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List of Courses
* All credit hours are based on the current term, this may vary for previous terms.
| SPED101 - Ed. of Exceptional Children |
(3 credit hours) |
SPED 101: Education of Exceptional Children
This course provides broad knowledge and skills in special education for candidates in all teacher education programs. It mainly covers: models, theories, etiology, and philosophies, legal provisions, ethical and professional commitment, assessment and identification procedures and instructional strategies for students with exceptional learning needs. It also provides knowledge of different characteristics of learners with special needs and their educational implications
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| Prerequisite: |
- CURR210
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED210 - ASSESSMENT IN SPECIAL ED. |
(3 credit hours) |
Assessment in Special Education
The primary focus of this course provides candidates with a practical approach for learning about the procedures of the assessment process of children and individuals with special needs. It introduces students to the basic concepts in assessment and types of assessment, including legal issues and ethical concerns of assessment. The course will proceed in a step-by step manner to address topics that are considered technical prerequisites of understanding assessment such as descriptive statistics, reliability and validity. Emphasis will be placed on the mechanics of both informal and formal assessment for assessing students as well as the interpretation of assessment for educational intervention
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED211 - Tech. Applications In SPED |
(3 credit hours) |
Technology Application in Special Education
This course is designed to equip special education candidates with the knowledge and skills regarding assistive technology as means to help all students to succeed. Hardware and software, legislative rules and issues, and current professional readings are the focus of this class.
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| Prerequisite: |
- SPED101
- CURR101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED220 - Classroom Behavior Management |
(3 credit hours) |
Classroom Behavior Management
This course aims at helping candidates understand classroom management by recognizing differences in teaching and learning styles and how they influence classroom management to meet the needs of all learners. It also addresses the difference between rules and procedures, the roles of both student and teacher in academic accountability, and getting the school year off to a positive start. Well-organized and managed classrooms set the stage for student learning and achievement. Students will explore a range of models and strategies that will serve as a foundation for developing a personal approach to classroom management. Classroom management will be defined by exploring theory and research in the field. In addition, rationale will be examined in considering it as a system, as instruction, and as discipline. Field experience in public school settings is required.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED221 - Collaboration(Home,Sch&Commun) |
(3 credit hours) |
Collaboration in Special Education (Home, School, Community)
This course provides candidates with knowledge of legal, social and educational aspects and their effects on children with disabilities and their families. Among topics covered are historical and current roles of parents, family characteristics, needs of parents of children with special needs, and the effect of disability on family functioning. The course emphasizes school visitation, family interview, and developing necessary skills that is responsive to the unique individual needs of parents and their children with special needs
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED222 - Lang.&Communication Disorders |
(3 credit hours) |
Language and Communication Disorders
10 people in the United States. This course explores the etiology (cause), epidemiology, assessment, and educational implications of speech and language disorders. This course is part of the core program for the special education students. Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitution to the inability to understand or use language or use the oral-motor mechanism for functional speech. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Students taking this course will be introduced to different ways of assessing individuals with speech-language disorders , in addition to different therapeutic modes including assistive technology (augmentative & alternative communication).
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED312 - Indiv.with Mild/Mode.Disabilit |
(3 credit hours) |
Individuals with Mild/Moderate Disabilities
This course aims at introducing candidates to psychological, environmental, and cultural conditions that contribute to mild/moderate disabilities. It covers etiology, characteristics, development, prevention and intervention strategies, theories, and legal aspects. This course emphasizes development in academic, social, career, behavioral, medical, psychological, physical, and health conditions of individuals with mild/moderate disabilities.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED313 - Early Intervention in SPED |
(3 credit hours) |
Early intervention in Special Education
The purpose of this course is to provide a forum for discussing current issues in early intervention of children with special needs and to encourage scholarly discussion and presentation among the class participants. The course provides an overview of the field of early intervention in special education including discussions of historical and empirical support for providing early intervention services, screening, assessment, instructional programming, integration of children with and without disabilities, family involvement, and service delivery models. Emphasis is placed on assessing and promoting the attainment of cognitive, language, social, self-help, and motor skills.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED314 - Differentiating Instruction |
(3 credit hours) |
Differentiating Instruction
This course is based on the premise that ?one way of instruction does not fit all?. Students taking this course will be introduced to the necessary skills and knowledge for differentiating instruction with the different types of exceptional learners. Emphasis is on skills necessary to implement specialized alternative instructional strategies. Educational service and instructional delivery systems for exceptional children are identified and analyzed. The course focuses on the classroom teacher?s role in development and modification of environment, curriculum, and instruction to enable students with disabilities to be educated within typical educational environment. The course will provide various strategies for differentiating curriculum, instruction, assessment and classroom learning environments.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED315 - Indiv.with Sensory Impairments |
(3 credit hours) |
This course aims at intoducing candidates to characteristics and educational needs of children with visual and auditory impairments. Among topics covered are legal entitlements, assessment, communication, transition, career and vocational programs, and needed services. This course emphasizes soci-historical and contemporary knowledge and psycho-educational issues.
