| HPER 200 PE Activities for Elementary and Middle School Children -- 2 Credit Hours -- Fall | |
| The course is designed for prospective elementary classroom teachers and elementary physical education teachers. It covers theory and techniques used for teaching games, sports, dance, and gymnastics at the elementary and middle school levels. It has been designed to integrate theory and concept learning with practical laboratory experiences. Observation is required. | |
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| EDUC 208 Foundations and History of American Education -- 3 Credit Hours -- Fall & Spring | |
| This course is designed as a first course in education. It does not assume classroom experience or previous courses in education. It is designed to provide an understanding of the field of education, an overview of the historical development of education in the United States from the colonial period through the twentieth century, and the background for making a personal decision concerning a future in the teaching profession. Prerequisite: Sophomore standing. Observation in area schools is required. | |
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| EDUC 210 Instructional Technology -- 2 Credit Hours -- Fall & Spring | |
| This course emphasizes the development of skills in three areas: the preparation of instructional materials, the utilization and operation of audio-visual equipment, and the study and utilization of computers in the classroom. Prerequisite: 3 hrs. of Computer Science | |
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| EDUC 240 Music Methods for the Classroom Teacher -- 2 Credit Hours -- Spring | |
| This is a course designed to prepare the future elementary classroom teacher in the handling of music materials and methods. Emphasis will be placed upon the fundamentals of music, teaching aids and equipment, and the organization of music curricula. | |
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| EDUC 244 Developmental Psychology -- 3 Credit Hours -- Fall & Spring | |
| The course offers a comprehensive study of human growth and development from conception to death. Major areas of study will include physical, mental, social and emotional development. | |
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| EDUC 245 Child and Adolescent Literature -- 3 Credit Hours -- Fall | |
| This course is an introduction to the literature—from picture books through adolescent novels—written for (or read by) children and young adults. Reading sensitively will be the major emphasis, but issues related to teaching literature in the schools also will be discussed. | |
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| ARTS 248 Art in the Elementary School -- 2 Credit Hours -- Fall | |
| This course seeks to provide prospective elementary teachers with a practical body of knowledge and skills which can be used in the classroom. Areas covered include the foundations of art and art education, the fundamentals of teaching art, curriculum development in art, art media and techniques, and procedures and instruments of art education. | |
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| EDUC 250 Education of the Exceptional Individual -- 3 Credit Hours -- Spring | |
| This course includes a study of the mentally handicapped, gifted, learning and behavior disordered, and the communication, hearing, visually, and physically impaired. Emphasis is placed on the development of skills necessary to work with exceptional children in the regular classroom. Observation in area schools required. | |
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| EDUC 315 -- Educational Psychology -- 3 Credit Hours -- Spring | |
| This course is designed to provide a thorough study of the learning process as it takes place in the classroom setting. Theories and applications related to cognitive development, readiness, motivation, classroom management, cognitive strategies, and classroom and student assessment will be among the topics considered. | |
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| EDUC 333 Mathematics for Elementary Teachers -- 3 Credit Hours -- Fall | |
| Emphasis will be placed on the development of a mathematics program from kindergarten through grade six. Students will learn the chronological order of what is taught and the teaching strategies beneficial for teaching children at each grade level. Observation in area schools is required. | |
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| EDUC 335 Science for Elementary Teachers -- 3 Credit Hours -- Fall | |
This course is designed to provide elementary education majors with the knowledge base and instructional strategies needed to plan and implement a science program in which children are actively involved in the process skills of the discipline. Emphasis includes the nature of science, the meaning of science communicated, and the integration of science. Study is focused on the science process skills of observing, classifying, questioning, inferring, and problem-solving. Observation in area schools is required. |
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| EDUC 339 Reading and Language Arts for Beginning Readers -- 4 Credit Hours -- Fall | |
| This course is designed to provide elementary education majors with the knowledge base and instructional strategies needed to plan and implement an integrated reading/language arts program in grades kindergarten through sixth. A balanced literacy approach is emphasized which includes listening, speaking, reading and writing. Topics include historical and current trends in literacy development, the developmental stages of reading, speaking and writing, the literacy environment in the classroom, integration of reading, writing, speaking and listening across the curriculum. Observation in area schools is required. This course is a prerequisite for EDUC 382 Reading and Language Arts for Developing Readers | |
