Special Education

Foundations in the field of early childhood special education. This includes history, philosophical perspectives, characteristics, policy, and collaboration.

Current research and recommended practices for early intervention will guide the study of methods, materials, and transitions employed in natural environments with typically and atypically developing infants and toddlers, birth through 35 months. The key role of the family is integrated into the course and includes working with families in the IFSP/IEP development process. This course involves a 15-hour field experience.

This course is designed to provide individuals seeking the early childhood special educator license with an opportunity to integrate and reflect on theory and practice related to the evaluation, planning, and supporting preschoolers (ages birth through 6) with diverse abilities. Specifically, individuals will have opportunities to learn various assessment strategies and tools, practice implementing a comprehensive evaluation, develop an Individualized Education Plan (IEP), and design individual, small and large group activities to meet a childs IEP goals in an inclusive early childhood setting. This course includes 30-hours field experience in an integrated public school Early Childhood Special Education setting ages birth through age 6.

A study of current research and evidence-based practices for instructional, medical, and social needs of infants, toddlers, preschoolers, and primary students, ages birth through 6, and their families.

This course will prepare the candidate for assessment, the educational process, and transitions for young children with special needs. Topics include collaboration with families to determine appropriate individualized planning and placements of young children birth through age 6.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A supervised student teaching experience providing an opportunity to relate theory to practice in a home- and center-based educational setting for infants/toddlers/preschoolers birth through age 6.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. This is intended for transfer students who need an introductory field experience. This is equivalent to the SPED 290 lab, which is 15 hours.

A study of more advanced topics in special education not normally provided as part of the curriculum.

This course provides information on the various exceptionalities and facilitates understanding of the basic special needs education services provided to children with disabilities, and includes gifted and talented. Topics include federal and state mandates, planning with parents, team approaches, teaching methodologies, and curriculum modifications and adaptations. A portfolio, reflective journal, and field experience will assist students in valuing diversity and inclusion.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. The number of contact hours will be based on the credits taken. This is intended for transfer students who need an introductory field experience or for students taking the special education core and need a one credit companion field experience. This lab may be taken only once for no credit as an undergraduate or twice for one credit (undergraduate or graduate) in different settings.

The Positive Classroom and Behavior Management Strategies for the Special Education Classroom course will focus on specific classroom management styles congruent with inclusive and culturally responsive classrooms. It will also focus on learning strategies to effectively manage and teach students who exhibit high behavioral needs in a proactive, positive manner. . Teacher candidates cooperatively plan and teach content and skill objectives during a field experience/lab in a birth - age 21 setting with diverse learners.

This course provides the characteristics and educational programming for mild to moderate disabilities, including emotional behavior disorders, learning disabilities, developmental cognitive disabilities, autism spectrum disorders, traumatic brain injuries, and other health disorders.

This course provides strategies for planning assessment, concepts of measurement, interpretation of assessment results, and their use in making programming decisions for individual students in special education.

This course focuses on understanding the medical diseases and disorders of childhood ages birth through 18 and the implications and potential impacts of these diseases and disorders on student learning. This course is designed to provide relevant knowledge and skills needed to work with children with physical and health disorders, including knowledge of medical terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues with specific disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures.

A course in the best practices and procedures in curriculum instruction techniques and performance evaluation for all exceptionalities. Application in the process of individualized programming and modification/accommodation plans in integrated educational settings, use of assistive technologies, and adaptive techniques will be covered.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A course in theories of behavior, functional behavior assessment, and the laws, policies, and ethical principles regarding the planning and implementation of positive behavior supports for students with challenging behavior.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

Supervised semester long field experience, required for K-12 Special Education licensure fields, in kindergarten - Grade 12 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Admission to Teacher Education program required.

This course is intended for students who are not yet licensed but who are completing the requirements for a second or third, etc., licensure field. Additional weeks of supervised practice teaching in the area of Special Education in an elementary and/or secondary school setting.

This is the first half of a year-long student co-teaching model for the non-conventional ABS program (ABS). The requirements for the ABS special education teacher candidate are in addition to the expectations found within the SMSU Student Teaching Manual. The year of student co-teaching is one aspect that makes this innovative approach a non-conventional ABS licensure program. Each University Supervisor will review the activities with the teacher candidate and classroom mentor(s) to decide what is appropriate in specific classrooms and settings. All special education teacher candidates are expected to self-assess their own progress throughout the experience, as well as conference with their classroom mentor(s) and university supervisor(s) to monitor professional development. Satisfactory clinical experiences and related assignments complete the requirement to teach students that are classified with diverse disabilities at the mild-moderate level in at least one grade band.

