Courses at the 400-level

Curriculum and instructional approaches for children with mild/moderate disabilities at the elementary and middle school levels are analyzed. Developmental clinical methods are considered. Thirty hours of an assigned practicum is included.
4 credit hours

• SPED 300
• SPED 310
• SPED 312
• Admission to the special education teacher preparation program
• or consent of the department chair

One quarter of the academic year is spent teaching in special education programs under the joint supervision of an experienced teacher and a College supervisor.
5 credit hours

• Completion of technology compentency requirement
• Cumulative GPA of 2.50 a full semester prior to student teaching
• Satisfactory completion of Department of Special Education’s admission and retention requirements and the admission and retention requirements for the elementary or secondary education program
• Completion of community service requirement
• Negative result from the required tuberculin test

Curriculum and instructional approaches for adolescents and young adults with mild to moderate disabilities are analyzed. Thirty hours of an assigned practicum is included.
4 credit hours

• SPED 300
• SPED 310
• SPED 312
• Admission to the special education teacher preparation program

Focus is on assessment, curriculum, and methods and materials designed to prepare adolescents and young adult persons who have disabilities for the world of work. Observation and practicum experience are included.
3 credit hours

• SPED 300
• SPED 310
• SPED 312
• Admission to the Department of Special Education

One quarter of the academic year is spent teaching in special education programs under the supervision of an experienced teacher and a College supervisor.
5 credit hours

• Satisfactory completion of Department of Special Education’s admission and retention requirements and the admission and retention requirements for the elementary or secondary education program
• Cumulative GPA of 2.50 a full semester prior to student teaching
• Completion of technology compentency requirement
• Completion of community service requirement
• Negative result from the required tuberculin test

The teacher’s role in inclusive education is defined by the assessment and adaptation of curriculum, methods, and materials. (Formerly Adaptive Instruction for Students in the General Education Setting.)
3 credit hours

• Admission to and retention in a teacher preparation program
• Successful completion of one of the following courses: ELED 422, ECED 423, HED 300, SED 406, or TECH 406
• or consent of the department chair

This is an analysis of assessment, methodology, curriculum, instructional procedures, and adaptations of materials and strategies for children with severe and profound disabilities. Thirty hours of an assigned practicum is included.
4 credit hours

• SPED 300
• SPED 310
• SPED 312
• Admission to the Department of Special Education

This is an analysis of assessment, methodology, curriculum, instructional procedures, and adaptations of materials and strategies for adolescents and young adults with severe/profound disabilities. Thirty hours of an assigned practicum is included.
4 credit hours

• SPED 300
• SPED 310
• SPED 312
• Admission to the Department of Special Education

One quarter of the academic year is spent teaching in special education programs under the supervision of an experienced teacher and a College supervisor.
5 credit hours

• Negative result from the required tuberculin test
• Satisfactory completion of Department of Special Education’s admission and retention requirements and the admission and retention requirements for the elementary or secondary education program
• Cumulative GPA of 2.50 a full semester prior to student teaching
• Completion of community service requirement
• Completion of technology compentency requirement

Students attend this seminar once a week. Topics include multicultural and global perspectives, IEP refinement, reflective teaching practices, and parental and technology issues.
1 credit hours

• Concurrent enrollment in SPED 437

The collaborative purposes, models, strategies, and roles of the special educator are addressed. Topics include collaborative teaching, parent interactions and planning, and teaching and assessment strategies.
3 credit hours

• Concurrent enrollment in Concurrent enrollment in SPED 419 or 428
• or consent of the department chair