Idaho State University Undergraduate Catalog 2008-2009
Department of
Educational Learning and Development
Chair and Professor: S. Peterson
Professors: Hedeen, Nunn
Associate Professors: Klug, L. Peterson, Squires
Assistant Professors: Cho, Coulter, Helfrich, Jantz
Assistant Lecturer: Toevs
The Department of Educational Learning and Development is comprised of
the following program areas: Special Education. Literacy, and School Psychology (see the Graduate Catalog for both of those).
Education of the Deaf
Individuals interested in becoming certified teachers of children who
are deaf or hard of hearing in Idaho will need to meet all requirements of
the Idaho State Board of Education. Undergraduate candidates preparing to
do this should consult the Office of the Dean, College of Education, as
well as the Teacher Education Program for details about admission into
an undergraduate program in Elementary, Secondary or Special Education.
Individuals who have completed the required undergraduate teacher
education program should consult the Department of Communication
Sciences & Disorders, and the Education of the Deaf, in the Kasiska
College of Health Professions, for information about the
graduate
degree program in the Education of the Deaf.
Special
Education/Human Exceptionality Major
The special education undergraduate
major prepares candidates for professional
certification in special education as K-12 generalists in special
education.
This program also prepares individuals pursuing non-teaching degrees in
human exceptionality. The program also offers a minor that does not
provide teacher certification in special education. The special
education minor is open to all University candidates who wish to gain
some expertise in working with children with disabilities. The program
also offers Master’s degrees as well as post-baccalaureate
training for special education certification only (i.e. nondegree). For
information on the master’s degree offerings, please refer to the
Graduate Catalog.
Broadly stated, the objectives of the Special Education Program are:
1. Candidates will demonstrate an
understanding of a wide variety of disability categories and their
instructional implications, as well as the legal and ethical considerations for
educating individuals with disabilities.
2. Candidates will demonstrate
understanding of instructional methodologies and curricula that have an
extensive experimental research base to support their effectiveness for all
individuals, especially those with learning difficulties.
3. Candidates will make instructional
decisions based on reliable and valid data that are primarily objective in
nature.
4. Candidates will demonstrate instruction
and behavior management strategies that are proactive and teach new skills, as
opposed to being punitive in nature.
5. Candidates will demonstrate
professional and collaboration skills with teachers, parents, administrators,
and other professionals.
Bachelor
of Arts or Bachelor of Science in Special Education/Human Exceptionality
The Bachelor of Arts or Bachelor of Science in Human Exceptionality can
be completed either as a nonteaching major for candidates who are
interested in working with people with disabilities outside the public
school context or as a teaching major for candidates who wish to earn
special education certification as K-12 Generalists. The course
requirements are the same for the teaching and nonteaching majors. For
candidates in the nonteaching major, practica are arranged in
non-school settings.
Admission Requirements
Prior
to acceptance to the B.A./B.S. in Special Education/Human
Exceptionality Program, all applicants must complete SPED 330 and SPED
340 and earn a grade of at least C in each course and an average of at
least 3.0 across the two courses. Candidates must also complete
EDUC 201, EDUC 204, and EDUC 215 with grades of C or better and pass
performance assessments associated with these courses, have an overall
GPA of at least 2.75, and be approved by a faculty screening committee
following an admission interview. Candidates seeking teacher
certification in special education must pass Praxis I tests with at
least the following scores: Reading, 172; Math, 169; and Writing, 174;
as well as Praxis II Elementary Education Content Knowledge (0014) with
a score of at least 143.
Retention and Exit Requirements
In
addition to meeting all of the retention and exit requirements of the
College of Education, candidates must maintain at least a 3.0 GPA in
the program courses. If a candidate earns two grades of C+ or
lower in any program courses, the candidate will not be allowed to
progress in the program and must reapply to the program. For
certification purposes, any program course with a grade of C- or below
must be retaken. Candidates in the program must also maintain an
overall GPA of 2.75 or better. If a candidate’s overall GPA falls
below 2.75 for two consecutive semesters, the candidate will not be
allowed to progress in the program and must reapply to the program.