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| EDUC 346 Social Studies for Elementary Teachers -- 3 Credit Hours -- Spring | |
| History, geography, and other social science disciplines serve as a foundation for a study of curricula and instruction in the social studies. Emphasis will be placed on methods for developing knowledge and skills essential to group and individual instruction in the elementary classroom. Observation in area schools is required. | |
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| ARTS 349 Art in the Secondary School -- 2 Credit Hours -- Spring | |
| This course seeks to provide prospective secondary art teachers with a practical body of knowledge and skills which can be effectively used in the teaching of art in the classroom. The areas covered include the foundations of art and art education, the fundamentals of teaching art, curriculum development in art, media and techniques in teaching, and procedures and instruments development. Art administration and supervision also may be included. | |
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| EDUC 380 Classroom Management -- 2 Credit Hours -- Spring | |
| This course offers techniques for developing academic and social management of a classroom. Part of the class will focus on classroom assessments and modifications to academic and social behavior that result from data collected through those assessments or SPED345 Behavior Management - 2 credit hours, Fall or Spring. | |
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| EDUC 382 Reading and Language Arts for Developing Readers-- 3 Credit Hours -- Spring | |
| This course is designed to provide the student with the opportunity to learn about the many aspects of teaching the subject of reading. Students learn about the process of teaching reading through working directly with pupils, teachers, and principals in the field and correlating these experiences with classes on the college campus. Observation in area schools is required. Prerequisite: EDUC 339 | |
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| EDUC 385 Reading in the Content Area -- 2 Credit Hours -- Fall | |
| This course is designed for future secondary teachers and attempts to explore three components of content area reading: study skills, advanced organizing, and comprehension skills. Teacher strategies to foster concept and comprehension growth will be examined. Questioning skills, formative and summative test preparation, textbook readability and a guided reading procedure for a culturally diverse population will be included. Observation in area schools is required. | |
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| EDUC 400 Methods of Teaching in Secondary School -- 3 Credit Hours -- Fall | |
| Emphasis will be placed on planning for the clinical practice experience. Through classroom observation candidates will become aware of the resources and skills essential for teaching. | |
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| EDUC / HPER 420 Methods of Teaching Health and Physical Education -- 2 Credit Hours -- Spring | |
| This course offers a study of the basic methods and techniques used for teaching health and physical education at the elementary, middle, and secondary school levels. It includes methods and modalities for teaching human sexuality, especially focusing on sexually transmitted diseases and acquired immune deficiency syndrome (AIDS). Prerequisite: EDUC400 Methods of Teaching in the Secondary School. | |
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| EDUC 438 Clinical Practice Seminar -- 2 Credit Hours -- Fall & Spring | |
| The seminar is to be taken concurrently with the clinical practice and will meet for two hours once a week. This seminar will provide the candidate the opportunity to investigate issues directly related to teaching as well as to develop skills that are essential to teachers. The seminar will also include a time for processing the clinical practice experience and also a time to complete the portfolio, a credential file, and generally enhance the skills for job seeking. | |
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| EDUC 470 Clinical Practice -- Fall & Spring | |
| Section A: Elementary -- 10 Credit Hours | |
| Section B: Secondary -- 10 Credit Hours | |
| Section C: K-12 -- 10 Credit Hours | |
| Section D: K-6 or 6-12 Special Education -- 5 Credit Hours | |
| Clinical practice is one semester of full-time directed teaching at the elementary or secondary levels. The beginning date will coincide with the public school calendar. Students seeking licensure in the K-12 areas will do half of the student teaching at the elementary and half at the secondary level. Observation will be stressed during the early part of the clinical practice with responsible teaching emphasized as the semester progresses. Prerequisite: Admission into the Teacher Education Program and approval of the Teacher Education Committee. Clinical practice will be available both Fall and Spring semesters. | |
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| ACCK COURSE DESCRIPTIONS | |
| ED 202 Methods for Early Childhood Education -- 3 Credit Hours -- Spring | |
| This course provides a study of the curriculum content areas for children birth to age eight, with an emphasis on toddler and preschool years. Goals are to foster physical, communicative, social/emotional, and cognitive development and to encourage positive approaches to learning. Emphasis is placed on evaluating and collecting curriculum materials and designing integrated educational programs appropriate to the developmental levels and needs of the whole child. Recommended during freshman or sophomore year. No prerequisites. This class is required for licensing in Early Childhood Special Education. | |
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| ED 203 Field Experience in Early Childhood Education -- each section 1 Credit Hour -- Fall, Interterm, Spring, Summer | |
