Prerequisite: SFR 250 and an initial C-Base taken; with permission, Special Education majors may concurrently enroll in SFR 250. This course will focus 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.
Admission to the Teacher Education Program is required to enroll in all of the following courses.
SPE 320 Introduction to Teaching Cross Categorical Special Education 3(3-0) F,S.
Prerequisite: SFR 250 and SPE 310. This course will focus 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 of pertaining to individuals with mental retardation, developmental disabilities, behavior disorders/emotional disturbance, and learning disabilities.
SPE 321 Introduction to Teaching Cross-Categorical Special Education Lab 2(0-4) F,S.
Prerequisite: concurrent enrollment in SPE 320. This lab will provide students with opportunities to analyze case studies and programming for children and youth with learning disabilities, mental retardation/developmental disabilities, behavioral disorders, and physical and other health impairments.
SPE 340 (530) Educational Alternative for Exceptional Students 2(2-0) F,S.
Prerequisite: SEC 300 and SEC 301 or ELE 302. The course will provide 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 330 core requirement in the special education major or minor.
SPE 345 (535) Educational Evaluation of Exceptional Students 3(3-0) F,S.
Prerequisite: SPE 320 and SPE 321 and concurrent enrollment in SPE 346, or permission. This course will focus 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 palced on assessment of diverse individuals including those with disabilities, cultural, ethnic, and language differences. Course content will address developmental as well as vocational assessment.
SPE 346 Educational Evaluation of Exceptional Students Lab 2(0-4) F,S.
Prerequisite: concurrent enrollment in SPE 345 or permission. 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 designated to meet specific competencies in either Early Childhood Special Education or Special Education K-12.
SPE 450 Methods of Teaching Mathematics to Exceptional Individuals 3(3-0) F,S.
Prerequisite: SPE 345 and SPE 346 and MTH 320. 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.
SPE 460 Curriculum Materials for Exceptional Students 2(1-2) S.
Prerequisite: SPE 310. This course examines curriculum materials for use with exceptional students in various remedial areas. Students will develop sills to analyze, select, utilize, and evaluate instructional guides and materials.
SPE 480 Problems in Special Education 1-5 D.
Prerequisite: permission may be required - see schedule. 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.
SPE 485 Curriculum and Methods in Early Childhood Special Education 4(3-2) D.
Prerequisite: ECE 401 and ECE 402. This course will focus on major aspects in early childhood special education including legislation, litigation, and current issues in the filed. 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.
SPE 488 (588) Behavioral Analysis and Intervention 3(3-0) F,S.
Prerequisite: SPE 345 and SPE 346. This course will focus on an analysis of behavior through a variety of behavioral assessment and recording techniques and the development of appropriate educational plans. Emphasis will be placed on proactive methods of behavior change and the development of positive instructional environments.
SPE 491 (494) Practicum - Teaching Individuals with Behavior Disorders/Emotional Disturbance 2(0-4) S.
Prerequisite: concurrent enrollment in SPE 581. Students will apply skills from the 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.
SPE 492 (595) Practicum - Teaching Individuals with Learning Disabilities 2(0-4) F.
Prerequisite: concurrent enrollment in SPE 582. 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.
SPE 493 (596) Practicum - Teaching Individuals with Mental retardation/Developmental Disabilities 2(0-4) S, Su.
Prerequisite: concurrent enrollment in SPE 583. 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.
SPE 495 (481) Supervised Teaching - Special Education 6 F,S.
Prerequisite: completion of SPE 510 and SPE 581 and SPE 582 and SPE 583; a grade of "C" or better in all professional education courses; approval for teaching. Student observes, teaches, and participates in professional activities under the direction of the cooperating teacher and university supervisor. Student will be required to complete the work on the Professional Preparation Portfolio which will be included as a portion of the course grade. Credited only on BSED degree.
SPE 496 (481) Supervised Teaching - Special Education 6 F,S.
Prerequisite: 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. Student will be required to complete the work on the Professional Preparation Portfolio which will be included as a portion of the course grade. Credited only on BSED degree.
Admission to the Teacher Education Program is required to enroll in any of the following courses.
SPE 510 Physical and Health Needs of Students with Disabilities 3(3-0) F.
Prerequisite: SPE 345 and SPE 346. This course will focus 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.
SPE 550 (350) Career/Vocational Education and Transition 3(3-0) F,S.
Prerequisite: SPE 310 or concurrent enrollment. 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.
SPE 556 Topical Issues in Special Education 1-5 D.
Prerequisite: permission may be required - see schedule. 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.
