Implementation Date: 2012
Note: Deletions are strikethroughs. Insertions are underlined.
Catalog Copy
SPED 5173. Diagnostic Assessment. (3) Prerequisites: Admission to Teacher Special Education Program; SPED 5100; and SPED 5175. Provides an overview of the principles and practice of educational problem solving with an emphasis on formal/standardized assessment, including curriculum-based assessment and curriculum-based measurement; special education eligibility; linkages between assessment and instruction; and concepts in educational assessment of students with exceptional learning needs (ELN). Topical paper required. (Fall, Spring)
SPED 5272. Teaching Mathematics to Learners withSpecial Needs. (3) Prerequisites: Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100; SPED 5173; and SPED 5175. Provides students with effective teaching strategies and materials in math for learners with special needs for teacher licensure in Special Education: General Curriculum as stipulated by the North Carolina Department of Public Instruction. A 12-hour field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included. (Spring)
SPED 5277. Teaching Written Expression to Learners with Special Needs. (3) Prerequisites: Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100; SPED 5173; and SPED 5175; and SPED 5270. This course will provide students with effective teaching strategies and materials in written expression to learners with special needs. A 12-hour field experience is a required component of the course. The field experience will include assessment and application of instructional techniques with students identified as receiving special education services. The course is designed to address core and specific competencies in teaching written expression to students with special needs for teacher licensure in Special Education: General Curriculum as stipulated by the North Carolina Department of Public Instruction. (Spring)
SPED 5316. Transition Planning and Service Delivery. (3) Prerequisites: Admission to Teacher Education and Special Education Graduate Certificate Program; SPED 5100, SPED 5173; and SPED 5175; and SPED 5270. Methods and procedures used in preparing students with disabilities for post school adjustment including employment, leisure, residential, and continuing educational opportunities are studied. A field-based clinical assignment is required. (Spring)
SPED 6161. Social and Emotional Needs of Gifted Students. (3) Prerequisite or co-requisites: SPED 5211. An overview of current theory and practice in understanding gifted students’ social and emotional development. Topics discussed in class range from the social and emotional needs of the general population of gifted students to the unique needs of specific sub-groups of gifted students (e.g., gifted girls, gifted and learning disabled, gifted minority students). (Spring)
SPED 6224. Adapting Curriculum Materials and Classroom Differentiation. (3) Prerequisites or co-requisites: SPED 5211 and SPED 6124. Students study methods of making accommodations to meet the gifted student’s needs in the regular classroom. Topics include differentiated lesson plans based on national and state standards as well as methods of adapting the learning environment to support multi-level learning. (Spring)
SPED 6690. Consultation and Collaboration. (2) Prerequisites: Admission to Teacher Education An “A” level special education teaching license and admittance admission to the M.A.T. in Special Education program. Graduate students in Special Education will likely assume leadership roles in their individual schools and/or their LEA's. Designed to provide students with the background, knowledge base, experience, and personal contact to work collaboratively with professionals and parents. Offered in a true seminar manner. Learning consultation and collaboration skills assures that the needs of individuals with Exceptional Learning Need (ELN) are addressed throughout their school career. It also enhances the view of Special Educators as specialists and a resource to colleagues for instruction, inclusion, transition, and collaboration with outside agencies. Students use these skills, the professional literature, and their professional experience to formulate training packages for successful collaboration. (Fall)
SPED 6691. Seminar in Professional and Leadership Development. (1) Prerequisites: An "A" level special education teaching license and admittance Admission to the M.A.T. in Special Education program, SPED 6502, SPED 6503, and RSCH 7113. Pre- or corequisite: SPED 6690. Designed to support graduate students in the design, implementation, and write up of their Data-based Decision Project, required for M.A.T. in Special Education candidates. This project involves the candidate implementing (in a school setting) an academic or behavioral intervention with one or more students using a single subject research methodological design and support/mentor a colleague to implement a similar intervention with other students. The resulting product serves as the capstone project for the M.A.T. (Fall, Spring)