SPECIAL EDUCATION (SPE)


SPE 2500. Independent Study/(1-4).F;S.




SPE 2800. Teachers, Schools, and Learners/(3).F;S.


Provides the conceptual basis for understanding
teaching as a profession, diverse learners, and
classroom and school contexts. It also provides
the foundation for thinking about inquiry and the
knowledge base in education. Students are also
required to perform a minimum of 40 hours of
osbervations and/or participation. (Same as CI
2800.) (WRITING; COMPUTER)




SPE 3000. Learner Diversity/(3).F;S.


An examination of current literature and practices
related to issues in learner development,
exceptionalities, and cultural diversity. Emphasis
is placed on applications of knowledge,
strategies, and interventions that will be
observed, modeled, and discussed. Coursework is
integrated with K-6 field experiences to provide
contexts for classroom instruction. (Same as CI
3000.)




SPE 3104. Practicum in Early Child Development:
Three Through Kindergarten/(3).F;S.


This practicum is designed to provide
opportunities for students to plan and implement
developmentally appropriate curriculum and
instruction for typically and atypically
developing kindergarten and prekindergarten
children and their families. The practicum
consists of a minimum of 150 contact hours in a
program serving children from three to six years
of age. Periodic seminars will be required.
Prerequisite: Consent of instructor. Graded on S/U
basis. (Same as CI/FCS 3104.) (WRITING; CROSS-
DISCIPLINARY)




SPE 3105. Practicum in Early Child Development:
Birth Through Two Years/(3).F;S.


This practicum is designed to provide
opportunities for students to plan and implement
developmentally appropriate environments and
interactions for typical and atypical infants and
toddlers and their families. This practicum
consists of a minimum of 150 contact hours in a
program serving children from birth through two
years of age. Periodic seminars will be required.
Prerequisite: Consent of instructor. Graded on S/U
basis. (Same as CI/FCS 3105.)




SPE 3272. Developmental Assessment and Program
Evaluation for Programs Serving Preschool and
Kindergarten Children/(3).S.


This course will introduce the basic concepts
involved in formal and informal observation
approaches for infants, toddlers, preschoolers and
families. Skills in observation, data collection,
analysis of data, and uses of data will be
developed. Cultural and experiential influences
will be considered. Prerequisite: FCS 2104 or
approval of instructor.




SPE 3273. Educational Assessment and Intervention
for Infants with Disabilities and Their
Families/(3).F.


Provides for information and skill development in
assessment and program service development for
infants with disabilities and their families.
Service coordination and transdisciplinary
intervention with families will be addressed.
Prerequisite: FCS 2101 or approval of instructor.




SPE 3370. Introduction to Mental
Retardation/(2).F;S.


A study of individuals who have problems of
retardation with regard to characteristics,
behavior, and general nature and needs in the
home, community, and learning environment.




SPE 3374. Identification and Assessment of
Learning Disabilities/(3).F;S.


The basic principles of the identification and
evaluation procedures used with children with
learning disabilities. This course outlines the
procedures required in planning and writing an
Individualized Education Program.




SPE 3500. Independent Study/(1-4).F;S.




SPE 3530-3549. Selected Topics/(1-4).On Demand.




SPE 4553. Issues in Transdisciplinary Service
Delivery/(1).S.


This seminar emphasizes the foundations for
professional development, positive attitudes
toward children and families, and the strong
commitment toward continuous, life-long study of
young children and their learning. Class
discussions and assignments are designed to
prepare B-K teachers to participate fully in
interdisciplinary and transdisciplinary early
childhood teams and to collaborate across agencies
dealing with young children and their families.
(Same as CI/FCS 4553.)




SPE 4554. Infant/Toddler Curriculum/(4).F.


