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Course Descriptions

SPED 409/509 Supervised Teaching Experiences I & II (3) 
Field experiences working with infants and young children in school, agency, or home settings under the supervision of licensed professionals. Includes weekly seminar.
SPED 417 Introduction to Special Education (4)
Provides an introduction to the field of special education and the use of evidence-based teaching practices in special education. Students explore particular career options of interest and participate in a community-based learning experience in public school settings with learners who are at-risk or have special education needs. Recommended prerequisite (or concurrent enrollment): Psy 311, SPED 418.
SPED 418/518 Survey of Exceptional Learners (3)
An overview of characteristics of the disability categories and special education and multicultural differences. Nature of diversities (including the talented and gifted) and educational ramifications for the teacher. Recommended prerequisite: Psy 311.
SPED 419/519 Principles of Special Education (3)
Prepares students entering special education with basic knowledge, skills, and values necessary for future success in their profession. Major overview of theory and research underlying delivery of special education services in the public schools. Intensive study of career planning, graduate writing and research, information systems, current legislation, teaching and learning theory, curricular models, and professional ethics and standards. Specific attention is given to the various federal and state laws, rules, and regulations regarding the prohibition of discrimination about which Oregon teachers must be knowledgeable as required by Oregon Revised Statute 342.123.
SPED 455/555 Working with LEP Children Who Have Special Needs (2)
Examine the current research in special education in working with the Limited English Proficient (LEP) child. Consider issues including testing and diagnosis, appropriate teaching material and method, and placement. Discuss political, social, and community concerns in working with LEP students with special needs.
SPED 480/580 - Introduction to Early Intervention/Early Childhood Special Education (3)
Provides historical, social and legal foundations for early intervention and early childhood special education and other services to young children with special needs. Introduces concepts and processes for screening and assessment, family-centered planning, blending developmentally and individually appropriate practices, providing learning opportunities in natural environments and activities to include all children and transition planning. Specific attention is given to the various federal and state laws, rules, and regulations regarding the prohibition of discrimination about which Oregon teachers must be knowledgeable as required by Oregon Revised Statute 342.123. Prerequisite: Recommended - admission to program or permission of instructor.
SPED 581 Family Guided Early Intervention (3)
Develops knowledge and skills necessary for providing early intervention services to infants and toddlers with developmental delays/disabilities and their families.
SPED 482/582 Specialized Techniques: EISE (3)
Information on medical and physical needs commonly found with infants, toddlers and young children with severe disabilities, including children with physical and sensory impairments and children with health care needs.
SPED 483/583 Communication and Language Development (3) 
Develops knowledge and skills needed for formative and summative assessment including skills to select assessment tools, use tools appropriately, analyze results and develop IFSP/IEP goals and objectives.
SPED 512 Diagnostic Assessment (3) 
Examination and application of diagnostic/assessment procedures and instruments used to appraise current academic performance of K-12 students with intellectual, learning, and behavioral disabilities. Prospective special education teachers will develop the foundational knowledge and skills to collect background information on students; select, administer, and interpret the results of norm-referenced assessment tools; and develop reports that are meaningful to teachers and parents and abide by federal, state, and professional guidelines. Prerequisites: SPED 519 and admission to program. 
SPED 513 Classroom Based Assessment and Instructional Planning (3)
Informal, formative, ongoing assessment techniques for students with special needs in special and regular education settings. Using information from assessments to make instructional decisions and for IEP documentation and planning. Prerequisites: SPED 519 and admission to program. 
SPED 514 Methods of Teaching Academics (3) 
Emphasis on instructional programming and teaching techniques for implementing language arts, reading, and mathematics curricula for students with disabilities. Prerequisites: SPED 418/518 and admission to certificate program. 
SPED 515 Methods of Teaching Life Skills (3)
Emphasis on life skills programming and teaching techniques for implementing functional curriculum. These curriculum areas include: communication, leisure education, vocational, gross/fine motor, and social/sexual and self-help for students with disabilities. Prerequisites: SPED 418/518 and admission to certificate program. 
SPED 520 Collaboration I: Families & Community (3)
Family issues, rights, and responsibilities in early childhood special education; Individual Family Service Plans, Individual Education Plans, collaboration and family support, laws, interagency collaboration and community resources.
SPED 521 Behavior Management in the Classroom (3) 
Primary emphasis will be on observation of classroom behavior with concomitant development of alternatives for intervention in helping children develop more appropriate behavioral skills. 
