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SED 474 Student Teaching in Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
MTTC, all Coursework.
One semester, five full days, of teaching and related activities in a school setting for learning disabled students. Supervision by a tenured teacher who is endorsed in Learning Disabilities and a University staff person. | 6 | 0 | 0 | | |
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SED 484 Student Teaching Emotionally Impaired
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
MTTC, All Coursework.
One semester, five full days, of teaching and related activities in a school setting for the emotionally impaired/behaviorally disordered. Supervision by a tenured teacher who is endorsed in Emotionally Impaired and University staff person. | 6 | 0 | 0 | | |
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SED 501 Independent Study
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Permission of Instructor and Chair.
Intensive, independent work on a problem of the student’s choice under the direction of an instructor. | 3 | 0 | 0 | 0 | 0 |
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SED 504 Practicum in Special Education: Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Taken at the end of the program, Initial Special Education Endorsement.
Three hundred hours of clinical and/or field experience with learning disabled students. Supervision is provided by a tenured teacher who is endorsed in learning disabled and University staff person. Seminar accompanies the practicum to examine and clarify the experience. | 4 | 0 | 0 | | |
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SED 512 Special Education in the Secondary Schools
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 476,
SED 583
This course is designed to impart knowledge and skills in curriculum development, self-advocacy, community-based organizations, transition assessment and planning, adaptations, modifications and accommodations needed for individual students with disabilities to access curricula and make successful transitions to adult living and career development. Current research related to transition models will be evaluated. Students enrolled in this course will be involved in a project-based field experience. | 3 | 0 | 0 | | |
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SED 520 Comparative Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Intensively researched comparative study of a special education topic in the US. Such study involves philosophy, legislative processes, classification systems, teaching methods, curriculum, assessment, inclusionary practices that influence special education students and /or the special education system. | 3 | 0 | 0 | 0 | 0 |
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SED 557 Special Education Field Experience
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Must be admitted to Teacher Education Program or have Teacher Certification.
Course content provides exposure to and experience with students diagnosed with a learning disability or emotional impairment. Students will participate in a field experience that exposes them to all age and grade levels in a school setting. Students will have the opportunity to visit a variety of settings that provide a continuum of services for students with emotional impairments or learning disabilities. Opportunities for one-on-one tutoring, planning and instruction with small groups, organizing and preparing materials, and experiences in self-evaluation. Forty-five (45) hours of field experiences in a school setting are required. | 3 | 0 | 0 | | |
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SED 560 Exceptional Persons
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Course content introduces students to the historical, philosophical, and organizational factors leading to the enactment of federal and state laws, rules and regulations governing special education. Characteristics, educational considerations and implications of all areas of exceptionality are addressed. Terminology commonly used when discussing programming for students with disabilities will be highlighted. Current research related to providing access to the general education curriculum will be reviewed. | 3 | 0 | 0 | | |
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SED 563 Identification and Assessment in Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Must be admitted to Teacher Education Program or have Teacher Certification.
Examines a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests and preferences of children and youth suspected of having a learning disability or emotional impairment. Focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement and program decisions. Alternative assessment/decision-making models (i.e., Response to Intervention) will be reviewed. Simulation of the multi-disciplinary process and IEPC wherein the IEP is developed with the inclusion of appropriate educational program goals and dimensions taken from the evaluation process. Students will be required to assess two adult learners enrolled in the Special Education program and provide a summary of assessment results. | 3 | 0 | 0 | | |
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SED 567 Strategies for Teaching Mathematics and Language Arts to The Learning Disabled
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 576
The purpose of this course is to familiarize students with a wide range of remediation approaches in mathematics and language arts and processes to determine if interventions have been effective. Emphasis will be placed on task analysis, Curriculum Based Assessment (CBA), Curriculum Based Measurement (CBM), the use of visual and manipulative materials for the instruction of mathematical concepts. Various approaches in language arts instruction (listening, speaking, reading, writing, and viewing) are explored with approaches and methods for teaching emphasized. A variety of data management systems designed to track student performance will be reviewed. Research related to teaching strategies like Response to Intervention (RtI) will be evaluated. Mastery of course objectives will be partially evaluated through a structured process. | 3 | 0 | 0 | | |
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SED 571 Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 557,
SED 560,
SED 563
Must be admitted to Teacher Education Program or have Teacher Certification.