The purposes of this course are (1) to apply the
principles of developmentally appropriate practice
to planning, implementing, and evaluating
curriculum experiences for infants and toddlers;
and (2) to develop strategies for integrating a
range of developmental needs and disabilities
within the planned curriculum. Prerequisites: FCS
2101 and SPE 3273, or consent of the instructor.
(Same as CI/FCS 4554.)




SPE 4570. Consultation and Advocacy for
Exceptional Children: Mental Retardation, Learning
Disabilities, and Emotional Disturbance/(3).F;S.


The role of the teacher as an advocate and change
agent for mentally retarded, learning disabled,
and emotionally disturbed children in the home,
school, and community. This course must be taken
concurrently with SPE 4601, 4705, and 4902.
[Dual-listed with SPE 5570.]




SPE 4571. Introduction to Emotional
Disturbance/(2).F;S.


An introductory course in the education of the
emotionally handicapped child. Emphasis will be
placed upon the psychological, sociological, and
educational implications in the education of
emotionally handicapped children. (WRITING)




SPE 4576. Introduction to Learning
Disabilities/(2).F;S.


The identification and education of youth with
learning disabilities, including programs,
teaching strategies, and theories.




SPE 4592. Medical Aspects of Disability/(3).On
Demand.


This course includes a survey of major physical
disabilities including cardiovascular disease,
diabetes, AIDS, cancer, pain, obesity, eating
disorders, and injury using a behavioral medicine
orientation. Behavioral medicine represents a
multidimensional approach to integrating
behavioral and biomedical information in
determining disease etiology and in prescribing
comprehensive treatment. (WRITING)




SPE 4595. Individual Differences/(3).F;S.


This course will provide an overview of the field
of special education with emphasis on mental
retardation, learning disabilities, and emotional
disabilities. [Dual-listed with SPE 5595.]




SPE 4600. Curriculum and Instruction for Young
Children: Three through Kindergarten/(4).F.


The purposes of this course are (1) to apply the
major cognitive, language, affective, social and
physical development theories to curriculum
planning and implementation for all young
children; and (2) to develop strategies for
integrating a range of learning needs and
disabilities into the planning and implementation
of an early childhood curriculum. Emphasis will be
on education services in public schools and other
settings serving young children with typical and
atypical needs. Prerequisite: SPE 3272, or consent
of the instructor. (Same as CI/FCS 4600.)




SPE 4601. Classroom Management and Intervention
Strategies: Mental Retardation, Learning
Disabilities, and Emotional Disturbance/(2).F;S.


A study of classroom management techniques and
intervention strategies with mentally retarded,
learning disabled, and emotionally disturbed
children. Must be taken concurrently with SPE
4570, 4705, and 4902 by special education majors.
[Dual-listed with SPE 5601.]




SPE 4700. Introduction to the Teaching-Family
Model/(3).On Demand.


An introduction to the philosophy and
implementation of the teaching-family model
treatment approach. Emphasis will be placed on
meeting the needs and remediating problems of the
emotionally disturbed and delinquent youth.
[Dual-listed with SPE 5700.]




SPE 4705. Methods and Curriculum in Learning
Disabilities/(3).F;S.


This course addresses state-of-the-art techniques
and methods used in the implementation of
curriculum programs for learning disabled
students. This course must be taken concurrently
with SPE 4570, 4601, and 4902. [Dual-listed with
SPE 5705.]




SPE 4900. Student Teaching in Special Education/
(6 OR 12).F;S.


Teaching experiences under supervision for one
semester for students planning to teach special
needs students in grades K-12. Graded on S/U
basis.




SPE 4902. Practicum in Handicapping
Conditions/(3).F;S.


Field practice in school settings of techniques
used in the education of mentally retarded,
learning disabled, and emotionally disturbed
children. Graded on S/U basis only. This course
must be taken concurrently with SPE 4570, 4601,
and 4705. (SPEAKING)




SPE 4903. Internship in Habilitative
Science/(12).F;S.


Field practice in non-school settings of
techniques and practices used with persons with
disabilities. Graded on S/U basis only.