SPED 522 Collaboration II: Inclusion Strategies (ECE/Elementary (3) 
Designed to help preservice teachers learn collaborative strategies that facilitate the inclusion of students with disabilities into the general education program. Prerequisites: SPED 520 or permission of instructor. 
SPED 523 Collaboration I: Work-Based Learning and Transition (Mid-level/High School) (3)
Designed to help preservice teachers learn collaborative strategies that facilitate the inclusion of students with disabilities into the areas of career development and transition planning. Prerequisites: SPED 519 and admission to program. 
SPED 524 Collaboration II: Schools and Inclusion Strategies (Mid-Level/High School) (3)
Designed to help preservice teachers learn collaborative strategies that facilitate the inclusion of students with disabilities into the general education program.
SPED 525 Student Teaching (12) 
Observation and teaching under the direction of a supervising teacher. Opportunities for assuming direct responsibility for the learning activities of the disabled learner, for developing skill in techniques of teaching and schoolroom management, and for participating in the life of the school. Prerequisite: SPED 509 Directed Field Experience II is recommended 
SPED 526 Instructional Methods I: Literacy (Elementary) (3)
Designed to help preservice teachers learn methods and curriculum for teaching reading and language arts skills to children with special needs. Prerequisites: SPED 519, Ed 511, and admission to program.  
SPED 527 Instructional Methods II: Math (Elementary) (3)
Students will examine curriculum and learn explicit methods for teaching mathematics concepts and skills to children with special needs. Prerequisites: SPED 519 and admission to program.  
SPED 528 Instructional Methods I: Literacy (Mid-level/High School) (3) 
Develops knowledge and practices for teaching reading, writing, and other literacy skills to mid-level and secondary students with high incidence disabilities. Curriculum and instructional methods for students who are emergent, developing, and fluent readers and writers are addressed. The development of student’s use of learning strategies to become more independent and effective learners is described. Prerequisites: SPED 519, Ed 511, and admission to program.
Sped 529 Instructional Methods II: Math and Content Instruction (Mid-level/High School) (3) 
Purpose of this course is for preservice and practicing educators to develop the knowledge and skills to effectively teach mathematics and other content area subjects to students with mild disabilities in middle/secondary schools. Educators will learn how to use instructional methods and content enhancement devices to make curricular content more accessible for students with disabilities. Strategies for promoting retention, application, and generalization of content learning will also be examined. Prerequisites: SPED 519 and admission to program. 
SPED 532 - Functional Assessment and Curriculum I  
Course Description: Develops philosophical and social foundations for services to individuals with significant and multiple disabilities, early childhood through adulthood. Emphasizes ecological and functional assessment strategies for life skills, communication, social, motor, and functional academic domains. Strategies for including students with significant and multiple disabilities in system-wide, standards-based assessment are addressed. Prerequisite: Recommended - Admission to appropriate special education cohort or permission of instructor.  
SPED 534 - Functional Assessment and Curriculum II  
Applies knowledge and skills for functional assessment and applied behavior analysis in the design and implementation of an individualized, functional curriculum for students with significant and multiple disabilities, early childhood through adulthood. Emphasizes curricular content for life skills, communication, social, motor, and cognitive/functional academic domains. Provides instructional strategies for routines-based, naturalistic, and teacher-directed learning. Includes strategies for using positive behavioral supports for students with significant disabilities, based upon functional behavioral assessment and analysis. Prerequisite: Recommended - SPED 532 and admission to the program 
SPED 536 - Specialized Techniques
Information and skills development for meeting the specialized support needs commonly found with students with significant disabilities. Focus on educational implications considering (1) the nature of the medical condition, (2) methods for instruction (i.e., positioning, mobility), and (3) procedures for structural modifications. Course incorporates information from various disciplines and is designed to assist the educator in becoming an effective member of a transdisciplinary team that serves students with routine and emergency medical and physical needs. Prerequisite: Recommended - SPED 418/518 and admission to the program.
SPED 540 Education of the Visually Impaired Learner (3)
Beginning with a historical background of the education of the visually impaired, this course provides an overview of basic information about children and youth who are visually impaired. Basic programming components and implications for conceptual and motor development. Basic curricular components necessary for transition from school to adult life. Prerequisites: SPED 418-518 and admission to the program. 
