Courses Offered by Program

SPE 300 Service Learning in Special Education

Prerequisite: 30 hours and concurrent registration in SPE 310 or SPE 340 or SPE 715. This service component for an existing course incorporates community service with classroom instruction in Special Education to provide an integrated learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service Learning Office. May be repeated. 1 F,S

SPE 310 Introduction to Special Education

Prerequisite: EDC 150, and an initial CBASE taken. Focuses on the special education process as mandated by state and federal guidelines. Legislation, litigation, and service options pertaining to diverse populations will be stressed including those with disabilities, culturally diverse, and gifted. Emphasis will be placed on current issues in the field of special education. Students will participate in observations in appropriate school and agency settings. Required first portfolio checkpoint will occur in this course. 3(3-0) F,S

SPE 340 Educational Alternative for Exceptional Students

Prerequisite: admitted to Teacher Education Program. Provides an overview of characteristics and identification criteria for individuals with disabilities and gifted. Legislation and process pertaining to special education will be addressed along with a focus on teaching individuals with diversity in the elementary, middle, and secondary educational setting. May not be substituted for SPE 310 core requirement in the special education major or minor. 2(2-0) F,S

SPE 346 Educational Evaluation of Exceptional Students Lab

Prerequisite: SPE 310; and concurrent enrollment in SPE 345; and admitted to Teacher Education Program. Students will apply course content presented in SPE 345 through field based and lab activities including administration and scoring of standardized assessment instruments, development of alternative assessments, data analysis, and report writing. Lab experiences will be designed to meet specific competencies in either Early Childhood Special Education or Special Education K-12. Supplemental course fee. 2(0-4) F,S

SPE 460 Curriculum Materials for Exceptional Students

Prerequisite: SPE 310 and admitted to Teacher Education Program. This course examines curriculum materials for use with exceptional students in various remedial areas. Students will develop skills to analyze, select, utilize, and evaluate instructional guides and materials. 2(1-2) S

SPE 491 Practicum-Teaching Individuals with Behavior Disorders/Emotional Disturbance

Prerequisite: concurrent enrollment in SPE 581 or SPE 661; and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with behavior disorders/emotional disturbance. Students will be involved in individual and small group instruction, review diagnostic data, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. 2(0-4) S

SPE 493 Practicum-Teaching Individuals with Mental Retardation/Developmental Disabilities

Prerequisite: concurrent enrollment in SPE 583 or SPE 663; and admitted to Teacher Education Program. Students will apply skills from introductory and specialized courses in settings with students with mental retardation and developmental disabilities. Students will be involved in individual and small group instruction, develop and implement educational programs, as well as meet with the university supervisor and other practicum students to reflect on experiences. 2(0-4) S,Su

SPE 496 Supervised Teaching-Special Education

Prerequisite: concurrent enrollment in ELE 495 or SEC 493 or SPE 495. Student observes, teaches, and participates in professional activities under the direction of the cooperating teacher and university supervisor. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final checkpoint criteria. Course will not count toward the major GPA. Supplemental course fee. 5-6 F,S

SPE 502 Early Intervention for Young Children with Autism

Prerequisite: permission of department head. This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 602. Cannot receive credit for both SPE 602 and SPE 502. 1(1-0) D

SPE 505 Braille Reading and Writing I

Prerequisite: permission of instructor. This online course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 605. Cannot receive credit for both SPE 605 and SPE 505. 3(3-0) F

SPE 507 Introduction to Visual Impairments, Autism and Severe/Multiple Disabilities

Prerequisite: permission of instructor. An introduction to educational programs and services for students with visual impairments, autism, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, social workers, psychologists, etc. with a foundation in the historical perspectives, developmental characteristics, psychosocial aspects, and legislation related to severe and multiple disabilities. An emphasis will be placed on the psychosocial effects of visual impairments, autism, deaf-blindness and multiple disabilities on the development of the individual and on adaptations that enhance functioning. May be taught concurrently with SPE 607. Cannot receive credit for both SPE 607 and SPE 507. 3(3-0) F

