College of Education
SPED 507 Exceptional Learners in the P–12 and
Secondary Programs Credit, 3 hours
Skills related to identification of exceptional learners at the P–12 and secondary levels and their needs related to an inclusive setting. Evaluation of the learner according to the exceptionality, environment, and family relationships.
SPED 508 Exceptional Learners in the Early
Childhood and Elementary Classroom Credit, 3 hours
Skills related to identification of exceptional learners at the early childhood and elementary levels and their needs as related to an inclusive setting. Analyzing the learner according to the exceptionality, environment, and family relationships.
SPED 515 Instructional Methods in the Inclusive Early Childhood and Elementary Classroom Credit, 3 hours
Preparation of teachers to teach in inclusive classrooms through the introduction of advanced academic, behavioral and social instructional methods. Appropriate laboratory experiences provided. Prerequisite: SPED 508.
SPED 516 Behavior Management in the Classroom Credit, 3 hours
Provides skills to manage the behavior of students with disabilities, including behavioral assessment, appropriate intervention strategies, and evaluation of intervention effectiveness at the advanced level. Prerequisite: Course must be taken with or before SPED 507 or 508.
SPED 519 Inclusion: Collaboration and
Intervention Credit, 3 hours
Inclusion: Knowledge of learners with special needs and interpretation of formal and informal assessments. Knowledge of community resources, intervention and modification strategies, along with communication techniques among professionals and with parents.
SPED 540 Practicum in Special Education Credit, 3 hours
While placed in self-contained and resource classrooms, students will administer individualized assessments, develop individualized educational programs, modify lesson plans, and consult with parents and professionals at an advanced level. Prerequisite: SPED 375.
SPED 562 Assessment in Special Education Credit, 3 hours
The purpose of this course is to prepare pre-service special-education teachers to administer, score, and interpret assessment information for the purpose of educational planning at the advanced level. Prerequisite: Course must be taken with or before SPED 507 or 508.
SPED 577 Language Development and Methods of Literacy Instruction for Deaf and Hard of Hearing Credit, 3 hours
Materials and methods for language development and literacy instruction for deaf/hard-of-hearing students at P–12 grade levels. This course is designed to enhance the student’s knowledge, abilities, and dispositions regarding methods of teaching language and literacy to students who are deaf and hard of hearing through an in-depth study of language development, methods of assessment, and methods of language/literacy instruction currently used by teachers in classrooms for students with hearing losses. Students will develop an under ran ding of the impact of language on cognition and learning for students who are deaf or hard of hearing. Students will develop an understanding of the concept that DHH students are similar to ELL students except that they frequently are learning their first language in a spoken/signed format while simultaneously learning print literacy. Students will develop an understanding of their roles in the decision-making process in determining assessment and instructional strategies for language/literacy instruction for students who are deaf and hard of hearing. Students will apply theory to practice by developing a professional portfolio evidencing skills in assessment and instruction. (Cross-listed with SPED 477.)
SPED 582 Assessment: Deaf and Hard of Hearing Credit, 3 hours
Administration, interpretation, and implementation of test data obtained from formal and informal testing instruments and procedures. (Cross-listed with SPED 482).