SPED 541 Implication of Vision Problems of Children/Youth (3)
Anatomy, physiology, common diseases, and hygiene of the human eye. Emphasis on vision screening, testing, and techniques for evaluation of functional visual skills in the classroom. Focus includes strategies for improving medical/optometric eye reports. Emphasis on working with the regular classroom teacher regarding prevention of potential eye disorders and referral to eye specialists. Prerequisites: SPED 540 and admission to program.
SPED 542 Assessment of the Visually Impaired (3)
Examination and application of diagnostic and assessment instruments useful with or modified for visually impaired learners. Designed to prepare teachers of the visually impaired for administering, scoring, and interpreting test results for program planning and implementation. Developmental areas include cognition, social/emotional skills, psychomotor skills, and self-help skills. Prerequisites: SPED 41-518 and admission to the program.
SPED 543 Reading and Literacy-Visually Impaired Learners (3) 
This course provides an overview of language development and literacy instruction from pre-reading through adolescence. Age-appropriate methods for literacy instruction will be discussed, with emphasis on similarities and differences between sighted print readers and readers with visual impairments, including blindness. Both conventional and functional literacy will be addressed. 
SPED 544 - Methods of Teaching Academics: Visually Impaired Learner  
Course focuses upon curricular adaptations for use with the visually impaired learner in the classroom. Academic areas examined and strategies for inclusion for the visually impaired learner in all aspects of the school curriculum. Teaching of Braille, use of abacus for mathematics, and adapted materials. In-depth curricular focus for the multi-disabled child. Prerequisite: Recommended - SPED 418/518 and admission to the program. 
Sped 545 Orientation and Mobility/Life Skills (3)
Focus on teaching independent travel skills to totally of functionally blind students. Methods and techniques presented to help the special and regular class teacher promote success in daily living skills as well. Prerequisite: SPED 418-518.
SPED 546 Braille I (3)
The Braille code is presented, to include Grade II literary Braille, and use of the abacus. Prerequisites: SPED 540 and admission to the program. 
SPED 547 Braille II (2) 
All special signs and symbols relating to the literary code are learned and special formatting techniques used in printed materials, charts, and graphs Study of Braille Nemeth Code for mathematics. Prerequisites: SPED 546 and admission to the program. 
SPED 553 Leisure Education for Persons with Disabilities (3) 
Focuses on recreation and leisure as a major aspect of independent living and community adjustment. Roles of the schools in providing a comprehensive leisure education program for students with disabilities. Prerequisite: SPED 418/518. 
SPED 556 Career Education for Persons with Disabilities (3) 
Course presents and broad conceptual framework for organizing and developing career education programs for students with disabilities (elementary-young adult); helps participants gain knowledge which strengthens vocational success for persons with disabilities; and program models train persons with disabilities in transition from school to community life. Prerequisite: SPED 418/518. 
SPED 563 Advanced Techniques of Reading (3)
Primarily concerned with educational methods designed to teach students with sever to moderate response deficits in reading.
SPED 564 Learning Disabilities (3) 
Concepts, issues, and major sources in the field of learning disabilities: definition, causation and identification, ability vs. task analysis models, perceptual training, and aptitude treatment interaction, early identification, and reading disability. 
SPED 568 Advanced Behavior Management (3)
Course for educational professionals serving students with challenging behavior. Focuses on a continuum of behavioral intervention in schools including functional behavioral assessment and positive behavioral supports for students with challenging behavior. Prerequisite: Sped 521. 
*SPED 570 Communication Systems for Persons with Severe Disabilities (3) 
Course for students who will be teaching communication skills to persons will sever disabilities, including nonverbal individuals. Examines specialized systems for teaching communication skills, normal speech, and implementation of communication instruction. Prerequisite: SPED 418-518. 
SPED 573 Assessment and Planning for Students with Mild Disabilities (3)
Examination and application of diagnostic and assessment instruments used to measure cognitive language abilities and social/emotional functioning. Formal and informal methods of assessment. Prerequisite: SPED 418.518.
SPED 575 Braille III/Technology for the Visually Impaired (3) 
Study of computer applications for visually impaired learners, including existing and proposed hardware and software that would improve accessibility to print information by visually impaired and blind students. Adaptations of existing technology, evaluation of its effectiveness. Prerequisite: SPED 540 
SPED 576 Visually Impaired Learner with Multiple Disabilities (3)
Study of visually handicapped students with concomitant disabilities such as hearing impairments, mental retardation, and behavior disorders. Emphasis on curricular adaptations, teaching strategies, and behavior management. Prerequisite: SPED 418-518.