| Section A: Behavior | |
| Section B: Child Development | |
| Section C: Environmental | |
| This course provides a study of the curriculum content areas for children birth to age eight, with an emphasis on toddler and preschool years. Goals are to foster physical, communicative, social/emotional, and cognitive development and to encourage positive approaches to learning. Emphasis is placed on evaluating and collecting curriculum materials and designing integrated educational programs appropriate to the developmental levels and needs of the whole child. Recommended during freshman or sophomore year. No prerequisites. This class is required for licensing in Early Childhood Special Education. | |
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| ED 406 Methods for Teaching Natural Science in the Secondary School -- 3 Credit Hours -- Spring | |
| This course is designed to provide the prospective teacher with knowledge and skills for teaching the natural sciences at the secondary level (Grades 7-12). Content includes curriculum selection and design, safe laboratory management and operation, integration of curriculum, inclusionary practices, methods and modalities of teaching, assessment, classroom application of various forms of technology, and professional organizations. Microteaching, classroom observation and group and self-evaluation are included. Prerequisite: EDUC 400 Methods of Teaching in the Secondary School. | |
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| ED 415 Methods for Teaching English in the Secondary School -- 3 Credit Hours -- Spring | |
| This course is designed to assist student teachers in becoming confident, effective professional educators in secondary level English (Grades 7-12). Students will become familiar with a variety of specific methods to use in teaching literature, composition, and language. Among topics to be considered will be: current trends in English curriculum development, the six-trait writing process, inclusionary practices, classroom organization, assessment, classroom application of various forms of technology, and professional organizations. Each student will develop a unit of instruction suitable for a secondary level classroom. Prerequisite: EDUC 400 Methods of Teaching in the Secondary School. | |
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| ED 416 Methods for Teaching Speech and Theatre in the Secondary School -- 3 Credit Hours -- Spring | |
| This course requires students to apply speech and theatre content to the techniques needed for effective secondary level (Grades 7-12) classroom teaching. Opportunities are provided for students to exercise their teaching skills in the areas of unit plans, daily lesson plans, teaching strategies, evaluation, assessment, classroom management, inclusion and different learning styles. Discussions of resource allocation, safety, classroom application of various forms of technology, and professional organizations are also included. Each student is encouraged to develop his/her personal philosophy of education and incorporate it in relation to integrity/ethics in the classroom and personal evaluation to maintain a sense of balance and growth. | |
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| ED 430 Methods for Teaching Computer Science in the Secondary School -- 3 Credit Hours -- Spring | |
| This course is designed to develop classroom techniques for a variety of computer related classes at the secondary level (Grades 7-12), including evaluation tools for the different courses, inclusionary practices and curriculum development in the field. Students will be involved in selection of appropriate hardware and software for classroom/home use. Students will research the professional organizations and publications in the field and how computers are used in various career choices. Prerequisite: EDUC 400 Methods of Teaching in the Secondary School. | |
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| ED 440 Methods for Teaching Social and Behavioral Science in the Secondary School -- 3 Credit Hours -- Spring | |
| This course is designed to prepare students for successful teaching at the secondary level (Grades 7-12) in both the social and behavioral sciences. Emphasis is placed on different approaches and practices of instruction planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state assessments, research methods, professional organizations and the inclusive classroom. Prerequisite: EDUC 400 Methods of Teaching in the Secondary School. | |
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| ED 450 Methods for Teaching Modern Languages -- 3 Credit Hours -- Spring | |
| This course is designed to prepare the prospective second language teacher for successful teaching at the secondary level (Grades 7-12). It provides theories of second language acquisition, and second language teaching methods. Includes language proficiencies and planning strategies, assessment, effective discipline, inclusionary practices, and technology media. Students become familiar with professional organizations and their publications/resources. In microteaching, including group and self-evaluation, students demonstrate current second language methodology. Prerequisite: EDUC 400 Methods of Teaching in the Secondary School. | |
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| ED 467 / MATH 467 Methods for Teaching Mathematics in the Secondary School -- 3 Credit Hours -- Spring | |
| This course is designed to provide the prospective secondary-level (Grades 7-12) mathematics teacher the methods of teaching contemporary mathematics content. Topics include methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, microteaching of a math lesson, selecting materials, inclusionary practices, classroom application of various forms of technology, and techniques of assessment. Prerequisite: EDUC 400 Methods of Teaching in the Secondary School. | |
