SPED621: Understanding Individuals with Disabilities (4 credits)
Students use a global perspective to study mild, moderate and severe disability conditions that affect individuals across the lifespan. Included are historical foundations, key legislation governing special education and habilitation of individuals with disabilities. Students also investigate the over-representation and under-representation of cultural and linguistic minorities in special education. (Special Education Endorsement Portfolio designed under supervision)

SPED622: The Special Education Student in Context (4 credits)
Using a multicultural perspective, students examine current practices in opening communication between home, school and community in the education of students with disabilities. Included is advocacy training, collaborative work with families, impact of cultural and linguistic diversity on identification and classification, and transition to independent living and provision of services across the lifespan. Students research issues such as the over-representation and under-representation of cultural and linguistic minorities in special education programs. (40 hours Supervised Field Experiences)Prerequisite: SPED621.

SPED623: Assessment and Evaluation of Students with Special Needs (4 credits)
Students consider the examination and evaluation of formal and informal assessment batteries for use with special needs students. They review development of appropriate IFSP and IEP goals, instructional objectives and lesson plans in relation to student levels of functioning. Prerequisite: SPED621.

SPED624: Curriculum Planning and the IEP (4 credits)
Students learn to design and develop Individual Education Plans (IEP) for students with a variety of disabilities. They consider the various medical problems that may be associated with mild, moderate and severe handicapping conditions.
(40 hours Supervised Field Experience) Pre-requisite or co-requisite: SPED623

SPED625: Curriculum Planning, Content and Practice in Special Education (4 credits)
Students examine curriculum and instructional practices appropriate for special needs students including: national and state standards, designing learning environments, developing effective strategies for teaching contents areas, developing social skills, collaborative teaching and problem solving. Students focus on the implication of diverse population needs in relation to curriculum planning, and emphasize integration and use of technology. Pre-requisites: SPED623 & SPED624, Co-requisite: SPED626

SPED626: Managing Student Behavior and Social Integration Skills (4 credits)
Students focus on the use of formal and informal behavior assessment practices with culturally and linguistically diverse students with special needs in both inclusive and special classrooms, the development and use of IFSP and IEP goals in relation to behavioral assessments, the application of behavioral principles of classroom management to inclusive and special classrooms, and the specific data collection procedure to implement behavioral change process with students. (40 hours Supervised Field Experiences) Co-requisite: SPED625

SPED627: Internship in Special Education (8 credits)
Students demonstrate knowledge and skills in a classroom setting. The students participate in the processes of collaboration, teaming, partnerships, record keeping and supervision of volunteers and paraprofessionals. (Six week Supervised Internship and completion of the Special Education Endorsement Portfolio) Pre-requisites: 24 credits of special education courses and permission of Chair.