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SED 301 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. | 1-3 | 0 | 0 | 0 | 0 |
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SED 320 Comparative Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Intensive, comparative study of a special education topic in the US with that of other countries and/or within various areas of the US. Such study involves philosophy, legislative processes, classification systems, teaching methods, and curriculum assessment as they affect schools and educational systems. | 3 | 0 | 0 | 0 | 0 |
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SED 357 Field Experience in Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
PYC 250
Must be admitted to Teacher Education Program.
Course content provides exposure to and experience with students diagnosed with a learning disability or emotional impairment. Experience includes weekly observations and participation in a classroom setting. 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 | 0 | 0 |
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SED 370 Introduction to Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 460 and
SED 453
Must be admitted to Teacher Education Program.
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. | 3 | 0 | 0 | 0 | 0 |
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SED 371 Educating the Learning Disabled
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 370
The purpose of this course is to introduce students to methods and techniques used in educating students 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. Mastery of course objectives is partially evaluated through a 15-hour field experience in a school setting. | 3 | 0 | 0 | 0 | 0 |
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SED 380 Introduction to Special Education: Emotionally Impaired/Behaviorally Disordered
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 460 and
SED 357
Philosophical, etiological, and instructional perspectives in educating emotionally impaired/ behaviorally disordered students. Diagnostic categories, current programs and settings, including least restrictive environment, prevalent views and issues, research, historical perspectives, theories, dynamics of individual growth and the characteristics of the emotionally impaired/behaviorally disordered are presented. A field experience of fifteen (15) hours in a school setting will provide students with the opportunity to synthesize course content. | 3 | 0 | 0 | 0 | 0 |
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SED 381 Curriculum and Instruction: Emotionally Impaired/Behaviorally Disordered
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 460,
SED 357,
SED 380
Psycho-educational curricula and programs utilizing specific methods, materials and management techniques that enhance positive socio-economic development are explored and developed. Alternative methods of assessment; prevention and intervention program models; problem-solving techniques; classroom management approaches; curricular integration of basic skills; vocational and transitional planning; meta-cognitive exploration creativity; communication skills at the verbal and nonverbal levels; specialized instructional approaches and materials, such as adaptive technology; and various behavioral, management and planning approaches are studied. Meeting goals and objectives through appropriate inclusion of the Michigan Benchmarks in curricular and instructional planning and the collaborative/consultative approach are studied. | 3 | 0 | 0 | 0 | 0 |
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SED 412 Special Education in the Secondary Schools
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 371 and
SED 381
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. Students enrolled in this will be involved in a project-based field experience. | 3 | 0 | 0 | 0 | 0 |
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SED 453 Assessment in Special Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Must be admitted to Teacher Education Program.
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. Simulation of the multi-disciplinary process and IEPC wherein the IEP is developed with the inclusion of appropriate educational program goals and dimensions 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 | 0 | 0 |
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SED 460 The Education of Exceptional Persons
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
PYC 250
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. | 3 | 0 | 0 | 0 | 0 |
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SED 467 Strategies for Teaching Mathematics and Language Arts to the Learning Disabled
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 371
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), and 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 reading emphasized. A variety of data management systems designed to track student performance will be reviewed. Mastery of course objectives will be partially evaluated through a structured project. | 3 | 0 | 0 | 0 | 0 |
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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 482 Educating Severely Emotionally Impaired and Autistic Students
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 460,
SED 380,
SED 381
Emphasis is on communication skills (verbal and nonverbal) in teaching language and sensory integration to autistic and severely emotionally impaired children and adolescents. Language development and social skills are emphasized. Alternative methods of communication are explored – games, activities, physical techniques, recreational experiences to develop social awareness and independence. Technology, prevocational assessment, skills development and transitional planning are emphasized. Behavior management approaches as they relate to the severely emotionally impaired are examined. Collaborative and team approaches are emphasized. Federal and state guidelines and legislation are reviewed. A field experience of fifteen (15) hours will provide students with the opportunity to synthesize course content. | 3 | 0 | 0 | 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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