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
Fall |
Go To Index |
| SPED321 - Gifted and Talented |
(3 credit hours) |
Gifted and Talented
This is an introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED322 - Tech.Chil.with Visual Impair. |
(3 credit hours) |
This course aims at introducing candidates of special education to a wide range of teaching methods and techniques appropriate for students with visual impairments. These methods include areas of academic, social, behavioral and independent and daily living skills. It places emphasis on increasing their ability to develop individualized planning, instructional strategies and access of information and resources necessary in this field. Field experiences are an integral part of the course. (Minimum of 2-3 times).
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| Prerequisite: |
- SPED315
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| Corequisite: |
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| Semester: |
Spring |
Go To Index |
| SPED324 - Func.Curr.for std.with Sever D |
(3 credit hours) |
Functional Curriculum for Students with Severe Disabilities:This course aims at introducing candidates to in-depth knowledge and skills related to normal vs. abnormal students development. It covers collaboration strategies, behavioral management, vocational, employment and functional skills as well as curriculum appropriate for learners with severe disabilities. This coruse emphasizesprogram development and implementation of teaching functional skills.
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| Prerequisite: |
- SPED330
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| Corequisite: |
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| Semester: |
Spring |
Go To Index |
| SPED326 - ED.Gif&Talend Std. in Regu.Cla |
(3 credit hours) |
Educating Gifted & Talented Students in the Regular Classroom: This course also provides students with the strategies and techniques they can use to meet the academic and emotional needs of the gifted and talented. Course content includes practical approaches for challenging the most able students in the regular classroom, pull-out, or full-time classes for gifted students. The course emphasis is upon ways of knowing (epistemology) unique to gifted students, and an appropriate pedagogy to specifically enhance each student's giftedness.
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| Prerequisite: |
- SPED331
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED330 - Individuals with Severe Disap. |
(3 credit hours) |
This course aims at helping prospective teachers in special education to understand definitions, identification, etiology, characteristics and impact of sever disabilities on developmental skills. It covers also legislations, rules, regulations and ethical responsibilities for teachers of those students. Major emphasis is placed on characteristics, education and medical complications as well as effective collaboration activities with other professionals and community resources.
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
Fall |
Go To Index |
| SPED331 - Curr.&Materials for the Gifted |
(3 credit hours) |
Curriculum & Material for the Gifted: The course provides theoretical basis and practical techniques for implementing defensible practices in classes for the gifted. Candidates will be expected to relate the characteristics and learning needs of the diverse population of gifted students to appropriate instructional methods and materials that are needed to implement effective educational programs for all gifted and talented students. Candidates will be expected to assess learners and develop and modify instructional content and methodology to meet the learning needs of gifted students and demonstrate this knowledge by creating and implementing an instructional unit of study in their content area.
