SPED 519 Principles of Special Education (3 credits)
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. Pre- or co-requisite: SpEd 418/518.
SPED 520 Collaboration I: Families and Community - EL and EI/SE (3 credits)
Designed to develop knowledge in the areas of family systems theory, strengths-based model, information gathering techniques, and collaboration techniques with families and professionals. Information related to cultural competence is infused throughout the course. In addition, students receive information on grief related to having a child with a disability and the death of a student. Students are required to participate in a family conversation project to identify family strengths, concerns, and resources with a family who has a child with special needs. Prerequisites: SpEd 519 and admission to program.
SPED 521 Behavior Management in the Classroom (3 credits)
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 525 Student Teaching (6-12 credits)
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: Satisfactory completion of SpEd 509 Directed Field Experience II.
SPED 540 Education of the Visually Impaired Learner (3 credits)
Beginning with a historical background of the education of the visually disabled, this course provides an overview of basic information about visually impaired children and youth. Basic programming components and implications for conceptual and motoric development. Basic curricular components necessary for the visually impaired, leading to transition from school to adult life. Prerequisites: SpEd 418/518 and admission to the program.
SPED 541 Implications of Vision Problems of Children/Youth (3 credits)
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/optical 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 the program.
SPED 542 Assessment of the Visually Impaired (3 credits)
Examination and application of diagnostic and assessment instruments useful with or modified for visually impaired learners. Designed to prepare teachers of the visually disabled 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 418/518 and admission to the program.
SPED 543 Reading and Literacy - Visually Impaired Learners (3 credits)
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 (3 credits)
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. Prerequisites: SpEd 418/518 and admission to the program.
SPED 545 Orientation and Mobility/Life Skills (3 credits)
Focus on teaching independent travel skills to totally or 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 credits)
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 credits)
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 575 Braille III/Technology for the Visually Impaired (3 credits)
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 Additional Disabilities (3 credits)
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.