2026-2027 Graduate Bulletin > Courses > SPE - Special Education
This course examines current issues in early childhood special education aligned with developmentally appropriate practices, working with families and professionals. Students must pass the course with a C+ or higher. Prerequisite: Junior standing.
Theory and practice of the instruction of students who have disabilities in general education settings. Students must pass the course with a C+ or higher. Prerequisite: Junior standing or graduate status.
Causes, diagnostic procedures, and research concerning individuals with cognitive impairment from historical, current, and potential future perspectives. Grade of C+ or better required to count toward degree. Prerequisites: SPE 126 with a grade of C or better; SPE 322 and SPE 323 with grades of C+ or better; Admission to Teacher Education. Graduate students may be admitted with permission of instructor.
Special techniques and materials used in the instruction of students identified with cognitive impairment. Grade of C+ or better required to count toward degree. Prerequisites: SPE 126 with a grade of C or better; SPE 322 and SPE 323 with grades of C+ or better; Admission to Teacher Education. Graduate students may be admitted with permission of instructor.
This course involves the practical application of pedagogical knowledge for teaching students with cognitive impairment. Students must receive a C+ or better in this course. Prerequisites: SPE 126 with a C or better; SPE 322, 323, 324, 519, 521 all with a C+ or better; Admission to Teacher Education. Co- Requisite: SPE 458.
This course reviews characteristics and etiology of individuals with autism spectrum disorders. Identical to PSY 575. Credit may not be earned in more than one of these courses. Prerequisites: Junior standing or graduate status.
Presentation of special techniques and materials used in best practice instruction of students with autism spectrum disorders. Prerequisites: SPE 530; senior standing or graduate status.
Applied behavior analysis (ABA) as it relates to learners with autism spectrum disorders in inclusive settings. Prerequisite: SPE 530; senior standing or graduate status.
Presentation of special techniques and materials used in promoting independence through functional living skills and transition for students with autism spectrum disorders. Prerequisite: SPE 530; senior standing or graduate status.
Study of trends, alternative approaches, and innovative curricula in programming in the field of special education. This course is a variable credit special topics workshop. Prerequisite: Junior standing or graduate status.
Survey of sociocultural influences on the performance of students from varying backgrounds, and educational provisions made for them in public schools including an anti-bias framework. Writing Intensive. Prerequisites: Sophomore standing or graduate status.
Lifespan issues for persons with disabilities, stressing curriculum content and instructional strategies that promote interdisciplinary career development and transition education at all age levels. Prerequisites: SPE 126 with a C or better; Junior standing or graduate status.
Systematic introduction to characteristics of specific learning disability (SLD) including eligibility determination and evidence-based instructional approaches for teaching students with SLD. Prerequisite: 56 credit hours or more or graduate status.
Diagnostic procedures, therapy, and research concerning children and youth with emotional impairment. Grade of C+ or better required to count toward degree. Prerequisites: SPE 126 with a grade of C or better; SPE 322 and SPE 323 with grades of C+ or better; Admission to Teacher Education.
Intervention approaches to design positive classroom environments. Includes identification of behavioral/affective issues, social skills instruction, and proactive classroom management approaches. Grade of C+ or better required. Prerequisites: SPE 126 with a grade of C or better; SPE 322, SPE 323 with grades of C+ or better; Admission to Teacher Education. Graduate students may be admitted with permission of instructor.
This course involves the practical application of pedagogical knowledge for teaching students with emotional impairment. Students must receive a C+ or better in this course. Prerequisites: SPE 126 with a C or better; SPE 322, 323, 324, 578, 579 all with a C+ or better; Admission to Teacher Education. Co- Requisite: SPE 456.
This course examines current issues in early childhood special education aligned with developmentally-appropriate practices, working with families and professionals. Students must pass the course with a C+ or higher. Prerequisites: HDF 100; or junior standing; or graduate standing.
Concentrated study of special education law, professional ethics, and current issues in the field of special education. Prerequisites: Admission to a master’s program in special education.
This course will provide an introduction to the interdisciplinary field of disability studies.
This course is designed to provide an in-depth examination of ableism, including the social, political, and economic consequences.
This course presents evidence-based strategies for preparing future special educators for teaching students with mild cognitive impairment. Prerequisite: SPE 660.
This course prepares future special educators to effectively develop and administer assessments to evaluate behavioral progress and social skill development for students with cognitive impairment.
Study of the organization and administration of special education programs. This course may be offered in an online format. Identical to EDL 675. Credit may not be earned in more than one of these courses.
This course presents evidence-based strategies for preparing future special educators for teaching students with moderate/profound cognitive impairment. Prerequisite: SPE 660.
Study of trends, alternative approaches, and innovative curriculum in planning for individuals with disabilities. Special topics course specifically for in-service training. Prerequisite: permission of instructor.
This course involves evidence-based strategies for promoting self- determination, self-regulation, and self-advocacy skills in students with specific learning disabilities. Prerequisite: SPE 577.
Analysis and application of the skills, competencies, responsibilities, priorities, and evaluative processes appropriate in special education. Prerequisites: SPE 600 or SPE 660.
Introduction to characteristics of students with disabilities. This course addresses issues relevant to special education practices.
Developing, facilitating, and implementing effective Individualized Education Programs for students with disabilities.
Survey of sociocultural influences on culturally and linguistically diverse students with disabilities. Introduces and reinforces culturally responsive and collaborative practices that promote equity in education. Prerequisite: SPE 660 or Admission to the MA in Education: Curriculum and Instruction concentration.
Individual research or project in the field of special education. Prerequisite: Approval of department chairperson.
This course presents evidence-based strategies for transitioning students with cognitive impairments from school to adulthood. Prerequisite: SPE 660.
Methods and materials used in teaching students with specific learning disabilities. Prerequisite: SPE 577 or Admission to the MA in Education: Curriculum and Instruction concentration.
Development, selection, evaluation, administration, and interpretation of assessments used in special education for data-based service delivery. Prerequisites: SPE 600 or SPE 660.
This course includes an 8-week clinical experience in special education. Prerequisites: SPE 600 or 660; SPE 695 or 661; SPE 785, SPE 750; SPE 662 or 790; Autism Spectrum Disorder: SPE 530, SPE 531, CSD 550, SPE 671, and SPE 532; Specific Learning Disability: SPE 577, SPE 675, SPE 650, and SPE 690; Cognitive Impairment: SPE 620, SPE 641, SPE 671, and SPE 624.
Methods and materials used in teaching mathematics to students with specific learning disabilities. Prerequisites: SPE 577, 675.
Presentation of consumption and application of special education research to professional practices. Prerequisites: SPE 600.
This course involves approaches for evaluating special education programs and strategies for effective leadership. Prerequisites: SPE 600 or SPE 660; SPE 750 or SPE 785.
Design of a thesis as the final project for the Master of Arts in Special Education degree. CR/NC only. Prerequisites: Admission to Master of Arts in Special Education program; SPE 600, SPE 695, SPE 679, SPE 785, SPE 750; Approval of Committee Chairperson.