SPE-215 |
Exceptional Person for Secondary Educ |
This course requires students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and / or physical health disabilities in the seventh through twelfth grades inclusive setting. This includes: philosophical, historical and legal functions of special education; current identification criteria; legal and educational definitions; etiology; incidence and prevalence figures; cognitive, behavioral and physical |
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characteristics for high school students with disabilities. Field experience is required. |
3.00 |
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SPE-216 |
Mental Retardation |
3.00 |
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SPE-231 |
Mild / Moderate Disabilities |
Educational and medical definitions, etiology, identification criteria and current incidence and prevalence rates for students with learning disabilities, emotional / behavioral disorders and / or mild mental neurological disorders are presented. This course will review major theoretical models associated with the study of these conditions. |
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Field experience is required. |
3.00 |
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SPE-232 |
Students W / Complex Needs in Edu Setting |
This course presents the causative factors, atypical cognitive, physical, psychological, medical, psychological and psychosocial conditions of students with complex needs. Collaborative relationships within the educational, rehabilitative, social welfare and medical systems; as well as with professional organizations and advocacy groups |
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are stressed. |
3.00 |
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SPE-240 |
Foundations of Autism Spectrum Disorder |
This course examines the characteristics of individuals diagnosed on the Autism Spectrum according to the Diagnostic Statistical Manual( DSM5). An introduction of the current trends of assessment and interventions will |
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be presented. |
3.00 |
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SPE-300 |
Pre-Student Teaching |
3.00 |
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SPE-331 |
Implem Inclus Pract Mild / Moderate Pop |
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Applications of fundamental concepts for teaching students with mild to moderate disabilities are presented. | |||
Students will examine norm-referenced, criterion-referenced and curriculum-based instruments and procedures | |||
for assessing and diagnosing students who are experiencing learning and behavior problems in school. Students | |||
will conduct curriculum-based assessments to identify students ' academic strengths and weaknesses. Students | |||
will also learn to create an environment conducive to learning through an applied behavior analysis perspective. |
3.00 |
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SPE-332 |
Assess / Instruc Severe / Profound Pop |
Authentic and alternative assessment techniques used with students with complex needs are presented. The assessments are the basis for the development of best practices in curriculum development and instructional delivery, including IEP and SDI construction. Emphasis is on identifying strengths and needs and monitoring the progress of students with complex needs. Students will develop a systematic approach to the modification / adaptation planning for instruction within a curriculum. Practical, ethical, legal and philosophical |
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approaches to inclusion are included. |
3.00 |
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SPE-340 |
Assessments and Programming |
3.00 |
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SPE-341 |
Com, Behavior, Social Competence |
3.00 |
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SPE-4000 |
Capstone Seminar |
12.00 |
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SPE-405 |
Research & Field Experience |
By pre-arrangement with the Coordinator of Special Education, a student may be awarded up to three academic credits for participation in activities and completing related research. This experience allows students who have demonstrated competencies in other required courses to enhance their professional knowledge and skills on an |
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advanced level. |
1.00 |
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SPE-506 |
Foundations of Behavior Analysis |
This course examines the concepts and principles of behavior analysis including, history, experimental analysis of |
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behavior, as well as the dimensions of conditioning and reinforcement |
3.00 |
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