SPED 480/580 - Introduction to Early Intervention/Early Childhood Special Education (3) 
Provides historical, social and legal foundations for early intervention and early childhood special education and other services to young children with special needs. Introduces concepts and processes for screening and assessment, family-centered planning, blending developmentally and individually appropriate practices, providing learning opportunities in natural environments and activities to include all children and transition planning. Specific attention is given to the various federal and state laws, rules, and regulations regarding the prohibition of discrimination about which Oregon teachers must be knowledgeable as required by Oregon Revised Statute 342.123. Prerequisite: Recommended - admission to program or permission of instructor.
SPED 581 Family Guided Early Intervention (3)  
 Develops knowledge and skills necessary for providing early intervention services to infants and toddlers with developmental delays/disabilities and their families. SPED 582 (3 credits) Specialized Techniques: EI/SE Information on medical and physical needs commonly found with infants, toddlers and young children with severe disabilities, including children with physical and sensory impairments and children with health care needs.
SPED 584 Assessment EI/SE (3) 
Develops knowledge and skills needed for formative and summative assessment including skills to select assessment tools, use tools appropriately, analyze results and develop IFSP/IEP goals and objectives. 
SPED 585 Instructional Strategies I (3)
Develops knowledge and practices for teaching and facilitating development of children with special needs, birth through the primary grades. Builds upon the student’s knowledge of child development and developmentally appropriate practices. Focuses upon the design of individually appropriate practices, principles of applied behavior analysis, activity-based intervention, naturalistic teaching strategies, discrete trial teaching, and positive behavioral supports. Develops knowledge and skills for curriculum-based assessment, design of individual program plans, and use of data collection systems to monitor child progress. 
SPED 586 Instructional Strategies II (3) 
Develops advanced knowledge and practices for teaching and facilitating development of children with special needs, birth through the primary grades. Builds upon the student’s knowledge of individually appropriate practice, applied behavior analysis, and design of individual and group plans for instruction. Develops knowledge and skills for implementation of specific strategies supported by current research and recommended practices, including strategies to support early relationships, peer interaction, social-emotional development, cognitive development, and early literacy. 
SPED 590 Applied Behavioral Research in Special Education (3)
Study of applied behavioral research in special education. Conceptualization of a variety of research designs appropriate for problems in special education including multiple baseline design research. Development of hypotheses, definition and measurement of important variables, research design strategies, analysis of data, interpretation and inference, and writing a research report. Prerequisite: SPED 418/518.
SPED 591 Issues in Special Education (3)
Review of the major issues related to special education in the United States. Emphasis upon moral, ethical, and legal considerations related to children and youth with disabilities. Prerequisite: SPED 418/518. 
SPED 594 Assessment Methods and Classification in Infant Mental Health (3) 
Develop knowledge and skills to complete the assessment process of infants, toddlers, and their caregivers through multiple sources of information within a culturally relevant context. Topics include selection of tools and methods for information collection, methods for screening and assessment, and use of classification systems within the mental health system. Prerequisite: admission to Infant Mental Health Graduate Certificate Program. 
SPED 595 Prevention and Intervention in Infant Mental Health (3)
Concepts of early intervention and prevention with the infant-toddler mental health perspective. Examines the range of interventions used in the field of infant mental health. Emphasis on the importance of treating infants and toddlers in the context of their families and communities. Intervention strategies for those targeted as children with psychosocial/relational and developmental disturbances as well as those determined to be at risk. Includes a review of international, national, and regional established and pilot programs in early intervention and prevention. Assess and critically evaluate the current science around treatment efficacy of various interventions. Prerequisite: admission to Infant Toddler Mental Health Graduate Certificate Program.
SPED 596 Topics in Special Education Research (3) 
Specialized topics in special education focused on the scientific process and the development of research-based practice. Research regarding theories, interventions, instructional strategies, curriculum, and assessment are examined for reach topic. Sections address topics such as: Literacy, English Langue Learners, Positive Behavior Intervention Supports and Students with Significant Disabilities.
SPED 597 Topics in Special Education Issues and Practice (3) 
Specialized topics in special education focused on issues and practices in the education of students with disabilities. Current practices and issues, evidence-based practices, the use of research and assessment to understand problems, and the implementation of evaluation of interventions are examined for each topic. Topics such as the following are included: Literacy, English Langue Learners, Positive Behavior Intervention Supports and Students with Significant Disabilities. Prerequisite: SPED 596.