SPE 560 (360) Working with Families of Exceptional Individuals 3(3-0) F,S.
Prerequisite: SPE 310 or concurrent enrollment. 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.
SPE 581 (484) Methods of Teaching Individuals with Behavior Disorders/Emotional Disturbance 3(3-0) S.
Prerequisite: SPE 488 and concurrent enrollment in SPE 491. 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.
SPE 582 (482) Methods of Teaching Individuals with Learning Disabilities 3(3-0) F.
Prerequisite: SPE 345 and SPE 346 and SPE 488 and concurrent enrollment in SPE 492. 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.
SPE 583 (483) Methods of Teaching Individuals with Mental Retardation/Developmental Disabilities 3(3-0) S,Su.
Prerequisite: SPE 345 and SPE 346 and SPE 488 and concurrent enrolment in SPE 493. 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.
SPE 584 Language Development of Exceptional Students 3(3-0) F,S.
Prerequisite: SPE 345 and SPE 346. 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.
SPE 587 Introduction to the Education of Students with Behavior Disorders 3(3-0).
Prerequisite: SPE 310. 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.
SPE 590 Approaches in Mainstreaming Exceptional Students 3(3-0) D.
Prerequisite: SPE 310 or SPE 340. Application of methods for modifying instructional materials and curriculum to help special education and regular classroom teachers meet the demands of mainstreaming.
The following courses are open only to students admitted to the graduate program or those with permission from a graduate faculty advisor.
SPE 610 Problems in Special Education 1-3 D.
Prerequisite: permission of department head. major issues in the field of special education designed to meet individual students needs. May be repeated to a total of 3 hours.
SPE 679 Application of Technology in Special Education 3(3-0) Su.
Prerequisite: admission to the graduate program for Special Education or permission of director. 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 Until (PEU) are the over arching tenets which guided the development and ongoing revisions to the 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 server individuals with disabilities.
SPE 680 Contemporary Issues in Special Education 3(3-0) D.
Prerequisite: admission to the graduate program for Special Education or permission of the director. 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.
SPE 681 Educational Consultation 3(2-2) F.
Prerequisite: admission to the graduate program for Special Education or permission of the director. The course 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.
SPE 682 Advanced Diagnosis and Remediation of Students with Mild to Moderate Disabilities 3(1-4) D.
Prerequisite: admission to the graduate program for Special Education and SPE 345 and SPE 346 or equivalent; or permission of director. 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.
SPE 683 Advanced Diagnosis and Remediation of Students with Low Incidence Disabilities 3(1-4) D.
Prerequisite: admission to the graduate program for Special Education and SPE 345 and SPE 346 or equivalent. 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 standardized and performance evaluation of students with mental retardation and developmental disabilities, analysis and synthesis of assessment data in clinical staffings, and development of individual educational plans. Students enrolled in this course should have prior knowledge of assessment including administration, scoring, and interpretation.
SPE 684 Advanced Procedures in Teaching Students with Mild to Moderate Disabilities 3(2-2) S.
Prerequisite: admission to the graduate program for Special Education and SPE 345 and SPE 346 and SPE 488 and SPE 680; SPE 682 or concurrent enrollment; and a minimum of two special education methods courses prior to enrollment (SPE 581, 582, 583). 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.
SPE 685 Advanced Procedures in Teaching Students with Low Incidence Disabilities 3(2-2) D.
Prerequisite: admission to the graduate program for Special Education and SPE 345 and SPE 346 and SPE 488 and SPE 680; SPE 683 or concurrent enrollment; and a minimum of two special education methods courses prior to enrollment (SPE 581, 582, 583). 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 mental retardation and other developmental disabilities. Emphasis will be placed on the philosophical basis of curricula as well as principles of curricular design. Students will apply knowledge and skills in field experiences.
SPE 687 Advanced Behavioral Analysis and Intervention 3(3-0) F.
Prerequisite: admission to the graduate program for Special Education and SPE 488 and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685. 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.
SPE 688 (686) Seminar: Special Education Programs 3(3-0) D.
Prerequisite: admission to the graduate program for Special Education and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685 and SPE 687 and SPE 690. 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.
SPE 689 Practicum: The Exceptional Child 3(0-6) Su.
Prerequisite: admission to the graduate program for Special Education and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685 and SPE 687. 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.
SPE 690 Educational Workshop 1-5 D.
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 credit. 30 clock hours equal 1 semester hour.
SPE 692 Advanced Diagnosis and Remediation of Students with Disabilities Lab 2(0-4) S.
