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Undergraduate Degrees, Majors and Concentrations

Special Education  
List of all courses and their descriptions
List of all courses, their descriptions and offerings in the schedule book

SPED0605 - Field Experiences 6085
Spring 2015

Course description unavailable, please contact Academic Services.
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0 Credits

SPED0606 - Field Experiences 6060
Spring 2015

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0 Credits

SPED0607 - Field Experiences 6070
Spring 2015

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0 Credits

SPED0608 - Field Experiences 6080
Spring 2015

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0 Credits

SPED0650 - Field Experiences 6050
Spring 2015

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0 Credits

SPED0655 - Field Experiences 6055
Spring 2015

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0 Credits

SPED0675 - Field Experiences 6075
Spring 2015

Course description unavailable, please contact Academic Services.
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0 Credits

SPED6020 - Read/Spec Ed: Instr Meth/Prac
Spring 2015

This course examines methods and best practices for developing literacy for students with exceptional needs. Reading, spelling, and written language are often major areas of concern and focus in student IEPs. This course explores the use of appropriate assessment tools, reading materials, universal design, and instructional strategies to increase the reading achievement of students across all levels of their education (elementary through high school). Assessment, implementation, and impact of Response to Intervention are addressed. In addition, the course investigates methods for adapting state standards and meeting NCLB and IDEA requirements for students with exceptional needs.
Prerequisites: SPED6080 and SPED6085
3 Credits

SPED6030 - Special Education Settings
Spring 2015

The Special Education Setting course will focus on observations and participation in the field in a variety of settings including an inclusive elementary classroom, a special education classroom or resource room in a typical school, and a place that provides support services specifically for people with special needs (i.e. Pressley Ridge, Western PA School for Blind Children, or the DePaul School for Hearing and Speech). The course will focus on further developing instruction and management skill competencies needed to become a successful special education teacher. The course will be conducted online and in the field.
Prerequisites: SPED6080 and SPED6085
3 Credits

SPED6040 - High-Incidence Disab: Mths/Pra
Spring 2015

This course focuses on applying the knowledge and skills required to provide specially designed instruction to students with mild disabilities in inclusive learning environments. Major areas of study will include: IDEA and No Child Left Behind; inclusion models; student-centered learning; teacher-directed models; instructional accommodations, modifications, and strategies; positive behavior support; social skills; and teacher-family partnerships. Upon successful completion of this course, aspiring special education teachers will be able to demonstrate competence in using evidence-based instructional practices to teach all students.
Prerequisites: SPED6080 and SPED6085
3 Credits

SPED6050 - Low-Incidence Disab: Mths/Prac
Spring 2015

This course examines policies, trends, educational practices, and societal perspectives related to students with low incidence disabilities. This course focuses on evidence based effective instruction delivery, behavioral intervention, instructional strategies, and assessment in reading, writing, math, and science instruction for students with low incidence disabilities. In addition, teachers will explore age-appropriate functional education, secondary transition processes, and community-based programs. Emphasis is placed on lesson planning, constructing materials, peer inclusive strategies, and collaboration. Evidence-based methods for design, delivery, and adaptation of instruction to implement student IEPs are explored.
Prerequisites: SPED6080 and SPED6085 Co-requisite: SPED0650
3 Credits

SPED6055 - Introduction To Autism
Spring 2015

Co-requisite: SPED0655
3 Credits

SPED6060 - Advanced Studies In Behavior
Spring 2015

This course was developed to provide the future special educator with the skills for utilizing positive behavior supports in the management of their learning environment. By studying the causes of behaviors, future teachers will have a deeper understanding of how to prepare their students with self-determination skills and how to reduce challenging behaviors. The class will examine research-based/teacher-tested procedures, strategies, and discipline models. Functional Behavior Assessments (FBA), behavior supports, antecedent management, and encouraging positive alternative behaviors will be addressed. Effective prevention and intervention strategies will be emphasized. This course will equip the aspiring teacher to design instruction and supports in order to encourage positive changes in classroom behavior.
Prerequisites: SPED6080 and SPED6085 Co-requisite: SPED0606
3 Credits

SPED6070 - Communication and Special Educ
Spring 2015

This course addresses normal language and communication development and the language development of students with exceptional needs. Students will examine the language-literacy connection or the impact of language and language delays in reading and writing. Specific research validated instructional strategies focusing on the assessment and development of social and academic language skills are emphasized. This course explores assistive technology as a research supported tool to improve access to and participation in the general education curriculum. In addition, students will examine assistive technology and secondary transition. Students will integrate assistive technology in lesson planning to meet students' individual needs.
Prerequisites: SPED6080 and SPED6085 Co-requisite: SPED0607
3 Credits

SPED6075 - Advanced Studies In Autism
Spring 2015

Co-requisite: SPED0675
3 Credits

SPED6080 - Special Learning Needs
Spring 2015

This course is designed to provide the aspiring teacher with the skills and knowledge to effectively coordinate the classroom learning environment to address the diverse learning needs of all students in the general education classroom setting. Characteristics of students with special needs, modifications in teaching methods, and classroom management techniques for academic, social, emotional, and cognitive differences will be addressed. Students will utilize various assessment techniques, design activities with accommodations to meet students' special needs, and will become familiar with many different augmentative technological devices available for use in the classroom setting. Federal legislation, team collaboration, special support services, and IEPs will be addressed. Co-requisite: SPED0608
3 Credits

SPED6083 - Tech Support Students Autuism
Spring 2015

This course explores the use of various technologies to support the diverse needs of students with autism spectrum disorders. Specific research validated instructional strategies focusing on the assessment and development of social and academic language skills are emphasized. Additional research into using technology to facilitate online environments for students with autism will be conducted. Furthermore, this course investigates assistive technology as a research supported tool to improve access to and participation in the general education curriculum.
Prerequisites: SPED6055 and SPED6080
3 Credits

SPED6085 - Principles Of Inclusion
Spring 2015

This course is designed to provide the aspiring teacher with the skills and knowledge to effectively apply the principles of inclusion in general education classrooms. The four principles-all learners and equal access; individual strengths and needs and diversity; reflective practices and differentiated instruction; and community and collaboration-provide the framework for this course. Cohort discussions, role playing, and in-class activities will help future practitioners reflect on their own beliefs and values as well as refine their professional practices to design inclusive classroom environments that facilitate the learning of all students in our schools.
Prerequisite: SPED6080 Co-requisite: SPED0605
3 Credits

SPED6090 - Asses/Eval Individ Instruction
Spring 2015

This course is designed to teach aspiring special education teachers how to conduct assessments and evaluations. Students will learn to create and employ Individualized Education Programs (IEPs) that meet the diverse needs of the students in their classrooms. Assessment techniques developed from research-based practices and state/federal mandates will be taught. Levels of learning from early intervention to transitions will be addressed. The course will present multiple formal, informal, summative, formative, and performance-based assessment tools for inclusive and special education classrooms.
Prerequisites: SPED6080 and SPED6085
3 Credits

SPED6095 - Practicum In Special Education
Spring 2015

The online practicum is the capstone course for certified teachers seeking teacher certification in Special Education. Under the supervision of a mentor, graduate students will engage in ninety hours of field-based, directed study experiences in approved educational settings and provide documentation of their knowledge and skills according to the Standards for the Preparation of Special Education Teachers developed by the Council for Exceptional Children. During the practicum, students will also be evaluated in the areas of Planning and Preparation, Classroom Environment, Instructional Delivery, and Professionalism. Each student will prepare a formal oral presentation of their Practicum experience for RMU faculty members and students.
Prerequisite: Permission of the Department Head
3 Credits

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