Special Education (SPED)

SPED 5305 examines issues related to the testing of intelligence in children and adults. This includes the administration, scoring and interpretation of popular commercial standardized tests and the use of the information gained to improve decision-making in clinical and educational settings. Theoretical aspects of psychometrics and the social issues that surround the use of intelligence tests will be presented and discussed. Three tests are highlighted: Wechsler Intelligence Scale for Children V, Woodcock Johnson IV Tests of Cognitive Abilities and Wechsler Adult Intelligence Scale IV.

Prerequisite: CNEP 5371.

This course focuses on current research and best practice in the assessment of exceptional learners, interpretation of formal and informal assessment data gathered through a variety of methods including Multi-tiered Systems of Support (MTSS), and assessment of students from culturally and linguistically diverse communities. Instructor’s permission is required.

Prerequisite: CNEP 5371 and 5374.

This course focuses on current research and best practice in the assessment of exceptional learners, interpretation of formal and informal assessment data gathered through a variety of methods, assessment of students from diverse backgrounds, and the application of MTSS intervention data. Instructor’s permission required.

Prerequisite: CNEP 5371 and 5374.

This course provides basic information and skills for working with students with exceptionalities in a variety of settings. It also includes current trends, issues, and research pertaining to persons with exceptionalities.

This course introduces students to the field of low-incidence disabilities.  Students will explore foundational concepts including:  definition and etiology, family and professional partnerships, special education law, and standards based IEPs. 

This course prepares teachers, administrators, counselors and diagnosticians to use a variety of applied learning principles to increase student learning and minimize disruptive behavior.

This course focuses on areas of universal design, assistive technology, and resources that support the learning and independence of diverse learners both in school and community settings. Class sessions will be held both on campus and in community settings. 

This course will focus on characteristics and classifications of children and adolescents with behavior disorders. Intervention orientations and associated education/treatment approaches for children and adolescents will be explored.

This course is designed to prepare special educators to address the sociocultural and ethnolinguistic needs of English learners. Particular emphasis is placed on: understanding the influence of language and culture in the design of instruction to prevent academic difficulty; the identification of students who need additional instructional supports; appropriate referral, screening, and assessment of students suspected of having disabilities; and the design of individualized education plans for students who qualify for special education services.

This course focuses on reading and language strategies for teaching students with high-incidence disabilities, including those who are Emergent Bilinguals. It is designed to give students an overview of strategic reading and writing instruction.

This course focuses on content-area strategies for teaching students with high-incidence disabilities, including those who are Emergent Bilinguals.  It is designed to give students an overview of strategic mathematics and content area instruction.

Topics in Special Education vary with professional identification of participants.

A field-based experience in which the student will demonstrate competencies to design and/or implement IEP's for students with disabilities, including those who are English learners.  Grade assigned will be "credit" (CR) or "no credit" (NC).

Prerequisite: SPED 5315, 5320 and 5380.

This field-based practicum is based on Texas Educational Diagnostician standards. Students gain extensive field experience in the administration and interpretation of assessment instruments and the development of individualized education programs. Instructor’s permission required.

Prerequisite: CNEP 5371, 5374, SPED 5310 and 5315.

May be repeated when topics vary.

Basic information and skills for working with individuals with exceptionalities in a variety of settings. Includes current trends, issues and research pertaining to individuals with disabilities. Students who have taken SPED 5315 may not enroll in SPED 6315.

This course introduces students to the field of low-incidence disabilities. Students will explore foundational concepts including: definitions and etiology, family and professional partnerships, special education law, and standards based Individualized Education Program (IEPs).

This course prepares student(s) to use a variety of evidence-based approaches to increase student learning and minimize disruptive behavior.

This course focuses on areas of universal design, assistive technology, and resources that support the learning and independence of diverse learners both in school and community settings. Class sessions will be held both on campus and in community settings.

This course will focus on characteristics and classifications of children and adolescents with behavior disorders.  Intervention orientations and associated education/treatment approaches for children and adolescents will be explained.

The philosophical and legal foundations of bilingual special education and bilingual education in the United States will be examined.  Bilingual special education and bilingual education will be defined and the rationale for these programs will also be explained.  Moreover, language minority education program models will be described and aspects associated with bilingualism will be discussed.  Special emphasis will be placed on a perusal of school-community dynamics relevant to language minority special education.

This course focuses on reading and language strategies for teaching exceptional children, including those who are English learners.  It is designed to give students an overview of strategic reading and writing instruction.

This course focuses on content-area strategies for teaching exceptional children, including those who are English learners.  It is designed to give students an overview of strategic mathematics and content area instruction.

This course addresses contemporary issues in special education. It may be repeated when topics vary.