Missouri State University

Courses Offered by Program

Special Education (SPE) courses

  • 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.

    Credit hours:
    1
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 306 Integrating the Arts for Students with Disabilities

    Prerequisite: SPE 310 and SPE 320 and SPE 345 and SPE 346; concurrent enrollment with SPE 519 or SPE 521 or SPE 619 or SPE 621 required.

    Focuses on integration of five primary art forms (i.e., literature, music, drama, movement, and art) into the content area curriculum. Emphasis will be upon the five primary art forms, how they relate to and enhance one another, and how they facilitate children's learning within the core subject areas. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology and appropriate modifications/ accommodations useful in making the arts accessible to students with disabilities. A series of five workshops will explore the theory, methodology, and activities for integrating the arts into the daily routine of the classroom. Field experiences are a part of the course.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 310 Introduction to Special Education

    Prerequisite: EDC 150, and an initial Missouri State Board of Education entry examination must be 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 320 Introduction to Teaching Cross Categorical Special Education

    Prerequisite: SPE 310; and admission to Teacher Education Program.

    Focuses on students served in cross categorical special education settings as well as low incidence populations. Emphasis will be placed on theoretical perspectives, etiology, characteristics, and historical aspects pertaining to individuals with mental retardation/intellectual disabilities, developmental disabilities, behavior disorders/emotional disturbance, and learning disabilities. Introduction to lesson planning and development of individual education plans will be included.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • 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. Cannot be substituted for SPE 310 core requirement in the Special Education major or minor.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 345 Educational Evaluation of Exceptional Students

    Prerequisite: SPE 310; and concurrent enrollment in SPE 346; and admitted to Teacher Education Program.

    Focuses on mastery of psychometric principles as well as diagnostic and prescriptive teaching from performance based data. Federal and state process guidelines pertaining to multidisciplinary evaluation will be addressed. Emphasis will be placed on assessment of diverse individuals including those with disabilities, cultural, ethnic, and language differences. Content will address norm-referenced and curriculum-based assessment procedures, including curriculum-based measurement.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • 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.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 450 Methods of Teaching Mathematics to Exceptional Individuals

    Prerequisite: SPE 345 and SPE 346 and MTH 320 and admitted to Teacher Education Program.

    The focus of the course will include accommodating individual differences and diversifying instruction in the area of mathematics. Students will develop performance based assessment procedures, conduct error analyses, and apply mathematics skills in program planning for the diverse learner.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • 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.

    Credit hours:
    2
    Lecture contact hours:
    1
    Lab contact hours:
    2

    Typically offered: Spring

    Projected offerings

  • SPE 480 Problems in Special Education

    Prerequisite: permission of instructor.

    The student in consultation with the advisor or teacher selects a topic in special education for in-depth study and/or special investigation. Number of class hours determined by semester hours of credit. May be repeated to a maximum of 5 hours. Variable content course.

    Credit hours:
    1-5
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Spring

    Projected offerings

  • SPE 492 Practicum-Teaching Individuals with Learning Disabilities

    Prerequisite: concurrent enrollment in SPE 582 or SPE 662; and admitted to Teacher Education Program.

    Students will apply skills from introductory and specialized courses in settings with students with learning disabilities. Students will be involved in individual small group instruction, develop and implement instructional lessons, and meet with the university supervisor and other practicum students to reflect on experiences.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Fall

    Projected offerings

  • 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.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Spring, Summer

    Projected offerings

  • SPE 495 Supervised Teaching-Special Education

    Prerequisite: SPE 519 or SPE 619; and SPE 521 or SPE 621; grade of C or better in all professional education courses; current pre-professional liability insurance; and approval for student teaching.

    Student observes, teaches and participates in professional activities under the direction of the cooperating teacher and the 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. Public Affairs Capstone Experience course.

    Credit hours:
    5-6
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 496 Supervised Teaching-Special Education

    Prerequisite: concurrent enrollment in 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.

    Credit hours:
    5-6
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 499 Clinical Experiences in Teaching II

    Prerequisite: EDC 199; and admitted to Teacher Education Program; and grades of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval.

    This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MoSPE standards and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on BSEd or appropriate masters-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, BSE 499, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493. Supplemental course fee.

