School of Education List of Course Description Content Areas:
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Symbols And Abbreviations in Course Listings:
Courses are listed by course number followed by course title. Courses offered concurrently at more than one level are listed with a split number (e.g., 234-334).
The number in parentheses following the title indicates the number of credits for that course. When a range of credits is offered, the specific number of credits within that range is determined either when the course is scheduled or, for variable-credit courses (identified as “VC”), when each student selects an individually approved number of credits.
When there are numerals following the number of credits, it indicates a number of contact hours per week different from the number of credit hours. In this example, BIO 484 Hematology (4); 2,4, the first number indicates lecture contact hours, and the second number indicates lab or studio contact hours. Their sum equals the total contact time. The total contact time may exceed the course credit hours. When no numerals follow the number of credits, the course’s contact hours per week match the number of course credit hours (with one hour comprising 50 minutes of meeting time).
Any specific prerequisites or corequisites are stated at the end of the course description. These are enforced by academic program advisers and by the faculty member teaching the course in question. In cases where specific course prerequisites are not stated, assumption of ability to perform at the appropriate level in that discipline is still made. Students must achieve a grade of C or better in prerequisite courses in order to advance to the next course.
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Early Childhood Multicultural Education (ECME), Courses in
ECME 300. Professionalism (2); Sp Odd
This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple perspectives on early care and education are introduced. Professional responsibilities such as cultural responsiveness and reflective practices are examined. NM Common Core Course Number: ECED 2152.
ECME 301. Health, Safety and Nutrition (2); Sp Odd
This course provides information related to standards and practices that promote children’s physical and mental well-being, sound nutritional practices, and maintenance of safe learning environments. It includes information for developing sound health and safety management procedures for indoor and outdoor learning environments for young children. The course examines the many scheduling factors that are important for children’s total development, healthy nutrition, physical activity, and rest. NM Common Core Course Number: ECED 301.
ECME 302. Child Growth, Development and Learning (3); Fa Odd
This basic course in the growth, development, and learning of young children, pre-birth through age 8, provides students with the theoretical foundation for becoming competent early childhood professionals. The course includes knowledge of how young children grow, develop, and learn. Major theories of child development are integrated with all domains of development, including biological-physical, social, cultural, emotional, cognitive and language. The adult’s role in supporting each child’s growth, development and learning is emphasized.
ECME 303. Family and Community Collaboration (3); Sp Odd
This beginning course examines the involvement of families and communities from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establish collaborative relationships with families in early childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally responsive strategies.
ECME 304. Curriculum Development through Play: Birth through Age 4 (Pre-K) (3); Alt, Sp, Even
This beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children, birth through age 8, developmentally appropriate ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age 4, is emphasized. Corequisite: ECME 332.
ECME 305. Guiding Young Children (3); Alt, Sp, Even
This course explores various theories of child guidance and the practical application of each. It provides developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating positive social interactions. Strategies for preventing challenging behaviors through the use of environment, routines and schedules will be presented. Emphasis is placed on helping children become self-responsible, competent, independent, and cooperative learners, and including families as part of the guidance approach.
ECME 306. Curriculum Development and Implementation: Age 3 (Pre-K) through Grade 3 (3); Alt, Fa, Even
This curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills, is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included.
ECME 315. Introduction to Language, Literacy and Reading (3); Alt, Fa, Odd
This course is designed to prepare early childhood professionals for promoting children’s emergent literacy and reading development. Through a developmental approach, the course addresses ways in which early childhood professionals can foster young children’s oral language development, phonemic awareness and literacy problem-solving skills, fluency, vocabulary, and comprehension. This course provides the foundation for early childhood professionals to become knowledgeable about literacy development in young children. Instructional approaches and theory-based, and research-based, strategies to support the emergent literacy and reading skills of native speakers and English language learners will be presented.
ECME 328. Assessment of Children and Evaluation of Programs 1 (3); Alt, Fa, Even
This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, including systematic observation of typically and nontypically developing children. The course addresses the development and use of formative and summative assessment and evaluation instruments to ensure comprehensive quality of the total environment for children, families, and the community. Students will develop skills for evaluating the assessment process and involving other teachers, professionals and families in the process.