Prerequisite: admission to the graduate program for Special Education; and concurrent enrollment with SPE 682 or SPE 683; and SPE 345 or SPE 346 or equivalent. 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.
SPE 699 Thesis 1-6 D.
Prerequisite: admission to the graduate program for Special Education and SPE 690 and SPE 679 and SPE 680 and SPE 682 and SPE 683 and SPE 684 and SPE 685 and SPE 687 and SPE 689. Independent research and study connected with preparation of thesis. May be repeated to a maximum of 6 hours credit.
Elective Courses in Special Education:
SPE 300 Service Learning in Special Education. 1 (ARR).
Prerequisite: 30 hours, concurrent registration in a Special Education course designated as a service-learning offering. 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. The course 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.
SPE 500 Introduction to Autism 1(1-0) D.
This course is designed to give educators, parents, service provision agency personnel, and other interested persons an overview of autism as an educational disorder. The fifteen hours of course contact constitute part one of the Missouri Autism Institute, and provide basic information regarding the educational diagnostic condition of autism.
SPE 501 Working with Autistic Students in the Schools 1-2 D.
Prerequisite: SPE 500 or permission of the department head. This course constitutes the second and last segment of the Missouri Autism Institute for educators who are, or will be, serving school-aged students with autism. Designated as an extension of the SPE 500, this course explores the education of school-age students with autism in greater depth. Variable 1-2 hours: Decision in consultation with advisor and/or department head. May be repeated for a maximum of 2 hours with permission of department head.
SPE 502 early Intervention for Young Children with Autism 1(1-0) D.
Prerequisite: SPE 500 or permission of the 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.
SPE 503 Assessment of Students with Autism for School Placement and Programming 1(1-0) D.
Prerequisite: SPE 500 or permission of the department head. This two day course is intended for school multidisciplinary teams responsible for evaluation of children with academic, cognitive, communication, and social/behavior disorders suspected to be related to autism. Designed to expand upon knowledge gained in SPE 500, content will cover the seven evaluation areas required under state and federal low: vision, hearing, health/motor (physical status), social/emotional/behavioral, verbal and nonverbal communication, cognitive and adaptive behavior, and academic/vocational. Diagnosis, functional assessment for programming, as well as report writing will be addressed.
SPE 504 In-District Autism Consultant Training 1(1-0) D.
Prerequisite: SPE 500, current Missouri teaching ce5tification, or the permission of the 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. Student will demonstrate competence in educational report writing and inservice 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.
SPE 505 Braille Reading and Writing 3(3-0) F.
Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. This course has been designed to assist teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, preparing correctly formatted Braille material, and an awareness and basic understanding of the Nemeth code for students grades K-12. In addition, students will develop an understanding for the rules of English Braille American Edition. Successful completion of this course should e 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. Teachers will employ the use of the Perkins Braille Writer and slate and stylus to produce high quality Braille material. 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.
SPE 506 Orientation and Mobility 3(3-0) Su.
Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. The course will apply practical application of orientation and mobility techniques used by the blind or visually impaired. The student will use blindfolds and low vision simulators to perceive, integrate and react to different environmental stimuli. Development of can techniques and use of low vision stimuli will be instructed and applied by each student in the course. Examination 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.
SPE 507 Structure and Function of the Eye 3(3-0) F.
Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. This course will provide prospective teachers and paraprofessionals who plan to work with children and youth who are low vision and blind with a fundamental understanding of the structure and anatomy of the eye. The course will address a full array of eye diseases and conditions and the educational implications.
SPE 508 Low Vision 3(3-0) Su.
Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. The course will apply practical application of low vision techniques used by teachers and rehabilitation specialists for the visually impaired. Terminology definitions, optics, and the use of low vision aides will be discussed. The student will use low vision stimulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Development of the techniques and use of low vision stimuli will be instructed and applied by each student in the course. Examination and application of the fundamental principles and theory of sensory information acquisition by the visually impaired for blind as it applies to the classroom teacher will be stressed.
SPE 509 Methods of Teaching the Visually Impaired 3(3-0) S.
Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. This course is one of five courses offered to provide prospective teachers of children and youth with visual impairments competency based training for work with this population in K-12 schools. SPE 509 provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilization of 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. The course requires a total of 60 clock hours working in settings with children and youth with visual impairments.
SPE 591 Clinical Practicum in Special Education 1-3 D.
Prerequisite: completion of SPE 491 and SPE 492 and SPE 493, SPE 494, or previous certification. This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 492, 493, or 494.