Special Education Courses (SPE)

SPE 5544 - Internship Seminar (3)

This course provides interns an opportunity to develop analytical thinking skills through examining broad educational issues and concerns, topics on the state and local levels, and those of personal interest. The scope of the course ranges from juvenile law, classroom management, professionalism, professional development for teachers, and other course topics. This course must be taken concurrently with internship. Co-requisite: SPE 6654 or SPE 6655

SPE 6609 - Content Enhancement (3)

This methods course emphasizes inclusive teaching practices that combine an interactive instructional sequence with a teaching device for teachers of secondary level students (6-12) with mild disabilities. This course focuses on content enhancement routines that help teachers carefully organize and deliver content area information.

SPE 6610 - Research Trends and Issues in Special Education (3)

This course is designed to provide advanced students with an in-depth study of significant research in special education. Specifically, this course focuses on (a) methodological issues that relate to descriptive research, intervention, research, case study, qualitative and longitudinal research, (b) issues in assessment and instrumentation and (c) ethical issues related to research in special education. The course is premised on the trend of recent changes in the discipline from a service orientation to one that is becoming more scientific. A grade of “B” or better is required.

SPE 6614 - Adaptive Teaching Strategies for Students with Mild Disabilities K-6 (3)

This course focuses on evidence-based practices and teaching strategies for students with mild disabilities, including social and emotional needs. Specifically this course reviews strategies for adapting curriculum materials, teacher instruction, and student learning activities for fundamental academic skills and content area instruction. Prerequisite: SPE 3340 or SPE 6640 (or equivalent).

SPE 6615 - Adaptive Teaching Strategies for Students with Moderate/Severe Disabilities K-6 (3)

This course is built on a comprehensive review of research, theoretical issues, diagnosis, and educational planning for those students with moderate/ severe disabilities, including more severe social and emotional disorders. Curriculum adjustment and differentiated instruction practices will be emphasized. Prerequisite: SPE 3340 or SPE 6640 (or equivalent)

SPE 6616 - Teaching Students with Emotional and Social Needs (3)

This course will emphasize the behavioral, psychological, and social needs of the learner who demonstrates emotional and behavioral disabilities that significantly impact their progress in the general education curriculum and in building and maintaining appropriate social relations with peers and adults. Appropriate intervention strategies used to increase appropriate social behavior and decrease inappropriate social behavior will be studied. Prerequisite: SPE 3340 or SPE 6640 (or equivalent).

SPE 6617 - Adaptive Teaching Strategies for Students with Mild Disabilities – Grades 6-12 (3)

This course focuses on instructional approaches that emphasize teaching students effectively, regardless of disability or special need. Specifically this course provides strategies for adapting curriculum materials, teacher instruction, and student practice activities for both basic-skills and content area instruction. Prerequisite: SPE 3340 or SPE 6640 (or equivalent).

SPE 6618 - Adaptive Teaching Strategies for Students with Moderate/Severe Disabilities—Grades 6-12 (3)

A comprehensive study of research, theoretical issues, diagnosis, and educational planning for those students with moderate/severe disabilities. Curriculum adjustment and the development of differential instruction will be emphasized. Prerequisite: SPE 3340 or SPE 6640 (or equivalent).

SPE 6620 - Service Delivery Models for Multiple Disabilities (3)

The purpose of this course is to explore the many issues surrounding the education of secondary students with multiple disabilities. Special emphasis is placed on assessment, instructional models, transition programming, and data-based instructional decision making. Prerequisite: SPE 6640 or equivalent.

SPE 6630 - Collaboration for Inclusion (3)

This course is designed to provide advanced students with an in-depth study of current literature and research on collaboration and consultation as a service delivery model to meet the challenge of educating students with disabilities in the regular classroom. Specifically, this course focuses on collaborative-related issues for teachers who work with students with disabilities. The course is premised on the federal mandate that requires educators to employ the interactive framework established by PL 94-142 (now IDEA) to assure that all students are educated in the least restrictive environment. Prerequisite: PE 3340 or SPE 6640.

SPE 6631 - Legal Issues in Special Education (3)

This course provides the special educator with relevant background on the legal issues impacting students with disabilities. Advocacy issues and collaborative roles of administrators, parents, teachers, and significant others in implementing federal legislation will be addressed. The text will be supplemented by more recent case law and policy developments in special education.

