Submit to SPED Office in one package: Application Checklist, PLACE or PRAXIS exam results, an unofficial transcript copy with EDFE 120 and EDSE 130 highlighted, and Major Content Approval Form. Subject to approval by Major Content Advisor. S/U graded.

Prerequisites

(EDFE 120 with a minimum grade of S or (Applic for Full Adm to PTEP with a minimum score of 9 and Passed Required Praxis with a minimum score of 9))

Supervised teacher apprenticeship experiences (assessing, planning, teaching students with special needs in collaboration with families, education professionals, and community members). School placements may be public or private, K-12.

Prerequisites

(EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

Introduction to special education, including: historical and legal perspective, characteristics of individuals with exceptionalities, issues related to identification and services, role of professionals in special and general education.

Addresses the development of the Individual Education Program through effective collaboration and consultation, including pre-referral through implementations, individualized planning, and student and family involvement.

Prerequisites

Concurrent Prerequisite EDSE 201 with a minimum grade of D-

To become familiar with special education bachelor degree program requirements; introduced to teaching as a profession and the roles and responsibilities of special educators; school placements may be public or private, K-12; required classroom observations and seminars.

Prerequisites

(GPA-2.75) and (EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

To become familiar with special education bachelor degree program requirements; introduced to teaching as a profession and the roles and responsibilities of special educators; required seminars.

Prerequisites

(GPA-2.75) and (EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

For beginning teachers and clinicians. Topics will include observation, techniques, programming, community relations, child development as related to exceptional children and evaluation for placement.

Explore issues in assessment related to exceptional children. Emphasis placed on principles, purposes and processes of assessment related to programming in special education.

Prerequisites

(GPA-2.75) and (EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)

Applied experience in the administration and interpretation of formal and informal achievement tests used with exceptional individuals.

Prerequisites

(EDSE 320 and Concurrent Prerequisite EDSE 326 and Concurrent Prerequisite EDSE 443 with a minimum grade of D-) and (Concurrent Prerequisite EDSE 328 or Concurrent Prerequisite EDSE 329 with a minimum grade of D-)

Corequisites

EDSE 326 and EDSE 443

Instructional and methodological issues in the education of students with exceptionalities. Emphasis is on academic content areas across the curriculum and the development of positive learning environments.

Prerequisites

(EDSE 201 or EDSE 203 or Concurrent Prerequisite EDSE 327 or Concurrent Prerequisite EDSE 442 or EDSE 270 with a minimum grade of D-) and (EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (Concurrent Prerequisite EDSE 328 or Concurrent Prerequisite EDSE 329 with a minimum grade of D-)

This course addresses behavioral theories and their application in creating effective environments and in assessing and managing classroom behavior.

Learners will apply the principles of classroom management, assess student behavior, and develop individualized behavior plans that promote positive affective/social/academic growth.

Prerequisites

(Concurrent Prerequisite EDSE 328 or Concurrent Prerequisite EDSE 329 with a minimum grade of D-) and (EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and ((EDSE 201 and EDSE 320 and Concurrent Prerequisite EDSE 321 and EDSE 325 and Concurrent Prerequisite EDSE 443 with a minimum grade of D-))

Corequisites

EDSE 321 and EDSE 443

Instructional and methodological issues in the education of students with exceptionalities, emphasizing academic content across the curriculum and in the development of positive learning environments.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (Concurrent Prerequisite EDSE 328 or Concurrent Prerequisite EDSE 329 with a minimum grade of D-) and (EDSE 201 and EDSE 203 and EDSE 270 and Concurrent Prerequisite EDSE 322 and Concurrent Prerequisite EDSE 442 and MATH 182 with a minimum grade of D-)

Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members. One hundred thirty (130) hours of field experiences required.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and ((Concurrent Prerequisite EDSE 321 and Concurrent Prerequisite EDSE 326 and Concurrent Prerequisite EDSE 443 with a minimum grade of D-) or (Concurrent Prerequisite EDSE 322 and Concurrent Prerequisite EDSE 327 and Concurrent Prerequisite EDSE 442 with a minimum grade of D-)) and (EDSE 201 and EDSE 203 and EDSE 270 with a minimum grade of D-)

Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members. One hundred thirty (130) hours of field experiences required.

Prerequisites

(EDSE 270 or EDSE 201 or EDSE 203 with a minimum grade of D-) and (EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and ((Concurrent Prerequisite EDSE 321 and Concurrent Prerequisite EDSE 326 and Concurrent Prerequisite EDSE 443 with a minimum grade of D-) or (Concurrent Prerequisite EDSE 322 and Concurrent Prerequisite EDSE 327 and Concurrent Prerequisite EDSE 442 with a minimum grade of D-))

The course explores typical and atypical patterns of early child development, birth to eight years; biological, cultural, and environmental influences; and implications for appropriate practice in early childhood special education.

Prerequisites

(EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

Formal and informal assessment procedures for children with or at-risk for disabilities, birth to eight years. Emphasis on cross-disciplinary approaches, matching assessment to purposes, and linked assessment/planning systems.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (EDSE 201 with a minimum grade of D-)

Recommended practices for inclusive education of children ages 3 to 5 with and at risk for disabilities. Emphasis on developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based strategies across developmental domains.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (EDSE 201 and EDSE 203 with a minimum grade of D-)

Recommended practices for inclusive education of children, 5 to 8 years, with and at-risk for disabilities. Emphasis on developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based practices across developmental domains.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (EDSE 431 with a minimum grade of D-)

Provides secondary classroom teacher information about special education, exceptional learners, and operational components in Special Education, and techniques for integration of special needs students including modification, adaptation, and specialized resources.