The purpose of this course is to introduce students to the field of learning disabilities. Course content will cover the laws that affect students with learning disabilities (No Child Left Behind Act, and the Individuals with Disabilities Education Improvement Act of 2004), definitions, history, IEP’s, assessment, medical aspects, philosophical and etiological models, theories and research relating to central nervous system, normal language acquisition, and perceptual processing of information necessary for growth and development are examined. Current research related to the field of learning disabilities will be evaluated. | 3 | 0 | 0 | | |
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SED 576 Educating the Learning Disabled
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 571
The purpose of this course is to introduce students to methods and techniques used in educating preschoolers and adolescents diagnosed with a specific learning disability. Emphasis is placed on service delivery models that support student success in the general education curriculum, goal development, data collection, assistive technology, universal design, differentiated instruction, scaffolding, accommodations and modifications, pre-academic learning, oral language, reading, writing, mathematics and socio-emotional development. Current research related to inclusive practices will be evaluated. Mastery of course objectives is partially evaluated though a 15-hour field experience in a school setting. | 3 | 0 | 0 | | |
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SED 581 The Emotionally Impaired/ Behaviorally Disordered
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 560
Philosophical, etiological, and instructional perspectives in educating students with emotional and behavioral disabilities are addressed. Theoretical considerations of disturbed behavior emphasizing various models are explored. The course covers the federal law (i.e., No Child Left Behind Act, and the Individual with Disabilities Education Improvement Act of 2004) and state rules and regulations. A field experience of fifteen (15) hours in a school setting will provide students with the opportunity to synthesize course content. | 3 | 0 | 0 | | |
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SED 582 Educating Severely Emotionally Impaired/Behaviorally Disordered and Autistic Students
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 560
SED 581
SED 583
Emphasis is upon communication skills (verbal and nonverbal) in teaching language and/or communication to autistic and severely emotionally impaired/behaviorally disordered children and adolescents. Alternative methods of communication are explored – games, activities, play, physical techniques and recreational experiences to develop self and social awareness. Technology, prevocational/vocational assessment and skill development, as well as transition planning are emphasized. A field experience of fifteen (15) hours in a school setting will provide students with the opportunity to synthesize course content. | 3 | 0 | 0 | | |
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SED 583 Educating the Emotionally Impaired/Behaviorally Disordered
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 560 and
SED 581
Instructional perspectives in educating students with emotional and behavioral disabilities are addressed. A continuum of placement options (i.e. self-contained, day treatment, hospitalizations) is explored. Meeting IEP goals through appropriate curricular, instructional, and management techniques. Concerns (developmental, vocational, transitional and behavioral) in curriculum and instructional planning. Research related to current delivery systems for EI/BD students will be evaluated. A field experience of fifteen (15) hours will provide students with the opportunity to synthesize course content. | 3 | 0 | 0 | | |
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SED 585 Special Populations in the Inclusive Setting
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Students will be provided the opportunity to evaluate and design curriculum, instruction, and behavior interventions in order to provide students with disabilities access to the general education curriculum across content areas. Students will evaluate, design, and implement alternative curricula and provide community-based and social skill instruction. Current research related to the various inclusive teaching models will be evaluated. A 15-hour field experience is required for this course. | 3 | 0 | 0 | | |
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SED 587 Seminar in Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Permission of Chair.
Research which correlates theory and practice in the field of special education. The masters research paper is complete during the seminar. | 3 | 0 | 0 | | |
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SED 588 Practicum in Special Education: Emotionally Impaired/Behaviorally Disordered
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Taken at the end of the Program, Initial Special Education Endorsement.
Three hundred hours of clinical and/or field experience with emotionally impaired/behaviorally disordered students. Supervision is provided by an tenured teacher who is endorsed in the emotionally impaired/behaviorally disordered and University staff person. Seminar accompanies the practicum to examine and clarify the experience | 4 | 0 | 0 | | |
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