Wisconsin's Public Liberal Arts College

SPED - Special Education


2012-2014 Catalog

SPED - Special Education

SPED - Special EducationTop of Page
Catalog Nbr.Course Title/Course TopicsCredits
SPED 189Special Education Elective1.00 - 12.00
Transfer credits ONLY from another accredited institution not equivalent to a UW-Superior course.
SPED 283The Exceptional Child3.00
Introduction to special education. An overview of the various groupings of individuals with exceptionalities under the Individuals with Disabilities Education Act are examined, focusing on etiology, identification, incidence, prevalence, treatment, services available, and educational implications. Mental, physical, behavioral, and sensorial exceptionalities are discussed. National, state, and local laws and policies impacting individuals with exceptionalities are examined. Historical perspectives, legislative and litigative history, models, theories, and philosophies that provide the basis for special education practice are also examined, as well as current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services for students with disabilities.
SPED 289Special Education Elective1.00 - 12.00
Transfer credits ONLY from another accredited institution not equivalent to a UW-Superior course.
SPED 388Characteristics of Exceptionalities3.00
In-depth study of the classification, etiology, incidence, and prevalence of persons with high incidence exceptionalities. Social, psychological, behavioral, adaptive, and learning characteristics will be examined. Contemporary issues in prevention, diagnosis, placement alternatives, education, transitions, and differentiation of instruction for learners with these exceptionalities are examined and discussed. Ten hours of supervised experience with individuals with these exceptionalities are required.
Prerequisites:
Completion of SPED 283 is prerequisite for this course.
SPED 389Special Education Elective1.00 - 12.00
Transfer credits ONLY from another accredited institution not equivalent to a UW-Superior course.
SPED 481Seminars in Special Education0.50 - 4.00
Selected topics and issues in the area of special education. May be taken in several units provided a different topic or issue is studied each time.
SPED 489Special Education Elective1.00 - 12.00
Tranfer credits ONLY from another accredited institution not equivalent to a UW-Superior course.
SPED 493Inclusive Management Strategies3.00
Study of behavior theories, inclusive strategies and programs, functional analysis of behavior, positive behavior interventions, strategies, and supports, RTI, and behavior intervention plans. Students learn how to apply concepts from behavior modification to inclusive settings. Students engage in a behavior-change project and learn how to use data to plan behavior intervention in inclusive settings. The course emphasizes the application of theory to the academic, social, emotional and behavioral development of school-age children, including those with exceptional educational needs. Attention also given to communication with parents, teachers, community members and other appropriate team members regarding behavior issues and plans.
SPED 495Methods of Adaptive Instruction3.00
Examines methods, strategies and materials for adapting curricula to meet the learning needs of students with mild to severe high incidence exceptional educational needs. Emphasizes knowledge, skills, and dispositions necessary to evaluate students' academic and social needs, research and design appropriate curricula, make modifications and adaptations throughout and across curricula, differentiate curriculum and instruction, and use research-based teaching strategies.
Prerequisites:
Prerequisite for taking this course is completion of SPED 283 and SPED 388.
SPED 496Practicum in Special Education3.00
135 hours of supervised field experience in an inclusive setting working with students who have exceptional needs. Emphasis is on implementation of best practices. Pass-Fail. Enrollment in this course requires permission of Special Education Coordinator.
Prerequisites:
Prerequisite for enrolling in this course is completion of SPED 283 and consent of Special Education Program Coordinator.
SPED 681Seminars in Special Education0.50 - 4.00
Selected topics and issues in the area of special education. May be taken in several units provided a different topic or issue is studied each time.
SPED 688Characteristics of Exceptionalities3.00
In-depth study of the classification, etiology, incidence, and prevalence of persons with high incidence exceptionalities. Social, psychological, behavioral, adaptive, and learning characteristics will be examined. Contemporary issues in prevention, diagnosis, placement alternatives, education, transitions, and differentiation of instruction for learners with these exceptionalities are examined and discussed. Ten hours of supervised experience with individuals with these exceptionalities are required.
SPED 704Assessment of Learners with Exceptionalities3.00
Addresses the study of measurement theory and basic statistics needed for understanding assessment. Also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural, and ethical considerations. Assessment interpretation and IEP preparation is examined in depth. Students experience the administration, interpretation and reporting of a select sample of assessment tools. Lab fee.
SPED 710Neurocognition3.00
This course provides a survey of current research in cognitive neuroscience on language, memory, learning, perception and other higher cognitive functions. Neurocognition involves learning about the anatomy and physiology of the nervous system, along with some coverage of the endocrine system. Presentation of course material is based on typical and atypical development and functioning. Illustrative pathological development and atypical conditions are reviewed as well, such as developmental dyslexia, autistic disorders, and attention-deficit/hyperactivity disorder.
SPED 721Play3.00
The primary tool in the early childhood professions is play. This course focuses exclusively on working with families and children between the ages of birth through eight years. Provides an overview of the essential elements and principles of play, including history, theories, modalities, techniques, therapies, applications and skills. An experiential component focuses on basic intervention skill development within the context of ethical and diversity-sensitive practice.
SPED 744Cognitive Behavioral Counseling3.00
Provides students with an in-depth knowledge base of cognitive-behavioral theories, past and present. Addresses theoretical concepts from an historical perspective, applied intervention strategies associated with theoretical underpinnings, and a review of past and current outcome research relevant to theoretical conceptualizations of the seminal work of Bandura, Beck, Ellis, Festinger, Glass, Meichenbaum, among others.
SPED 750The Exceptional Learner3.00
Students research the various federally identified disability groupings of exceptionalities including examination of the effect of federal, state, and local laws and policies on education for students with these exceptionalities. Research into the historical perspectives, legislation and litigation provides background for discussion of current models, theories and philosophies of special education today. Students complete (present) a classroom project (paper) related to current legislation, regulations, policies and/or ethical issues surrounding educational services for students with exceptionalities.