    Credit hours:
    4
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Fall, Spring

    Projected offerings

  • 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.

    Credit hours:
    1
    Lecture contact hours:
    1
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 504 In-District Autism Consultant Training

    Prerequisite: current Missouri teaching certification.

    Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 604. Cannot receive credit for both SPE 604 and SPE 504.

    Credit hours:
    1
    Lecture contact hours:
    1
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 506 Principles of Orientation and Mobility

    Prerequisite: permission of instructor.

    This course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 606. Cannot receive credit for both SPE 606 and SPE 506.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • SPE 507 Services and Diversity in Blindness and Low Vision and Additional Disabilities

    Prerequisite: permission of instructor.

    An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness or low vision, historical perspectives, developmental characteristics, resources, and legislation related to blindness and low vision and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 607. Cannot receive credit for both SPE 607 and SPE 507.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 508 Low Vision, Anatomy and Physiology of the Eye

    Prerequisite: permission of instructor.

    This online course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 608. Cannot receive credit for both SPE 608 and SPE 508.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 515 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings

    Prerequisite: admission to the Teacher Education Program.

    Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 616. Cannot receive credit for both SPE 616 and SPE 515.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • SPE 517 Effective Practices in Special Education

    Prerequisite: SPE 310 or SPE 340; and SPE 345 and SPE 346.

    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 617. Cannot receive credit for both SPE 617 and SPE 517.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 520 Practicum-Teaching Individuals with Learning and Behavioral Disorders

    Prerequisite: concurrent enrollment in SPE 519 and admitted to Teacher Education Program.

    Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. 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. May be taught concurrently with SPE 620. Cannot receive credit for both SPE 620 and SPE 520.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 522 Practicum-Instruction of Students with Developmental Disabilities and Other Health Impairments

    Prerequisite: concurrent enrollment in SPE 521 and admitted to Teacher Education Program.

    Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). 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. May be taught concurrently with SPE 622. Cannot receive credit for both SPE 622 and SPE 522.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    3
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • SPE 525 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders

    Prerequisite: permission of instructor.

    This course will support individuals across various disciplines who wish to gain knowledge of identification, assessment, and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and assessment issues. Students will apply knowledge through review of, and practice with, various norm referenced and informal instruments and rating scales specific to ASD. Emphasis will also be placed on validated programming for ASD. May be taught concurrently with SPE 625. Cannot receive credit for both SPE 625 and SPE 525.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • SPE 527 Seminar in Developmental and Sensory Disabilities

    Prerequisite: SPE 507 or SPE 525 or equivalent.

    This course is designed to provide practitioners with the knowledge and skills to implement research based practices for individuals with developmental disabilities including autism spectrum disorders (ASD). The course will also address issues specific to sensory integration, visual impairments, and significant cognitive delays. Students will examine in depth, approaches and models validated to support present level of performance needs for individuals with a variety of developmental and sensory requirements. Students will complete lecture hours where theoretical perspectives and the detailed components of various treatments are examined. In a corresponding field component, students will implement an applied project that will address the sensory, communication, learning, and social needs of a client who has been identified with multiple developmental delays. Measurement of outcomes specific to treatment plans will be a significant component of the applied activities. May be taught concurrently with SPE 627. Cannot receive credit for both SPE 627 and SPE 527.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 556 Topical Issues in Special Education

    Prerequisite: permission of instructor.

    To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Number of class hours determined by semester hours of credit. May be repeated to a maximum of 5 hours when topics change. Variable content course. May be taught concurrently with SPE 656. Cannot receive credit for both SPE 656 and SPE 556.

    Credit hours:
    1-5
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 581 Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance

    Prerequisite: concurrent enrollment in SPE 491 and admitted to Teacher Education Program.

    This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 661. Cannot receive credit for both SPE 661 and SPE 581.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 583 Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities

    Prerequisite: SPE 345 and SPE 346 and concurrent enrollment in SPE 493 and admitted to Teacher Education Program.

    The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. 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 and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 663. Cannot receive credit for both SPE 663 and SPE 583.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Spring, Summer

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 587 Introduction to the Education of Students with Behavior Disorders

    Prerequisite: SPE 310 and admitted to Teacher Education Program.

    Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 667. Cannot receive credit for both SPE 667 and SPE 587.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 591 Clinical Practicum in Special Education

    Prerequisite: permission of instructor.

    This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 671. Cannot receive credit for both SPE 671 and SPE 591.

    Credit hours:
    1-3
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    1
    Lecture contact hours:
    1
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 604 In-District Autism Consultant Training

    Prerequisite: current Missouri teaching certification or permission of department head.

    Students will study advanced educational techniques of autism in general and educational methodologies specifically used with children with autism. Instruction will be provided in consultation and collaboration techniques. Students will demonstrate competence in educational report writing and in-service instruction. Personal professional development plans will be developed by each student, as well as a rating of personal competence. Students will be provided with resources for further study. May be taught concurrently with SPE 504. Cannot receive credit for both SPE 504 and SPE 604.

    Credit hours:
    1
    Lecture contact hours:
    1
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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. Supplemental course fee. May be taught concurrently with SPE 505. Cannot receive credit for both SPE 505 and SPE 605.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 606 Principles of Orientation and Mobility

    Prerequisite: permission of instructor.

    This online course focuses on the history, philosophy, and ethics of orientation and mobility. Participants will also consider various consumer driven approaches in orientation and mobility. The course will give the teacher of the visually impaired the ability to perform and monitor basic techniques of orientation and mobility as used by students who are blind, visually impaired, or multi-handicapped. Students will be required to create a video record of their blindfold and other sensory experiences to illustrate their skill development. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 506. Cannot receive credit for both SPE 506 and SPE 606.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • SPE 607 Services and Diversity in Blindness and Low Vision and Additional Disabilities

    Prerequisite: permission of instructor.

    An introduction to educational programs and services, and diversity issues for persons with blindness or low vision, deaf-blindness and multiple disabilities. This course will provide teachers, paraprofessionals, rehabilitation professionals, counselors, social workers, psychologists, etc. with a foundation in the issues of diversity for persons with blindness and low vision, historical perspectives, developmental characteristics, resources, and legislation related to severe and multiple disabilities. An emphasis will be placed on the implications of blindness or low vision, deaf-blindness and multiple disabilities on the development of the individual and on resources that enhance functioning. May be taught concurrently with SPE 507. Cannot receive credit for both SPE 507 and SPE 607.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 608 Low Vision, Anatomy and Physiology of the Eye

    Prerequisite: permission of instructor.

    This online course will introduce teachers, rehabilitation specialists and others to practical applications of low vision techniques. The students will use low vision simulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Analysis and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed. Also, the course will address a full array of eye diseases and conditions and the educational implications. Note: Midterm and final examinations will be proctored. May be taught concurrently with SPE 508. Cannot receive credit for both SPE 508 and SPE 608.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Summer

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 616 Foundations of Applied Behavior Analysis and Interventions for Teachers in Applied Settings

    Prerequisite: admission to the Special Education Program.

    Focuses on the foundational principles of applied behavior analysis. Emphasis will be placed on the development of positive behavior support plans that proactively assist students with challenging behavior in applied and/or school settings. May be taught concurrently with SPE 515. Cannot receive credit for both SPE 616 and SPE 515.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 618 Application of Applied Behavior Analysis and Interventions for Teachers in Applied Settings

    Prerequisite: SPE 616.

    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 in school settings. May be taught concurrently with SPE 516. Cannot receive credit for both SPE 516 and SPE 618.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 620 Practicum-Teaching Individuals with Learning and Behavioral Disorders

    Prerequisite: concurrent enrollment in SPE 619; and Teacher Certification students must be admitted to Teacher Education Program.

    Students will apply skills from introductory and specialized courses in settings with students with learning disabilities and behavioral disorders. 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. May be taught concurrently with SPE 520. Cannot receive credit for both SPE 520 and SPE 620.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    4
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 622 Practicum-Instruction of Students with Developmental Disabilities and Other Health Impairments

    Prerequisite: concurrent enrollment in SPE 621 and Teacher Certification students must be admitted to Teacher Education Program.