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| Prerequisite: |
- SPED321
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED332 - Introduction to Rehabilation |
(3 credit hours) |
Rehabilitation
The overall goal of this course is to provide students with a comprehensive introduction to the field of disability rehabilitation and the related types of specialties within this field such as educational, social, physical, vocational and community-based rehabilitation. Students in this course will achieve an appreciation and understanding of the history, philosophy, legislative influences, organizational structure, and various service-delivery models of rehabilitation. This foundation of study is intended to provide the groundwork for continued and progressive study in disability leading to the achievement of a degree in special education. Competencies will be developed through formal lectures, assigned readings, class activities and discussion, and at-home assignments.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED333 - Special Topic in Special ED. |
(3 credit hours) |
This course enables candidates to examine effective practice s in critical areas of special education. It covers topics such as educational policy, organizational change, current research and practices, characteristics of learners with disabilities, effective pedagogy with various populations of students, program evaluation inclusive education, service delivery models, early intervention etc. This course focuses on the continuing professional development of educators in special education as leaders and disseminators of knowledge to the field.
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED334 - Sign language 2 |
(3 credit hours) |
Sign Language (2): The course aims to teach candidates sign language skills (sending and receiving). It deals with acquiring various language structures of the sign language (concepts, sentences, grammar, speaking and conversation). The course also deals with linking the sign language with nodding, reading, writing, finger control, and comprehensive communication. Emphasis is placed on the local sign language in possessing, communication with deaf, and various communication skills needed for teaching and social purposes. (Pre-requisite SPED 223
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED361 - Teac.Chil.with Mild/Modr.Disab |
(3 credit hours) |
Teaching Children with Mild/Moderate
This course aims at understanding techniques of teaching children with mild/moderate disabilities. Topics include thinking and academic skills, curriculum planning and implementation, alternative instructional strategies, class organization, maintenance and generalization of skills, and integration of services into instructional settings. This course emphasizes the process by which content is taught within various educational settings
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| Prerequisite: |
- SPED312
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED400 - Practical Experiences in SPED |
(3 credit hours) |
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED411 - Trends&Issues in Mild/Mode Dis |
(3 credit hours) |
This course aims at examining current trends and issues related to mild/moderate disabilities. It covers philosophie s, theories, legislation, and perspectives from other fields of knowledge that influence the practice in the field of special education. It emphasizes educational programs and behavioral management issues in mild/moderate disabilities.
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| Prerequisite: |
- SPED312
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| Corequisite: |
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| Semester: |
Fall |
Go To Index |
| SPED412 - Tech.Chil.with Hearing Impair. |
(3 credit hours) |
The course aims at introducing candidates of special education to various factors, theories, philosophies and current trends affecting education of students with hearing impairments. It covers different strategies and practices, appropriate for improving behavior, language and communicati on and effective interaction for these students. Emphasis is placed on the acqistion of Arabic sign language.
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| Prerequisite: |
- SPED322
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| Corequisite: |
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| Semester: |
Fall |
Go To Index |
| SPED413 - Teach.Chil.with Sever Disa. |
(3 credit hours) |
This course helps candidates to gain knowledge and skills related to teaching children with severe disabilities. It covers the use of assistive devices and technological equipment appropriate for individuals with severe disabilities among other topics. It stresses coordination efforts with professionals and parents to design and implement instructional as well as behavioral management strategies to improve developmental and social skills of these students.
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| Prerequisite: |
- SPED324
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| Corequisite: |
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| Semester: |
Fall |
Go To Index |
| SPED415 - ED. Diagnosis/ Remed. of Lit/M |
(3 credit hours) |
Education Diagnosis and Remediation of literacy & Math disabilities
this course focuses on providing students with formal and informal assessment measures to use to determine students' literacy and math levels in school. This course also presents the students with knowledge and use of effective scientifically based intervention strategies. Emphasis is also placed in this course on the use of strategic approaches to the teaching of reading and math through employing variety of teaching methods, materials and strategies to help children learn to read and solve math. Students will also learn in this course how to monitor and document student's progress, strengths, and needs.
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| Prerequisite: |
- SPED101
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED416 - Research Sem.for Gifted&Talend |
(3 credit hours) |
Research Seminar on the Gifted
The purpose of this course is to provide a forum for discussing current issues in the education of gifted students and to encourage scholarly discussion and presentation among the class participants. This course provides students with the basics of gifted education beginning with its history to application of best practices. The class will examine the identification process and the characteristics of the gifted. They will focus on students? social and emotional needs and the conflicts experienced from the nature of giftedness and the environment in which they function. The special needs of underachievement, motivation, and twice exceptional students will also be addressed with a focus on intervention strategies and issues surrounding appropriate assessment.
