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SED 5010 Independent Study
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Intensive, independent work on a problem of the student's choice under the direction of an instructor. | 3 | 0 | 0 | | |
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SED 5040 Learning Disabled Practicum
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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 5120 Transitions: Special Education in Middle and Secondary Schools
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5710 (Minimum Grade of C, May not be taken concurrently)
OR
SED 5810 (Minimum Grade of C, May not be taken concurrently)
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 5570 Field Experience
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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 5600 Educating and Mainstreaming 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 5630 Assessment in Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5600 (Minimum Grade of C, May not be taken concurrently) AND
SED 5710 (Minimum Grade of C, May not be taken concurrently)
OR
SED 5810 (Minimum Grade of C, May not be taken concurrently)
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 5670 Teaching Math and Language Arts
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5600 (Minimum Grade of C, May not be taken concurrently)
SED 5710 (Minimum Grade of C, May not be taken concurrently)
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 5710 Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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 5760 Educating the Learning Disabled
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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 5810 Emotionally Impaired/Behaviorally Disordered
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5600 (Minimum Grade of C, May not be taken concurrently)
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 5820 Educating the Severely Emotionally Impaired/Behaviorially Disordered/Autistic Student
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5600 (Minimum Grade of C, May not be taken concurrently)
SED 5810 (Minimum Grade of C, May not be taken concurrently)
SED 5830 (Minimum Grade of C, May not be taken concurrently)
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 5830 Educating the Emotionally Impaired
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5600 (Minimum Grade of C, May not be taken concurrently)
SED 5810 (Minimum Grade of C, May not be taken concurrently)
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 5850 Response to Intervention
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 5600 (Minimum Grade of C, May not be taken concurrently) AND
SED 5710 (Minimum Grade of C, May not be taken concurrently)
OR
SED 5810 (Minimum Grade of C, May not be taken concurrently)
Students will compare and evaluate various models of Response to Intervention (RtI) that are currently in place locally and nationally with regard to Tier I, Tier II and Tier III Mathematics and English Language Arts interventions; duration of interventions, frequency of data collection, data collection mechanism; decision making model and staffing. Current research related to best practice and curriculum design will be reviewed during the semester. A 15-20 hour field experience is attached to this course. | 3 | 0 | 0 | | |
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SED 5870 Research Seminar
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
EDU 5000 (Minimum Grade of C, May not be taken concurrently)
Research which correlates theory and practice in the field of special education. The master's research paper is completed during the seminar. | 3 | 0 | 0 | | |
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SED 5880 Emotional Impaired and Behavioral Disordered Practicum
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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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SED 6600 Learning Disabilities Student Teaching
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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 6601 Emotionally Impaired Student Teaching
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
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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