    Students will apply skills from introductory and specialized courses in settings with students with developmental disabilities (e.g., mental retardation, autism, Asperger syndrome, cerebral palsy) and orthopedic and health impairments (e.g., ADHD, epilepsy). 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. May be taught concurrently with SPE 522. Cannot receive credit for both SPE 522 and SPE 622.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    4
    Lecture contact hours:
    3
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • SPE 625 Introduction to Teaching and Assessing Students with Autism Spectrum Disorders

    Prerequisite: permission of instructor.

    This course will support individuals across various disciplines who wish to gain knowledge of identification, assessment, and programming for individuals on the Autism Spectrum. Conditions associated with ASD will be examined along with etiology, prevalence, and assessment issues. Students will apply knowledge through review of, and practice with, various norm referenced and informal instruments and rating scales specific to ASD. Emphasis will also be placed on validated programming for ASD. May be taught concurrently with SPE 525. Cannot receive credit for both SPE 525 and SPE 625.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 627 Seminar in Developmental and Sensory Disabilities

    Prerequisite: SPE 607 or SPE 625 or equivalent.

    This course is designed to provide practitioners with the knowledge and skills to implement research based practices for individuals with developmental disabilities including autism spectrum disorders (ASD). The course will also address issues specific to sensory integration, visual impairments, and significant cognitive delays. Students will examine in depth, approaches and models validated to support present level of performance needs for individuals with a variety of developmental and sensory requirements. Students will complete lecture hours where theoretical perspectives and the detailed components of various treatments are examined. In a corresponding field component, students will implement an applied project that will address the sensory, communication, learning, and social needs of a client who has been identified with multiple developmental delays. Measurement of outcomes specific to treatment plans will be a significant component of the applied activities. May be taught concurrently with SPE 527. Cannot receive credit for both SPE 527 and SPE 627.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 656 Topical Issues in Special Education

    Prerequisite: permission of instructor.

    To develop understanding and skills in relevant areas of special education. Each offering concerns a single topic. Number of class hours determined by semester hours of credit. May be repeated to a maximum of 5 hours when topics change. Variable Content Course. May be taught concurrently with SPE 556. Cannot receive credit for both SPE 556 and SPE 656.

    Credit hours:
    1-5
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 661 Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance

    Prerequisite: concurrent enrollment in SPE 491; and Teacher Certification students must be admitted to Teacher Education Program.

    This course will focus on application of theoretical perspectives and research-based methods of teaching students with emotional and behavior disturbances. Evaluation procedures appropriate to analysis of social behavior and monitoring behavioral change will be emphasized along with educational programming that promotes social development and inclusion. May be taught concurrently with SPE 581. Cannot receive credit for both SPE 581 and SPE 661.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 663 Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities

    Prerequisite: SPE 345 and SPE 346; and concurrent enrollment in SPE 493; and Teacher Certification students must be admitted to Teacher Education Program.

    The course will stress application of theoretical perspectives and research-based methods for individuals with mental retardation and developmental disabilities. 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 and programming for integration in school, community, and vocational settings. May be taught concurrently with SPE 583. Cannot receive credit for both SPE 583 and SPE 663.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Spring, Summer

    Projected offerings

  • SPE 664 Language Development of Exceptional Students

    Prerequisite: SPE 715.

    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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Summer

    Projected offerings

  • SPE 667 Introduction to the Education of Students with Behavior Disorders

    Prerequisite: SPE 310 and Teacher Education students must be admitted to Teacher Education Program.

    Students will acquire knowledge of identification, classification, diagnostic, and educational planning procedures based on the predominant conceptual models. Required for certification as teacher of students with behavior disorders. May be taught concurrently with SPE 587. Cannot receive credit for both SPE 587 and SPE 667.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • SPE 671 Clinical Practicum in Special Education

    Prerequisite: permission of instructor.

    This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be based on area of certification. In addition, this course is utilized for credit hours toward an Internship in Orientation and Mobility and Internship in Visual Impairment. See instructor for specific requirements. May be taught concurrently with SPE 591. Cannot receive credit for both SPE 591 and SPE 671.

