Courses at the 400-level

SPED 412: Reading/Writing for Students with Mild/Moderate Disabilities

Curriculum and instructional approaches for children with mild/moderate disabilities (gr1-6) are analyzed. Emphasis is on assessment and intervention in reading and writing for children with disabilities. Practicum required.
4 credit hours

Prerequisites:
  • SPED 300 (or SPED 302 or ELED 302), 310, 312, and consent of department chair
  • Concurrent enrollment in ELED 422, 435, and 436 undergraduates only
  • Matriculation in graduate program required of all graduate students
  • or consent of the department chair
SPED 415: Early Childhood Developmental Screening and Assessment

Interdisciplinary assessment procedures and the development of individualized education programs are studied. Emphasis is on determining the technical adequacy of diagnostic tests.
3 credit hours

Prerequisites:
  • graduate status or consent of department chair
SPED 419: Student Teaching in the Elementary School

In this culminating field experience, candidates complete a teaching experience in an elementary school under the supervision of a cooperating teacher and college supervisor. This is a full-semester assignment. Graded S, U.
8-10 credit hours

Prerequisites:
  • undergraduates and second degree candidates must have a cumulative GPA of 2.50 a full semester prior to student teaching
  • satisfactory completion of the admission and retention requirements for the special education and the elementary or secondary education programs
  • concurrent enrollment in SPED 440
  • M.A.T. candidates must have a cumulative GPA of 3.00 a full semester prior to student teaching
  • passing score(s) on the Praxis II Content Knowledge Tests, approved Preparing to Teach Portfolio in all applicable programs
  • completion of the community service requirement
  • a negative result from the required tuberculin test
SPED 424: Assessment/Instruction: Adolescents with Mild/Moderate Disabilities

Assessment and instructional approaches for adolescents with mild to moderate disabilities at the middle grades or secondary level are analyzed. Thirty hours practicum is required.
4 credit hours

Prerequisites:
  • SPED 300, 310, 312
  • Admission to the special education teacher preparation program or consent of department chair
SPED 427: Career/Transition Planning: Adolescents with Mild/Moderate Disabilities

Focus is on career and transition planning for adolescents with mild/moderate disabilities at the middle grades or secondary level. Observation and field experience required.
3 credit hours

Prerequisites:
  • SPED 300, 310, 312
  • Admission to the Department of Special Education or consent of department chair
SPED 428: Student Teaching at the Secondary Level

In this culminating field experience, candidates complete a teaching experience in an elementary or middle school under the supervision of a cooperating teacher and college supervisor. This is a full-semester assignment. Graded S, U.
10 credit hours

Prerequisites:
  • concurrent enrollment in SPED 440
  • satisfactory completion of the admission and retention requirements for the special education and the elementary or secondary education programs
  • a cumulative GPA of 2.50 a full semester prior to student teaching
  • M.A.T. candidates must have a cumulative GPA of 3.00 a full semester prior to student teaching
  • passing score(s) on the Praxis II
  • approved Preparing to Teach Portfolio
  • completion of the community service requirement
  • a negative result from the required tuberculin test
SPED 433: Adaptation of Instruction for Inclusive Education

The teacher's role in inclusive education is defined by the assessment and adaptation of curriculum, methods, and materials. (Formerly Adaptive Instruction for Students in the General Education Setting.)
3 credit hours

Prerequisites:
  • admission to and retention in a teacher preparation program
  • successful completion of one of the following courses: ECED 423, ELED 422, HED 300, SED 406, ARTE 405 or TECH 406
  • or consent of department chair
  • or consent of the department chair
SPED 435: Assessment/Instruction: Young Students with SID

This is an analysis of assessment, methodology, curriculum, instructional procedures, and adaptations of materials and strategies for children with severe and profound disabilities. Thirty hours of an assigned practicum is included.
4 credit hours

Prerequisites:
  • SPED 300, 310, 312
  • Admission to the Department of Special Education
SPED 436: Assessment/Instruction: Older Students with SID

This is an analysis of assessment, methodology, curriculum, instructional procedures, and adaptations of materials and strategies for adolescents and young adults with severe/profound disabilities. Thirty hours of an assigned practicum is included.
4 credit hours

Prerequisites:
  • SPED 300, 310, 312
  • Admission to the Department of Special Education
SPED 437: Student Teaching in Severe Intellectual Disabilities

In this culminating field experience, candidates complete a teaching experience in an elementary or middle school under the supervision of a cooperating teacher and college supervisor. This is a full-semester assignment. Graded S, U.
8-10 credit hours

Prerequisites:
  • approved Preparing to Teach Portfolio
  • completion of the community service requirement
  • satisfactory completion of the admission and retention requirements for the special education and the elementary or secondary education programs
  • a cumulative GPA of 2.50 a full semester prior to student teaching
  • M.A.T. candidates must have a cumulative GPA of 3.00 a full semester prior to student teaching
  • passing score(s) on the Praxis II
  • a negative result from the required tuberculin test
SPED 438: Student Teaching Seminar: Severe Intellectual Disabilities

Teacher behaviors appropriate to effective teaching are developed. Topics include multicultural and global perspectives, IEP refinement, reflective teaching practices, and parental and technology issues. This seminar meets weekly.
2 credit hours

Prerequisites:
  • Concurrent enrollment in concurrent enrollment in SPED 437
SPED 440: Collaboration: Home, School, and Community

The collaborative purposes, models, strategies, and roles of the special educator are addressed. Topics include collaborative teaching, parent interactions and planning, and teaching and assessment strategies.
3 credit hours

Prerequisites:
  • Concurrent enrollment in Concurrent enrollment in SPED 419 or 428
  • or consent of department chair
  • or consent of the department chair
SPED 458: Mathematics/Science for Students with Mild/Moderate Disabilities

Students analyze mathematics and science content, tasks, frameworks, and standards for students with disabilities. Activities are designed and adapted to support mathematics and science learning at all levels of education.
4 credit hours

Prerequisites:
  • SPED 300 (or SPED 302 or ELED 302), 310, 311, 312, and consent of department chair
  • Concurrent enrollment in ELED 437 and 438 is required
  • Matriculation in graduate program is required of all graduate students

Page last updated: October 20, 2014