ECME 332. Practicum for Curriculum Development through Play: Birth through Age 4 (2); Alt, Sp, Even
This beginning practicum course is a corequisite with ECME 304. The field-based component of this course will provide experiences that address curriculum content that is relevant for children, birth through age 4, in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age 4, is emphasized. Corequisite: ECME 304.
ECME 334. Curriculum Development and Implementation Practicum: Age 3 (Pre-K) through Grade 3 (2); Alt, Fa, Even
This beginning practicum course is a corequisite with ECME 306. The field-based component of this course will provide experiences that address developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included. Corequisite: ECME 306.
ECME 335-435. Selected Topics in Early Childhood Multicultural Education (1-4 VC); Var
Course in topics in early childhood multicultural education. May be repeated with change of content.
ECME 403. Family, Language and Culture (3); Su
This course analyzes the interrelationships between family, language, and culture as connected to children’s development and learning. In this course, language is understood as a human activity and higher mental process which build on the children’s families, community, and cultural background. Language conceived as human activity must be examined through an understanding of dialogue, because dialogue is a way of promoting positive relationships between home, school, and community partnerships. In the course of these collaborative partnerships, a vision for a better world and well-being for young children will emerge and concretize in a culturally and linguistically responsive pedagogy. Prerequisite: ECME 303.
ECME 411. Teaching and Learning Reading and Writing (3); Sp
The foundation of this course is an understanding of the reading process including the relationship between reading, writing, listening, and speaking; individual needs and abilities in reading instruction; and how to organize classrooms and select materials to support literacy development. Concepts of phonemic awareness, phonics instruction, vocabulary development, fluency, and comprehension are integrated with the use of developmentally appropriate authentic techniques, language/literacy immersion, and multicultural children’s literature. Prerequisite: ECME 315; corequisite: ECME 412.
ECME 413. Teaching and Learning Math and Science (4); Fa
The focus of this advanced-curriculum course is on the standards, principles, and practices in teaching mathematics and science to young children in preschool through grade three. An emphasis is placed on developing a content-rich integrated math and science curriculum that focuses on children’s development and interests, includes appropriate content, processes, environment, and materials with an emphasis on problem solving as the major means of constructing basic concepts. Field experiences required.
ECME 414. Teaching Reading and Learning Social Studies, Fine Arts and Movement (3); Fa
This course focuses on the aims, scope, and integration of methods of teaching social studies, fine arts, and movement across the curriculum. This course emphasizes an integrated approach to teach the “what and why” of social studies; assessing student learning; planning units, lessons, and activities; developing, effective instructional strategies; and acquiring knowledge of social studies content. Concepts of expressive art include the visual arts, music, movement, and drama. Prerequisite: AA in ECME or ECME 300-level courses.
ECME 415. Teaching and Learning Practicum (2); Fa, Sp
The field practicum is a corequisite course with the following: Teaching and Learning Reading and Writing; Teaching and Learning Math and Science; Teaching and Learning Social Studies, Fine Arts, and Movement. The field-based component of this set of courses will provide experiences that address curriculum content and practice teaching that is relevant for children pre-K through grade 3 in developmentally and culturally sensitive ways. Prerequisite: AA in ECME or ECME 300-level courses.
ECME 417. Emergent Literacy (3); Alt, Sp, Odd
This advanced course prepares early childhood professionals to study literacy development, specifically oral language, writing and reading. This course focuses on children from birth through pre-K, including children with diverse abilities. Through a developmental approach, the courses addresses: 1) recent theory and research that translates into practical strategies, assessment materials, and preparation of literacy rich environments; 2) the sociocultural contexts in which children develop literacy; 3) culturally, linguistically, and developmentally appropriate literacy curricula; 4) processes used to determine the appropriateness of various literacy strategies; 5) assessment, evaluation, and accountability, and 6) literacy leadership. Prerequisite: ECME 315.
