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Course Offerings

Special Education, 2014–2015

One unit of credit equals four semester hours. Prerequisite for all courses at the 200-level or higher: admission to program.

SPE 200 Introductory Seminar to Teaching as a Caring Profession
.50 credit
An introduction to the Department of Education’s mission, goals, core values, professional conduct expectations and requirements for teacher licensure in Illinois. Teacher candidates are introduced to technology integration in education and create a professional electronic portfolio to monitor and evaluate their growth as future educators. To be completed as a first course at the 200-level or above in a teacher education program. Successful completion of this seminar is required to continue in the teacher education program. Prerequisites: admission to teacher education; may be taken concurrently with EDU 104.

SPE 215 Introduction to Assessment
.50 credit
An introduction to educational assessment processes and strategies with a review of legal provisions, regulations and guidelines. Focus areas include the relationship between assessment and instruction, administration and interpretation of information obtained from formal and informal measures, strategies for modifying and adapting formal measures and the Illinois Alternative Assessment Process. Spring Term.

SPE 216 Assistive Technology I
.50 credit; online
Module 1–An introduction to the use of assistive technology as it relates to life skills as education, recreation and personal independence. Module 2–An introduction to augmentative communication system components and the decisions involved in selecting these components for a given individual. Spring Term.

SPE 219 Assistive Technology II
.50 credit; online
Module 1–An introduction to information and research on methods and organizational approaches to integrating assistive and educational technologies in the classroom. Module
2–An introduction to information and research on integrating technology that supports accessibility and mobility. Fall Term.

SPE 220 Establishing Professional Relationships: Communication and Collaboration
A study of the collaborative processes and communication skills necessary for effective interaction among parents, professionals paraprofessionals and students in providing services for individuals with disabilities. Roles, rights and responsibilities of all team members will be reviewed. January Term.

SPE 223 Education of PK-12 Learners with Exceptionalities
An introduction to the characteristics of children with cognitive, social, emotional, and physical disabilities and educational principles applicable for them. Includes education principles, methods and materials that may be useful in meeting the varying needs of learners with disabilities. Prerequisites: admission to an education program; non-majors must have consent of the instructor.

SPE 250 Introduction to Curriculum and Instructional Planning
An introduction to curriculum (K-12), the underlying principles of instructional planning and the beginning skills for instructional delivery and classroom management. Matching materials to the students’ needs and their developmental levels through the evaluation, selection and adaptation of curricular materials will be introduced. Fall Term.

SPE 270 Linking Brain Learning Research and Educational Practice
An investigation to current research on the brain and individual development with application to teaching and learning. Focus areas include the development of the brain, myths stemming from research on the brain, a framework for reviewing brain research and implications for students with disabilities. Spring Term.

SPE 300 Intermediate Seminar for Teaching in Diverse and Inclusive Schools
.25 credit
An intermediate seminar for developing the knowledge and skills needed for creating inclusive and safe classroom environments that support all learners. The seminar requires field participation in diverse school settings. Teacher candidates demonstrate professional growth by developing a philosophy of teaching and presenting their reflective e-portfolios, which link coursework with professional standards and field experiences. Successful completion of this seminar is required as part of the evaluation process for continuation in the teacher education program. Prerequisite: SPE 200. Spring Term.

SPE 311 Educational Psychology
An introduction to the psychological principles and theories of human development, learning and motivation in K-12 educational settings. Includes the study of educational research, child and adolescent development, developmentally appropriate and instructional best practices, individual differences, learning environment and assessment. Prerequisite: admission to the program; PSY 210.

SPE 316 Literacy III: K-12 Instructional Strategies and Interventions
An advanced study of the development of language skills and the provision of support or meeting the literacy needs of the diverse learner, K-12. Focus areas include reading foundations, methodological approaches, emerging literary skills, remediation, developmental reading instruction, content area reading support, materials and resources. Prerequisite: SPE 250. Fall Term.