    Credit hours:
    1-3
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • SPE 710 Problems in Special Education

    Major issues in the field of special education designed to meet individual student needs. May be repeated to a total of 3 hours.

    Credit hours:
    1-3
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • 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. Supplemental course fee.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • SPE 712 Instructional Techniques and Strategies of Orientation and Mobility

    Prerequisite: SPE 506 or SPE 606; and SPE 508 or SPE 608.

    Provides participants with the techniques and strategies used by individuals who are blind or visually impaired for independent orientation and mobility. Participants will apply the strategies of orientation and mobility techniques while using blindfolds and low vision simulators. The application of skills will be completed in indoor environments as well as residential, business, rural, and commercial areas.

    Credit hours:
    6
    Lecture contact hours:
    6
    Lab contact hours:
    0

    Typically offered: Summer

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • SPE 715 Foundations in Special Education

    Focuses on legislation and litigation in the area of Education and Special Education and will include an overview of categorical disabilities including identification, etiology, and prevalence. The integration of individuals with disabilities across educational and community settings will be stressed along with an overview of programming validated to support specialized populations including those with disabilities and cultural and linguistic differences. In addition, the course will focus on strategies to support individuals identified as gifted as well as individuals identified at risk for school failure.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring, Summer

    Projected offerings

  • SPE 730 Health, Functional, and Psychosocial Aspects of Disability

    Prerequisite: permission of instructor.

    This course presents an interdisciplinary approach to the study of disability in education and rehabilitation. It includes information on disabilities such as traumatic brain injury, orthopedic, neuromuscular, sensory, learning, cardiovascular, psychiatric, and other selected disabilities and health conditions, including multiple disabilities. Emphasis is placed upon the characteristics of disabilities and resulting functional effects on persons with additional emphasis on the effects of multiple disabilities. This course also provides an understanding of the psychosocial and environmental factors that impact the integration into society by individuals with disabilities. It examines the philosophy of rehabilitation, major classifications and paradigms, common stereotypes, personal and societal attitudes and measurement, theories of adjustment, psychosocial losses, issues relating to sexuality, personal adjustment training, the role of the family, and the use of effective interaction skills. This course is offered online.

    Credit hours:
    2
    Lecture contact hours:
    2
    Lab contact hours:
    0

    Typically offered: Spring

    Projected offerings

  • SPE 733 Methods of Teaching Independent Living Skills to Persons with Blindness or Low Vision

    Prerequisite: permission of instructor.

    Introduction to methodologies, concepts, and techniques to teach persons with blindness or low vision the skills and knowledge needed to function independently in diverse settings. This course provides learners with instruction and laboratory practice in methodologies for teaching skills for independent living, including areas within the expanded core curriculum. Topics include: concept and motor development, spatial organization and orientation, personal management, home management, medical management, communication, and recreation and leisure.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Summer

    Projected offerings

  • 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. Supplemental course fee.

    Credit hours:
    3
    Lecture contact hours:
    0
    Lab contact hours:
    6

    Typically offered: Upon demand

    Projected offerings

  • SPE 760 Internship-Orientation and Mobility

    Prerequisite: SPE 606 and SPE 608 and SPE 712 and SPE 714 or concurrent enrollment in SPE 714; and admitted to the Special Education/Orientation and Mobility program; and permission of instructor.

    This course requires a supervised internship experience in an organization or school that serves individuals with blindness or low vision, during which the opportunity is provided for practical application of principles and methods of instruction in orientation and mobility; including techniques of safe, and independent travel. Completion of 350 hours of supervised fieldwork by a certified orientation and mobility specialist (COMS). Supplemental course fee.

    Credit hours:
    3
    Lecture contact hours:
    0
    Lab contact hours:
    6

    Typically offered: Fall, Spring

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Summer

    Projected offerings

  • SPE 780 Contemporary Issues in Special Education

    Prerequisite: permission of instructor.

    Analysis of trends, issues, and research in the field of special education will be reviewed and discussed. A comprehensive overview of local, state, and federal legislation and the impact on our public school special educational programs for children with disabilities will be discussed and analyzed. Historical and current litigation involving children with disabilities will be reviewed and discussed.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Fall

    Projected offerings

  • SPE 782 Advanced Diagnosis and Remediation of Students with Mild to Moderate Disabilities

    Prerequisite: admission to the graduate program in Special Education.

