The request to revise the undergraduate catalog for the Special Education Program

Date: October 14, 2010
To: College of Education
From: Clarence Greene, Faculty Governance Administrative Assistant
Approved On: September 15, 2010
Implementation Date: 2010

Note: Deletions are strikethroughs. Insertions are underlined.

Catalog Copy

SPED 2100. Introduction to Students with Special Needs. (3) Characteristics of students with special learning needs, including those who are gifted and those who experience academic, social, emotional, physical, and developmental disabilities. Legal, historical, and philosophical foundations of special education and current issues in providing appropriate educational services to students with special needs. Field-based clinical activity required. Prerequisite: EDUC 2100.This course provides preservice teachers in both general and special education with an introduction to learners with disabilities as well as those with academic gifts. This required teacher education course assists future teachers in understanding the nature of disabilities and special gifts, their impact on learning and other life outcomes, and appropriate educational programming. Since an increasing number of learners with special needs are served in the general education classroom, all teachers have a responsibility to provide effective educational programs for all students. This course, taught as a corequisite with EDUC 2100 — An Introduction to Education and Diversity in Schools, contributes to preservice teachers� understanding of learners in American schools. (Fall, Spring, Summer)

SPED 3100. Introduction to General Curriculum for Students with Special Needs. (3)Prerequisite: Admission to Teacher Education; Admission to Special Education Program; SPED 2100. Examines legislation and litigation that govern and/or influence services for individuals with disabilities. Scrutinizes the IEP process and investigates IEP objectives that reflect the general curriculum standards. Examines one’s personal philosophy of education, which reflects the diversity students with disabilities. Identifies services, networks, organizations, and publications that serve or are relevant to individuals with disabilities. Identifies and critiques instructional implications of published research. (FallSpring)

SPED 3175. Instructional Planning in Special Education. (3)Prerequisite: Admission to Teacher Education; Admission to Special Education Program. Strategies for the development, implementation, and monitoring of Individualized Education Plans (IEPs) for students with mild disabilities within the General Education curriculum. Through the use of technology, students are expected to demonstrate proficiency in using the General Education curriculum to develop and implement IEPs, unit, and individual lesson plans for instruction. This introductory course addresses strategies for the development, implementation, and monitoring of Individualized Education Programs (IEPs) and related instructional planning for P-12 students with disabilities within the general curriculum (high incidence disabilities) or adapted curriculum (low incidence disabilities). Through this course, students are expected to demonstrate proficiency in using the general education curriculum to develop appropriate IEPs and lesson plans for instruction. (FallSpring)

SPED 3800. Individual Study in Special Education. (1-6)Prerequisite: Admission to Teacher Education; Admission to Special Education Program; permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)

SPED 4000. Topics in Special Education. (1-6) Prerequisite: Admission to Teacher Education; Admission to Special Education Program. May include classroom and/or clinical experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)

SPED 4111. Issues in Early Intervention for Young Children with Disabilities. (3) Prerequisite: Admission toTeacher EducationCompletion of CHFD 2000 level courses with the exception of students who articulate with an AA or AAS degree and are required to take CHFD 2111, open to CHFD majors and minors with GPA of at least 2.5 overall and 2.75 in the major. Current issues and trends in earlyintervention and preschool services for young childrenwith disabilities and their families. Includes sitevisits scheduled throughout the semesterExplores issues and evidence-based practices for young children with disabilities and their families in home, school, and community settings. (Fall,Summer)

SPED 4112. Authentic Approaches to the Assessment of Young Children with Disabilities: B-K Birth-Kindergarten. (3) Prerequisite or corequisite: Admission to Teacher Education, GPA of at least 2.5 overalland 2.75 in the major, SPED 4111. Strategies forinterdisciplinary developmental assessments toidentify needs and plan appropriate interventionprograms for young children with disabilities and theirfamilies. Approximately 20 hours of field experience. Develops competence in evaluation, design, implementation, and interpretation of culturally appropriate, interdisciplinary assessment approaches within the context of the young child’s natural environments and in partnership with families that lead to appropriate intervention plans for children with disabilities. A field-based clinical assignment of approximately 20 hours is required. (Fall Spring)

SPED 4170. Special Education: Consultation and Collaboration. (W) (3) Prerequisites: Admission toTeacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175. The course is designed to providestudents an opportunity to develop their knowledgebase and expertise in consultation and collaborationwith parents, General Education teachers, paraprofessionals, related service personnel, and/orhuman service personnel. A field-based clinical assignment of approximately 10 hours is required. This knowledge base includes the development of effective communication skills, understanding the influence of cultural diversity when working with families, professional development goal setting, and effective supervision of paraeducators. Literature case required.(Spring Fall)

SPED 4210. Instructional Methods and Materials: BK Developmental Interventions for Young Children with Disabilities: Birth through Kindergarten. (3) Prerequisite: Admission to Teacher Education, GPA of at least 2.5 overall and 2.75 in the major, SPED 4111, SPED 4112. Goal-setting, instructionaldesign, and strategies for teaching young childrenwith disabilities and their families. Includes a A fieldbased clinical assignment of approximately 20 hours is required. (SpringFall)

SPED 4270. Classroom Management. (3) Prerequisite: Admission to Teacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; and SPED 3175.

