Peru State College
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Special Education Course Descriptions
 

200 Introduction to Special Education (3 hours)

Prerequisite/Corequisite: Educ 208.
This course is designed to provide a historical, political and sociological survey of the areas of exceptionality in the field of special education. The course will identify significant changes which have occurred in the education of exceptional populations and provide an introductory experience concerning the various disability groupings.

 

297 Directed Study in Special Education (1-4 hours)

Prerequisite: Senior standing; prior approval of Instructor and Dean of the School of Education.

 

298 Special Topics in Special Education (1-4 hours)

Prerequisite: Freshman-Sophomore standing.

 

300 Assessment in Special Education (3 hours)

Prerequisites: Admission to Teacher Education; Educ 317.
Tests commonly used for children with suspected disabilities are administered and interpreted in this course. Emphasis is on the use of formal and informal assessment procedures to diagnose strengths and weaknesses of students which may affect academic performance.

 

307 Special Education Practicum (2 hours)

Prerequisites: Admission to Teacher Education; Concurrent enrollment in SpEd 430.
The purpose of the course is to provide a classroom experience in a Special Education setting.
(Each Fall semester)

 

309 Early Childhood/Special Education Practicum (1 hour)

Prerequisites: Admission to Teacher Education.
Corequisite: SpEd 405.

This course is designed to provide students with an opportunity to observe the specific methods in Preschool through Kindergarten being studied in preschool disabilities methods classes and to begin to practice those methods.

 

353 Speech Correction and Development (3 hours)

Prerequisites: Admission to Teacher Education.
This course identifies the unique educational problems of children with speech deficiencies with an emphasis on identification and remediation.

 

383 Education of Students with Autism and Low Incidence Disabilities (3 hours)

Prerequisites: Admission to Teacher Education.

This course is designed to prepare teacher candidates with the ability to recognize and build upon the strengths and needs of students with low incidence disabilities.  They will also be able to employ various instructional strategies and locate appropriate educational materials for students with low incidence disabilities and autism spectrum disorder.

 

385 Education of Students With Cognitive Disabilities (3 hours)

Prerequisites: Admission to Teacher Education.

This course is designed to prepare the teacher candidate with the ability to work with students who have cognitive disabilities, and address their strengths and needs. The course is also designed to help the teacher candidate understand and implement various instructional procedures and locate appropriate educational materials for students with cognitive disabilities.

 

393 The Special Education Process from Referral to Post-Graduation (3 hours)

Prerequisites: Admission to Teacher Education.

This course is designed to provide teacher candidates with an understanding of the entire special education process from pre-referral through transition to post-secondary education or the workforce. Particular emphasis will be placed on the rights of students and parents during the transition process.

 

405 Special Education/Early Childhood Characteristics & Methods (3 hours)

Prerequisites: Admission to Teacher Education; EDUC 317 (may be taken concurrently); Corequisite: SpEd 309.
This course is designed to enable the student to master the knowledge of the purposes, unique features, service delivery and issues in the field of early childhood special education. Basic information about the foundations of early childhood special education programs and sources of current research about this rapidly growing field will be studied. Current best practice instructional methods will be a major focus of this course.

 

420 Differentiating Assessment Practices in an Inclusive Setting (3 hours)

Prerequisites: Admission to Teacher Education; Educ 317.

This course is designed to give teacher candidates the ability to assess students in inclusive settings. Teacher candidates will learn how to adapt teaching methods, the curriculum, and most importantly, assessments of learners with special needs who are taught in an inclusive classroom.

 

421 Early Childhood/Special Education Student Teaching (8-16 hours)

Prerequisite: Admission to Student Teaching.
Observation, laboratory and practical application of learning principles in Preschool through Kindergarten settings. Students teach full-time for eight-sixteen weeks.

 

430 Methods in Special Education Program Management (3 hours)

Prerequisites: Admission to Teacher Education; Educ 317 (may be taken concurrently); Concurrent enrollment in SpEd 307.
This course is designed to develop skills necessary for teaching Special
Education students (K-12) with mild/moderate disabling conditions. Emphasis is on developing knowledge, skills and techniques for successful teaching in multi-categorical resource room settings and inclusionary educational programs.

 

435 Special Education Student Teaching (8-16 hours)

Prerequisite: Admission to Student Teaching.
Observation, laboratory and teaching experience in the special education classroom. Students teach full-time for eight-sixteen weeks.

 

440 Behavior Management (3 hours)

Prerequisite: Admission to Teacher Education; SpEd 200.
The course will focus on the basic principles of behavior management as well as survey practical applications of this approach. Course content will include theoretical implications, behavioral and functional analysis, targeting behaviors, collecting information, interventions, positive behavioral support and monitoring for change.

 

460 Transitional Strategies (3 hours)

Prerequisites: Admission to Teacher Education.

This course is designed to provide background knowledge about all transitional phases during a student’s education, the legal foundation of transition, and the role the family plays in this process.  Transitions during early childhood, middle school, high school, and post-graduation will be covered.  Other topics include: assessment, selecting the least restrictive environment, integrating transition into the IEP, work-based learning, job placement and supervision, postsecondary education, living in the community, and resources for transition.

 

465 Education of Students With Emotional/Behavioral Disorders (3 hours)

Prerequisites: Admission to Teacher Education.
This course is designed to investigate the etiology, classification, and treatment for children and adolescents with emotional, social and behavioral impairments. It examines the historical and philosophical contexts, major theoretical perspectives, and instructional alternatives. Current best practice and research related to the topic will be explored.

 

497 Directed Study in Special Education (1-4 hours)

Prerequisite: Senior standing; prior approval of Instructor and Dean of the School of Education.

 

498 Special Topics in Special Education (1-4 hours)

Prerequisite: Junior-Senior standing. Prior approval of the Dean of the School of Education.

 

499 Independent Study in Special Education (1-3 hours)

Prerequisite: Junior standing; prior approval of Instructor and Dean of the School of Education.