Candidates seeking teacher certification in special education must pass
the Praxis II Education of Exceptional Students - Core Content
Knowledge with a score of 156 and Education of Exceptional Students -
Mile to Moderate with a score of 158; in addition to all three
standareds of the Idaho Comprehensive Literacy Assessment exam. In
addition, candidates must pass all course-embedded, standards-based
assessments. These requirements must be met before enrolling in SPED
495.
Course Requirements for the B.A. or B.S. degree (in addition to University requirements):
Core Courses
EDUC 201 Development and
Individual Differences 3 cr
EDUC 204 Families, Communities,
and Cultures 3 cr
EDUC 215 Preparing to Teach with
Technology 3 cr
EDUC 311 Instructional
Technology 3 cr
EDUC 401 Language and
Literacy
3 cr
PE 300 Movement Therapy and
Motor Development 3 cr
SPED 312 Assistive
Technology
3 cr
SPED 330 The Exceptional
Child 4 cr
SPED 340 Principles of Behavior
Management 3 cr
SPED g423 Designing
Instruction
3 cr
SPED g424 Assessment Procedures in
Special Education 3 cr
SPED g429 Strategies: Severe Disabilities 3 cr
SPED 430 Practicum in
Individualized Instruction 3 cr
SPED g432 Direct Instruction
Systems 3 cr
SPED 434 Language and
Communication Methods
in Special Education
3 cr
SPED 435 Practicum in Small Group
Instruction 3 cr
SPED 436 Math Methods for Children
with Disabilities 3 cr
SPED 437 Practicum in Large Group
Instruction 3 cr
SPED g438 Policies and Procedures
in Special
Education
3 cr
SPED 441 Classroom Behavior
Management 3 cr
SPED g446 Secondary Special
Education 3 cr
SPED 490 Consultation and
Collaboration 3 cr
SPED 495 Student Teaching
Internship 7-14 cr
Approved electives chosen from list below 9 cr
(additional electives possible with approval from advisor)
Approved Electives
SPED g426 Assessment: Severe Disabilities 3 cr
SPED g433 The Emotionally Disturbed
Child 2 cr
SPED g440 Biomedical Aspects of
Physical Disability 3 cr
SPED g443 Autism
2 cr
SPED g448 Prepracticum Moderately
Handicapped 3 cr
SPED g450 Creating Inclusive
Classrooms 3 cr
SPED 462 Seminar: Behavior Disorders 1 cr
SPED g480 Seminar in Special
Education 1 cr
(may be repeated a
second time)
SPED g481 Advanced Issues in
Behavior Disorders 2 cr
SPED g485 Independent Problems
1-2 cr
SPED g498 Advanced Field Work
1-3 cr
CSED 205 Introduction to
Communication Disorders 3 cr
CSED 327 Sign Language I
2 cr
CSED 328 Sign Language II
2 cr
EDUC 322 Children's
Literature
3 cr
EDUC 334 Secondary School Art:
Methods and Materials 3 cr
EDUC 335 Elementary School Art:
Methods and Materials 2 cr
EDUC g460 Foundations of ESL 3 cr
EDUC g463 ESL Methods
3 cr
EDUC g464 ESL Methods Laboratory
Practicum 1 cr
EDUC g471 Interpersonal
Communications 2 cr
HE 211 Health Education
Methods/Elementary 1 cr
MUSC 257 Music Methods for
Elementary School Teachers 2 cr
P E 357 Methods for Teaching
Elementary Physical
Education 3 cr
P E g494 Adapted Physical
Activity 3 cr
PSYC 225 Child Psychology
(elementary emphasis) 3 cr
PSYC 332 Psychology
of Adolescence
(secondary emphasis) 3 cr
PSYC g445 Psychology of
Learning
3 cr
SOC 231 Juvenile Delinquency
3 cr
Reading Endorsement
A candidate seeking special education certification as a K-12
Generalist may earn a reading endorsement; consult faculty advisors in
the Department.