SPED 752Introduction to ECSE3.00
Develops knowledge and skills to identify and teach children birth through age 8 with exceptional educational needs and talents. Also examines principles and theories of child growth and development, learning theory, and classroom organization. Develops knowledge to apply developmentally appropriate assessment tools and to promote parent education and family involvement in regard to EEN young children.
SPED 758Methods of Adaptive Instruction3.00
Students observe, research and reflect upon methods, strategies, and materials for adapting curricula to meet the learning needs of students with mild to severe high-incidence exceptional educational needs. Emphasizes knowledge, skills, and dispositions necessary to evaluate students' academic and social needs, research and design appropriate curricula,make modifications and adaptations throughout and across curricular, differentiate curriculum and instruction, and use research-based teaching strategies. Students modify an existing curricular element and practice the modification with one or more students in the field.
Prerequisites:
Prerequisite for taking this course is completions of SPED SPED 750.
SPED 760Behavior Analysis and Intervention3.00
Students research and discuss behavior theories, strategies and programs, functional analysis of behavior, positive behavior interventions and strategies, RTI, and behavior intervention plans. Students collect data to create a behavior intervention plan and apply it within an educational setting. Course emphasizes the application of theory to the academic and behavioral development of school-age children, especially those with exceptional educational needs and provides practice in communicating those applications and principles to parents, teachers and other community stakeholders.
SPED 762ECSE Methods I3.00
Emphasis on curriculum development, implementation, and evaluation based on typical and atypical child development, learning theory and educational research practice. The use of appropriate strategies to create and manage a learning environment. Develops curricular knowledge and skills to identify and teach children birth through age 8 with exceptional educational needs and talents. The course emphasizes integrated curriculum using art, music and movement. The characteristics of play and its contribution to the cognitive, social, emotional, communication, motor development and learning of children with developmental delays and disabilities birth through age eight. Developmentally based intervention methods are heavily emphasized.
SPED 763ECSE Methods II3.00
Focuses on curriculum development, implementation, and evaluation based on typical and atypical child development, learning theory and educational research and practice. Curricular integration of mathematics, science, and social studies for young children birth through age 8. Children's literature and language arts are integrated into the examination of those curriculum areas as supportive activities. Also requires the study of program, curriculum, and instructional approaches that contribute to the preparation of young children for work, including career exploration, practical application of basic skills, and employability skills and attitudes. The methods for organizing and modifying environments in collaboration with parents and other professionals to maximize the children's development through appropriate use of strategies, materials, equipment and technology.
SPED 764Mathematics Assessment and Strategies3.00
Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis is on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).
SPED 768Contemporary Issue and Transitions3.00
Engages students in research into and critical analysis of major emerging conceptual and practical issues in special education. Covers in depth topics related to collaboration, professional development, ethics, and transition services. Students complete and present a major project related to a contemporary issue in the provision of educational services to people with exceptionalities.
SPED 772Collaboration and Consultation in Special Education3.00
Focus on the major issues of learning and reflecting upon the skills and dispositions necessary for managing a special education classroom and/or case load. Includes curriculum design and evaluation, collaboration with multiple stakeholders, time management, assistive technology and universal design. A fieldwork curriculum research project and presentation in required.
SPED 775Special Education Internship: MC-EA1.00 - 4.00
Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. A student seminar meets regularly for study and discussion. Student complete and present a professional Special Educator portfolio.
SPED 776Special Education Internship: EA-A1.00 - 4.00
Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. A student seminar meets regularly for study and discussion. Student complete and present a professional Special Educator portfolio.
SPED 778ESCE Internship3.00 - 12.00
Field-based experience working with children birth to age eight who have developmental delays including severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. A student seminar meets regularly for study and discussion. Students can be placed in a wide array of settings, including but not limited to schools, hospitals, early intervention programs, 0-3 programs, Early Head Start and Head Start. Students pursuing teacher certification must complete and present a professional special educator portfolio. Pass-Fail.
SPED 781Independent Study1.00 - 4.00
Uniquely designed study arranged with a particular instructor which allows the graduate student to pursue specific areas of need or interest. Approval of the topic and plan of study is required before enrollment.
SPED 782Service Delivery and Consultation3.00
Focuses on service delivery and consultation with early childhood programs serving children birth to age eight. Early childhood policy at the national and state level is covered in depth. Examines best practices for consultation and early childhood service development at the local, state and national levels. Child find strategies, informed referral networks, evaluation team responsibilities, individualized family service plans, individualized education program processes, and pertinent state and federal laws, regulations and policies. The appropriate methods of service delivery within natural settings in the home and community such as preschools, Head Start, and family- and center-based child care. The intra- and interagency collaboration and implementation of appropriate service coordination and consultation related to the care, education, and transition of young children and their families. Professional ethics and issues of advocacy, family rights, confidentiality, and teacher liability.
SPED 783SPED Research Project3.00
Students design and carry out a research project with the advice and approval of the advisor and special area consultant. Upon completion and approval of the research project, the student gives a presentation of the paper and publishes it on the digital university website.

Back to Top