ECME 420. Research in Child Growth, Development, and Learning (3); Fa
This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided by focusing on contemporary research in all aspects of development, including bio-ecological, social-affective, cognitive-learning, language-cultural, and methodological aspects of research in early childhood development and education. This course focuses on preparing early childhood professionals to use empirically based research to inform their teaching of young children as well as preparing teachers to be researchers in their own classrooms. Prerequisite: ECME 302.
ECME 424. Integrated Curriculum: Birth through Age 4 (4); Alt, Fa, Odd
This advanced course focuses on developmentally appropriate content, learning environments, and curriculum implementation for children birth through age 4. The course emphasizes integration of content areas (the arts, literacy, math, health/emotional wellness, science, social studies, motor, and adaptive living skills) and the development of rich learning environments for infants, toddlers, and preschool children. Corequisite: 425.
ECME 425. Integrated Curriculum Practicum: Birth through Age 4 (2); Alt, Fa, Odd
This practicum course follows the prerequisite course ECME 306 at the associate level. The field-based component of this course provides experiences that address curriculum content that is relevant for children birth through age 4 in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences in natural environments and center-based programs. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age 4, is emphasized. Prerequisites: 300-level ECME courses. Corequisite: ECME 424.
ECME 428. Assessment of Children and Evaluation of Programs 2 (3); Sp
This advanced course builds upon student understanding of the connections, among learning, teaching, and assessment, and strategies for evaluation programs. Assessment, identification, and monitoring of typical and atypical development in the cognitive, motor, affective, and social domains will be explored. Multiple and diverse assessment approaches, including responsiveness to cultural and linguistic differences, will be emphasized.
ECME 431. Advanced Caregiving for Infants and Toddlers (3); Alt, Sp, Even
The advanced field-based course focuses students in defining and implementing developmentally appropriate elements of quality programming for infants and toddlers in safe, healthy, responsive, and caring environments. The experiences in the approved setting will emphasize strong, nurturing relationships, cultural competence, recognition of diverse learning needs and styles of every child, appropriate guidance techniques, and partnership with the families, cultures, and community represented. Students are assisted through the course in advancing their ability to observe, discuss, and implement elements of quality programming for infants and toddlers in the home, small-group, or whole-group situations.
ECME 452. Field Base 3: Student Teaching Early Childhood Multicultural Education (9); Fa, Sp
The student teaching experience in early childhood education has two components: 1) placement and assigned tasks in an early childhood classroom with a mentor teacher and 2) a weekly seminar in which students review and reflect on their own teaching practice, make connections between theory and practice, study particular topics of interest, conduct self-evaluations, and contribute to group discussions. Corequisite: GNED 455.
ECME 482. Young Children with Diverse Abilities (3); Su
This course builds on the broad knowledge gained in previous coursework. It provides a specific focus on educational policies, programs, practices, and services appropriate for infants, toddlers, preschoolers, and early primary children who exhibit delays and disabilities. The course provides a means toward a deeper understanding and sensitivity to the needs and feelings of children with diverse abilities and their families. The foundations include research-based decision-making, developmentally and individually appropriate practices, a holistic view of young children and their families, cultural sensitivity and competence, and activity-based interventions. Legal requirements of educating the child with disabilities or other special needs will be identified. Cross-listed as SPED 482.
ECME 490. Independent Study (1-4 VC); Var
Individual study arranged with an instructor. Prerequisite: Permission of instructor.
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Elementary Education (ELEM), Courses in
ELEM 312. Teaching Elementary School Mathematics (3); Sp
This course examines methods, materials, and curriculum of modern mathematics in the elementary school. Observation and laboratory periods are required.
ELEM 317. Multicultural Education (3); Fa, Sp
A study of educational trends, issues, and problems of students and the teaching methods and strategies necessary to teach respect and tolerance among people.
ELEM 335-435. Selected Topics in Elementary Education (1-4 VC); Var
Selected topics in elementary education. May be repeated with change of topic.
ELEM 442. Teaching Elementary School Science and Social Studies (3); Fa
Development of teaching strategies appropriate to recent innovations in science and social science teaching for multicultural classrooms. This course incorporates project-based learning.