Theoretical context of positive behavioral support and related applied behavior analysis strategies, including functional behavioral assessment and intervention planning, necessary to manage effectively the classroom behaviors of individuals or groups of students with special needs and to promote success in the learning environment. A field-based clinical assignment of approximately 15 hours is requiredThis course equips students with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. It focuses specifically on “positive behavior support” (PBS), a research-validated approach to interventions designed to prevent problem behavior, encourage environmental management, and promote students’ positive and appropriate behavior. This course will also prepare students to conduct a functional behavioral assessment (FBA) in order to more efficiently and effectively identify the interventions to address the students’ behavioral needs. The desired outcomes of this course are for students to have a basic understanding of ABA, FBA, and PBS as well as to apply these principles in a classroom setting for students with disabilities. Clinical field experience hours required. (Spring)

SPED 4271. Systematic Instruction in the Adapted Curriculum. (3) Prerequisite: Admission to TeacherEducation; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175. Principles and procedures used to develop instructional support for students who need life skillsand adaptations to general curriculum. Students arerequired to design and implement an instructionalprogram. A clinical field experience is required.(Fall)

SPED 4272. Teaching Mathematics to Learners with Special Needs. (3)Prerequisites: Admittance Admission to Teacher Education; Admission to Special Education Program. SPED 3100; 3173; 3175. This course will provide students with effective teaching strategies and materials in math for learners with special needs for teacher licensure in Special Education: General Curriculum (NCDPI). A 12-hour field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included in the course. (Spring Fall)

SPED 4274. General Curriculum Access and Adaptations. (3)Prerequisite: Admission to Teacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175. This courses focuses on strategiesStrategies for developing curricular priorities for students who need adaptations to the general curriculum including ways to link to state standards in reading, math, writing, science, and other content areas.This is a clinical intensive course requiring 12 hours classroom experience. (Spring)

SPED 4275. Teaching Reading to Elementary Learners with Special Needs. (3)Prerequisites: Admittance Admission to Teacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175. This course will providestudents with effective teaching strategies and materials in reading to learners with special needs for teacher licensure in Special Education: General Curriculum (NCDPI). A 12-hour field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included in the course effective prevention and intervention strategies for addressing the needs of elementary students with disabilities and diverse learning needs. Assessment and application of instructional strategies are included in the course. A semester long 10-hour field experience is a required component. (FallSpring)

SPED 4276. Teaching Reading to Middle and Secondary Learners with Special Needs. (3) Prerequisites: Admission to Teacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175; SPED 4170; SPED 4275. This course will provide effective remedial and intervention strategies for addressing the needs of middle and secondary students with disabilities and diverse learning needs. Assessment and application of instructional strategies are included in the course. A 6-hour field experience is a required component. (Fall)

SPED 4277. Teaching Written Expression to Learners with Special Needs. (3)Prerequisites: Admittance Admission to Teacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175. This course will provide studentswith effective teaching strategies and materials in teaching written expression to learners with special needs. Assessment and application of instructional strategies are included in the course. A semester long 12-hour field experience is a required component. ofthe course. The field experience will includeassessment and application of instructionaltechniques with students identified as receivingspecial education services. The course is designed to address core and specific competencies in teachingwritten expression to students with special needs forteacher licensure in Special Education: GeneralCurriculum as stipulated by the North Carolinadepartment of Public Instruction (Fall Spring)

SPED 4279 Content-Area Instruction for Students with Special Needs. (3) Prerequisites: Admission to Teacher Education; Admission to Special Education Program; SPED 3100; SPED 3173; SPED 3175; SPED 4272; SPED 4275; SPED 4277. This course will provide strategies for collaborative instruction, instructionally relevant use of computer-based technology, and strategic instruction to improve access of students with disabilities in the general curriculum with an emphasis on content-area instruction at the middle and secondary levels: English, science, social studies, and mathematics. Application of instructional strategies are included in the course. A semester long 10-hour field experience is a required component.(Fall)

SPED 4280. Multiple Disabilities. (3) Prerequisite: Admission to Teacher Education; Admission to Special Education Program; SPED 3100; 3173; 3175; 4270. This course will describe various secondary disabling conditions that sometimes occur in conjunction with intellectual disability such as physical disabilities, sensory disabilities, and other health impairments. Assessment, instructional methods and procedures, and collaborative service delivery with related services personnel are studied. A field-based clinical assignment of approximately 12 hours is required. (Fall)

SPED 4316. Transition Planning and Service Delivery. (3) Prerequisite: Admission to TeacherEducation