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Program Courses

Special Education Course Descriptions

SPED 120/220 Introduction to Special Education
This course orients the learner to the etiology, learning and behavioral characteristics of exceptional children and adults. The history, philosophy, and legal foundations underlying instructional programs and services to accommodate exceptional persons in the schools and community are examined. Techniques appropriate for regular classroom instruction of exceptional children and youth, including individualized instruction, behavior management, and consultative and diagnostic services are described and illustrated. Note: This course or an equivalent is a prerequisite to all special education courses.

SPED 122/222 Characteristics of Students with Mild/Moderate Disabilities
This course is an introduction to the strengths and needs of students with mild and moderate disabilities in relation to the levels of instructional support required. The focus will be on the developmental, cognitive, language, perceptual, social, academic, and behavioral characteristics of students with mild and moderate disabilities. Etiology, classification, and legal concerns will be discussed as they relate to the learning process.

SPED 123/223 Methods and Strategies for Exceptional Learners
This course is designed for special and general educators, and other professionals who have need of knowledge and experience in adapting and accommodating classroom learning environments (socio-emotional, behavioral, and physical) for students with disabilities. Within this course, the following methods for exceptional teaching and learning will be explored: inclusion, transition, co-teaching arrangements, and differentiating instruction in mixed ability classrooms. Individualized Educational Plans (IEPs) and successful integration pracrices for students into regular classroom environments will also be analyzed for implementation.

SPED 151/251 Assessment, Diagnosis, and Evaluation
This course focuses on diagnostic and assessment processes. Technical concepts of assessment as well as tests focusing on particular academic, cognitive, perceptual-motor, language, and behavioral dimensions of development are covered. Crosslisted with COUN 224.

SPED 152/252 Characteristics and Assessment of Children with Diverse Needs
Normal and atypical patterns and sequences of development in infants and toddlers in the motor, visual, auditory, behavioral, cognitive, language, emotional, and social domains are reviewed. The etiologies of developmental delays are discussed with reference to their implications for early identification, interventions, and service delivery models. The course includes techniques used with children (0-8) both who are medically fragile and who have multiple disabilities.

SPED 153/253 Applied Behavior Analysis and Positive Behavior Support
Students explore the principles and procedures in the field of applied behavior analysis. Observational methods, single-subject designs, and behavior promotion, reduction, and generalization strategies are reviewed. Participants are required to complete an individual project which demonstrates their ability to design, implement, and evaluate behavioral programs in an effective and ethically responsive manner.

SPED 158/258 Student Teaching in Early Childhood/Special Education
Students demonstrate mastery of the applied competencies in the unified early childhood program, focusing on interdisciplinary, inclusionary, and family-centered practices.

SPED 166/266 Student Teaching in Special Education, Mild and Moderate Disabilities (K-8)
This course provides an overview of strategies to address reading, spoken and written language, and mathematics performance difficulties of the elementary-age student. Theory and practice related to the management of instructional, curricular, and behavioral programs for students with mild and moderate disabilities are included. SPED266 is intended for students in the MAT program.

SPED 168/268 Student Teaching in Special Education, Mild and Moderate Disabilities (5-12)
This course provides an overview of strategies to address reading, spoken and written language, and mathematics performance difficulties of the secondary level student. Theory and practice related to the management of instructional, curricular, and behavioral programs for students with mild and moderate disabilities are included. SPED 268 is designed for students in the MST program.

SPED 172/272 Schools, Families, Communities and Disabilities
This course focuses on ways to assist educators to work effectively and respectfully with families in educational and community settings. The course will include a discussion of family structures, composition, styles, and strategies for improving communication with all families, school personnel, and with community service providers. The course will explore loss, grief, and grieving as it relates to parents of children with disabilities. The course will examine the Individuals with Disabilities Education Act (IDEA) and Section 504 as they relate to parent participation. The course will present components of the community based system of care model and other resources.

SPED 175/275 Career, Vocational, and Transitional Planning (1 Credit Hour)
This course provides participants with a knowledge base to develop career education programs for children and adults with disabilities. Curriculum, training methods, community resources and supplemental information, instructional tools, and other resources will be reviewed. Participants learn to identify key concepts, objectives, and resources for use in developing elementary and secondary education programs for children and youth with disabilities.