ELEM 451. Field Base III Teacher Preparation Experience: Secondary (6); Fa, Sp
This course provides analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. A special fee is assessed. Prerequisite: Permission from the Office of Field Experiences. Corequisites: GNED 445 and 455.
ELEM 490. Independent Study in Elementary Education (1-4 VC); Var
Individual study arranged with an instructor. Prerequisite: Permission of instructor.
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General and Secondary Education (GNED), Courses in
GNED 201. Introduction to Teaching (3); Fa, Sp
Introduction to the historical, philosophical, and sociological foundations of education, especially as it relates to a multicultural environment. Students will use those foundations to develop strategies related to problems, issues, and responsibilities in the broad and specific educational arenas. Corequisite: GNED 251.
GNED 251. Field-Based 1 Teacher Preparation Experience (l); Fa, Sp
Initial observations of classroom environments; determining what classroom teachers do. The class combines field observations (28 clock hours) with an on-campus seminar. Corequisite: GNED 201.
GNED 302. Educational Psychology (3); Sp
Theories and research in learning and their implications for curriculum and instruction.
GNED 320. Language Acquisition and Linguistics for Teacher (3); Sp
This course provides for in-depth study of first and second language acquisition and a broad background in linguistics.
GNED 322. Licensure Test Prep Language Arts and Writing (1); Fa, Sp
This course is designed to help students preparing to take the New Mexico Teacher Licensure test focusing on the Essential Academic Skills Assessment of reading and writing.
GNED 324. Licensure Test Prep Teacher Competency (1); Fa, Sp
This course is designed to help students preparing to take the New Mexico Teacher Licensure test focusing on the Professional Knowledge.
GNED 326. Licensure Test Prep Math (1); Fa, Sp
This course focuses on the Essential Academic Skills Assessment and the Assessment of Math to help students preparing to take the teacher licensure test. This course is designed to be a review of the Pre-Algebra and Algebra I content covered on the Math section of the New Mexico Teacher Licensure test.
GNED 335-435. Selected Topic in General Education (1-4 VC); Var
Course in topic or topics in general education: may be repeated with change of content.
GNED 351. Field-Based 2 Teacher Preparation Experience (2); 1, 2 Fa, Sp, Su
The development of analytical and reflective reports based on field observation (42 clock hours) of different methods and teaching strategies used in the classroom. These reports form the basis for class discussions. Students will also have the opportunity to implement classroom lessons.
GNED 410. The Art and Science of Teaching in Secondary Schools (3); 3, 2 Fa
Designed to provide an overview of curriculum and organization in the secondary school and to offer actual teaching experience in a micro-teaching situation, applying basic teaching strategies and techniques for the purpose of developing teacher competency. A special fee is charged.
GNED 412. Theories and Principles of Bilingual Education (3); Sp
Fundamental theories and principles of bilingual education, preparing the prospective teacher to address the issues and concerns intelligently in the classroom.
GNED 417. English as a Second Language (3); Fa, Sp
A study of English as a second language, conveying methods and procedures of teaching English to children and adults for whom English is not the native tongue. Students will be introduced to second language acquisition theories and basic elements of the sound system. Prerequisite: RDED 315.
GNED 420. Sheltered English for Content Area Instruction (3); Fa
This course provides a set of linguistic, instructional, assessment, and classroom-management practices that allows English language learners (ELLS) from the advanced-beginner level on the develop content-area knowledge, operational skills and increased language proficiency. Prerequisite: ENGL 317.
GNED 437. Instructional Methodologies for Use in Spanish-Bilingual Classrooms (3); Fa
Demonstrate knowledge of and use theories, approaches, methods and techniques for teaching literacy, biliteracy and other academic skills in English and the native language. Spanish is the language of instruction and student participation/presentations. Prerequisite: SPAN 201 or SPAN 202.
GNED 444. Technology in Education (3); Fa, Sp
Provides teachers a working knowledge of the PC and its applications in education. A special fee is charged. This course incorporates project-based learning.
