• SPED 320: Communication an Dev Aspects of Learning

  3.00 Credits

  Tusculum University

  
  This course provides the framework for understanding and teaching students with communication, health, and physical disabilities. Candidates will learn characteristics and needs of students with autism spectrum disorders. Candidates will demonstrate the ability to create safe, inclusive, cultural responsive learning environments so that individuals with disabilities become active and effective learners and develop positive social interactions and self-determination. The impact of these disabilities on the family and community will be discussed. Best practice strategies and instruction including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, self-regulation, and self-determination will be covered. Prerequisites: SPED 201, EDUC 200, and Admission to Teacher Education.
  ShareSPED 320 - Communication an Dev Aspects of Learning

• SPED 400: Assessing Students With Special Needs

  3.00 Credits

  Tusculum University

  
  This course will provide a framework for the pre-service teacher in the area of special education assessment and evaluation. The pre-service teacher will gain knowledge and experience in the use and interpretations of formal and informal diagnostic tests for the purposes of instructional planning and monitoring. Cautions regarding over-identification of minority and culturally diverse students for special education services and use of non-discriminatory assessment will be emphasized. The pre-service teacher will know how to assess, score and write professional educational reports that contain useful instructional recommendations and information for use in decision making. Approved federal background check and 18-hour practicum are requirements for this course. Prerequisites: EDUC 200, SPED 201 and admission to the Teacher Education Program.
  ShareSPED 400 - Assessing Students With Special Needs

• SPED 440: Interventionist Model

  3.00 Credits

  Tusculum University

  
  This course provides candidates a framework for special education consultation and intervention so that they may gain knowledge and experience in addressing the needs of individuals with disabilities from mild to moderate in reading, written expression, mathematics, as well as auditory/visual processing. Candidates will learn strategies for modifying instructional practices in response to ongoing assessment data as well as strategies for collaborating with the regular classroom teacher to facilitate the success of students with disabilities in the general education classrooms. Candidates will demonstrate the ability to develop appropriate learning goals and objectives through completion of an IEP. Prerequisites: SPED 201, EDUC 200, EDUC 337, SPED 400, and Admission to Teacher Education.
  ShareSPED 440 - Interventionist Model

• SPED 470: Independence Model

  3.00 Credits

  Tusculum University

  
  This course provides the pre-service teacher with an opportunity to learn characteristics of and best practice when serving students with moderate to severe/multiple disabilities. Candidates will have the opportunity to study the roles of such professionals as an occupational therapist, physical therapist and speech therapist, special education teacher, teaching assistants and for the young child, the developmental specialist. Additionally, the course will focus on support and instruction in various settings, including the school, group homes and adult day programs. The focus is on individuals with moderate to serve/multiple disabilities that required the support of a multidisciplinary team. The impact of these disabilities on the family and community will also be discussed. Best practice strategies, including community-based instruction, direct instruction, positive behavior supports, use of alternative curriculum standards, the creation and implementation of an IEP, and working with supervising paraprofessionals will be covered. Prerequisites: EDUC 200, SPED 201 and admission to the Teacher Education Program.
  ShareSPED 470 - Independence Model

• SPED 480: Transition and Technology

  3.00 Credits

  Tusculum University

  
  This course will encompass the critical areas of transition and technology for students with disabilities. The candidates will develop a working knowledge of services available to the population as well as the skills needed by the special needs student to become a successful class member and productive member of society. Candidates will develop a technology plan based on adaptive technology assessments and incorporate and implement instructional and assistive technology into the education program. Candidates will demonstrate the ability to develop sound transition and technology plans by participating in the IEP process. Transitions from preschool to kindergarten, middle school to high school, and high school to society, as well as the technology needs of these students will be examined. Prerequisites: SPED 201, EDUC 200, SPED 400, and Admission to Teacher Education.
  ShareSPED 480 - Transition and Technology

• SPED 500: Assessing Students W-Spec Need

  3.00 Credits

  Tusculum University

  
  This course will provide a framework for special education assessment and evaluation. The student will gain knowledge and experience in the use and interpretations of formal and informal diagnostic tests for the purposes of instructional planning and monitoring. Cautions regarding over-identification of minority and culturally diverse students for special education services and use of non-discriminatory assessment will be emphasized. Students will learn how to assess, score and write professional educational reports that contain useful instructional recommendations and information for use in decision-making. Prerequisite: current teaching license.
  ShareSPED 500 - Assessing Students W-Spec Need

• SPED 510: Emotional and Behavioral Disorders

  3.00 Credits

  Tusculum University

  
  This course provides the framework for understanding and teaching students with emotional and behavior disorders. Candidates will demonstrate the ability to identify the characteristics of individuals with emotional and behavior disorders using functional behavior assessments. Once identified, candidates will learn to choose the most appropriate least restrictive environment for effective behavioral intervention strategies and implementation of academic instruction. The impact of these disabilities on the family and community will be discussed. Best practice strategies, including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, non-aversive behavior techniques, self-regulation, the impact of emotional factors on the learning process, and the impact of executive functioning on learning and behavior will be covered. Prerequisite: current teaching license.
  ShareSPED 510 - Emotional and Behavioral Disorders

• SPED 520: Communication & Devl Aspects of Learnin

  3.00 Credits

  Tusculum University

  
  This course provides the framework for understanding and teaching students with communication, health, and physical disabilities. Candidates will learn characteristics and needs of students with autism spectrum disorders. Candidates will demonstrate the ability to create safe, inclusive, cultural responsible learning environments so that individuals with disabilities become active and effective learners and develop positive social interactions and self-determination. The impact of these disabilities on the family and community will be discussed. Best practice strategies and instruction including community-based instruction, assistive technology, direct instruction, social stories, positive behavior supports, self-regulation, and self-determination will be covered. Prerequisite: current teaching license.
  ShareSPED 520 - Communication & Devl Aspects of Learnin

• SPED 530: Practicum

  1.00 Credits

  Tusculum University

  
  This course is designed to offer a 45-hour practicum in an accredited educational setting under the direction of a teacher with a license in Special Education. Candidates will work with students in grades pre-K through 12 who have an identified disability and are receiving special education services. Candidates take this course during any semester that they are enrolled in the Master of Arts in Education Curriculum and Instruction degree program with a concentration in Special Education. This course gives them the opportunity to put the theory learned in their SPED classes into practice in a classroom. Candidates will assist in the assessment of students and the development of (any of the following) IEPs, FSLPs, BIPs and 504 plans, and formulate lesson plans and unit plans that are appropriate for students with disabilities. Candidates may provide academic and behavioral instruction to students with disabilities. Emphasis is placed on tying the varied theoretical perspectives to current best practice in teaching methodology with attention to identification of students with disabilities through various assessments; curriculum development; development of materials; communication with administrators, classroom teachers and parents policies regarding inclusion, and use of community resources. Prerequisite: current teaching license.
  ShareSPED 530 - Practicum

• SPED 540: Interventionist Model

  3.00 Credits

  Tusculum University

  
  This course provides candidates a framework for special education consultation and intervention so that they may gain knowledge and experience in addressing the needs of individuals with disabilities from mild to moderate in reading, written expression, mathematics, as well as auditory/visual processing. Candidates will learn strategies for modifying instructional practices in response to ongoing assessment data, as well as strategies for collaborating with the regular classroom teacher to facilitate the success of students with disabilities in the general education classrooms. Candidates will demonstrate the ability to develop appropriate learning goals and objectives through completion of an IEP. Prerequisite: current teaching license.
  ShareSPED 540 - Interventionist Model