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| SPED 210 Introduction to Infants, Children and Youth with Special Needs -- 3 Credit Hours -- Fall, Interterm, Spring, Summer on various ACCK Campuses | |
| This class is a survey of federal and state mandates for special education, including an overview of categorical and non-categorical exceptionalities delineated in the laws; service delivery systems; advocacy groups; the concept of the natural environments and least restrictive environments; and the purpose and function of the IFSP and IEP. The class, which is required for all students seeking licensing in Education, is designed to introduce all preservice teachers to mild and moderate disabilities. The course also serves as a foundation for additional special education coursework. No prerequisites. | |
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| SPED 320 Beginning American Sign Language -- 2 Credit Hours -- Fall & Spring | |
| This course provides a beginning study of ASL structure and teaches ASL, a visual-gestural language, using second language teaching techniques and learning strategies. American Sign Language is the sign language of the Deaf community in the United States. No prerequisites. This class is intended as an elective education course and is a prerequisite to SPED 322. Students may enroll for full credit only. | |
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| SPED 322 Intermediate American Sign Langauge -- 2 Credit Hours -- Fall & Spring | |
| This course provides an intermediate study of ASL structure and teaches ASL, a visual-gestural language, using second language teaching techniques and learning strategies. American Sign Language is the sign language of the Deaf community in the United States. SPED 320 is a prerequisite. This class is intended as an elective education course. Students may enroll for full credit only. | |
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| SPED 338 Foundations of Early Childhood Intervention -- 3 Credit Hours -- Fall | |
| This interdisciplinary class offers an overview of early childhood intervention for infants, toddlers, preschool-aged and primary-aged children with special needs. It includes history, philosophical foundations, populations served, identification and service delivery, professional roles, resources, and current trends and issues. SPED 210 must be taken previously or concurrently. | |
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| SPED 345 Behavior Management -- 2 Credit Hours -- Fall & Spring | |
| This course addresses culturally sensitive methods for preventing and intervening with problem behavior, Topics include school-wide discipline systems, classroom management, social skills instruction, student support meetings (Module A) and functional analysis, non-aversive intervention, and behavior intervention plan (Module B). | |
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| SPED 349 Communication Development and Communication Disorders -- 3 Credit Hours -- Spring & Summer | |
| This class offers a survey of typical and atypical language development, assessment, bilingual education, contributions of the educator to overcoming language problems, and the relationships between oral language, reading and writing. There are no prerequisites for this course. | |
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| SPED 359 Methods for Facilitating Child Development -- 2 Credit Hours -- As Announced | |
| This class deals with methods for facilitating the development of infants, toddlers, children, or youth with at-risk conditions or disabilities. It is intended for upper-level undergraduates or practicing professionals in a child-related field. | |
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| SPED 380 Undergraduate Topics in Special Education -- 1 Credit Hour -- As Announced | |
| This class deals with a specific topic related to infants, toddlers, children or youth with disabilities or development risk conditions and/or their families. | |
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| SPED 380 Topics in Special Education: Topic G: Current Issues in Special Education -- 1 Credit Hour -- Fall & Spring | |
| This course is designed to be taken by the practicing teacher returning for licensure in special education or adding interrelated licensing of an existing endorsement in special education. It will be taken in lieu of SPED 325 for those that meet the qualification of three years of teaching children or youth with special needs, a letter documenting satisfactory performance, and a copy of licensure and transcripts. This course will focus on bringing the students up to date on current laws, changes in the field of special education, and new information related to the characteristics of children and youth with special needs. | |
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| SPED 391 Methods for Assessing and Facilitating Infant / Toddler Development -- 3 Credit Hours -- Fall | |
| This class covers ongoing assessment linked to program planning for infants and toddlers, including those who are typically developing as well as those with risk conditions and disabilities, and their families. Techniques are demonstrated and practiced for assessing child and family needs, IFSP development, selection of developmentally appropriate methods and materials, individual and group care in natural environments, and transition between services. Skills for working with families are emphasized. This class must be taken concurrently with SPED 392. SPED 338 must be taken previously or concurrently. | |
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| SPED 392 Early Practicum in Assessing and Facilitating Infant / Toddler Development -- 3 Credit Hours -- Fall | |
| This field experience provides opportunities to observe and practice assessment, care, education, and intervention techniques with typically and atypically developing infants and toddlers and their families. It must be taken concurrently with SPED 391. | |
