|
Permanent
Schedule
|
Course
Number
|
Course
Title and Description
|
Credit
Hours
|
Spring
(Monday)
|
SpEd
881
(Required
for Endorsement)
|
Teaching
Students with Retardation or Severe Disabilities
Planning, implementing, and evaluating effective longitudinal education
for individuals with moderate-profound retardation, severe impairments
and multiple disabilities. Knowledge and skill regarding best
practices within inclusive education settings for these learners will
be emphasized using an ecological and functional model that addresses
useful skills in current and future environments.
Prerequisite: SpEd 880 or permission
of instructor.
|
3
|
Spring
(Wednesday)
|
SpEd
981
(Required for Endorsement)
|
Functional
Alternatives to Challenging Behavior
Focus is on students with retardation or severe disabilities with
examination of the context in which individuals exhibit stereotypic,
self-injurious, and aggressive behavior. Use of an educative
approach will include elements of functional analysis of behavior,
communicative function and a wide variety of programmatic, curricular,
ecological interventions. Processes of assessment will be conducted
in actual classroom and community settings.
Prerequisite: Permission of instructor.
|
2
|
|
TBA
|
SpEd
896(P)
|
Directed
Field Experience
Prerequisite: Permission of instructor.
|
Credit arranged
|
|
TBA
|
SpEd
897P
(Required for Endorsement)
|
Student
Teaching: Severely Multihandicapped
Laboratory and teaching experience in the area of specialization.
Prerequisite: By application
only (March 1 for Fall, October 1 for Spring)
|
6-12
|
|
TBA
|
SpEd
907P
|
Seminar
in Special Education: Assessing Behavior State Among Students
with Severe Disabilities
(done independently using CD-ROM format-Revised in 1996) |
2
|