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

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or PPASS-Passed Required Praxis: with minimum score of 9 or EDFE 120: with minimum grade of S)

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

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

Provides historical perspective and current views of exceptionalities. Develops specific information regarding human exceptionalities while clarifying realistic attitudes towards persons with exceptionalities.

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

May concurrently take EDSE 201: with 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 (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or EDFE 110: with minimum grade of S)

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

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 May concurrently take EDSE 201: with minimum grade of D- and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)

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

Prerequisites

EDSE 320: with minimum grade of D- and May concurrently take EDSE 326: with minimum grade of D- and May concurrently take EDSE 443: with minimum grade of D- and (May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with 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: with minimum grade of D- or EDSE 203: with minimum grade of D- or EDSE 270: with minimum grade of D- or May concurrently take EDSE 327: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D-) and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with 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

(May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-) and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (EDSE 201: with minimum grade of D- or EDSE 320: with minimum grade of D- or May concurrently take EDSE 321: with minimum grade of D- or EDSE 325: with minimum grade of D- or May concurrently take EDSE 443: with 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

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-) and EDSE 201: with minimum grade of D- and EDSE 203: with minimum grade of D- and EDSE 270: with minimum grade of D- and (May concurrently take EDSE 322: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D-) and MATH 182: with 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

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 321: with minimum grade of D- or May concurrently take EDSE 322: with minimum grade of D- or May concurrently take EDSE 326: with minimum grade of D- or May concurrently take EDSE 327: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D- or May concurrently take EDSE 443: with minimum grade of D-) and EDSE 201: with minimum grade of D- and EDSE 203: with minimum grade of D- and EDSE 270: with 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 201: with minimum grade of D- or EDSE 203: with minimum grade of D- or EDSE 270: with minimum grade of D-) and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 321: with minimum grade of D- or May concurrently take EDSE 322: with minimum grade of D- or May concurrently take EDSE 326: with minimum grade of D- or May concurrently take EDSE 327: with minimum grade of D- or May concurrently take EDSE 442: with minimum grade of D- or May concurrently take EDSE 443: with 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

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

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

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

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

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

(IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or EDFE 110) and EDSE 170: with 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 minimum grade of D- and (FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and May concurrently take EDSE 370: with 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.

Designed to provide teachers with intervention strategies/behavior techniques to remediate disruptive behaviors and reduce power struggles while increasing classroom control.

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 (IAPP-Applic for Initial Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S)

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

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

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

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

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

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

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

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

Prerequisites

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

Non-majors only. Descriptions of visual disabilities, the history and background of formalized educational and rehabilitative services, basic medical and psychological aspects and an overview of the types of organizations serving the field.

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

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

(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S) and (May concurrently take EDSE 236: with minimum grade of D- or May concurrently take EDSE 321: with minimum grade of D- or May concurrently take EDSE 328: with minimum grade of D- or May concurrently take EDSE 329: with minimum grade of D-) and EDSE 201: with minimum grade of D- and EDSE 203: with 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

(SAPP-Application for Student Tching: with minimum score of 9 or PPASS-Passed Required Praxis: with minimum score of 9 or EDFE 130: with minimum grade of S) and May concurrently take EDRD 411: with 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 minimum grade of D-