studies and develop research proposals that can be carried out in schools and other professional settings. The course will aid professionals in their ability to locate research studies, interpret and understand research studies, and to decipher their symbols and terminology. In addition, the course will enable participants to design research studies, including finding and using literature in their educational field, writing an introduction and state a purpose for a study, identifying research questions and hypotheses, stating the significance of a study, and developing advanced methods and procedures for data collection and analysis. The course will focus on the two predominant approaches used by most researchers: quantitative and qualitative.
Previously: SPED 600
This course presents models for collaborating with families, paraprofessionals, related service providers, and other professionals to support individuals with disabilities across the life span. Emphasis on family systems, teaming, and consultation. Includes focus on the collaborative creation of safe, inclusive, culturally responsive learning environments and making team- and assessment-based decisions for engaging individuals with exceptionalities in meaningful learning activities and social interactions.
Previously: SPED 621
This course is designed to prepare teachers to administer, score, and interpret standardized educational instruments; use standardized assessments to make eligibility, placement, and program decisions for students with disabilities; and develop and use formative educational and adaptive behavioral assessments to make data-based instructional decisions. Students will be expected to generate an assessment report based on assessment results.
Previously: SPED 641
This course focuses on effective teaching for students with or at risk for disabilities in general education settings, spanning grades K-12. Emphasis is placed on research-based instructional methods for effective instruction of math, reading, and other academic content areas; as well as methods for effective behavioral supports and interventions. Integration of national, state, and local curricula standards will also be addressed.
Previously: SPED 642
This course provides a review of the most significant federal and state laws governing the education of students with disabilities; and applicable standards of professional ethics. Emphasis is also placed on understanding administrative regulations and policies as well as case law related to the provision of special education supports and services. Student will examine rights and responsibilities of students with disabilities as well as principles for effective advocacy.
Previously: SPED 622
This course on classroom and behavior management is based on the principles and procedures of applied behavior analysis. Emphasis is on the impact of language delays and disabilities on behavior, as well as implementing and evaluating proactive strategies that promote learning and pro-social behavior and reduce challenging behavior.
Previously: SPED 640
This course requires the completion of a substantial research synthesis project planned and completed under the direction of a graduate faculty mentor. The project allows students to conduct an in depth study of a topic of professional interest related to the selected area of concentration in the Master of Education program. The project allows students to integrate the theory and perspectives gained in previous courses. As the culminating project for the program, it should demonstrate competence in conducting an extensive research review, writing professionally and applying theory to future practice.
Previously: SPED 695
This practicum provides students with school-based field experiences relevant to the needs of K-12 students with disabilities. Students act as observers and participants by planning for and teaching students with disabilities in K-12 settings and participating in meetings involving decision-making processes for students with disabilities, writing a behavior plan, IEP, and assessment report; working with families, completing a standardized assessment, supervising paraprofessionals, and demonstrating familiarity with special education processes and procedures. Required semester long practicum course for South Dakota contracted teacher residents only; includes hours earned in your school district under qualified supervision in addition to online content; and preregistration clearance.
Previously: SPED 651
This practicum provides students with school-based field experiences relevant to the needs of K-12 students with disabilities. Students act as observers and participants by planning for and teaching students with disabilities in K-12 settings and participating in meetings involving decision-making processes for students with disabilities, writing a behavior plan, IEP, and assessment report; working with families, completing a standardized assessment, supervising paraprofessionals, and demonstrating familiarity with special education processes and procedures. Required semester long practicum course for South Dakota contracted teacher residents only; includes hours earned in your school district under qualified supervision in addition to online content; and preregistration clearance.
Previously: SPED 652