SPE - Special Education

Department of Reading Education and Special Education, Reich College of Education

Graduate Courses in Special Education (SPE)

Additional offerings by the department include courses in Reading Education (RE)


Woodrow Trathen, Acting Department Chair

Special Education (SPE)

SPE 5010. Evidence-Based Practice in Early Childhood Education (3).F.Odd-numbered years. This course will examine the meaning of evidence-based practice as it applies in early childhood education and intervention, with the goal of preparing students to become critical consumers of research. Students will review current literature concerning evidence-based practices for early childhood settings and explore ways to apply research findings in their professional practice across a variety of settings (e.g., school, home, intervention agency). (Same as CI 5010/FCS 5010.)

SPE 5020. Early Intervention (3).S.Odd-numbered years. This course will acquaint students with federal legislation pertaining to early intervention (EI) and examine multiple ways that early intervention (EI) professionals provide services in a variety of settings (e.g., home, child care facilities, schools, agencies, and community settings such as parks and grocery stores). Characteristics and needs associated with specific disabilities will be addressed as well as strategies to individualize services for children and their families. (Same as CI 5020/FCS 5020.)

SPE 5030. Research Informing Practice in Special Education (3).F. This course introduces educational research including qualitative and quantitative research methods. Students will read and analyze relevant research on individuals with disabilities, and students will engage in the research process by collecting data, interpreting data, and considering educational implications. Through these experiences, students will develop an understanding of evidence-based interventions in their classrooms.

SPE 5040. Teacher as Researcher (3).F;S. This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research. (Same as CI 5040/RES 5040/RE 5040.)

SPE 5045. Advanced Topics in Diversity (3).F. A framework of theories on diversity and multicultural issues is constructed in this course. From these theories, practical applications will be derived. Research focusing on creating productive and equitable learning environments, on best practices collaboration, and on instructional accommodations and modifications will be examined. (Same as CI 5045.)

SPE 5100. Field Training in the Teaching-Family Model (3).On Demand. A field oriented course involving supervised implementation of the Teaching-Family Model treatment approach. Evaluations by both consumers and professionals in the field will be utilized as part of the training sequence.

SPE 5101. Advanced Field Training in the Teaching-Family Model (3).On Demand. This field oriented course is offered for those successfully completing the prerequisite field training course. The course is aimed at helping the student refine and modify her/his use of the Teaching-Family Model Treatment program. Prerequisite: SPE 5100.

SPE 5111. Advanced Developmental Assessment and Program Evaluation for Children (3).F. This course is designed to provide students with skills and knowledge in assessing the development of children, and the interests, concerns, and priorities of families. Students will collect data for the purpose of monitoring children's progress, family outcomes, and program effectiveness. (Same as CI 5111/FCS 5111.)

SPE 5112. Advanced Developmental Curriculum and Instruction for Young Children (3).S. This course is designed to provide students with advanced skills and knowledge in application of a research base to design, adapt and evaluate curriculum and environments suitable for the integration of infants, toddlers, preschool and kindergarten children of various developmental levels and abilities in inclusive settings. (Same as CI 5112/FCS 5112.)

SPE 5113. Seminar: Issues in Birth through Kindergarten Education (3).F. This seminar is designed to build leadership skills to enable the student to consult and collaborate with other professionals. It will permit the development of depth and breadth in professional growth as well, and provide the foundation for life-long learning for the advancement of knowledge in the field of early childhood education and early intervention. (Same as CI 5113/FCS 5113.)

SPE 5120. Effective Educational Practices for Students with Autism Spectrum Disorders (3).F;S. In this course, current research and literature related to autism spectrum disorders and research based practices in classrooms, homes, community settings are identified, reviewed and analyzed. Other topics include use of technology and current recommended instructional practices.

SPE 5130. Autism Spectrum Disorders: Contemporary Issues (3).F;S. Issues concerning the prevalence, assessment, and identification of students with ASD are identified, reviewed and analyzed. Litigation and laws related to educational issues are explored.

SPE 5140. Social Communication in Autism Spectrum Disorders (3).On Demand. The purpose of this course is to develop familiarity with a variety of topics related to Autism Spectrum Disorders, including issues related to diagnosis, etiologies, intervention, theories, and characteristics of Autism across the lifespan. This course has been designed to ensure that students demonstrate required knowledge and skills acquisitions necessary to deliver effective instruction for students with ASD.

SPE 5200. Teaching Communication and Problem Solving Strategies Within the Teaching-Family Model (3).On Demand. Basic counseling strategies and problem-solving skills especially related to the Teaching-Family Model will be offered. Emphasis will be placed on working with emotionally disturbed and delinquent youths and their families in the context of residential treatment.

SPE 5205. Inclusion (3).F;S. This course examines inclusion as it relates to students with disabilities and how to integrate them into general education classrooms and K-12 schools. Current issues, collaborative relationships, and effective teaching and modification approaches for all students will be discussed. Prerequisite: SPE 5595 or permission of the instructor. [Dual-listed with SPE 4205.]

SPE 5210. Psychoeducational Approaches to Emotional/Behavioral Disorders (3).F. This course covers theories of working with children and youth with behavioral disorders. Psychodynamic, humanistic, and behavioral strategies are examined and applied through readings, small and large group discussions, and analysis of articles and media. A theoretical foundation is built through a review of contrasting perspectives.

SPE 5220. Characteristics, Assessment, and Identification of Individuals with Specific Learning Disabilities (3).F. This course provides advanced knowledge about the causes, definitions and identification of students with learning disabilities. Students receive in-depth instruction in the administration of both standardized and informal assessments and their modifications.