This is the second half of a year-long student co-teaching model for the non-conventional ABS program (ABS). The requirements for the ABS special education teacher candidate are in addition to the expectations found within the SMSU Student Teaching Manual. The year of student co-teaching is one aspect that makes this innovative approach a non-conventional ABS licensure program. Each University Supervisor will review the activities with the teacher candidate and classroom mentor(s) to decide what is appropriate in specific classrooms and settings. All special education teacher candidates are expected to self-assess their own progress throughout the experience, as well as conference with their classroom mentor(s) and university supervisor(s) to monitor professional development. Satisfactory clinical experiences and related assignments complete the requirement to teach students that are classified with diverse disabilities at the mild-moderate level in at least two grade bands.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.

This course will explore in depth the components of Individualized Education Programs (IEPs). Students will gain experience in writing all components of IEPs and as well as evaluate IEPs for compliance and best practice.

This course provides an overview of autism spectrum disorders for individuals from birth through age 21. Identification and legal requirements, current theories and practices, medical and neurological perspectives, social/behavioral characteristics, and coexisting conditions will be studied with an understanding that educators rely on the assistance of a partnership with parents.

A study of more advanced topics in special education not normally provided as part of the curriculum.

This course is intended to provide elective forums on topics of current importance in the field of special education as well as traditional and longstanding topics and methods in SPED.

This course allows students to do an in-depth, independent exploration of a topic for a better understanding in the field of Special Education.

This course involves on-the-job experience. It requires discussion of experience and problems with internship advisor, as well as significant oral and written reports summarizing the learning involved in the field of Special Education.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

Foundations in the field of early childhood special education. This includes history, philosophical perspectives, characteristics, policy, and collaboration.

Current research and recommended practices for early intervention will guide the study of methods, materials, and transitions employed in natural environments with typically and atypically developing infants and toddlers, birth through 35 months. The key role of the family is integrated into the course and includes working with families in the IFSP/IEP development process. This course involves a 15-hour field experience.

This course is designed to provide individuals seeking the early childhood special educator license with an opportunity to integrate and reflect on theory and practice related to the evaluation, planning, and supporting preschoolers (ages birth through 6) with diverse abilities. Specifically, individuals will have opportunities to learn various assessment strategies and tools, practice implementing a comprehensive evaluation, develop an Individualized Education Plan (IEP), and design individual, small and large group activities to meet a childs IEP goals in an inclusive early childhood setting. This course includes 30-hours field experience in an integrated public school Early Childhood Special Education setting ages birth through age 6.

A study of current research and evidence-based practices for instructional, medical, and social needs of infants, toddlers, preschoolers, and primary students, ages birth through 6, and their families.

This course will prepare the candidate for assessment, the educational process, and transitions for young children with special needs. Topics include collaboration with families to determine appropriate individualized planning and placements of young children birth through age 6.

A supervised, semester-long field experience and critical study combined to provide an opportunity to relate theory to practice in both home-based and center-based educational settings for children identified as ECSE between the ages of birth and 6-years-old. Prerequisites: Graduate Status and consent of instructor.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in a home-based and center-based educational setting for infants/toddlers/preschool through age three.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in a center-based educational setting for preschoolers and kindergartners.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. The number of contact hours will be based on the credits taken. This is intended for transfer students who need an introductory field experience or for students taking the special education core and need a one credit companion field experience. This lab may be taken only once for no credit as an undergraduate or twice for one credit (undergraduate or graduate) in different settings.

This course provides the characteristics and educational programming for mild to moderate disabilities, including emotional behavior disorders, learning disabilities, developmental cognitive disabilities, autism spectrum disorders, traumatic brain injuries, and other health disorders.

This course provides strategies for planning assessment, concepts of measurement, interpretation of assessment results, and their use in making programming decisions for individual students in special education.

This course focuses on understanding the medical diseases and disorders of childhood ages birth through 18 and the implications and potential impacts of these diseases and disorders on student learning. This course is designed to provide relevant knowledge and skills needed to work with children with physical and health disorders, including knowledge of medical terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues with specific disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures.

