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SPECIAL EDUCATION AND MULTIPLE ABILITIES (SPE)

Professor James Siders, Department Head
Office: Graves Hall

Enrollment in specific courses in the College of Education may be restricted to students who clearly demonstrate the greatest potential for success as teachers. Factors such as general studies courses completed, GPA, scores on state and program tests, interviews, etc., may be considered.

SPE 300 Survey of Special Education and Accommodation Strategies. Three hours.

Prerequisite: Admission to PTEP.

Characteristics of all exceptionalities, and educational and behavioral adaptations for exceptional children in the general education classroom. A practicum experience that acquaints students with exceptionalities is included. Offered each semester.

SPE 302 Educational Diagnostic Measurement. Three hours.

Introduction to group and individual assessments used for evaluating student learning and for planning instruction. Emphasis is on appropriate test selection and use of results.

SPE 304 Instructional Strategies in Special Education. Three hours.

Addresses curriculum planning and selection of instructional tasks, with emphasis on making decisions that facilitate learning in students with disabilities.

SPE 326 Instructional Sign Language I. Three hours.

Introduction to the culture of the deaf community and to the sign language continuum, providing a knowledge base from which students can communicate with the deaf and hard of hearing in the school setting.

SPE 374 Parenting Children. Three hours.

Explores the role of families in the educational process and how professionals work with families. Offered fall semester.

SPE 382 Teaching Thinking Skills. Three hours.

Prerequisite: At least one methods course.

An overview of the dimensions of thinking skills with a focus on practical instructional techniques for special and regular education programs. Includes detailed training in models for teaching thinking skills that result in improved student and teacher thinking.

SPE 414 Collaboration and Consultation. Three hours.

Examination of the ways in which individuals interact with educational systems, communities at large, and each other to bring about appropriate educational services for students with special educational needs. Included are fundamentals of group process, human behavior and interaction, and motivation, as well as skills and knowledge necessary for successful collaboration and consultation with others concerned with education of students who present exceptional needs.

SPE 416 Instructional Strategies for Students with Severe Disabilities. Three hours.

Designed to assist students in the development of knowledge and skills to enhance their abilities to make reflective decisions and facilitate positive exchange in education settings for children with severe disabilities. Emphasis is placed on educational programming, subject matter, professional responsibilities of teachers and related service personnel, curriculum development, physical management of children with severe disabilities, adaptation of materials and equipment, and modification of programs in varied settings (clinical, homebound, hospital, public schools).

SPE 435 Behavior Management. Three hours.

The course addresses the development of models for managing behavior, to help teachers prevent or deal with emotional conflict in the classroom.

SPE 471 Developmental Perspectives of Young Children with Disabilities. Three hours.

A course introducing the field of early childhood special education, including its rationale and legal issues. Offered fall semester.

SPE 476 Assessment of Young Children. Three hours.

Prerequisites: SPE 471 and admission to the teacher education program.

Basic principles and practices involved in the assessment and evaluation of young children. Offered spring semester.

SPE 478 Methods of Teaching Young Children with Disabilities. Three hours.

Prerequisites: SPE 471.

Curriculum methodology materials and management technology for young children with disabilities.

SPE 479 Internship in Education of Young Children with Diverse Abilities. Nine to 12 hours.

Prerequisites: Completion of all methods courses, admission to the teacher education program, a minimum GPA of 2.75 for all work attempted, and a minimum GPA of 2.5 in the major.

A semester of supervised teaching experience in classrooms for young children. Offered fall and spring semesters only. Application for student teaching must be made the semester prior to student teaching (excluding summer term) through the Office of Clinical Experience. Formal application meetings are held and their times will be posted in Graves Hall and announced in the Crimson White prior to the meetings.

SPE 491 Educational Methods for Mild Learning and Behavior Disorders—Elementary. Three hours.

Prerequisites: SPE 302, SPE 304, and admission to the teacher education program.

Designed to develop skill in the use of curriculum, materials, and management strategies with elementary school students who have mild learning and behavior disabilities. Offered fall semester.

SPE 492 Educational Methods for Mild Learning and Behavior Disorders—Secondary. Three hours.

Prerequisites: SPE 302, SPE 304, and admission to the teacher education program.

Designed to develop skill in the use of curriculum, materials, and management strategies with secondary school students who have mild learning and behavior disabilities. Offered fall semester.

SPE 493 Introduction to Severe/Profound Disabilities. Three hours.

Designed to assist students in the development of knowledge and skills to enhance their abilities to make reflective decisions and facilitate positive exchange in educational settings for child/youth with severe/profound disabilities. Practicum required.

SPE 499 Internship in Special Education. Twelve to 24 hours.

Prerequisites: Completion of required core and major program courses, admission to the teacher education program, and a GPA of 2.5 or higher.

Fourteen-week split internship providing supervised teaching experiencein elementary and secondary classrooms. Student teaching is only offered during the spring semester, unless written permission is secured from the department head. Student teaching cannot be completed during the summer term. Application for student teaching must be made the semester prior to student teaching (excluding summer term) through the Office of Clinical Experience. Formal application meetings are held and their times will be posted in Graves Hall and announced in the Crimson White prior to the meetings.

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