Special Education

This course is designed to strengthen the student’s pedagogy in mid-elementary, middle school, and practical mathematics. The course goal is to equip students to answer the question “how can I prepare myself and my students (and/or children) to be competent mathematics students?” Students will develop skills and gain the content knowledge necessary to be an effective, competent, and student-centered mathematics teacher.

Course Offered: Every Fall

A survey of contemporary psychology, including the topics of conditioning and learning, sensation and perception, psychophysiology, motivation and emotion, memory and cognition, development, social behavior, psychological testing, personality, psychopathology and psychotherapy. Participation in research projects or an alternative exercise is required.

Course Offered: Every Fall, Every Spring

An analysis of development throughout the life-span, with a special emphasis on various theoretical approaches to development. Designed for non-psychology majors. Students taking this course should not take PSYC 214, 216, or Prerequisite: PSYC 110.

Course Offered: Spring of every odd year

A study of the physiological, intellectual, social and emotional factors in child development. The course will emphasize contextual factors that influence child development outcomes. Students taking this course should not take PSYC 212.

Prerequisite: PSYC 110.     Course Offered: Every Fall

A study of basic research and theories concerning development in the adolescent years.

Prerequisite: PSYC 110. Required for 5-12 content specialization licensure.     Course Offered: Spring of every odd year

A study of the cognitive and affective dimensions of student behavior with an emphasis on the theoretical conceptions of learning which underlie education methods. Professional Education students should register for the section designated for them.

Prerequisite: PSYC 110.     Course Offered: Every Fall

Experiences in teaching in technology, with technology, and through technology by incorporating hands-on work with computers and associated peripherals, the Internet, and content software. Strategies for effective integration of technology and the security and ethical issues associated with technology are included.

Introduction to teaching as a profession with an emphasis on exploring various perspectives on education through dialogue and activities related to current issues relevant to today’s classroom teachers. Topics include teacher dispositions, challenges teachers and schools face, influence of the law on education, standards and assessment, and the global educational context. The field component involves tutoring and/or leading learning activities with children. (10 Hours Field Placement in Schools Required)

Study of teaching, focusing on classroom pedagogical and management strategies, development of objectives, and lesson planning, as well as discussion of the various roles of a teacher. Attention also given to co-teaching and collaboration. The field component involves observation and teaching experience under the guidance of a K-12 mentor teacher. There is a focus on reflections related to planning, pacing, and teaching strategies. (30 Hours Field Placement in Schools Required)

Study of grammar and instructional strategies for teaching the conventions of language. Focus is on integrating the teaching of grammar in the context of writing activities. Students will analyze their own writing and develop instructional strategies for incorporating grammar into the K-6 curriculum. Required of all Elementary Education and secondary English majors.

Study of the history of special education incorporating significant legislation, litigation, and trends. Important practices, including the referral process, functional behavior assessments, transition plans, 504 plans, IEPs, and the continuum of classroom services.

Prerequisite: Admitted to Education Program.

Theories and strategies of the teaching of reading grounded in field experiences with emphasis on techniques for thematic teaching of reading/language arts. The course includes the assessment and instruction process through construction, administration, and interpretation of authentic reading and written language assessments. Diagnostic and corrective reading techniques are integrated into the instructional process. Field experience includes observation and teaching experience under the guidance of a mentor teacher and University supervisor with a focus on teaching practice in reading and language arts. . (20 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program.

Advanced strategies to support teaching to foster school age students’ mastery of mathematical concepts and skills through multiple representations of concepts, remediation to correct misconceptions or gaps in knowledge and error analysis. (20 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program.

Overview of the characteristics and needs of exceptional and diverse learners. This course focuses on the curricular and instructional alternatives that address these needs. Emphasis will be on accommodations and modifications, data collection, assistive technology, and collaboration.