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| SPED 393 Methods for Assessment and Intervention with Preschool / Kindergarten-aged Children -- 3 Credit Hours -- Spring | |
| This class covers ongoing assessment linked to program planning for intervention with preschool/kindergarten-aged children with risk conditions and disabilities and their families. Techniques are demonstrated and practiced for assessing child and family needs, development and implementation of IFSPs/IEPs, selection of developmentally appropriate methods and materials, organization of instruction within various service delivery models using least restrictive arrangements, and transition between services. This class must be taken concurrently with SPED 394. SPED 338 is a prerequisite. | |
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| SPED 394 Early Practicum in Assessment and Intervention with Preschool / Kindergarten-aged Children -- 1 Credit Hour -- Spring | |
| This field experience provides opportunities to observe and practice assessment and intervention techniques with typically and atypically developing preschool/kindergarten-aged children and their families. It must be taken concurrently with SPED 393. | |
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| SPED 461 Praticum with Infants and Toddlers with Special Needs and Their Families -- 2-7 Credit Hours -- By Arrangement | |
| This class offers a supervised experience in working with allied professionals and families to access the development of infants and toddlers with risk conditions or disabilities. Prerequisites include acceptance into the college’s and ACCK’s teacher education programs. Prerequisite courses are SPED 338, 345, 391, and 392. For students without previous education licensing, this class constitutes a portion of clinical practice. | |
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| SPED 462 Practicum with Preschool / Kindergarten-aged Children with Special Needs -- 2-7 Credit Hours -- By Arrangement | |
| This course offers a supervised experience in working with allied professionals and families to assess, plan instructional programs, and teach preschool/kindergarten-aged children with disabilities. Prerequisites include acceptance into the college’s and ACCK’s teacher education programs. Prerequisite courses are SPED 338, 345, 393, and 394. For students without previous education licensing, this class constitutes a portion of clinical practice. | |
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| SPED 468 Family, School and Community Relationships for Early Childhood Professionals -- 2 Credit Hours -- Spring | |
| This course offers techniques for working with families, team members from multiple disciplines, and professionals from a variety of agencies. Emphasis is placed upon application of family systems theory, strategies for effective team membership and conferencing, professional ethics, and planning for long-term professional development. This is the capstone course in preparation for endorsement in Early Childhood Special Education, typically taken after the rest of the course requirements. | |
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| SPED 676 Methods for Facilitating Child Development -- 2 Graduate Credit Hours -- As Announced | |
| This class deals with methods for facilitating the development of infants, toddlers, children, or youth with at-risk conditions or disabilities. It is intended for upper-level undergraduates or practicing professionals in a child-related field. | |
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| SPED 678 Topics in Special Education -- 1 Graduate Credit Hours -- As Announced | |
| This course deals in-depth with a specific topic related to infants, toddlers, children or youth with disabilities or developmental risk conditions and/or their families. | |
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| SPED 678 Topics in Special Education: Topic G: Current Issues in Special Education -- 1 Graduate Credit Hour -- Fall & Spring | |
| This course is designed to be taken by the practicing teacher returning for licensure in special education or adding interrelated licensure of an existing endorsement in special education. It will be taken in lieu of SPED 325 for those that meet the qualification of three years of teaching children or youth with special needs, a letter documenting satisfactory performance, and a copy of license and transcripts. This course will focus on bringing the students up to date on current laws, changes in the field of special education, and new information related to the characteristics of children and youth with special needs. | |
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| SPED 310 Foundations for Special Education Services -- 4 Credit Hours -- Fall & Spring | |
| This course addresses historical perspectives and current practices (Module A), laws, regulations, and policies governing practice (Module B), and affects of individual differences, language, and culture on educational performance (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D | |
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| SPED 315 General Methods for Special Education Services -- 4 Credit Hours -- Fall & Spring | |
| This courses addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholder (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D Prerequisite: SPED310 | |
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| SPED 321 Grades K-6 Methods for Special Needs -- 4 Credit Hours -- Fall & Spring | |
| This course addresses IEP implementaiton using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, positive behavior supports, and progress monitoring. SPED 331: Grades K-6 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315 | |
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| SPED 331 Grades K-6 Field Experience -- 1 Credit Hour -- Fall & Spring | |
