SPECIAL EDUCATION (SPED)
SPED-ELEC SPECIAL EDUCATION ELECTIVE (3 Credits)
SPED-230 INTRO TO SPECIAL EDUC. (3 Credits)
This course provides an in-depth exploration of the historical, philosophical, legal, and ethical foundations of special education and their impact on inclusive educational practice. Students examine major legislation (IDEA, Section 504, ADA) and evidence-based frameworks such as RTI/MTSS and PBIS to understand how policy, assessment, and instructional planning intersect to support diverse learners. Emphasis is placed on understanding the development and characteristics of individuals with exceptionalities-including Autism Spectrum Disorders-and the influence of cultural, linguistic, and socioeconomic factors on learning and advocacy. Through analysis of identification processes, individualized education planning (IEPs and IFSPs), and service delivery models, students will evaluate strategies for promoting equitable access in the least restrictive environment. The course also develops professional and ethical communication skills and fosters collaboration among educators, families, and community partners to support learners' transitions, self-determination, and success across educational stages.
Restrictions: RG.ED.SE
SPED-230H INTRO TO SPEC EDUC-HONORS (3 Credits)
Restrictions: RG.HON
SPED-340 CLASSR/BEHAVIORAL MGMT (3 Credits)
In this course, students are introduced to multi-tiered support systems (MTSS) or school-wide positive behavior supports (SWBPIS). These principles are applied to individual classroom settings, emphasize good instruction, organization of space and materials, and positive feedback (tier 1 & 2 interventions). Students will apply these principles by creating a functional behavior analysis (FBA) and a behavior intervention plan (BIP) focused on one student (tier 3 interventions). Legal and ethical issues are also addressed.
Prerequisite(s): SPED-230 & EDUC-101 or SPED-230 & EDUC-201
Corequisite(s): EDUC-301
Restrictions: RGALLED
SPED-350 INSTRUCTIONAL DESIGN FOR ALL LEARNERS (3 Credits)
This course gives candidates a foundation in standards-based instructional design for a variety of learners. Topics include lesson planning, standards-based lesson design, use of learner information to design appropriate lessons, designing assessments, developing interdisciplinary lessons, models of instruction, Universal Design for Learning and incorporating technology use into instruction. This course focuses on designing instruction to meet the needs of most learners in inclusive classrooms, including those with high-incidence disabilities including but not limited to autism, Engligh Language Learners, and gifted learners. Students in this course will be required to log hours in a supervised technology lab to complete assignments and master necessary computer skills. Field components: 35 hours tutoring.
SPED-350L INSTRUCTIONAL DESIGN FOR ALL LEARNERS Lab (0 Credits)
This course introduces students to the essential components of professional use of technology. Assignments will enhance competence with the use of a variety of technology-basaed tools used by the teacher for instruction and other professional work. Students in this course will be required to log hours in a supervised technology lab to complete assignments and master necessary technology skills.
Prerequisite(s): EDUC-101 or EDUC-201
SPED-430 ASSESSMENT CHILDREN W/ EXCEPTIONALITIES (3 Credits)
This course provides a comprehensive examination of assessment principles, purposes, and practices in special education. Students will explore the use of formal and informal assessment tools-including screening, diagnostic, formative, and summative measures-to identify and support individuals with exceptional learning needs across grade levels. Emphasis is placed on interpreting and synthesizing data from multiple sources to inform equitable, evidence-based instructional and behavioral decisions. Students will apply assessment results to develop and evaluate Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and other individualized learning plans through collaborative and data-driven processes. The course also emphasizes the use of clear, professional, and culturally responsive communication in documenting and conveying assessment results to families and educational teams. Ethical, legal, and culturally and linguistically responsive assessment practices are integrated throughout to ensure fairness, validity, and reliability in serving diverse learners.
SPED-440 ADAPTIONS & INSTRUCTION FOR SPECIAL NEEDS STUDENTS (3 Credits)
This course examines alternative organizational strategies for integrating students with disabilities into regular education settings. Students learn the roles of special education personnel in successful inclusion efforts and review procedures for promoting interactions of students with exceptionality and their regular education peers. Additionally, curriculum adaptations to promote learning for all students are addressed.
Restrictions: RGALLED
SPED-445 INSTRUCTIONAL STRATEGIES FOR MATH & SCIENCE IN INCLUSIVE SECONDARY EDUCATION (4 Credits)
This course prepares beginning teachers to meet the needs of a variety of learners with disabilities, including but not limited to those with autism spectrum disorders, intellectual disabilities and multiple disabilities. Students will examine curriculum and develop instructional plans to address academic, functional, social and communication needs. Students will also examine the varied ways that services are provided to learners with disabilities in schools today. Field Component: Minimum 25 hours active participation working with a special education teacher to meet the needs of students with disabilities (mandatory).
SPED-455 CURRICULUM & METHODS FOR STUDENTS WITH DISABILITIES (3 Credits)
This course prepares beginning teachers to meet the needs of a variety of learners with disabilities, including but not limited to those with Autism Spectrum Disorders, intellectual disabilities and multiple disabilities. Students will examine curriculum and develop instructional plans to address academic, functional, social and communication needs. Students will also examine the varied ways that services are provided to learners with disabilities in schools today. Field Component 25 hours active participation in settings working with students with disabilities (mandatory).
Prerequisite(s): EDUC-401SPED-430