    Students will observe and participate in a variety of assessment and multidisciplinary team activities. Development of leadership skills will be stressed through participation in clinical field experiences involving standardized and performance evaluation of students with learning disabilities, analysis and synthesis of assessment data in clinical staffings, and development of educational programs. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation.

    Credit hours:
    3
    Lecture contact hours:
    1
    Lab contact hours:
    4

    Typically offered: Fall, Spring

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    1
    Lab contact hours:
    4

    Typically offered: Upon demand

    Projected offerings

  • SPE 784 Advanced Procedures in Teaching Students with Mild to Moderate Disabilities

    Prerequisite: SPE 780 and SPE 782 and SPE 792; and SPE 616 or PSY 614.

    Recommended Prerequisite: SPE 517 or SPE 617. The primary purpose of the course is to provide students with the knowledge and skills necessary for development and application of curricula appropriate to the needs of individuals with mild to moderate disabilities. Emphasis will be placed on the philosophical basis of curricula as well as principles of curricula design. Students will apply knowledge and skills in 60 hours of required field experiences.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Spring

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    2
    Lab contact hours:
    2

    Typically offered: Upon demand

    Projected offerings

  • SPE 787 Advanced Behavioral Analysis and Intervention

    Prerequisite: admission to the graduate program in Special Education; and SPE 780 and SPE 782 and SPE 792; and SPE 784 or SPE 785; and SFR 780.

    Study of human behavior. The goal of applied behavior analysis is to seek understanding and improvement of human behavior. The goals of this class is to prepare graduate students to be contributing professionals in the area of applied behavior analysis; specifically, to become reflective behaviorists. Students will learn to identify, measure, and record the occurrence and nonoccurrence of behavior. Students will be expected to implement applied behavioral strategies and learn how to evaluate the success of single-subject studies as part of a 60 hour field experience.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall

    Projected offerings

  • 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.

    Credit hours:
    3
    Lecture contact hours:
    3
    Lab contact hours:
    0

    Typically offered: Fall, Spring

    Projected offerings

  • SPE 789 Practicum-The Exceptional Child

    Prerequisite: permission of instructor.

    Student observes, teaches, and/or participates in professional activities in Special Education under the direction of a cooperating supervisor and University supervisor. Students will work with individuals or groups demonstrating effective teaching and behavior management techniques, as well as expertise in instructional planning and evaluation. Supplemental course fee.

    Credit hours:
    3
    Lecture contact hours:
    0
    Lab contact hours:
    6

    Typically offered: Summer

    Projected offerings

  • 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.

    Credit hours:
    1-5
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings

  • SPE 791 Clinical Practicum for Special Needs Populations

    Prerequisite: SPE 625 and SPE 783 and SPE 785; and permission of instructor.

    This course will involve experience in a supervised, clinical setting with individuals diagnosed with various disabilities. Emphasis will be placed on developmental disabilities and challenging behaviors. Students will conduct assessment specific to their credentials and training to include learning assessment, autism specific instruments, and communication assessment. Emphasis will be placed on conducting functional behavioral assessment and utilizing data across domains to develop research based programs. Students will participate in a multidisciplinary assessment model to include families and professionals from a variety of disciplines. Preparation and submission of reports that are research based and that are of a high professional quality will be a required course outcome. Supplemental course fee.

    Credit hours:
    1-6
    Lecture contact hours:
    0
    Lab contact hours:
    12

    Typically offered: Upon demand

    Projected offerings

  • 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.

    Credit hours:
    2
    Lecture contact hours:
    0
    Lab contact hours:
    4

    Typically offered: Spring

    Projected offerings

  • SPE 799 Thesis

    Prerequisite: admission to the graduate program in Special Education or Applied Behavior Analysis; and SFR 780 and SPE 780 and SPE 787 and SPE 789; and SPE 782 or SPE 783; and SPE 784 or SPE 785.

    Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours.

    Credit hours:
    1-6
    Lecture contact hours:
    Lab contact hours:

    Typically offered: Upon demand

    Projected offerings