GNED 445. Knowledge of the Profession (3); Fa, Sp
Legal, ethical, professional and organizational issues related to education. Developing skills in collaborating and communicating effective with colleagues, administrators and other professionals. Prerequisites: Completion of core and major requirements. Corequisite: Student teaching.
GNED 450. Seminar in General or Secondary Education (1-4); Var
Seminar course in a topic or topics in general or secondary education.
GNED 451. Field Base 3 Teacher Preparation Experience: Secondary (6); Fa, Sp
Analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. A special fee is charged. Prerequisite: NMTA exam, 2.5 GPA, admission to student teaching. Corequisites: GNED 445 and GNED 455.
GNED 452. Field Base 3 Teacher Preparation Experience: K – 12 (6); Fa, Sp
Analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. Both elementary and secondary settings are utilized. A special fee is charged. Prerequisite: NMTA exam, 2.5 GPA, admission to student teaching. Corequisite: GNED 445 and GNED 455.
GNED 453. Field Base 3 Internship (6 – 12 VC); Var
The internship program in the School of Education is a New Mexico State Department of Education approved equivalent to the Field-Base III block. Internships are ONLY considered at the request of a school district. A special fee is charged. Prerequisite: Admission to student teaching, passed all three parts of the New Mexico Teachers Exam (NMTE), completed all required coursework, and permission of the instructor.
GNED 455. Classroom Management (3); Fa, Sp
Introduces the student to a variety of techniques for managing behavior in the classroom. Major areas and specific techniques within each will be presented and practiced both in the class and in the student’s own teaching situation. Prerequisite: Admission to student teaching. Corequisite: Appropriate major Field-Based III Experience and GNED 445.
GNED 461. Assessment and Evaluation of Students (3); Fa, Sp
Problems in the construction and use of teacher-made and standardized tests. The course also emphasizes the gathering and interpreting of data, reporting of test information, and development of a district wide testing program.
GNED 490. Independent Study (1-4 VC); Var
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor.
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Reading (RDED), Courses in
RDED 315. Early Literacy (3); Fa, Sp
Early literacy instruction, including reading, writing, speaking, listening, viewing and visually representing, and other modalities of learning. Special emphasis will be placed on addressing current research regarding teaching early literacy, including phonics, phonemic awareness, fluency, comprehension, and vocabulary. Knowing and using children’s books and authors to promote early literacy. A two-hour-per-week practicum/lab in a K-3 classroom is required. Prerequisites: Admission to the Teacher Education Program and GNED 201.
RDED 335–435. Selected Topic in Reading (1-4 VC); Var
Course in topic or topics in reading. May be repeated with change of content. Permission of instructor is required.
RDED 411. Teaching/Diagnosis of Reading (3); 2, 2 Fa, Sp
An overview of teaching reading in the primary and intermediate grades and diagnostic tools and corrective instructional techniques in the classroom. Emphasis is placed on developing competencies in the teaching of reading and adopting reading instruction based on knowledge of reading processes, methods, and materials. A two-hour lab is also required. Prerequisites: Field Base I and II.
RDED 416. Teaching Reading and the Language Arts in the Bilingual Classroom (3); Sp
Methods and materials in the Spanish-English bilingual classroom, with emphasis on the development of reading and language arts skills in bilingual children. The class is taught primarily in Spanish. Prerequisite or corequisite: permission of instructor.
RDED 418. Language Arts (3); Sp, Su
This course focuses on methods for teaching language arts in the elementary/secondary school classroom. Students will be introduced to best practices in the teaching of language arts and the research and theory behind these practices. A developmental and cultural perspective will be emphasized throughout the course, documenting qualitative and quantitative changes students experience as they progress in the language arts.
RDED 420. Literacy for English Language Learners (3); Fa, Su
This course examines theories of literacy acquisition and development with the breadth of issues in the teaching of English Learners.
RDED 426. Reading and Literature for Children and Young Adults (3); Fa
Exploration and evaluation of the artistic qualities of folk and fairy tales, myths, legends, fables, epics, hero tales, and realistic stories for children (pre-school to grade 8) and young adults (grades 9 to 12), with a view toward helping teachers to motivate youngsters to develop reading skills while reading relevant literature.
