Undergraduate Course Descriptions 2010-2011
Last updated 10/8/2010

01936/Special Education (SPEC ED)

Upper Division Courses

2231. Introduction to Inclusive Education (3 s.h.) F S.

(Formerly: SPEC ED 0230.)

This course examines Special Education practices in relation to the history of the field, current laws governing the education and employment of individuals with disabilities. A focus on the categories of disabilities will include an examination of teaching strategies and accommodations that are used in meeting the needs of diverse learners.

3187. Integrated Literacy and Special Education Practicum (3 s.h.)

Prerequisite: SPEC ED 2231. Co-Requisite: MID GRD 3196.

This integrated practicum experience will provide opportunities for students to apply theoretical models and research-based instructional strategies in the area of literacy to middle grades students in inclusive classrooms. Focus will be placed on developmental, cognitive, physical, social, behavioral, processing and learning needs of students and how these needs relate to comprehending written text, specifically for students having disabilities. Particular emphasis will be focused on ways to connect information from the co-requisite literacy methods course and apply this knowledge to students with disabilities in the middle grades classroom. Differentiated instruction, response to intervention, appropriate curricular modification, and authentic assessment related to appropriate instructional decision-making are themes that run throughout this learning experience. NOTE: Background clearances required.

3211. Effective Instructional Strategies for Young Children with Disabilities (3 s.h.)

This course is an introduction to effective instruction and strategies for teaching students with disabilities across birth to fourth grade. The purpose of this course is to identify specific strategies that will aid in student success in the inclusive setting. Emphasis will be placed on strategies and activities specific to pre-kindergarten and elementary students, collaboration and communication strategies among professionals, technology in the classroom, and ways in which to address family participation and diversity in todays classroom.

3312. Methods and Curriculum for Students with Moderate to Severe Disabilities (3 s.h.)

(Formerly: SPEC ED 0312.)

Prerequisite: Must be admitted to the Certification Program. Co-Requisite: SPEC ED 3332 & 3487.

An examination of the assessment and remediation processes required in the education of individuals with moderate to severe disabilities. A special focus is the developmental and ecological assessment of this population and how this information can be used to develop instructional programs.

Note: Students must register concurrently for SPEC ED 3312, 3332, and 3487.

3332. Assessing and Teaching Students with Mild Disabilities (3 s.h.) F S.

(Formerly: SPEC ED 0332.)

Co-Requisite: SPEC ED 3312 & 3487.

This course will examine the assessment and intervention in the academic subject areas of students with mild learning problems. An emphasis will be on the understanding of learning differences and how to teach learning strategies that can accommodate those with learning differences.

Note: Students must register concurrently for SPEC ED 3312, 3332, and 3487.

3487. Practicum in Special Education (3 s.h.) F S SS. $.

(Formerly: SPEC ED 0390.)

Co-Requisite: SPEC ED 3312 & 3332.

Prerequisite for Special Education students with no background in education. Practicum meets half days during the regular semesters and full days in the summer. Must be admitted to the Certification program.

Note: Students must register concurrently for SPEC ED 3312, 3332, and 3487.

4331. Community Resources and Collaboration in Special Education (3 s.h.) F S.

(Formerly: SPEC ED 0331.)

This course will examine the conceptual foundation for collaborative interactions and activities in special education settings. An emphasis will be on the collaborative process necessary for IEP development and implementation including the transition process. Additionally resources at the local, regional and national levels for special education services will be identified.

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Last updated 10/8/2010