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DEPARTMENT OF LANGUAGE, LITERACY, AND SPECIAL POPULATIONSCHAIR: Mary Robbins FACULTY: Adams , Breen ,Higgins , Lynch , Miller , McCauley , Nabors , Price , Robbins , Swicegood , Warner , Wegmann The primary purpose of the Academic Studies (ACS) program is to prepare candidates to become exemplary teachers in Early Childhood – 4th Grade (EC-4) classrooms and 4th Grade – 8th Grade (4-8) classrooms. The ACS program consists of 62 hours of Academic Foundation courses, a 48-hour (minimum) Academic Studies major (includes the minors listed below), and 24 hours of Professional Education courses, including student teaching. Candidates registered for nine hours during the student teaching semester are considered to be full-time students. The Department of Language, Literacy and Special Populations offers the following certifications (minors within the ACS program). EC-4 Bilingual Candidates seeking Secondary Certification may choose Reading as a minor or Special Education as a minor. Candidates with majors in other program areas may select Reading or Special Education as a minor. Please see your advisor for complete program description. All candidates seeking certification must satisfy the requirements for admission to candidacy in Educator Preparation (see Standards for Admission to Candidacy in the Educator Preparation Program under Initial Teacher Certification in this catalog). Candidates should contact an advisor regularly to determine any degree plan or certification changes. All of the certification programs listed above have a common core of Foundation courses and a common set of Professional Education courses. Each of the minors has a unique set of Academic Studies courses. SPECIAL EDUCATION COURSE DESCRIPTIONS SPD 231 INTRODUCTION TO SPECIAL EDUCATION. This survey course presents case studies of students with special needs, historical perspectives of special education, recommended educational approaches, and current models and issues in special education. Field experiences in PK-12 public schools and various appropriate field placements required. Prerequisite: Admission to educator preparation program required. Credit 3. SPD 331 A STUDY OF EMOTIONAL AND BEHAVIORAL DISORDERS. This course provides a study of the defining characteristics, systems of assessment and classification, theories of causality, and interventions for students with Behavioral Disorders. Prerequisites: SPD 231 and Sophomore standing. Credit 3. SPD 367 STUDENT-CENTERED PLANNING AND LEARNING IN SPECIAL EDUCATION. Emphasis is placed on the selection of assessment strategies, teaching methods, lesson planning, use of technology, and the preparation of instructional materials appropriate for students with special needs. Field experiences in PK-12 public schools required. Prerequisite: SPD 231. Credit 3. SPD 377 A STUDY OF LEARNING AND LEARNING DISABILITIES. Disabilities in learning are examined with emphasis on history, definition, causation, teaching methods, and inclusive practices. Prerequisites: SPD 231 and Junior standing. Credit 3. SPD 478 BEHAVIORAL INTERVENTION AND FAMILY INVOLVEMENT IN SPECIAL EDUCATION. This course addresses a variety of instructional techniques that can be utilized to change, maintain, increase, or decrease individual and group behaviors. Proactive behavioral intervention techniques from a variety of theoretical models are examined. Behavioral change strategies emphasize functional assessment principles, positive behavioral supports, and self-management. The basic principles, tools, and techniques of communicating with parents of children with disabilities and implementing parent education programs also are addressed. Prerequisites: SPD 231 and Junior standing. Credit 3. SPD 438 DIAGNOSTIC ASSESSMENT OF EXCEPTIONAL CHILDREN AND YOUTH. An overview of formal and informal assessment for special education is provided. Thiscourse includes basic concepts of measurement, assessment of academic achievement, screening tools, diagnostic testing, individual and group intelligence tests, perceptual skills, sensory acuity and adaptive behavior. Prerequisites: SPD 231, 331, and 377. Credit 3. SPD 460 STUDY OF COGNITIVE AND LOW INCIDENCE DISABILITIES. This course includes a study of the characteristics and needs of students with MR and low incidence disabilities. Topics include appropriate curriculum methods and instructional needs for all ages, life span issues, vocational, and transition issues. Twenty (20) hours of field placement required. Prerequisite: SPD 231. Credit 3. SPD 474 INDIVIDUAL PROBLEMS IN SPECIAL EDUCATION. Designed to permit individual students to study specific areas of interest and need. Prerequisite: Approval of Department Chair. Credit 3. SPD 480 COLLABORAIVE PARTNERSHIPS ACROSS THE LIFESPAN. New state programs for special education add an all-level special education certification. The new standards for special education (adopted in October 2001), add additional content which the special educator must know in the areas of collaboration, assistive technology, and transition. These are relatively new areas of special education that are now mandated by federal law in the Individuals with Disabilities Education Act. There are no existing courses that address these areas in any depth. With the addition of an all-level special education certification in which there are separate standards for collaboration, assistive technology, and transition, the special education teacher will be required to have knowledge and skills in these areas. Credit 3. SPD 490 LEARNING AND INSTRUCTION FOR YOUNG CHILDREN WITH DISABILITIES. This course provides opportunities for students to demonstrate competencies by working with young children with disabilities under the supervision of a qualified teacher. This course provides experiences in designing individual instructional plans, assistive technology, data collection, and instructional adaptations. Field experiences in PK-12 public schools required. Prerequisite: SPD 231. Admission to educator preparation program required. Junior standing. Credit 3. |