SPE 510 Physical and Health Needs of Students with Disabilities

Prerequisite: SPE 345 and SPE 346; and admitted to Teacher Education Program. Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 613. Cannot receive credit for both SPE 613 and SPE 510. 3(3-0) F

SPE 516 Application of Applied Behavior Analysis and Interventions for Teachers in Applied Settings

Prerequisite: SPE 515. Focuses on the application of applied behavior analysis principles within school-based settings. Students will complete functional analysis/assessment on children and youth with disabilities and employ science based instruction strategies is school settings. May be taught concurrently with SPE 618. Cannot receive credit for both SPE 618 and SPE 516. 3(2-2) D

SPE 519 Methods of Teaching Students with Learning and Behavioral Disorders

Prerequisite: SPE 320 and SPE 345 and SPE 346 and SPE 515; and concurrent enrollment in SPE 520; and admitted to Teacher Education Program. Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. May be taught concurrently with SPE 619. Cannot receive credit for both SPE 619 and SPE 519. 4(4-0) D

SPE 521 Methods of Teaching Individuals with Developmental Disabilities and Other Health Impairments

Prerequisite: SPE 345 and SPE 346; and SPE 515 or concurrent enrollment in SPE 515; and concurrent enrollment in SPE 522; and admitted to Teacher Education Program. Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., mental retardation autism, Asperger syndrome, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 621. Cannot receive credit for both SPE 621 and SPE 521. 4(4-0) D

SPE 523 Curriculum and Methods in Early Childhood Special Education

Prerequisite: permission of area advisor in Special Education or Early Childhood. Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. Thirty clock hours of field experience will be required. May be taught concurrently with SPE 623. Cannot receive credit for both SPE 623 and SPE 523. 4(3-2) D

SPE 526 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders

Prerequisite: SPE 515; and SPE 516 or PSY 508. The evolution of science based practices for students with developmental disabilities and autism spectrum disorders are still emerging within the field of education. The purpose of this course is to train teachers and/or care providers to identify science based practices within applied behavior analysis and apply these principles to students with developmental disabilities and autism spectrum disorders within applied settings. This course will focus on the use of operant behavioral techniques with an emphasis on functional analysis and functional communication training. Students will conduct clinical and school-based assessments and interventions with school age children diagnosed with developmental disabilities and autism spectrum disorders. May be taught concurrently with SPE 626. Cannot receive credit for both SPE 626 and SPE 526. 3(2-2) D

SPE 550 Career/Vocational Education and Transition

Prerequisite: admitted to Teacher Education Program. Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 650. Cannot receive credit for both SPE 650 and SPE 550. 3(3-0) F,S

SPE 560 Working with Families of Exceptional Individuals

Recommended Prerequisite: SPE 310. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 660. Cannot receive credit for both SPE 660 and SPE 560. 3(3-0) F,S

SPE 582 Methods of Teaching Individuals with Learning Disabilities

Prerequisite: SPE 345 and SPE 346 and concurrent enrollment in SPE 492 and admitted to Teacher Education Program. Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 662. Cannot receive credit for both SPE 662 and SPE 582. 3(3-0) F

SPE 584 Language Development of Exceptional Students

Prerequisite: SPE 345 and SPE 346 and admitted to Teacher Education Program. Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 664. Cannot receive credit for both SPE 664 and SPE 584. 3(3-0) F,S

SPE 590 Approaches in Mainstreaming Exceptional Students

Prerequisite: SPE 310 or SPE 340 and admitted to Teacher Education Program. Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 670. Cannot receive credit for both SPE 670 and SPE 590. 3(3-0) D

SPE 602 Early Intervention for Young Children with Autism

Prerequisite: permission of instructor. This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, working with young children birth to age six who experience symptoms of autism. May be taught concurrently with SPE 502. Cannot receive credit for both SPE 502 and SPE 602. 1(1-0) D

SPE 605 Braille Reading and Writing I

Prerequisite: permission of instructor. This online course has been designed to enable teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, prepare correctly formatted Braille material, and have an awareness and basic understanding of the Nemeth codes for math and science for students grades K-12. Students will employ the use of the Perkins Braille Writer, slate and stylus, Perky Duck, and Duxbury translation software to produce high quality Braille material. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Students must complete SPE 505 and SPE 611 to achieve mastery of literary Braille code. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 505. Cannot receive credit for both SPE 505 and SPE 605. 3(3-0) F