RDED 427. Reading in the Content Area (3); Fa, Sp
Survey of techniques for the development of reading/study skills needed at the secondary level as students employ reading as a tool for learning.
RDED 430. Reading Instruction in Special Education (3); Fa
The study and application of reading instructional strategies for students in special education, focusing on research-based corrective strategies used across content areas to support students in both the general education curriculum and functional curriculum.
RDED 440. Integrated Technology in Language Arts Curriculum (3); Sp
This course teaches students to integrate technology into the P-12 Language Arts curriculum. Such integration will include the use of various websites, software application programs, synchronous and asynchronous course learning management system tools, SmartBoard technologies, and digital camera and recording equipment. As part of this course, students will be required to prepare computer-generated graphic organizers, database, presentations, podcasts, wikis, blogs, and electronic portfolio while incorporating the appropriate benchmarks, standards, and performance criteria from the New Mexico Public Education Department.
RDED 442. Literacy and Technology (3); Su
The course is designed to help students demonstrate understanding and apply knowledge of contemporary and historical issues in literacy, technology, and education and reflect on how those issues influence professional practice. Survey of techniques for the development of reading skills needed at the secondary level as students employ reading as a tool for learning.
RDED 445. Literatura Infantil y Juvenil Para el Salon Bilingue (3); Sp
This course focuses on the teaching of reading in the Spanish-English bilingual classroom using authentic literature from throughout the Spanish-speaking world with emphasis upon the development of reading and language arts skills in bilingual children. Since most material is in Spanish, an intermediate level of Spanish or instructor permission is required.
RDED 490. Independent Study (1 – 4 VC); Var
Individual study arranged with the instructor. Prerequisite: Permission of instructor.
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Special Education (SPED), Courses in
SPED 214. Introduction to Special Education (3); Fa, Sp
Identification of exceptional children with respect to educational opportunities; current concepts and goals of special education; specific consideration of educational programs; and a survey of trends and professional opportunities. Prerequisite to special education courses.
SPED 234 – 434. Practicum in Special Education (1-6 VC); Var
Supervised work in a special education program setting. Special fee. Prerequisite: Permission of instructor.
SPED 235 – 435. Selected Topic in Special Education (1-4 VC); Var
Course in topic or topics in special education. May be repeated with change of content.
SPED 401. Diagnosis of the Exceptional Child (3); Fa, Sp
Practice in the use of a variety of data-collection instruments and techniques, as well as procedures for writing up the data collected, making referrals, and developing an instructional program.
SPED 410. Curriculum and Methods for Student with Mild and Moderate Exceptionalities (3); Fa
An examination of curriculum content, instructional methods, and individualized education programs appropriate for students with mild and moderate cognitive or behavioral exceptionalities and whose education focuses primarily on the general education curriculum.
SPED 412. Foundations of Gifted Education (3); Fa, Sp
This course has been designed as a one semester introduction to and overview of the field of gifted education. Topics include: theoretical and historical contexts; characteristics of gifted learners; influences on gifted learners (family, community, culture, etc.); identification of gifted, talented and creative learners; instructional models and practices; legislations and policy guidelines; and current issues in the field. This course has been designed to include: lecture, small and large group discussion, student presentations, expert presentations, and various types of “observations” of gifted learners and learning environments.
SPED 414. Instructional Strategies for Gifted Education (3); Sp
This course has been designed as a one semester introduction to learn instructional strategies, methods, and techniques of teaching the gifted student, which are explored. Opportunities are provided for development of strategies based on principles of curricular differentiation for gifted students. Prerequisite: SPED 412.
SPED 416. Instructional Planning and Curriculum for Gifted Education (3); Fa
This course explores how appropriate curricula for the gifted is a response to the cognitive and affective needs which may be unique to gifted learners as well as those they share with their peers. Participants will examine modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners. They will gain experience in developing concept-based, open-ended, flexibly paced curriculum that can be implemented in the classroom immediately. Prerequisite or corequisite: SPED 412.