SPE 5230. Assessment and Instruction of Individuals with Intellectual Disabilities (3).F. This course identifies, reviews, and analyzes current research and literature related to the study of intellectual disabilities/mental retardation. The course also provides in-depth study in ecological assessment and individualized curriculum development for individuals with intellectual disabilities/mental retardation, and it also provides in-depth study and examination of the social construction of mental retardation in society.

SPE 5400. Advanced Readings in Organization and Administration of Community-Based Treatment Programs (3).On Demand. To expand the student's knowledge of the organization and administration of community based programs. Emphasis will be placed on the process of organizing, administering, and implementing treatment programs for troubled youths.

SPE 5500. Independent Study (1-4).On Demand.

SPE 5525. Product of Learning (1-3).On Demand. Graded on an S/U basis.

SPE 5530-5549. Selected Topics (1-4).On Demand.

SPE 5562. Methods for Educating the Severely Handicapped (3).On Demand. Principles and procedures used to program instruction for the severely handicapped are presented and evaluated as to their effectiveness. Students are required to design and implement an instructional program with a severely handicapped person. Corequisite: SPE 5564.

SPE 5564. Curriculum for the Severely Handicapped (3).On Demand. The selection of instructional programs appropriate for use with the severely handicapped is emphasized. The student identifies strengths and weaknesses of educational programs and makes recommendations for their use with severely handicapped persons. Corequisite: SPE 5562.

SPE 5584. Special Education Law and Leadership (3).F. This course introduces the student to educational leadership and examines various leadership and organizational styles. Students will articulate their personal leadership philosophy and vision. The course also examines current research and literature on leadership in schools, educational reform initiatives, and legal issues. The process of IEP writing from both a legal and leadership perspective will be included.

SPE 5592. Advanced Medical Aspects of Disability (3).On Demand. What constitutes severe disability, its effect on the individual and multidisciplinary approaches to amelioration. Disabilities will include epilepsy, spinal cord and brain injuries, degenerative diseases, and their sequelae.

SPE 5595. Individual Differences (3).F;S. This course will provide an overview of the field of special education with emphasis on mental retardation, learning disabilities, and emotional disabilities.

SPE 5600. Seminar in Special Education (3).On Demand. This course explores the current research in issues and controversies in the field of special education.

SPE 5610. Classroom Management for Effective Instruction (3).On Demand. This course is an exploration of the literature and practices that are concerned with managing a classroom so that effective teaching can occur. This course discusses the theories developed for classroom control, then translates these theories into practical intervention techniques, both for individual students and classroom groups.

SPE 5620. Managing Curriculum for Mentally Retarded Students in Special and Regular Settings (3).On Demand. The in-depth study of curriculum design and management for mildly and moderately mentally retarded students in special and regular classroom settings, from preschool through secondary levels.

SPE 5626. Advanced Studies in Intellectual Disabilities (3).S. This course is designed to identify, review and analyze current research and literature related to the study of intellectual disabilities. The course also provides in-depth study in assessment, curriculum, and the planning, implementation, and evaluation of instruction for students with intellectual disabilities.

SPE 5630. Collaboration and Advocacy (3).F. This course is designed to examine issues and effective practices of collaboration, consultation, and advocacy among families, community service representatives, and professionals.

SPE 5636. Advanced Studies in Specific Learning Disabilities (3).S. This course is designed to identify, review and analyze current research and literature related to the study of learning disabilities. This course provides indepth study in assessment, curriculum, and the planning, implementation, and evaluation of instruction for students with learning disabilities.

SPE 5640. Educational and Career Planning (3).On Demand. In this course, current research and literature related to secondary special education and transition issues are identified, reviewed and analyzed. Longitudinal planning is explored through topics including drop-out prevention, career development theory, person-centered transition planning, assessment, and best practices.

SPE 5646. Advanced Studies in Emotional and Behavioral Disorders (3).S. An advanced course designed to examine critically educational literature concerning teaching students with emotional and behavioral disorders. Relationships between theory, philosophy, research findings, and current practice are analyzed.

SPE 5648. Psychoeducational Approaches in the Study of Emotional Disturbance (3).On Demand. An investigation of psychoeducational explanations of behavior and the ways these explanations find expression in interventions with children. Emphasis placed on operational models and techniques to be utilized in a variety of settings with emotionally disturbed children.

SPE 5700. Introduction to the Teaching-Family Model (3).On Demand. An introduction to the philosophy and implementation of the Teaching-Family Model treatment approach. Emphasis will be placed on meeting the needs and remediating problems of emotionally disturbed and delinquent youth. [Dual-listed with SPE 4700.]

SPE 5901. Internship (3).On Demand. This course offers graduate students the opportunity to design, implement, and evaluate a research project with individuals with special needs. Graded on an S/U basis. Prerequisite: application and permission of the advisor.

SPE 5989. Graduate Research (1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master's and specialist's levels. Graded on an S/U basis. SPE 5989 does not count toward a degree.

SPE 5999. Thesis (1-4).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S.

SPE 7120. Issues and Trends in Special Education (3).On Demand. The examination of issues and trends in special education, with emphasis on categories and classifications; medical, psychological, technological, and socio-cultural factors; and, promising research and practices.

SPE 7121. Organizational Design and Implementation of Special Education Programs (3).On Demand. The critical study of the design and implementation of public school special education programs, with emphasis on present and emerging program models, instructional leadership, legislation, and professionalism.

SPE 7989. Doctoral Research (1-9).F;S. This course is designed to provide access to University facilities for continuing doctoral research. Graded on an S/U basis. SPE 7989 does not count toward a degree.