SPE 607 Introduction to Visual Impairments, Autism and Severe/Multiple Disabilities

Prerequisite: permission of instructor. An introduction to educational programs and services for students with visual impairments, autism, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, social workers, psychologists, etc. with a foundation in the historical perspectives, developmental characteristics, psychosocial aspects, and legislation related to severe and multiple disabilities. An emphasis will be placed on the psychosocial effects of visual impairments, autism, deaf-blindness and multiple disabilities on the development of the individual and on adaptations that enhance functioning. May be taught concurrently with SPE 507. Cannot receive credit for both SPE 507 and SPE 607. 3(3-0) F

SPE 613 Physical and Health Needs of Students with Disabilities

Prerequisite: SPE 715. Focuses on the role of the special educator in management of health related issues such as monitoring medication and providing services to individuals with specialized self care needs and those with chronic illness. Emphasis will be placed on collaboration with related services staff and medical personnel as well as the integration of the student with health care needs into school and community settings. May be taught concurrently with SPE 510. Cannot receive credit for both SPE 510 and SPE 613. 3(3-0) F

SPE 617 Effective Practices in Special Education

Prerequisite: SPE 715 and SPE 782 and SPE 792. Empirically based teaching practices with emphasis on reading and mathematics foundations to support special needs learners. Students will also gain knowledge of varied theoretical perspectives and instructional approaches including validated behavioral and cognitive based methods that support diverse learners. The content of the course will also include activities to support determination of present level of performance and placement in special and general education curricula per IDEA and other Federal mandates. May be taught concurrently with SPE 517. Cannot receive credit for both SPE 517 and SPE 617. 5(5-0) D

SPE 619 Methods of Teaching Students with Learning and Behavioral Disorders

Prerequisite: SPE 320 and SPE 345 and SPE 346 and SPE 616; and concurrent enrollment in SPE 620; and Teacher Certification students must be admitted to Teacher Education Program. Focuses on the application of theoretical perspectives and research-based methods of teaching students with learning disabilities or emotional and behavior disturbances. Evaluation procedures appropriate to analysis of academic achievement, social behavior, monitoring achievement, and behavioral change will be emphasized along with educational programming that promotes increasing achievement levels, improved social development, and inclusion. May be taught concurrently with SPE 519. Cannot receive credit for both SPE 519 and SPE 619. 4(4-0) D

SPE 621 Methods of Teaching Individuals with Developmental Disabilities and Other Health Impairments

Prerequisite: SPE 345 and SPE 346; and SPE 616 or concurrent enrollment; and concurrent enrollment in SPE 622; and Teacher Certification students must be admitted to Teacher Education Program. Stresses application of theoretical perspectives and research-based methods for individuals with developmental disabilities (i.e., mental retardation autism, Asperger syndrome, cerebral palsy) who may have associated orthopedic and health impairments (e.g., ADHD and epilepsy). Students will conduct an analysis of assessment data, apply data in the development of diagnostic conclusions and corresponding educational plans. Emphasis will be placed on evaluation, accommodations, and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 521. Cannot receive credit for both SPE 521 and SPE 621. 4(4-0) D

SPE 623 Curriculum and Methods in Early Childhood Special Education

Prerequisite: permission of area advisor in Special Education or Early Childhood Education. Focuses on major aspects in early childhood special education including legislation, litigation, and current issues in the field. Each area of development of young children with disabilities will be a part of the course with particular emphasis on adaptation of materials and curricula to meet the needs of these children. There will also be a focus on families and issues surrounding assessment and eligibility for special education programs. Reflection on current practices and services for young children with disabilities will be included. Thirty clock hours of field experience will be required. May be taught concurrently with SPE 523. Cannot receive credit for both SPE 523 and SPE 623. 4(3-2) D

SPE 626 Applied Behavioral Analysis for Developmental Disabilities and Autism Spectrum Disorders

