Special Education

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300s

SPED 301 Assessment, Instruction & Curriculum Adaptations for Early Childhood 3
Prereqs: Admission to the Professional Program in Early Childhood Education. Development of Individualized Education Programs, adapting curricula, and the utilization of assessment and teaching strategies to promote the development and independence of K-3 learners with typical and atypical development or disabilities in community and integrated school settings. 10 hours of Field Experience required.

SPED 315 Introduction to Educating Learners with Exceptionalities 3
Prereq.: Admission to the Professional Program in Teacher Education. Overview of growth and development of students with disabilities, including those identified as gifted and talented, and methods for assessing, planning for and working effectively with these students. Meets State of Connecticut requirement for teacher certification (10 hours of off-campus field experience required). CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class.

SPED 321 Establishing the Classroom Environment for Early Childhood Programs 3
Prereq.: Admission to the Professional Program in Early Childhood Education. Successful completion of SPED 301. Establishing a positive classroom environment using the positive behavioral supports framework. 10 hours of Field Experience required.

  

 

400s

400-LEVEL CLASSES ARE FOR UNDERGRADUATE CREDIT ONLY, EXCEPT WHERE NOTED WITH "[GR]"

SPED 430 Characteristics and Education of Individuals with Behavioral/Emotional Disorders 3
Prereq.: SPED 315 or permission of instructor. Taken concurrently with SPED 431. Overview of the education of behavioral/emotional disorders, autism and attention deficit hyperactivity disorders. Topics include characteristics, identification, etiology, theoretical, and educational approaches. Involves field-experience component. [GR]

SPED 431 Behavior Management and Social Skills Development 3
Prereq.: SPED 315 or permission of instructor. Taken concurrently with SPED 430. Examination of methodologies for evaluation, assessment, management of student behavior, and program planning/instruction utilized in special education settings. Involves field-experience component. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class. [GR]

SPED 433 Educational Assessment for Exceptional Learners 3
Prereq.: Admission to the Professional Program and SPED 432. Examines formal and informal assessment materials and techniques used in evaluating adaptive skills, processing abilities, and academic achievement in individuals with learning and/or behavior problems. Topics include procedures for test selection/administration, methods for scoring and interpreting test results. Involves field-experience component. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class. [GR]

SPED 434 Characteristics and Education of Individuals with Developmental Disabilities 3
Prereq.: Admission to the Professional Program. Taken concurrently with SPED 435. Overview of mental retardation, developmental disabilities, autism and physical disabilities. Topics include characteristics, identification, etiology, theoretical, and educational approaches. Involves field-experience component. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class. [GR]

SPED 435 Curriculum Adaptations and Teaching Strategies for Learners with Exceptionalities 3
Prereq.: SPED 433. Taken concurrently with SPED 434. Techniques for assessing social studies, science, and pre-vocational skills, as well as for selecting, developing, and adapting curricula and methods for students with exceptionalities. Involves field-experience component. CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class. [GR]

SPED 436 Language Arts for Learners with Exceptionalities 3
Prereq.: SPED 432, 433. Taken concurrently with SPED 438. Techniques for planning and delivering instruction in the areas of reading, writing, and oral language specific to students with special needs. [GR]

SPED 437 Integrative Seminar for Beginning Special Educators 3
Prereq.: SPED 436. Taken concurrently with SPED 439. Examines collaborative strategies for assessment and program planning. Communication skills, professional ethics and codes of conduct will be examined. [GR]

500s

SPED 501 Education of the Exceptional Learner 3
Examines growth and development of students with disabilities, including those identified as gifted and talented, and methods for assessing, planning for and working effectively with these students. Meets State of Connecticut requirement for teacher certification (10 hours of off-campus field experience required). CT law requires fingerprinting and a criminal background check for the field experiences in this class. Fingerprinting must be completed prior to the beginning of class.

SPED 502 Principles of Learning for Special Education 3
Prereq.: Admission to Graduate School. Examination of teaching and learning principles. Emphasizes the use of theories, research findings, and practices applicable to K-12 students with exceptionalities; learning communities; and learner’s developmental levels. Field experience required. For teacher certification only; will not be counted towards M.S. in Special Education. Summer/Winter.

SPED 506 Foundations of Language for the Exceptional Child 3
Prereq.: Admission to any M.S. education program. Review of the basis of language competence in the exceptional child, including phonology, morphology, semantics, syntax, and other component factors. This course is for teachers certified in education.