Co-requisites: In the event a teacher candidate is completing coursework leading toward a multi-categorical endorsement SPED 333C and SPED 333F are to be completed concurrently. (10 Hours Field Placement in Schools Required).    Prerequisite: Admitted to Education Program.     *Satisfies EXSL Core Requirement

Overview of the characteristics and needs of exceptional and diverse learners. This course focuses on the curricular and instructional alternatives that address these needs. Emphasis will be on accommodations and modifications, data collection, assistive technology, and collaboration.

Co-requisites: In the event a teacher candidate is completing coursework leading toward a multi-categorical endorsement SPED 333C and SPED 333F are to be completed concurrently.     Prerequisite: Admitted to Education Program.

Systematic introduction to current theory, research, and practice in the integration of literacy activities across content areas. Student work in cooperative groups to design, publish, and present a unit of study (or unit plan) using literacy strategies to address and assess content standards and objectives. The course involves simulated teaching discussion, position papers, reflective papers, and peer response. (30 Hours Field Placement in Schools Required).

Prerequisite: Admitted to Education Program

This course provides an overview of Autism Spectrum Disorders with an emphasis on instructional and behavioral strategies and practical theories for classroom management. An emphasis will be placed on current research. A field component provides experiential learning.

Prerequisite: Admitted to Education Program. (20 Hours Field Placement in Schools Required)

Development of a student-selected and instructor-approved project directly related to the teaching process, which may incorporate field and University activities. This may include a course with specific content in public school governance.

Prerequisite: Admitted to Education Program.

Intensive study of assessment and instructional methods targeting behavior, reading, and spelling. Content will focus on these strategies that facilitate the use of the clinical teaching model with students with mild to moderate mental impairments, emotional and behavioral disorders, and specific learning disabilities. Field experience is in a special education classroom, focusing on the development, implementation, and monitoring of behavior interventions and reading and spelling strategies.

Prerequisite: EDUC 320 and admitted to Education Program. (20 Hours Field Placement in Schools Required)

Continued study of assessment and instruction of students with mild to moderate mental impairments, emotional and behavioral disorders, and specific learning disabilities. Content will focus on written language, mathematics, social skills, functional behavior assessments, life skills, curriculum, and general content strategies. Field experience is in a special-education classroom, focusing on the development, implementation, and monitoring of strategies for increasing written language, mathematical, and social skills, as well as the evaluation of a variety of life-skills curricula.

Prerequisite: EDUC 422 and admitted to Education Program. (20 Hours Field Placement in Schools Required)

Lab-based extension of the assessment and instruction process through construction, administration, and interpretation of authentic reading and written language assessments; planning, teaching, and evaluating lessons that incorporate the instructional strategies acquired and practiced during class time. (20 Hours Field Placement in Schools Required)

Prerequisite: EDUC 322 and admitted to Education Program.

This course emphasizes specific instructional strategies, methods, curricula, and classroom management for teaching students with moderate mental impairments, emotional and behavioral disorders, specific learning disabilities, and autism spectrum disorder. Students will study procedures for specialization, modification and/or adaptation of materials and curriculum for these students, as well as learn how to develop and teach programs for individualized instruction. Knowledge of theory and practical experience will be applied through the required field component.

Prerequisites: EDUC 361 and admitted to Education Program. (20 Hours Field Placement in Schools Required)

Capstone activity in which students work with children in specific and assigned classes in a K-12 school in the licensure content and programmatic area(s), develop action research projects. They will prepare and present a summary of research-related activities and their results.

Prerequisite: Department approval.

Further development of knowledge and skills vital to successful teaching, examination of contemporary issues in education and development of a professional portfolio. This class is taken in conjunction with student teaching.

Corequisites: EDUC 475 and EDUC 481.     Prerequisite: Department approval.     *Satisfies EXSL Core Requirement.

Continuation of the development of the knowledge and skills needed to assess various aspects of teaching and achievement by all learners, the appropriate role of reflection and self-evaluation, the examination of research on assessment, and current reform movements. Also presented will be classroom, program, individual, formative, summative, traditional, and alternative assessment models.

Prerequisite: Senior standing.

A full semester (14 weeks) of teaching experience in specific and assigned classes in a K-12 school in the licensure content and programmatic area(s) under the direct supervision of a cooperating teacher selected by University faculty.