SPED 418. Twice Exceptional and Special Populations of Gifted Learners (3); Su
The focus of this course is to introduce participants to gifted students with disabilities, also known as Twice Exceptional or 2X students. The course will describe research-based characteristics, identification and programming options and will assist students, as per the mission statements, to recognize and nurture outstanding potential so that gifted students with disabilities may become all that they are capable of.
SPED 420. Curriculum and Methods for Students with Severe Exceptionalities (3); Sp
An examination of curriculum content, instruction methods, and individualized education programs appropriate for students with severe cognitive or behavioral exceptionalities and whose education focuses on both the functional curriculum and the general education curriculum.
SPED 422. Learning Environments and Social Interactions for Gifted Education (3); Var
This course has been designed as a one semester introduction to learn and explore about the learning environments and social interactions of teaching gifted students. Opportunities are provided for development of strategies based on principles and best practices for gifted students.
SPED 424. Working with Families of Children with Exceptionalities and Giftedness (3); Var
This course is an examination of the philosophical foundations and collaborative strategies for teachers and other professionals working with families of children with exceptionalities, including special education needs, giftedness in the P-12 experience.
SPED 426. Professional Ethical Practice for Students with Exceptionalities and Giftedness (3); Var
This course emphasizes the use of foundational knowledge of the field and professional ethical principles as well as national Pre-K-Grade 12 gifted education programming standards. The course instructs gifted educators how to practice to engage in lifelong learning, and to advance the profession. Educators of the gifted practice multiple roles and complex situations across wide age and developmental ranges. Instructional practice requires ongoing attention to professional and ethical considerations, and engagement in professional activities that promote growth in individuals who are gifted and talented supported by evidence-based practices.
SPED 428. Assessment Issues for Gifted Education (3); Var
This course explores the Examine instruments, techniques, and strategies in the assessment, placement, and evaluation of ELL, Gifted, Exceptional and General Learners in P-12 education. This course is designed to provide knowledge and skill regarding assessment procedures, process (including pre-referral and Response to Intervention), and protocols utilized in making eligibility and instructional decisions regarding individualized education programs and placements. In additions, candidates develop an understanding of assessment terminology, accommodations, and fidelity of implementation, as well as culturally appropriate assessments, and gain expertise in communicating assessment results to key stakeholders including student and families. Prerequisite: field experience.
SPED 430. Reading Instruction in Special Education (3); Fa
The study and application of reading instructional strategies for students in special education focusing on research-based corrective strategies used across content areas to support students in both the general education curriculum and functional curriculum.
SPED 450. Seminar in Special Education (3); Sp
A seminar course in a topic or topics in special education.
SPED 451. Field Base III Teacher Preparation Experience: Special Education (6); Fa, Sp
Analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. A special fee is assessed. Prerequisite: Admission to student teaching. Corequisite: GNED 455.
SPED 455. Classroom Management in Special Education (3); Fa, Sp
An examination of behavior management techniques, reward systems, and fading and intermittent reinforcement schedules used with students who exhibit more severe behavior exceptionalities. School-wide, classroom and individual student behavior intervention plans will be reviewed, with emphasis on behavior manifestation determination and other IDEA mandates for addressing students’ behavioral needs.
SPED 482. Young Children with Diverse Abilities (3); Su
This course builds on the broad knowledge gained in previous coursework. It provides a specific focus on educational policies, programs, practices, and services appropriate for infants, toddlers, preschoolers, and early primary children who exhibit delays and disabilities. The course will provide a means toward a deeper understanding and sensitivity to the needs and feelings of children with diverse abilities and their families. The foundations include research-based decision-making, developmentally and individually appropriate practices, a holistic view of young children and their families, cultural sensitivity and competence, and activity-based interventions. Legal requirements of educating the child with disabilities or other special needs will be identified. Cross-listed as ECME 482.
SPED 490. Independent Study (1 – 4 VC); Fa, Sp
Individual study arranged with an instructor. Prerequisite: Permission of instructor.
SPED 499. Independent Research (1 – 4 VC); Fa, Sp
Individual research arranged with an instructor. Prerequisite: Permission of instructor.
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