SPED 510 Inclusive Education 3
Prereq.: Certification in any area of education or permission of instructor. Identification of the issues, legislation, and litigation affecting inclusion as a method of integrating special needs children in regular education. Methods and assessment strategies of learning which facilitate inclusion along with alternate curriculum and classroom management strategies will be presented.

SPED 511 Behavioral/Emotional Disorders 2
Prereq.: SPED 315 or 501, admission to the School of Graduate Studies and admission to the Special Education program; or permission of the chair. Examination of behavioral/emotional disorders, autism, attention deficit hyperactivity disorders, and schizophrenia, with emphasis on current issues, classroom practices, and contemporary research (10 hours of off-campus field experience required.

SPED 512 Learning Disabilities 2
Prereq.: SPED 315 or SPED 501, admission to the School of Graduate Studies and admission to the Special Education program; or permission of the chair. Characteristics and identification of students with learning disabilities. Impact on reading, writing, mathematics, oral language, cognition, and other performance dimensions. Implications for instruction (10 hours of off-campus field experience required).

SPED 513 Developmental Disabilities 2
Prereq.: SPED 315 or SPED 501, admission to the School of Graduate Studies and admission to the Special Education program; or permission of the chair. Examination of developmental disabilities including students with intellectual disabilities, pervasive developmental disorder, cerebral palsy, and other physical disabilities, with emphasis on current issues, classroom practices, and contemporary research (10 hours of off-campus field experience required).

SPED 514 Cognitive Behavior Management and Social Skill Strategies 3
Prereq.: SPED 315 or SPED 501, admission to the graduate program in Special Education; or permission of the department chair. Examination of methodologies for evaluation, management of student behavior, program planning, cognitive restructuring, and functional behavior analysis utilized in special education settings (15 hours of off-campus field experience required).

SPED 515 Assessment in Special Education 3
Prereq.: SPED 511, 512, 513. Review of methods and materials used in assessing and evaluating the performance of students who may be eligible for special education. Topics include psychometric theory, selecting/administrating tests, scoring, and interpreting and communicating test results/findings. 10 hours of off-campus field experience required. May be taken concurrently with SPED 516.

SPED 516 Instructional Programming for Students with Exceptionalities 3
Prereq.: SPED 502 or equivalent, 511, 512, 513. Designing the individualized education program (IEP) and subsequent lesson plans in academic and non-academic areas to meet the needs of exceptional students. 10 hours of off-campus field experience required. May be taken concurrently with SPED 515.

SPED 517 Special Education Methods in Teaching Reading (K-12) 3
Prereq.: RDG 503 or equivalent, SPED 515, 516. Methods in planning and implementing evidence-based reading instruction in K-12 settings for students with special needs (10 hours of off-campus field experience required).

SPED 518 Special Education Methods in Teaching Writing (K-12) 3
Prereq.: RDG 503, SPED 515, SPED 516. Methods in planning and implementing evidence-based writing instruction in K -12 settings for students with special needs (10 hours of off-campus field experience required).

SPED 519 Special Education Methods in Content Area Instruction (K-12) 2
Prereq.: RDG 503 or equivalent, SPED 515, SPED 516, SPED 517, and SPED 518. May be taken concurrently with SPED 517 and SPED 518. Methods in planning and implementing evidence-based content area instruction in K -12 settings for students with special needs (10 hours of off-campus field experience required).

SPED 520 Student Teaching Seminar 1
Coreq.: SPED 521. Examines current issues in special education which affect teaching and learning including multiculturism and diversity, leadership, collaboration, professional ethics, and codes of conduct.

SPED 521 Student Teaching in Special Education - Elementary 3
Prereq.: SPED 517 and permission of the Director of Field Experiences. Eight week supervised student teaching in elementary special education classrooms, agencies, or institutions. Attendance at on-campus seminars is required.

SPED 522 Student Teaching in Special Education - Secondary 3
Prereq.: SPED 518 and permission of the Director of Field Experiences. Eight week Supervised student teaching in secondary special education classrooms, agencies, or institutions. Attendance at on-campus seminars is required. 

SPED 523 Practicum in Special Education - Elementary 3
Prereq.: SPED 517. Supervised practicum in elementary special education classrooms, agencies, or institutions. Summer.

SPED 524 Practicum in Special Education - Secondary 3
Prereq.: SPED 518 and permission of department chair. Supervised practicum in secondary special education classrooms, agencies, or institutions. Summer.

SPED 532 Contemporary Issues in Special Education 1-3
Prereq.: Certification in education. Overview of current theory and practices in various aspects of special education, including topics in etiology, identification, classification, assessment, and education.