SPED 176/276 Coordination of Cooperative Occupational Programs
This course prepares students to implement cooperative education as a method of instruction in vocational education and special education. Primary areas of study include how to implement training agreements and plans, develop liaison relationships with the community, evaluate work sites, provide relevant instructions, involve parents and guardians, counsel students for job application, and develop a personal plan to transition into work, training, and community living. Federal and state employment laws and other resources to assist in the coordination process will be identified and utilized.

SPED 221 (EDL 278 is an approved substitute)  Supervision of Instruction
Supervision of Instruction is to provide students the opportunity to gain knowledge and skills necessary for effective supervision of teachers. Supervision will be studied within the context of accountability in the educational system. Completion of this course will provide four modules of Evaluator Approval with the Iowa Board of Educational Examiners.

SPED 225 Introduction to Behavioral Disorders and Learning Disabilities
This course focuses on the characteristics of those students who may be described as students with emotional or behavioral disorders and/or learning disabilities. A variety of perspectives will be examined including the students themselves, their families, educators and other individuals providing meaningful interventions. The course also addresses the role that communities play in meeting the needs of these students and their families. Current federal legislation and initiatives impacting these populations will also be addressed.

SPED 226 Evidence Based Interventions for Students with Learning Disabilities and/or Behavioral Disorders
This course emphasizes those interventions that have been demonstrated by replicated research findings to learn to behavioral and learning growth for students who are described as having moderate to severe learning disabilities and/or behavioral disorders. This includes interventions that are school and classroom specific as well as more broad based interventions that involve school personnel as well as other community, family or social service programs and services. Content will also include the intervention models within various sytems such as mental health and juvenile justice settings that have been demonstrated as effective in serving these youth.

SPED 227 Practicum-Mild and Moderate Disabilities (K-8)
This practicum consists of supervised teaching experiences for students with mild and moderate disabilities. Professional growth and self-assessment of teaching/learning practices are two major goals.

SPED 228 Practicum-Mild and Moderate Disabilities (5-12)
This practicum consists of supervised teaching experiences for students in programs serving students with mild and moderate disabilities. Professional growth and self-assessment of teaching/learning practices are two major goals.

SPED 229 Practicum in Behavioral Disorders and/or Learning Disabilities (K-12)
This practicum consists of supervised teaching experiences for students in programs serving students with learning disabilities and/or behavoral disorders. Professional growth and self-assessment of teaching/learning practices are two major goals.

SPED 274 Career and Vocational Assessment (Graduate Only)
This course will provide participants with a knowledge of assessment processes and practices designed to guide the career development of disabled children and adults.  Participants will be able to identify key concepts, objectives, and resources for use in taking leadership role in developing elementary secondary education assessment programs.  

SPED 276 Coordination of Cooperative Occupational Programs
This course prepares students to implement cooperative education as a method of instruction in vocational education and special education. Primary areas of study include how to implement training agreements and plans, develop liaison relationships with the community, evaluate work sites, provide relevant instructions, involve parents and guardians, counsel students for job application, and develop a personal plan to transition into work, training, and community living. Federal and state employment laws and other resources to assist in the coordination process will be identified and utilized.

SPED 278 Consultation & In-Service Training
The purpose of this course is to prepared experienced special educators for the responsibilities associated with the role of educational consultant and behavior specialist.  The course will be divided into two main sections: Consultation Practices and In-Service Presentation Skills. 

When learning about consultation practices students will become familiar with both supportive and evaluative forms of consultation.  The application of applied behavioral analysis, functional behavioral assessment and behavior intervention plans will also be explored during this semester.  Students will also become familiar with appropriate resources and references necessary for successful school-based consultation.     

During the in-service presentation portion of this course students will become familiar with the necessary skills associated with giving in-service presentations at the campus, district, and state levels.  Skills necessary for presenting at local and national conferences will also be reviewed.

EDUC 201 Education Research
Become a critical consumer of educational research. Examine and analyze data for pedagogical improvement. Develop and demonstrate an understanding of ethics and research. Write a literature review/research brief on a topic aligned with your Teacher Inquiry Project.

EDUC 275 Literacy Assessment and Instruction I
This course provides opportunities for an in-depth understanding of disabled readers. Students will explore how to develop, implement, and evaluate the instructional strategies used in teaching reading to a child. It involves an extensive tutoring component with struggling readers of elementary age. Students will be assigned to specific children brought to our class each evening for the semester. In addition, readings, demonstrations, and discussions of appropriate and effective instruction with opportunities for reflective evaluation will also be provided.

EDUC 276 Curriculum Design and Development
Study of the basic principles necessary for developing, implementing or modifying program curricula in any educational setting.

 

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