Special Education Courses
SPED
312 Assistive Technology 3 credits. Instructional and assistive technology,
benefits they offer to individuals with various types of disabilities,
how to evaluate children’s' technology needs, how to find new technologies
using a variety of resources, and how to fund the purchase of technology for
children with disabilities. Focus on how to use technology to adapt and
accommodate for the needs of children with diverse learning needs. PREREQ: EDUC
215 and EDUC 311. F, S
SPED
330 The Exceptional Child 4 credits.
Essential areas of
exceptionality. Each area is studied on the dimensions of etiology,
identification and labeling, characteristics, educational treatment, and
prognosis for adjustment. Consideration also given toward structuring suitable
educational programs applicable for each area and the basics of special
education law. Includes 50-hour practicum. F
SPED
340 Principles of Behavior Management 3 credits. Overview of basic principles
of applied behavior analysis as it relates to educating children with
disabilities. S
SPED
350 Creating Inclusive Classrooms 3 credits.
Curricula and methods for educating students with diverse abilities in
elementary classrooms. Characteristics of students with disabilities
and students who are English language learners. Emphasizes inclusive
lesson design, curricular adaptations, and collaborative teaching.
PREREQ: Admission to Teacher Education Program. F, S
SPED
355 Differentiated Instruction 3 credits.
Adaptations and accommodations for differentiating student learning in
secondary classrooms. Characteristics of students with disabilities and
student who are English language learners. Emphasizes adaptations in
content areas, instructional strategies, and team collaboration.
PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S
SPED
g423 Designing Instruction 3 credits.
Introduction to instructional design principles and strategies for
engaging students in higher order thinking and problem-solving.
Emphasis on teaching complex concepts in reading comprehension,
writing, mathematics and other academic subjects. PREREQ: Permission of
instructor. F
SPED
g424 Assessment Procedures in Special Education 3 credits.
Introductory study of diagnostic assessment techniques and the writing
of individual educational and behavioral prescriptions and
instructional objectives which are required to provide
interventions suitable for remediating the learning problems in basic
school curricula. PREREQ OR COREQ: SPED 330 and SPED 441 or permission
of instructor. F
SPED
g426 Assessment: Severe Disabilities 3 credits.
Selection, administration, and interpretation of criterion-referenced
tools employed with severely disabled students. Emphasizes
functional approach to assessment and evaluation of behavioral and
instructional domains. PREREQ: Permission of instructor. AF
SPED
g429 Strategies: Severe Disabilities 3 credits.
Consideration and evaluation of curriculum materials from
behavioral, developmental, and ecological perspectives. Emphasizes
functional approach to development and implementation of individualized
intervention plans. PREREQ: Permission of instructor. AS
SPED
430 Practicum in Individualized Instruction 3 credits. Requires 150 clock hours
of field experience working with children with severe disabilities, developing
and implementing individual instructional programs. PREREQ: SPED 330 and SPED
340. COREQ: SPED 429. F
SPED
g432 Direct Instruction Systems 3 credits.
Provides mastery level skills training in direct instruction systems
for reading, math, and written language. Includes field work,
adaptation of curricula to direct instruction model and
evaluation. PREREQ: Permission of instructor. F, S
SPED g433 The Emotionally
Disturbed Child 2 credits.
Survey of the causes of emotional disturbance in children and the
effects upon the child’s school performance and achievement.
School programs and treatment considerations will be reviewed. F
SPED
434 Language and Communication Methods in Special Education 3 credits.
Strategies for teaching expressive and receptive language skills to children
with disabilities. Focus on augmenting oral communication with both low and
high technology applications, teaching expressive writing (e.g., spelling)
skills using explicit instruction, and teaching receptive vocabulary using
explicit instruction. PREREQ:SPED 330 and SPED 340. COREQ: SPED 432, SPED 434,
and SPED 446. S
SPED
435 Practicum in Small Group Instruction 3 credits. Requires 150 clock hours of
field experience working with children with disabilities, implementing small
group instructional programs in reading and language, as well as developing
transition plans for secondary students. PREREQ: SPED 330 and SPED 340. COREQ:
SPED 432, SPED 433, and SPED 446. S
SPED 436 Math Methods for Children with Disabilities 3 credits. How to teach
basic mathematical skills to children with disabilities and other at-risk
learners. Emphasis on mathematical techniques having research supporting their
effectiveness with children with disabilities. Prospective teachers are taught
how to teach, monitor, assess, and remediate various mathematical skills.