Prerequisite: SPE 616 or SPE 515. The evolution of science based practices for students with developmental disabilities and autism spectrum disorders are still emerging within the field of education. The purpose of this course is to train teachers and/or care providers to identify science based practices within applied behavior analysis and apply these principles to students with developmental disabilities and autism spectrum disorders within applied settings. This course will focus on the use of operant behavioral techniques with an emphasis on functional analysis and functional communication training. Students will conduct clinical and school-based assessments and interventions with school age children diagnosed with developmental disabilities and autism spectrum disorders. May be taught concurrently with SPE 526. Cannot receive credit for both SPE 526 and SPE 626. 3(2-2) F,S

SPE 650 Career/Vocational Education and Transition

Prerequisite: Teacher Certification students must be admitted to Teacher Education Program. Legislation and process pertaining to transition services for individuals with disabilities will be emphasized. Students will explore vocational service delivery options and the role of the multidisciplinary team in the development and implementation of appropriate life skill programming across the age span. May be taught concurrently with SPE 550. Cannot receive credit for both SPE 550 and SPE 650. 3(3-0) F,S

SPE 660 Working with Families of Exceptional Individuals

Recommended Prerequisite: SPE 715. The relationship between families of children with special needs and various agencies is a central theme of this course. Techniques for working with a variety of families will be explored along with the impact of many ecological factors on families of students with disabilities. May be taught concurrently with SPE 560. Cannot receive credit for both SPE 560 and SPE 660. 3(3-0) F,S

SPE 662 Methods of Teaching Individuals with Learning Disabilities

Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 492; and Teacher Certification students must be admitted to Teacher Education Program. Students will apply theoretical perspectives and research based methods in the development of diagnostic reports and educational plans for students with Learning Disabilities. Emphasis will be placed on the educator as a collaborator and advocate for provision of services in integrated settings; and on the educator as a specialist in evaluation, curricular accommodation, and modification. May be taught concurrently with SPE 582. Cannot receive credit for both SPE 582 and SPE 662. 3(3-0) F

SPE 664 Language Development of Exceptional Students

Prerequisite: SPE 345 and SPE 346; and Teacher Certification students must be admitted to Teacher Education Program. Language development and intervention for exceptional individuals. Language assessment and curriculum development for individuals with disabilities, as well as for individuals who are culturally and ethnically diverse, will be addressed. May be taught concurrently with SPE 584. Cannot receive credit for both SPE 584 and SPE 664. 3(3-0) F,S

SPE 670 Approaches in Mainstreaming Exceptional Students

Prerequisite: SPE 310 or SPE 340 and Teacher Certification students must be admitted to Teacher Education Program. Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming. May be taught concurrently with SPE 590. Cannot receive credit for both SPE 590 and SPE 670. 3(3-0) D

SPE 709 Methods of Teaching Students with Visual Impairments and Multiple Disabilities

Prerequisite: permission of instructor. This online course is one of six courses offered to provide prospective teachers of children and youth with visual impairments (including those with multiple disabilities) competency-based training for work with this population in K-12 schools. Provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilize assistive technology (including voice output and other computer based applications), teach compensatory skills and strategies for mathematics, development of listening skills, as well as other instructional adaptations for the curricular areas of language arts, science, and social studies. In addition, the course focuses on the teaching of social skills needed for success in education and employment. Participants will demonstrate the ability to assess, adapt, evaluate and teach academic subjects and specialized curricula for students with visual impairments, including those with multiple disabilities. Note: midterm and final examinations will be proctored. 3(3-0) S

SPE 711 Braille Reading and Writing II

Prerequisite: SPE 505 or SPE 605. This advanced, online course in Braille reading and writing will focus on competencies in reading and writing literary Braille and the Nemeth Codes for science and mathematics. Participants will also demonstrate the ability to teach basic assistive devices, and to provide instruction in tactile graphics. An introduction to the transcription in Braille code for music and foreign languages will also be presented. Instructor and/or site based facilitators will provide monthly face to face instruction to students whenever possible. Note: midterm and final examinations will be proctored. 3(3-0) S

SPE 714 Professional Issues and Assessment in Orientation and Mobility with Diverse Populations