Prerequisites

GPA-2.5

Advanced supervised teacher apprenticeship experiences (assessing, planning, teaching students with special needs in collaboration with families, education professionals, and community members). School placements may be public or private, K-12.

Prerequisites

(EDFE 110 or Applic for Initial Adm to PTEP with a minimum score of 9) and (EDSE 170 with a minimum grade of D-)

Students plan, develop, and evaluate a classroom action research project in consultation with the course instructor. School placements may be public or private, kindergarten through high school. The purpose of this course is to coordinate theory with practice.

Prerequisites

(GPA-3.0) and (EDSE 170 with a minimum grade of D-) and (EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (Concurrent Prerequisite EDSE 370 with a minimum grade of D-)

Definitions, characteristics, and needs of diverse groups of gifted/talented children/youth will be covered. Emphasis on identification of these children and the appropriate curriculum/programming options to facilitate their needs.

This course introduces students to reading assessments that enable teachers to select appropriate instructional methods/materials. Students will become familiar with various reading assessments and common profiles of struggling readers.

Prerequisites

(EDSE 320 and EDRD 410 with a minimum grade of D-) and (Applic for Initial Adm to PTEP with a minimum score of 9 or Applic for Full Adm to PTEP with a minimum score of 9)

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)

This course is designed to provide licensure candidates with information about students with disabilities, and other unique needs. This will include current research and practices related to issues in the field of special education such as Multi-Tiered System of Supports (MTSS), Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS), and Universal Design for Learning (UDL). This course will help students identify and adapt instruction for students with a wide range of disabilities and differences.

Provide elementary level licensure candidates current research/practices related to students with exceptionalities. Identify/adapt instruction for students with a wide range of disabilities. Field experience will be used extensively.

Prerequisites

(GPA-2.75) and (EDFE 120 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

Current research and practices related to issues in the field of early childhood special education in inclusionary and naturalistic settings. Information about young learners with exceptionalities, birth to age 8.

Prerequisites

GPA-2.75

Recommended practices for early intervention with infants and toddlers with and at-risk for disabilities, birth to 3 years. Emphasis on developmentally appropriate, individually responsive, cross-disciplinary, and evidence-based practices.

Prerequisites

(EDSE 431 with a minimum grade of D-) and (EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

Required of students majoring in Fine Arts, Physical Education, Music Education and Vocational Education. Provides information on handicapped and gifted students, identification procedures and teaching techniques.

Prerequisites

GPA-2.5

This course examines principles of collaborative practice in working with families and professionals within early childhood special education contexts.

This course provides strategies for working with young children ages birth to 8 years who have complex learning and behavioral needs due to environmental and/or biological conditions.

Prerequisites

(EDFE 110 with a minimum grade of S or Applic for Initial Adm to PTEP with a minimum score of 9)

Supervised apprenticeship in assessing and planning learning environments and implementing activities for infants and toddlers with exceptional learning needs in collaboration with families, education professionals, and community members.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)

Supervised apprenticeship in assessing and planning learning environments and implementing activities for children with exceptional learning needs 3- 8 years in collaboration with families, education professionals, and community members.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9)

Supervised student teaching in assessing, planning, and implementing learning environments for children, birth to eight years.

Prerequisites

(GPA-3.0) and (Application for Student Tching with a minimum score of 9 or EDSE 130 with a minimum grade of S)

Exploration of lifespan relationships between significant oral language delays, home/school dialectical mismatches, or language differences and the acquisition of literacy in both its oral and written dimensions.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (Concurrent Prerequisite EDSE 328 or Concurrent Prerequisite EDSE 329 with a minimum grade of D-) and (ASLS 266 and EDRD 410 and EDSE 201 and EDSE 203 and EDSE 270 and EDSE 320 and Concurrent Prerequisite EDSE 322 and Concurrent Prerequisite EDSE 327 with a minimum grade of D-)

Students will acquire skills in case management, facilitating support processes, and delivering direct support within general education settings for students receiving special education services.

Prerequisites

(EDFE 120 with a minimum grade of S or Applic for Full Adm to PTEP with a minimum score of 9) and (EDSE 201 and EDSE 203 and Concurrent Prerequisite EDSE 321 and Concurrent Prerequisite EDSE 326 with a minimum grade of D-) and (Concurrent Prerequisite EDSE 328 or Concurrent Prerequisite EDSE 329 with a minimum grade of D-)

Supervised practicum in assessing, planning, and teaching students with exceptional learning needs in collaboration with families, education professionals, and community members.

Prerequisites

(EDFE 130 with a minimum grade of S or (Application for Student Tching with a minimum score of 9 and Passed Required Praxis with a minimum score of 9)) and (Concurrent Prerequisite EDRD 411 with a minimum grade of D-)

Explores language and cultural variables that influence instruction and assessment practices for students with disabilities who come from culturally and linguistically diverse backgrounds.

Prerequisites

(GPA-2.75) and (EDSE 201 with a minimum grade of D-)