PREREQ: SPED 330 and SPED 340. COREQ: SPED 440, SPED 423 and SPED 435. F
SPED 437 Practicum in Large Group Instruction 3 credits. Requires 150 clock
hours of field experience working with children with disabilities implementing
large group instructional programs in mathematics and other content areas, with
special emphasis on managing student behavior using positive behavior supports.
PREREQ: SPED 330 and SPED 340. COREQ: SPED 440, SPED 423, and SPED 435. F
SPED g438 Policies and
Procedures in Special Education 3 credits.
Consideration of legal background, current court rulings, professional
responsibilities, and models for consultation and collaboration in a
variety of educational settings. Includes the IEP process. PREREQ:
Permission of instructor. S
SPED
g440 Biomedical Aspects of Physical Disability 2 credits.
Study of the causes, treatments, and educational implications of
physical and neurological disorders of genetically and orthopedically
disabled children. PREREQ: Permission of instructor. S
SPED 441 Classroom Behavior Management 3 credits.
Emphasizes the practical application of reinforcement learning
models and theory to classroom and other settings.
COREQ: SPED 423, SPED 435, and SPED 436. F
SPED
g443 Autism 3 credits. An overview of autism and implications for
educational planning. Teaching strategies that are successful in
working with individuals who have autism will be reviewed. AF
SPED
g446 Secondary Special Education 3 credits.
Teaching methodology focusing on needs of secondary and adult special
education students. Topics include functional academics,
transition, independent living, social skills,
professional-technical training, employment options,
and
accessing community resources. PREREQ:
SPED 330 and SPED 340. COREQ: SPED 432, SPED 433, and SPED 434. S
SPED
g448 Pre-Practicum, Moderately Handicapped 1-3 credits.
Supervised practical work with moderately handicapped children in a
clinical setting. Permission of instructor. F, S
SPED
g462 Seminar: Behavior Disorders 1 credits.
Topical issues related to the education of children with behavior
disorders in a variety of educational and therapeutic settings. PREREQ:
Permission of instructor. D
SPED
g480 Seminar in Special Education 1 credit.
Current topics in the field of special education presented by
departmental faculty and guest lecturers. May be repeated for up to 2
credits. Graded S/U. F, S
SPED
g481 Advanced Issues in Behavior Disorders 2 credits.
Educational organization, collaboration and consultation skills
necessary to provide cooperation between the schools and other
community agencies that provide integrated service for this
exceptionality. PREREQ: Permission of instructor. AF
SPED
g485 Independent Problems 1-2 credits.
Individual work under staff guidance. Field and/or library research on
specific educational problems of interest to majors in education.
Experience in research composition. PREREQ: Permission of
instructor. D
SPED
490 Consultation and Collaboration 3 credits. This course will provide candidates
with strategies for working with paraeducators and other professional
colleagues in educational settings. The focus of the course will be on
providing training and feedback to paraeducators and effective strategies for
teaming with other educators. COREQ: SPED 498. S
SPED
g491 Seminar 1-3 credits. Critical analysis of the
literature in one or more areas of education. Limited enrollment.
PREREQ: Permission of instructor. May be graded S/U. F, S, Su
SPED
495 Special Education: Student Teaching Internship 7-14 credits. Candidates assume instructional and management responsibilities in a
supervised K-12 resource room or special education setting. Full
semester for 14 credits; half semester 7 credits. PREREQ: Special
Education Methods Core and approved application. F, S
SPED
g498 Advanced Field Work 1-3 credits.
Orientation, observation, planning and implementation of special
education instruction in a special education setting in the public
schools. PREREQ: Permission of instructor. D
 |
IDAHO STATE UNIVERSITY
Academic Information
Contact: webmaster@isu.edu
Revised: August 2007 |
