SPED 3215. Assessment and Prescription in Special Education (3-0-3) Prerequisite: Admission to Teacher Education. The major focus of this course is understanding the relevance of assessment and prescription to the teaching of learners with disabilities.
SPED 3275. Behavior Management for Students with Disabilities (3-0-3) Prerequisite: Admission to Teacher Education or departmental approval. This course deals with methods of managing classroom behavior and dealing with specific behavior problems. Classroom management strategies will be discussed and related to the establishment of a positive classroom climate. Diagnostic and prescriptive techniques will be applied to problems of aggression, conduct, withdrawal, hyperactivity, and distractibility.
SPED 4245. Methods and Materials for Teaching Children with Mild and Moderate Disabilities (3-0-3) Prerequisite: Admission to Teacher Education. Co-requisite: SPED 4407. Educational implications of mild and moderate disabilities, including accommodations for successful participation in the general education classroom and curriculum. Use of assessment in programming, curriculum, and instructional decisions for individuals with mild and moderate disabilities. Collaborative partnerships with professionals, families, and community agencies. Analysis and implementation of best instructional practices, strategies, methods, materials, and resources. Interventions for improving social, academic, learning, and behavioral skills of individuals with mild and moderate disabilities.
SPED 6189. Nature and Characteristics of Students with Mild and Moderate Disabilities (3-0-3) This course is intended to provide a study of the characteristics and needs of children, youth, and adults with mild and moderate disabilities, including the history, current laws, and identification procedures, eligibility requirements, educational issues, theoretical framework, specific program models and strategies. The social, psychological, and educational implications of mild and moderate disabilities as well as the historical and political perspectives will be included.
SPED 6265. Advanced Assessment of Exceptional Children and Youth (2-2-3) The emphasis of this course is on basic psychometric concepts related to theory and interpretation of test results and psychological reports. Special attention is given to the diagnosis of students based upon psychometric data. The selection of remedial education programs related to these test results as well as recent issues in testing are discussed. This course emphasizes the selection of standardized test batteries and norm-referenced and criterion-referenced assessment techniques. (Course fee required.)
SPED 6295. Teaching Students with Mild and Moderate Disabilities (2-2-3) A study of the application of research validated practices in the areas of educational placement, instructional and transitional planning, data management and materials utilization for students of school age who require intermittent and limited supports beyond those provided by regular education. (Course fee required.)
EDRG 6245. Assessment and Classroom Instruction (2-2-3) The nature and interrelatedness of factors that affect reading performance, instruments and techniques for assessment and diagnosis of reading performance, and evidence-based reading instruction are explored. Required clinical; case study. Aligned with the International Reading Association Standards and the Common Core Georgia Performance Standards.
EDRG 6148. Psychology of Reading: Understanding Readers and the Reading Process (3-0-3) The course content investigates the nature of literacy and today's students, approaches to evaluation and teaching reading, language development, and the psychological foundations of reading as a communication system. Required classroom application of material studied. Aligned with the International Reading Association Standards and the Common Core Georgia Performance Standards.
EDRG 6118. Methods and Materials for Teaching Reading in P-5 and Special Education (3-0-3) The course focus is on five pillars of effective reading instruction: Teacher knowledge, assessment, effective practice, differentiated instruction, and family connections. A balance between theory and practice of reading methodologies is provided. Required research; teaching reading. Aligned with the International Reading Association Standards and the Common Core Georgia Performance Standards.