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SED 474 Student Teaching in Special Education: Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Taken at the end of the program.
One semester, five full days, of teaching and related activities in a school setting for learning disabled students. Supervision by a school district teacher who is endorsed in Learning Disabilities and a University staff person who is in the field of special education. Anyone with teacher certification or working toward certification who does not possess a special education endorsement and is seeking a Learning Disabilities endorsement must complete this course. | 6 | 0 | 0 | | |
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SED 484 Student Teaching 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.
One semester, five full days, of teaching and related activities in a school setting for the emotionally impaired/behaviorally disordered. Supervision by a school district teacher who is endorsed in the Emotionally Impaired/Behaviorally Disordered and a University staff person who is in the field of special education. Anyone with teacher certification or working toward certification who does not possess a Special Education endorsement and is seeking an Emotionally Impaired/Behaviorally Disordered endorsement must complete this course. | 6 | 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.
Three hundred hours of clinical and/or field experience with learning disabled students. Supervision is provided by an on-site teacher who is endorsed in learning disabilities and a University staff person who is in the field of special education. Seminar accompanies the practicum to examine and clarify the experience. Taken by students who are obtaining a second endorsement in a special education area. | 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 560
SED 581 or
SED 571
The special education teacher’s role within the secondary setting. Consultative skills are established and developed. Social skills, identity problems, role(s) in society, vocational skills, career aspirations, and self-esteem in regard to the impaired adolescent and to his/her appropriate inclusion in secondary programming and instruction are addressed. Specific assessment materials, prevocational, vocational, and transitional planning and programming are examined. Guidance procedures, classroom and curriculum management techniques, communication skills, and academic support programs are explored. Computer uses in secondary school special education are presented. | 3 | 0 | 0 | | |
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SED 539 Practicum in Inclusionary Education
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
Taken at the end of the program.
Three hundred hours of clinical experience in an inclusionary classroom. Supervision by a special education and regular education University staff person and designated on-site school district personnel. Demonstration of specific planning, management, use of technology, collaborative experiences and specific methodology which enhances learning for all children within the inclusionary classroom. Seminar accompanies the practicum to examine and clarify the experience. | 3 | 0 | 0 | | |
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SED 557 Special Education Field Experience
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
One-half day per week for 16 weeks of observation experience in a classroom setting appropriate to endorsement (learning disabilities or emotionally impaired/behaviorally disordered.) Opportunities for one-to-one tutoring, planning and instruction with small groups, organizing and preparing materials, limited use of classroom management techniques, and experiences in self-evaluation. Supervision is provided by a school district teacher and a University staff person who are in the field of special education. | 3 | 0 | 0 | | |
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SED 560 Exceptional Persons
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Introduction, overview, research, general background, nature, and characteristics of the following various special education classifications: the educable impaired, trainable impaired, emotionally impaired/behaviorally disordered, physically and otherwise health impaired, learning disabled, visually impaired, hearing impaired, multiple impaired, traumatic brain injured, and gifted. Various growth and developmental patterns, learning styles, and the implication(s) of their impairment to their education, role(s) in society, psychological and social development, and productivity. Common-alities and differences between the various exceptionalities and the regular education student in regard to social, emotional, behavioral, intellectual, and physical growth and development are explored. The principles of the "least restrictive" environment are explored. Special education federal and state legislation is presented and discussed. | 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:
SED 560
SED 571 or
SED 581
Various diagnostic instruments used in the evaluation and measurement of learning disabilities, their administrative procedures, and their use for prescriptive and practical programming for students. The role of tests, testing, and the terminology, administration, and interpretation in the assessment of intellectual, educational, emotional, perceptual, aptitude, achievement, vocational, personality, and interest of the impaired are explored. Standardized norm-referenced tests, criterion-referenced instruments, and informal testing procedures are examined. Referral guidelines, diagnosis, prescription, planning, and treatment. Simulation of the multidisciplinary process and the IEPC wherein the IEP is developed with the inclusion of appropriate educational program goals and dimensions from the evaluation process. | 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 560
SED 571
Use of visual and manipulative materials for the instruction of mathematical concepts. Various approaches in language arts instruction (listening, speaking, reading, and writing) are explored with approaches and methods for teaching reading emphasized. Metacognitive thinking skills and creative problem solving techniques are utilized. Computer software and usage in educating learning disabled students is presented. | 3 | 0 | 0 | | |
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SED 571 Learning Disabilities
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 560
Neurological, language and behavioral problems, multidisciplinary thinking, general academic problems, and diagnostic problems are explored. Philosophical and etiological models, theories and research relating to the central nervous system, normal language acquisition, basic academic areas, and the sensory/ perceptual processing of information necessary for growth and development are examined. Theoretical and empirical models for remedial and compensatory procedures are reviewed. Federal and state special education legislation are addressed | 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 560
SED 571
Instructional systems, methodology, and materials useful in remediation of learning problems. Difficulties in basic academic areas and methods towards their achievement: reading, spelling, math, perception, information processing, and behavior. Focus on curriculum design, development, modification and adaptation, identification of appropriate methods and materials, helping strategies, and behavior management techniques. Available service delivery models, the role of instructional personnel, and consultative skills are explored. Computer uses are addressed. Meeting IEP goals through curricular, instructional, and management techniques. | 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
Psycho-educational characteristics, diagnostic categories, current programs, and treatment models. Theoretical considerations of disturbed behavior emphasizing various models are explored. Significant case studies and research in the field are presented and examined. Federal and state special education legislation are addressed. | 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
Communication skills in teaching language and/or communication to autistic and severely emotionally impaired/behaviorally disordered children and adolescents. Alternative methods of communication. Activities, techniques, recreational, prevocational, vocational, transitional, behavior management and technology approaches are addressed. | 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
SED 581
Program and curriculum development methodologies, materials, techniques of management, problem solving, technology and interventions. Adaptation of curriculum for Emotionally Impaired/Behaviorally Disordered students within the "least restrictive" environment with reading approaches and methods emphasized. Meeting IEP goals through appropriate curricular, instructional, and management techniques. Concerns (developmental, vocational, transitional, and behavioral) in curriculum and instructional planning. | 3 | 0 | 0 | | |
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SED 585 Educating Diverse and Special Populations in the Inclusionary Setting
| Credit Hours | Recitation/Lecture Hours | Studio Hours | Clinical Hours | Lab Hours |
Prerequisites:
SED 560
SED 571
SED 581
EDU 526
The effective development and implementation of IEPs and IFSPs in the inclusionary setting. Planning, assessment, and management techniques for intellectual, academic, affective, and social, individual, and group growth. Focuses on collaborative/consultative approaches. Methodological approaches including those which meet vocational and transitional needs of students. Effective use of technology, resources, and materials in the inclusionary setting. | 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:
EDU 500
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 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.
Three hundred hours of clinical and/or field experience with emotionally impaired/behaviorally disordered students. Supervision is provided by an on-site teacher who is endorsed in the emotionally impaired/behaviorally disordered and a University staff person who is in the field of special education. Seminar accompanies the practicum to examine and clarify the experience. Taken by students who are obtaining a second endorsement in special education. | 4 | 0 | 0 | | |
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