A course in the best practices and procedures in curriculum instruction techniques and performance evaluation for all exceptionalities. Application in the process of individualized programming and modification/accommodation plans in integrated educational settings, use of assistive technologies, and adaptive techniques will be covered.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A course in theories of behavior, functional behavior assessment, and the laws, policies, and ethical principles regarding the planning and implementation of positive behavior supports for students with challenging behavior.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

Supervised 15-week long field experience, required for initial K-12 Special Education: Academic Behavioral Strategist, in Kindergarten - Grade 12 classrooms, evaluated by a classroom supervisor and a University Supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor Permission Required.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.

This course will explore in depth the components of Individualized Education Programs (IEPs). Students will gain experience in writing all components of IEPs and as well as evaluate IEPs for compliance and best practice.

This course provides an overview of autism spectrum disorders for individuals from birth through age 21. Identification and legal requirements, current theories and practices, medical and neurological perspectives, social/behavioral characteristics, and coexisting conditions will be studied with an understanding that educators rely on the assistance of an partnership with parents.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

This course is intended to provide elective forums on topics of current importance in the field of special education as well as traditional and longstanding topics and methods in SPED.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Autism Spectrum Disorders. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Developmental Delay. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Emotional Behavioral Disorders. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Learning Disabilities. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

This course covers the etiology and characteristics of children and youth with learning and behavior disorders. Included is an investigation of the impact of socioeconomic and psycho-social factors; disabling, associated, or medical conditions, and culturally or linguistically diverse students.

An examination of the best practices and procedures for meeting the developmental and learning needs of children and youth with developmental disabilities, including appropriate medical support and adaptive, augmentative, and/or assistive technologies.

A study of the behavior of children and youth with emphasis on the diagnosis and modification of behaviors, intervention and reintegration strategies, and follow-up techniques in instructional settings.

This course covers the etiology and characteristics of children and youth with Moderate to Severe Learning Disabilities. Included is an investigation of the impact of socioeconomic and psycho-social factors; disabling, associated, or medical conditions, and culturally or linguistically diverse students and the collaboration needed for student success.

Students will learn and apply education research and assessment as a means of analyzing and improving teaching and the learning of content. Students will use their findings to enhance the scholarship of teaching and learning.

Students identify an issue of interest to their professional development. The issue may include, but is not limited to, instructional, organizational, or community processes related to their practice or content area. Students develop a research project designed to improve, implement or understand the issue identified. Admission to Special Education Graduate Program is required.

Students implement and complete their research project

A study of the cognitive, social, motor, communication, and affective behavior and needs of children, youth, and adults with moderate to severe developmental disabilities, including transition needs and independent living, safety, leisure, and vocational programming.

Current research and recommended practices for early intervention will guide the study of the methods and materials employed with infants and young children, birth through age 6.

A study of the behavior of children and youth with emphasis on the diagnosis and modification of behaviors, intervention and reintegration strategies, and follow-up techniques in instructional settings.

A study of the theories, content, methods, and materials for delivery of instruction for students with learning disabilities and differences. Procedures to deliver individualized instruction, develop and/or modify instructional materials, and adapt to various instructional models are developed and practiced.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the ASD standards through a variety of early and ongoing clinical experiences in teaching children with autism spectrum disorders in birth through age 21 settings across level 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the EBD standards through a variety of early and ongoing clinical experiences in teaching children with emotional/behavioral disorders in grades K-12 settings across level 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the LD standards through a variety of early and ongoing clinical experiences in teaching children with learning disabilities in grades K-12 settings across levels 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the ASD standards through a variety of early and ongoing clinical experiences in teaching children with autism spectrum disorders in birth through age 21 settings across levels 3 to 4 3 (moderate to severe disability levels).Students must be enrolled in or have successfully completed one of the following courses: SPED 686, SPED 687, or SPED 688

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the DD standards through a variety of early and ongoing clinical experiences in teaching children with developmental disabilities in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the EBD standards through a variety of early and ongoing clinical experiences in teaching children with emotional/behavioral disorders in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the LD standards through a variety of early and ongoing clinical experiences in teaching children with learning disabilities in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

This course covers assessment, eligibility criterion, programming, and transition plans for individuals with ASD. Generalization of skills to natural environments is included.

This course covers the communication needs and supports for individuals with ASD and their relationship to social skill development. The impact of cultural and linguistic diversity is included.

This course covers factors that affect behavior in individuals with ASD. This includes research-based methods, proactive strategies, and positive behavioral supports. Includes a field experience.