| This course is a supervised field experience with children in grades K-6 who have an identified disability. The course will emphasize evidence-based practices and techniques presented in SPED321. Student swill participate in IEP development, lesson plannin, and instruction. SPED321: Grades K-6 Methods for Special Needs must be taken concurrently. Prerequisites: SPED310 & 315 | |
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| SPED 345 Behavior Management -- 2 Credit Hours -- Fall & Spring | |
| This course addresses culturally sensitive methods for preventing and intervening with problem behavior, Topics include school-wide discipline systems, classroom management, social skills instruction, student support meetings (Module A) and functional analysis, non-aversive intervention, and behavior intervention plan (Module B). | |
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| SPED 361 Grades 5-8 Methods for Special Needs -- 4 Credit Hours -- Fall | |
| This courses addresses IEP implementation, including transition components. Emphasis is on self-determination, self-advocacy, career awareneess, and post-school options in specific outcome areas. Topics of study include curriculum standards, lesson planning, basic skills instruction, learning strategies, adapting methods, materials and assessments, positive behavior supports, and progress monitoring. SPED 317: Grades 5-12 Field Experience must be taken concurrently. Prerequisites: SPED310 & 315 | |
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| SPED 371 Grades 5-12 Field Experience -- 1 Credit Hour -- Fall | |
| This course is a supervised field experience with children in grades 5-12 who have an identified disability. The course will emphasize evidence-based practices and techniques presented in SPED361. Students will participate in IEP development, lesson planning, and instruction. SPED361: Grades 5-12 Methods for Special Needs must be taken concurrently. Prerequisites: SPED310 & 315 | |
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| SPED 431 Grades K-6 Clinical Experience -- 5-6 Credit Hours -- Fall, Spring, Summer | |
| This course is a supervised teaching experience with a special educator who provides services for elementary level students with adaptive learning needs. The preservice teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on are reflective, culturally sensitive practice. Prerequisites: SPED210, 310, 315, 345, 321, and 331. Concurrent or subsequent semester: SPED 499 | |
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| SPED 433 Grades K-6 Internship -- 4-6 Credit Hours -- Fall, Spring, Summer | |
| This course is a supervised teaching experience with an on-site mentor who provides or supervises services for elementary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades K-6 adaptive endorsement or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, 321, and 331 Concurrent or subsequent semester: SPED 499 | |
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| SPED 453 Grades 5-8 Internship -- 4-6 Credit Hours -- Fall, Spring, Summer | |
| This course is a supervised teaching experience with an on-site mentor who provides or supervises services for middle level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades 5-8 adaptive endorsement or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, 321, and 331. Concurrent or subsequent semester: SPED 499 | |
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| SPED 471 Grades 6-12 Clinical Experience -- 5-6 Credit Hours -- Fall, Spring, Summer | |
| This course is a supervised teaching experience with a special educator who provides services for secondary level students with adaptive learning needs. The preservice teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessments, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED210, 310, 315, 345, 361, and 371. Concurrent or subsequent semester: SPED 499 | |
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| SPED 473 Grades 6-12 Internship -- 4-6 Credit Hours -- Fall, Spring, Summer | |
| This course is a supervised teaching experience with an on-site mentor who provides or supervises services for secondary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades 6-12 adaptive endorsement or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, 361, and 371. Concurrent or subsequent semester: SPED 499 | |
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| SPED 499 Capstone Issues -- 1 Credit Hour -- Fall, Spring, Summer | |
| This course is designed to provide students with an opportunity to reflect on their clinical experience or internship and professional role with peers, ACCK faculty, and special educators. Topics of discussion include professionalism, ethical issues, advocacy, diversity, and resources. Prerequisites: SPED 210, 310, 315, 345, 321 & 331 or 361 & 371. Concurrent or previous semester: SPED 431 or SPED471 (or comparable Internship) | |
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| SPED 220 Field Experience in Services for Students with Special Needs -- 1 Credit Hour -- Fall, Interterm, Spring, Summer | |
| An early field placement for directed observation of special education teachers working with elementary-level or secondary-level students with mild/moderate disabilities. | |
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| SPED 381 Grades K-12 Functional Resources -- 4 Credit Hours | |
| This course focuses on building an understanding of how to plan and implement effective instruction for students with functional learning needs. Topics of study include service delivery options, personal profile assessments, community based instruction, principle of partial participation, student instruction matrix, complex health, physical and emotional needs, related service providers, and social networks. This course includes a supervised field experience. | |
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