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.
(Completion of Applic for Full Adm to PTEP) and (Passed Required Praxis)
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.
Completion of Applic for Initial Adm to PTEP
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.
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.
Completion of Applic for Initial Adm to PTEP
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.
(GPA-2.75) and (Completion of Applic for Initial Adm to PTEP)
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.
Applied experience in the administration and interpretation of formal and informal achievement tests used with exceptional individuals.
(
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-)
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.
(
EDSE 201 with a minimum grade of D-) and (Completion of Applic for Full Adm to PTEP)
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.
(Concurrent Prerequisite
EDSE 328 or Concurrent Prerequisite
EDSE 329 with a minimum grade of D-) and (Completion of Applic for Full Adm to PTEP) 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-))
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.
(Completion of Applic for Full Adm to PTEP) and (Concurrent Prerequisite
EDSE 328 or Concurrent Prerequisite
EDSE 329 with a minimum grade of D-) and (
EDSE 201 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.
(Completion of Applic for Full Adm to PTEP) 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.
(
EDSE 270 or
EDSE 201 or
EDSE 203 with a minimum grade of D-) and (Completion of Applic for Full Adm to PTEP) 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.
Completion of Applic for Initial Adm to PTEP
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.
(Completion of Applic for Full Adm to PTEP) 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.
(Completion of Applic for Full Adm to PTEP) 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.
(Completion of Applic for Full Adm to PTEP) 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.
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.
(Completion of Applic for Initial Adm to PTEP) 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.
(GPA-3.0) and (
EDSE 170 with a minimum grade of D-) and (Completion of Applic for Full Adm to PTEP) and (Concurrent Prerequisite
EDSE 370 with a minimum grade of D-)
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
(GPA-2.75) and (Completion of Applic for Initial Adm to PTEP)
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.
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.
(
EDSE 431 with a minimum grade of D-) and (Completion of Applic for Initial Adm to PTEP)
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.
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.
Completion of Applic for Initial Adm to PTEP
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.
Completion of Applic for Full Adm to PTEP
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.
Completion of Applic for Full Adm to PTEP
Supervised student teaching in assessing, planning, and implementing learning environments for children, birth to eight years.
(GPA-3.0) and (Completion of Application for Student Tching 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.
Students will acquire skills in case management, facilitating support processes, and delivering direct support within general education settings for students receiving special education services.
(Completion of Applic for Full Adm to PTEP) 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.
(Completion of Application for Student Tching) and (Passed Required Praxis)
Explores language and cultural variables that influence instruction and assessment practices for students with disabilities who come from culturally and linguistically diverse backgrounds.