Prerequisite: Department approval.

This course is designed to strengthen the student’s pedagogy in mid-elementary, middle school, and practical mathematics. The course goal is to equip students to answer the question “how can I prepare myself and my students (and/or children) to be competent mathematics students?” Students will develop skills and gain the content knowledge necessary to be an effective, competent, and student-centered mathematics teacher.

Course Offered: Every Fall

Study of the history of special education incorporating significant legislation, litigation, and trends. Important practices, including the referral process, functional behavior assessments, transition plans, 504 plans, IEPs, and the continuum of classroom services. (30 Hours Field Placement in Schools Required).

Prerequisite: Admitted to Education Program.

Theories and strategies of the teaching of reading grounded in field experiences with emphasis on techniques for thematic teaching of reading/language arts. The course includes the assessment and instruction process through construction, administration, and interpretation of authentic reading and written language assessments. Diagnostic and corrective reading techniques are integrated into the instructional process. Field experience includes observation and teaching experience under the guidance of a mentor teacher and University supervisor with a focus on teaching practice in reading and language arts. . (20 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program.

Advanced strategies to support teaching to foster school age students’ mastery of mathematical concepts and skills through multiple representations of concepts, remediation to correct misconceptions or gaps in knowledge and error analysis. (20 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program.

Overview of the characteristics and needs of exceptional and diverse learners. This course focuses on the curricular and instructional alternatives that address these needs. Emphasis will be on accommodations and modifications, data collection, assistive technology, and collaboration.

Co-requisites: In the event a teacher candidate is completing coursework leading toward a multi-categorical endorsement SPED 333C and SPED 333F are to be completed concurrently. (10 Hours Field Placement in Schools Required).    Prerequisite: Admitted to Education Program.     *Satisfies EXSL Core Requirement

Overview of the characteristics and needs of exceptional and diverse learners. This course focuses on the curricular and instructional alternatives that address these needs. Emphasis will be on accommodations and modifications, data collection, assistive technology, and collaboration.

Co-requisites: In the event a teacher candidate is completing coursework leading toward a multi-categorical endorsement SPED 333C and SPED 333F are to be completed concurrently. (20-40 Hours Field Placement in Schools Required).    Prerequisite: Admitted to Education Program.     *Satisfies EXSL Core Requirement

Systematic introduction to current theory, research, and practice in the integration of literacy activities across content areas. Student work in cooperative groups to design, publish, and present a unit of study (or unit plan) using literacy strategies to address and assess content standards and objectives. The course involves simulated teaching discussion, position papers, reflective papers, and peer response. (30 Hours Field Placement in Schools Required).

Prerequisite: Admitted to Education Program

Intensive study of assessment and instructional methods targeting behavior, reading, and spelling. Content will focus on these strategies that facilitate the use of the clinical teaching model with students with mild to moderate mental impairments, emotional and behavioral disorders, and specific learning disabilities. Field experience is in a special education classroom, focusing on the development, implementation, and monitoring of behavior interventions and reading and spelling strategies.

Prerequisite: EDUC 320 and admitted to Education Program. (20 Hours Field Placement in Schools Required)

This course emphasizes specific instructional strategies, methods, curricula, and classroom management for teaching students with moderate mental impairments, emotional and behavioral disorders, specific learning disabilities, and autism spectrum disorder. Students will study procedures for specialization, modification and/or adaptation of materials and curriculum for these students, as well as learn how to develop and teach programs for individualized instruction. Knowledge of theory and practical experience will be applied through the required field component.

Prerequisites: EDUC 361 and admitted to Education Program. (20 Hours Field Placement in Schools Required)

Lab-based extension of the assessment and instruction process through construction, administration, and interpretation of authentic reading and written language assessments; planning, teaching, and evaluating lessons that incorporate the instructional strategies acquired and practiced during class time. (20 Hours Field Placement in Schools Required)

Prerequisite: EDUC 322 and admitted to Education Program.