SPA-400 |
Advanced Spanish |
This is an advanced Spanish course designed for students with intermediate knowledge of the Spanish language and who have completed SPA101, SPA102, SPA205, and SPA206( or their equivalents). It focuses on the development of the four basic language skills: listening, speaking, reading and writing through a focus of expressing one ' s views and opinions. The purpose of this course is to continue to develop the ability to communicate in Spanish with ease and proficiency using advanced grammar and exploring complex topics. Spanish will be the primary language of instruction though English may also be used on limited occasion as deemed appropriate by the instructor. The major course objective is to prepare students for " real-life " |
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communication in Spanish with an advanced level of proficiency. |
3.00 |
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SPA-439 |
Independent Study |
Qualified students may arrange independent study in areas not covered by existing courses. Topics are to be |
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determined by consultation with instructor. |
3.00 |
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SPE-205 |
Exceptional Person |
The course will require students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and / or physical health disabilities ages 0-21. This will include: philosophical, historical and legal foundations of education, current identification criteria, legal and educational definitions, etiology, incidence and prevalence figures, as well as cognitive, behavioral and physical characteristics for students with disabilities. The course will present models and theories of typical / atypical growth and behavior across age |
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groups, as well as disabilities. Field experience is required. |
3.00 |
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SPE-215 |
Exceptional Person for Secondary Educ |
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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 | |||
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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