SPED (Special Education)

SPED (Special Education) Course Descriptions

SPED 501 Theory, Foundations and Ethics for Special Educators
2 hours. This course will focus on the historical foundations and purpose of special education, theory, special education law and policy, including legislation and litigation, and ethics. The course provides the foundational knowledge needed to understand exceptionalities of all kinds.

SPED 511 Developmental Psychology and Learning Theory
2 hours. The theoretical and practical aspects of human development - birth through young adult – and the connection to developmental psychology and learning theory. Functional knowledge of exceptionalities is developed. 

SPED 512 Structures for Teaching and Learning: Academic
3 hours. This course prepares candidates to meet the needs of school students with high incidence learning disabilities in general education classrooms.   Develops curricular modifications and adaptations, evaluates content curriculum, and provides assistance to general education teachers in implementation RTI Tier II and III strategies. 

SPED 513 Structures for Teaching and Learning: Functional
3 hours. This course prepares candidates to meet the needs of school students with low incidence learning disabilities who may or may not spend some time in general education classrooms.  Candidates explore and discuss low incidence disabilities including: intellectual disability, hearing impairment, visual impairment, deaf/blindness, communication disorder, emotional disturbance, orthopedic impairment, traumatic brain injury, autism spectrum disorder, and other health impairments. Functional living skills are incorporated into content planning. 

SPED 521 Assessment and Evaluation
3 hour. This course addresses assessment and evaluation as the means for making instructional decisions. The candidate will learn and practice multiple ways of assessing students. These include informal assessment, progress monitoring, formal evaluations, and standardized achievement tests to synthesize all that data to create a cohesive picture of the student’s standing, and continue to use the appropriate assessment tools to generate the information needed to make curricular and program decisions. Understand the special identification process (the discrepancy model, IQ vs. academic achievement test). 

SPED 524 Assistive Technology & Specialized Support
1 hours. This course will focus on developing candidates’ ability to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.

SPED 531 Case Management
2 hours. Candidates will gain knowledge and skills in writing effective Individualized Education Programs (IEPs) and acquire communication and collaboration strategies to facilitate IEP meetings and interactions with families. Candidates will identify key issues that could lead to litigation. Course content includes communication, organization, and administrative management.

SPED 550 Behavior Support and Classroom Management
2 hours. This course will focus on preparation of candidates to work with students who demonstrate significant emotional/behavioral problems and use interventions that are research-based. Candidates are exposed to principles of behavior analysis and modification strategies. 

SPED 552 Community Supports and Transitional Programs
2 hours. This course will focus on the families, individuals, and community supports for individuals with disabilities ages birth - 21. Candidates will identify age-appropriate services such as Head Start, early intervention, vocational educational programs, community experiences, employment and other post-school adult living objectives, acquisition of daily living skills, if appropriate, and access to state and federal services. 

SPED 576 Practicum: Mild to Moderate
3 hours. This practicum will be completed at either early childhood elementary, or elementary middle, or middle level and high school, in settings with students identified with mild to moderate disabilities. Candidates will complete a work sample during this practicum. Candidates will complete a minimum of 90 hours of clinical practice in a mild to moderate disability placement. 

SPED 577 Practicum: Moderate to Severe
2 hours. This practicum will be completed at either early childhood elementary, or elementary middle, or middle level and high school, in settings with students identified with moderate to severe disabilities. Candidates will complete a minimum of 45 hours of clinical practice in a moderate to severe disability placement. 

 

Up Down

Learn more about us through the George Fox University Vimeo channel.