SPE 6632 - Assessment and Individual Programming (3)

A comprehensive study of the assessment process used in the field of Special Education will be examined to include both standardized assessment measures and curriculum based measures. Emphasis will be on the selection, administration, and analysis of standardized assessment instruments along with the development, administration, and analysis of curriculum based instruments in determining eligibility for placement and instructional planning. Prerequisite: Undergraduate special education assessment

SPE 6635 - Meeting Instructional Needs Through Technology (3)

This is an advanced survey course in the classroom-adaptable and assistive technologies that are associated with the personal computer and other technologies that assist the learner with disabilities in accessing the teaching and learning environments. This course includes information on the assessment of assistive technology needs as a means of considering assistive technology and matching adaptations with individual needs in various settings. The student will explore ways to make instruction more meaningful for learning. Study will also focus on familiarity with keyboarding, disk operating systems, and tool software. Proficiency with word processing, database and spreadsheet use in an integrated program is developed. Prerequisite: an undergraduate course in the integration of technology into the curriculum.

SPE 6638 - Reading Interventions for Students with Special Needs (3)

This course is designed to familiarize students with evidence-based/research-based reading intervention strategies for students with disabilities or students demonstrating significant deficits in reading skills. Students will build their knowledge base by completing an APA style literature review on validated reading intervention strategies, and identify interventions that address phonemic awareness, phonics, fluency, comprehension, and vocabulary, and that use direct instruction, guided practice, and error detection, and corrective feedback. Students will select and implement one evidence-based reading intervention strategy, progress monitor to determine its effectiveness and formally summarize and evaluate the results of the intervention.

SPE 6640 - Teaching Diverse Learners (3)

The purpose of this course is oriented toward identifying exceptional students and providing appropriate learning experiences in the classroom setting. This course is a survey of the nature and needs of exceptional children and an introduction to their educational programs.

SPE 6654 - Collaborative Internship Grades 6-12 (6)

The Professional Internship Program is the culminating clinical field-based experience for students seeking certification in a teaching field. The Professional Internship Program provides the student with the opportunity to conduct classes and assume the role of a teacher while receiving supervision from a classroom teacher and a university supervisor for a period of one full semester. The student will demonstrate skills of the informed, reflective decision maker throughout the internship experience. Co-requisite: SPE 5544

SPE 6655 - Collaborative Internship Grades K-6 (6)

SPE 6694 - Collaborative Teacher K-6 Practicum (3)

The practicum is designed to provide a supervised experience related to instruction in the area(s) of specialization (K-6). The application of skills, concepts, and principles acquired in previous coursework as well as current research will be emphasized.

SPE 6695 - Collaborative Teacher 6-12 Practicum (3)

This course is designed to provide a supervised experience related to instruction in the area(s) of specialization 6-12. The application of skills, concepts, and principles acquired in previous coursework, as well as in current research, will be emphasized.

SPE 6697 - Field Based Research Project (3)

The purpose of this course is to provide graduate students with an opportunity to design, implement, and write about quantitative or qualitative research related to their own teaching. This course will be taken at the end of the graduate program of study. The course serves as the capstone course for the MS Collaborative/Special Education program. The course must be taken as one of the candidates final two courses after EDU 6691. A grade of “B” or better is required. Advisor approval required before adding course. Prerequisite: EDU 6691, and complete 30 program credits.

SPE 6698 - Collaborative Teacher 6-12 Initial Practicum (3)

This course is for those candidates who do not currently hold an undergraduate teaching certificate for Collaborative Teacher, 6-12. This is a supervised experience in the 6-12 classroom with both the inclusion of disabled students into the general education classroom and with disabled students in a resource or self-contained setting. The prospective Collaborative Teacher will spend 100 clock hours in designing instructional and teaching methods that will allow the student with a disability to access the general education curriculum as outlined by the Alabama Course of Study. The prospective Collaborative Teacher will work collaboratively with the general education teacher, special education teacher, IEP committee, and other professionals to design and deliver an appropriate education for students with disabilities. Prerequisites: Completion of all core and teaching field areas for persons who do not currently hold an undergraduate teaching certificate in Collaborative Teacher, 6-12.

SPE 6699 - Collaborative Teacher K-6 Initial Practicum (3)

The practicum is for those candidates that do not currently hold an undergraduate teaching certificate for Collaborative Teacher, K-6. This is a supervised experience in the inclusive K-6 classroom and for students with disabilities in a resource and/or self-contained setting. The prospective Collaborative Teacher will spend 100 clock hours in designing instructional programs that emphasize the adaptation and/or modification of the curriculum content and teaching methods that will allow the student with a disability to access the general education curriculum as outlined by the Alabama Course of Study. The prospective Collaborative Teacher will work collaboratively with the general education teacher, special education teacher, IEP committee, and other professionals to design and deliver an appropriate education for students with disabilities.