SPED 534 Advanced Topics in Developmental Disabilities 1-3
Prereq.: SPED 513 or permission of Special Education advisor or permission of department chair. Overview of current theory and practice in various aspects of developmental disabilities including advanced topics in etiology, identification, classification, assessment and programming. Irregular.

SPED 536 Autism Spectrum Disorder 3
Prereq.: Admission to any M.S. education program. Historical and current views regarding the characteristics, etiology, and prognosis of autism spectrum disorder. Current educational and treatment programs will be reviewed. This course is for teachers certified in education. Irregular.

SPED 541 Person-Centered Planning 3
Prereq.: Admission to Master's Degree Program. Emphasizes the person-centered planning process from a school to post-school options for students with disabilities. Promotes the use and values of compatibility analyses, self-determination, and natural supports. Irregular.

SPED 542 Designing Classroom Environments for Creative Learning 3
Prereq.: Admission to graduate school or permission of department chair. Examines creative practices in assessment, instruction and curriculum development for students with special education needs. Participants share experiences from their own content areas and add to the richness of options in working with students in special education. Summer.

SPED 560 Positive Classroom Management for Students Receiving Special Education Services 3
Prereq.: Admission to any M.S. education program. Basic skill and application of reality-oriented verbal strategies and Life Space Crisis Intervention strategies and general classroom management for educators who address the needs of special education students experiencing emotional and/or physical crises. This course is for teachers certified in education. Irregular.

SPED 566 Legal and Administrative Issues in Special Education 3
Prereq.: Acceptance to M.S. program in Special Education or permission of department chair. Federal and state laws and regulations for special education are studied. Emphasis is placed on the theories and processes in pupil personnel services including writing an individualized education program (IEP) and organizing and participating in planning placement team (PPT) meetings.

SPED 578 The Juvenile Offender with Special Education Needs 3
Prereq.: Admission to any M.S. education program. Study of the educational characteristics of the juvenile offender as a special education student, including a review of current educational interventions. This course is for teachers certified in education. Irregular.

SPED 580 Collaborative Process in Special Education 3
Prereq.: Teacher certification or permission of department chair. Examination of the interactions between the special educator and the regular classroom teacher, including programming, management, and monitoring, for the purpose of providing supports and services for students with special education needs.

SPED 581 Assistive Technology in Special Education 3
Prereq.: Admitted to Master's Degree Program in Special Education. Considering, designing, and implementing a range of assistive technologies for people with individualized education or rehabilitation programs; individualizing instruction through the use of adaptive devices, hardware, and software; applying instructional technology applications to the roles and responsibilities of special educators. Irregular.

SPED 582 Supervision of Special Education Teaching 3
Prereq.: Permission of Special Education Department Chair and Assistant Dean of Education and Professional Studies. Supervised teaching experience for post baccalaureate and graduate students who possess a Durational Shortage Area Permit (DSAP)from the State of Connecticut signed by the SEPS Assistant Dean. To meet teacher certification program requirements, student must enroll in two sequential semesters and earn at least a C in each semester.

SPED 591 Independent Study in Special Education 3
Directed independent studies in special education. May be repeated under different topics for a total of 6 credits.

SPED 595 Topics in Special Education 1 TO 3
Prereq.: Admission to any M.S. education program. Seminar addressing a specific area of special education, with emphasis on current trends in the field. May be repeated with different topics for a maximum of 6 credits. This course is for teachers certified in education. Irregular.

SPED 596 Designing Action Research in Special Education (Plan E) 3
Prereq.: Admission to the M.S. in Special Education, SPED 598, and permission of department chair or instructor. Introduction to action research in special education. Students will identify a topic, conduct a literature review, formulate an appropriate research design plan, and receive CCSU Human Studies Committee approval in partial completion of the Master's Degree Capstone (Plan E) project. Fall.

SPED 597 Implementing and Documenting Action Research in Special Education 3
Prereq.: SPED 596. Students implement and document action research design plan formulated in SPED 596. Final report documents results, discussion, and limitations of study. Required presentation supplements the written report. Spring.

SPED 598 Research in Special Education 3
Prereq.: Admission to the Special Education master’s program; must be taken prior to enrolling in SPED 596. Examines quantitative, qualitative, and single-case design research methods used in special education for assessing the impact of instructional techniques, treatment programs, related services, and behavioral interventions. Students will use research quality indicators to evaluate research methods, approaches, and publications in the special education literature base. Students will use statistical applications to analyze data and conduct analyses. Spring, Summer.

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