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| Prerequisite: |
- SPED326
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| Corequisite: |
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| Semester: |
Fall |
Go To Index |
| SPED441 - Cps.Exp. in SPED/Mild/Mod Disa |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
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| Prerequisite: |
- SPED4001
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| Corequisite: |
SPED461 |
| Semester: |
Fall Spring |
Go To Index |
| SPED442 - Capston Exp. in SPED/ Sens.Imp |
(3 credit hours) |
This course is a crowing experience coming at the end of the program with the specific objective of integrating knowledge concepts, and skills associated with an entire sequence of study in the program. the course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher and fostering school change.
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| Prerequisite: |
- SPED322
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED443 - Capstone Exp.in SPED/Sever Dis |
(3 credit hours) |
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
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| Prerequisite: |
- SPED324
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED444 - Caps.Exp.in SPED/Gifted&Talend |
(3 credit hours) |
This course is a crowing experience coming at the end of the program with the specific objective of integrating knowledge concepts, and skills associated with an entire sequence of study in the program. The course is team-taugh and is designed to build on skills acquierd in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objectives and the learnin g outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
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| Prerequisite: |
- SPED400
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED461 - Std.Teac.in SPED/Mild/Mod Disa |
(9 credit hours) |
During this course, candidates must demonstrate masery of all standards for beginning teachers that have been adopted by COE'S teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge agained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice taching in one of the training sites (schools, centers, hospitals).
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| Prerequisite: |
- SPED400
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| Corequisite: |
SPED441 |
| Semester: |
Fall Spring |
Go To Index |
| SPED462 - Std.Tech.in SPED/Sensory Impa. |
(9 credit hours) |
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge agained through courses and field experiences. However, in addition to application of theory and strategies learned in universit y courses, mastery of the professional standards for for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (schools, centers, hospitals).
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| Prerequisite: |
- SPED322SPED412
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED463 - Std.Tech.in SPED/Sever Disa. |
(9 credit hours) |
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in universit y courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (schools, centers, hospitals).
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| Prerequisite: |
- SPED413
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED464 - Std.Tech.in SPED/Gifted&Talend |
(9 credit hours) |
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in universit y courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (shcools, centers, hospitals).
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| Prerequisite: |
- SPED400
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED557 - Educ. of Except. Child. (DPLM) |
(3 credit hours) |
Education of Exceptional Children
This course provides broad knowledge and skills in special education for candidates in all teacher education programs. This course examines a variety of issues and strategies related to educating learners with disabilities in general education classrooms. It also is designed to provide teacher candidates with an understanding of the nature and needs of exceptional children and youth from culturally and linguistically diverse backgrounds.
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
Fall Spring |
Go To Index |
| SPED6018 - Human Dev. & Individual Diffe. |
(3 credit hours) |
Human Development and Individual Differences
This course is designed to teach students how people change develop and grow over time. It covers a wide range of ages and topics; from studies that focus on early language development, to the growth of social skills in preschool settings, the dramatic changes in cognitive skills in school, and studies of adolescent and adult development.
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6321 - Advanced Assessnent in SPED |
(3 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6322 - Charat.&Tech.Techniq.for Indiv |
(3 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6323 - Advanc.Collabor.in SPED ED. |
(3 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6324 - Inclusive learning Environment |
(3 credit hours) |
|
| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6325 - Curr.Modifi.for Excep.Individ. |
(3 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6400 - Thesis |
(3 credit hours) |
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| Prerequisite: |
- SPED6403
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6401 - Thesis proposal.Dev.Seminar1 |
(1 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6402 - Thesis Proposal Dev.Seminar 2 |
(1 credit hours) |
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| Prerequisite: |
- SPED6401
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED6403 - Th.Prop.Dev.Sminar3 |
(1 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
| SPED704 - Teach. learne. with cultural. |
(3 credit hours) |
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| Prerequisite: |
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| Corequisite: |
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| Semester: |
All |
Go To Index |
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