SPE 334 Characteristics of Learners I
An advanced study of the development and the diverse educational, physical, motor, communication, social-emotional and cognitive needs of students with mild/moderate disabilities. Research on and implications for appropriate diagnosis, service delivery and instructional methodology are examined. Prerequisite: SPE 250. Fall Term.

SPE 336 Curriculum Trends in Public Schools
An advanced study of curriculum trends including both general and special education settings. Methods and materials for teaching at the middle school and high school levels are highlighted. Prerequisites: SPE 250, SPE 300. Fall Term, January Term, alternate years.

SPE 338 Characteristics of Learners II
An advanced study of the development and the diverse educational, physical, motor, communication, social-emotional and cognitive needs of students with moderate/severe disabilities. Research on and implications for appropriate diagnosis, service delivery and instructional methodology are examined. Prerequisite: SPE 300. Spring Term.

SPE 434 Academic Curriculum/ Assessment/Instructional Strategies
An advanced study of the special methodology, materials and approaches for teaching students with mild to moderate disabilities. Educational assessment strategies, components in individualized education programs and the design of strategic instructional approaches are reviewed. Prerequisite: SPE 300. Fall Term.

SPE 435 The Learning Environment/ Positive Behavior Support
An advanced study of the application of integrated behavioral theory in the management and the influence of behavior in educational settings. Focus areas include strategies that promote positive social interaction, functional assessment of behavior, proactive behavior interventions and the supports and tactics to address significant behavior problems. Prerequisites: SPE 300. Fall Term, evening.

SPE 438 Functional Curriculum/ Assessment/ Instructional Strategies
An advanced study of the assessment, curriculum development and instruction in meaningful curriculum design including functional academics; critical life skills; and communication, social and mobility areas. Authentic assessment strategies, components in individualized education programs and the implementation of functional curricula across settings is studied. Prerequisite: SPE 300. Spring Term.

SPE 439 Characteristics and Specific Needs of Students with Physical, Health and Sensory Impairments
.50 credit
An advanced study of the characteristics, needs and supports for individuals with physical, health and sensory impairments. Common medical conditions and health impairments, the effects of various medications and the specialized health care needs at school will be covered. Prerequisite: SPE 300. Spring Term.

SPE 440 Diagnosis and Remediation of Reading Difficulties
An advanced study of the assessment, diagnosis and remediation of reading problems, with a focus on methodological approaches for evaluating, planning, and organizing remedial reading instruction, content area reading support, materials and resources for students with reading difficulties. Prerequisites: ECE/ EED/SPE 300, EED 314 or 315, SPE 316 or ECE 318. SPE 440 is a prerequisite for EDU 445. The two courses may be taken concurrently only with permission of the EDU 445 instructor. Spring Term.

SPE 442 Remediation of Difficulties in Understanding and Applying Mathematics
.50 credit
An advanced study of the theories, methods and materials used to teach mathematics with a
focus on evaluating, planning and organizing multi-sensory instruction for students having difficulties with mathematics. Prerequisites: SPE 300, MTH 325. Fall Term.

SPE 450 Special Education Practicum: Collaboration and Professional Practice
An advanced field-based, clinical experience designed to apply knowledge and skills from Core I and II course work with a focus on effective instructional practices, optional learning environments, professional collaboration, school policies and procedures (e.g., mandated reporting) and reflective practice. Candidates present their professional e-portfolios as part of the evaluation process for admission to student teaching. Requires a minimum of two full days per week in each of the prospective student teaching placements. Prerequisites: SPE 300, Core I and Core II courses; to be taken in the term prior to student teaching.

SPE 458 Student Teaching in Special Education
3.00 credits
Full-day assignments in two special education settings, each assignment for an eight-week period. Attendance at seminar sessions is required. No additional courses should be taken while student teaching. Prerequisite: SPE 450. Pass/No Pass grading.

SPE 492/292 Independent Study in Special Education
Individually designed course under the supervision of a faculty member in the Department of Education.

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