Prerequisite: SPE 505 or SPE 605; and SPE 506 or SPE 606; and SPE 508 or SPE 608; and SPE 712. This online course will provide participants with the overall philosophy of orientation and mobility including: the Code of Ethics and Certification standards. Current literature and issues pertinent to the profession of orientation and mobility will be discussed. This will include issues impacting programming with students with multiple disabilities, the development and administration of an effective orientation and mobility instructional program, assessment procedures, and research approaches. Note: midterm and final examinations will be proctored. 3(3-0) F

SPE 750 Practicum-Visual Impairment

Prerequisite: SPE 605 and SPE 606 and SPE 607 and SPE 608 and SPE 709 and SPE 711; and permission of instructor. This course serves as a supervised internship working with children with blindness or low vision, under the direction of a cooperating Teacher of Children with Visual Impairments and University Supervisor. Students observe, teach, and participate in professional activities in teaching children with blindness or low vision. Students work with individuals or groups during which they are provided the opportunity to apply principles and methods of teaching children with visual impairments and additional disabilities, including behavior management, instructional planning, and evaluation. 3(0-6) D

SPE 779 Application of Technology in Special Education

Prerequisite: admission to the graduate program in Special Education. This course is designed to provide teachers with an in depth treatment of the research, theory, and application of computers and related technologies in the instruction of children and adults with learning, behavior, sensory, motor and communication disabilities. Students will incorporate the principles of reflective practice as it pertains to the assessment, selection of devices, and evaluation of assistive technologies for individuals with disabilities. The General Learning Outcomes 5, 9, and 10 presented in the Conceptual Framework of the Professional Education Unit (PEU) are the over arching tenets which guided the development and ongoing revisions to this course. Students acquire competencies related to the use of assistive devices and emerging technologies through participation in a 60 hour comprehensive field based experience in conjunction with schools and other agencies which serve individuals with disabilities. 3(3-0) Su

SPE 781 Educational Consultation

Prerequisite: admission to the graduate program in Special Education. Seeks to develop students' skills in collaboration consultation. Emphasis will be placed on the development of innovative service delivery options, personnel training, and development of communication skills. Students will apply theory to practice in a field experience. 3(2-2) F

SPE 783 Advanced Assessment to Support Individuals with Developmental and Sensory Disabilities

Prerequisite: permission of instructor. Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in field experiences involving norm referenced and curriculum based evaluation of individuals with various sensory and developmental disabilities. Analysis and synthesis of assessment data in clinical staffings and development of individual educational plans will be required.. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation. Supplemental course fee. 3(1-4) D

SPE 785 Advanced Procedures in Development Disabilities

Prerequisite: admission to the graduate program in Special Education; and SPE 783. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula and methods appropriate to the needs of individuals with mental retardation and other developmental disabilities. Emphasis will be placed on the empirical basis of the procedures and on life referenced programming. Students will apply knowledge and skills in field based activities supervised by the instructor. 3(2-2) D

SPE 788 Research Seminar in Special Education

Prerequisite: admission to the graduate program in Special Education; and SPE 780; and SPE 782 or SPE 783; and SPE 784 or SPE 785; and SFR 780. An in-depth study of a chosen topic in special education leading to the guided development and completion of an extensive research paper or major creative work. Graduate students are expected to complete a 60 hour field experience associated with the summer project. 3(3-0) F,S

SPE 790 Educational Workshop

Workshop to upgrade understandings and skills concerned with the improvement of elementary or secondary teaching procedures, curriculum, supervision, administration or guidance. Each workshop will be concerned with a single topic. Number of class hours determined by length of workshop. May be repeated to a maximum of 5 hours. 30 clock hours equal 1 semester hour. 1-5 D

SPE 792 Advanced Diagnosis and Remediation of Students with Disabilities Lab

Prerequisite: admission to the graduate program in Special Education; and concurrent enrollment with SPE 782 or SPE 783. Students will conduct standardized and informal assessments in the field as part of a 60 hour practicum/lab experience and develop a comprehensive case history. Emphasis will be placed on development of validated educational programs. Supplemental course fee. 2(0-4) S