SPE 505 Braille Reading and Writing. 3(3-0) F.

Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. This course has been designed to assist teachers of children and youth with visual impairments develop basic competencies in reading and writing literary Braille, preparing correctly formatted Braille material, and an awareness and basic understanding of the Nemeth code for students grades K-12. In addition, students will develop an understanding for the rules of English Braille American Edition. Successful completion of this course should be regarded as only one step in a series of courses leading to certification in teaching students with visual impairments. An approved certification process must be completed in order to acquire basic and necessary competencies for work with children and youth with visual impairments. Teachers will employ the use of the Perkins Braille Writer and slate and stylus to produce high quality Braille material. Finally, the course has been designed to help teachers develop an appreciation for the Braille system and the application of this system to all aspects of life for individuals with visual impairments.

SPE 506 Orientation and Mobility. 3(3-0) Su.

Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. The course will apply practical application of orientation and mobility techniques used by the blind or visually impaired. The student will use blindfolds and low vision simulators to perceive, integrate and react to different environmental stimuli. Development of cane techniques and use of low vision stimuli will be instructed and applied by each student in the course. Examination and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed.

SPE 507 Structure and Function of the Eye. 3(3-0) F.

Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. This course will provide prospective teachers and paraprofessionals who plan to work with children and youth who are low vision and blind with a fundamental understanding of the structure and anatomy of the eye. The course will address a full array of eye diseases and conditions and the educational implications.

SPE 508 Low Vision. 3(3-0) Su.

Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. The course will apply practical application of low vision techniques used by teachers and rehabilitation specialists for the visually impaired. Terminology definitions, optics, and the use of low vision aides will be discussed. The student will use low vision stimulators to perceive, integrate and react to different environmental stimuli. Sections of the course will involve clinical low vision examinations. Development of the techniques and use of low vision stimuli will be instructed and applied by each student in the course. Examination and application of the fundamental principles and theory of sensory information acquisition by the visually impaired or blind as it applies to the classroom teacher will be stressed.

SPE 509 Methods of Teaching the Visually Impaired. 3(3-0) S.

Prerequisite: SPE 345 and SPE 346, or SPE 682, or departmental permission. This course is one of five courses offered to provide prospective teachers of children and youth with visual impairments competency based training for work with this population in K-12 schools. SPE 509 provides students with the pedagogical preparation to effectively teach Braille reading and writing, organize activities to promote literacy development, utilization of assistive technology including voice output and other computer based applications, teach compensatory skills and strategies for mathematics, development of listening skills, as well as other instructional adaptations for the curricular areas of language arts, science, and social studies. In addition, the course focuses on the teaching of social skills needed for success in education and employment. The course requires a total of 60 clock hours working in settings with children and youth with visual impairments.

SPE 511 Braille Reading and Writing II. 3(3-0) S.

Prerequisite: SPE 505 or equivalent or permission. The course focuses on Nemeth code and the use of assistive technologies. In addition, topics related to the use of tactile graphics, learning media, teaching strategies for mathematics, and transcription of Braille for music and foreign languages will be discussed.

SPE 591 Clinical Practicum in Special Education. 1-3 D.

Prerequisite: completion of SPE 491 and SPE 492 and SPE 493, or previous certification; and permission. This course is open to professionals with teaching certification or students pursuing a minor requiring credit hours in addition to SPE 491, 492, or 493. Students will collect data, develop and implement individual educational programs, and submit an extensive written report. Assignments will be base on area of certification need.

EDC 350 School and Society. 3(3-0) F,S.

Prerequisite: admitted to Teacher Education Program; C grade or better in SEC 302 or program equivalent; PSY 360 or concurrent enrollment. This class examines the nature and history of schooling in America and the teaching profession, the purposes and goals of education, and educational philosophy. It also explores social, legal, and political issues connected with teaching and learning, diversity, racism, sexism, and the effects of social class on educational success. Cannot receive credit for both SFR 250 and EDC 350.

SPE 310 (330) Introduction to Special Education. 3(3-0) F,S.

Prerequisite: EDC 150, and an initial C-Base taken. This course will focus on the special education process as mandated by state and federal guidelines. Legislation, litigation, and service options pertaining to diverse populations will be stressed including those with disabilities, culturally diverse, and gifted. Emphasis will be placed on current issues in the field of special education. Students will participate in observations in appropriate school and agency settings. Required first portfolio checkpoint will occur in this course.

SPE 615 Foundations in Special Education. 1-3 D.

Prerequisite: permission of department head. Major issues in the field of special education designed to meet individual student needs. May be repeated to a total of 3 hours.

PSY 360 Educational Psychology. 3(3-0) F,S.

Prerequisite: PSY 121. Introduction to theory and research in educational psychology. Topics include cognitive and social development, learning, memory, cognition, intelligence, motivation, measurement, and individual differences.

PSY 603 Human Growth and Development. 3(3-0) D.

Prerequisite: PSY 610. Depth investigation of growth and development during elementary school years. Experimental evidence and clinical evaluations used to supplement consideration of major theories of development.

RDG 318 Foundations of Reading Instruction. 3(3-0) F,S.

Prerequisite: admitted to Teacher Education Program. The basic nature of reading, including developmental, functional, and recreational reading, with application to content areas. Basic approaches to reading instruction from readiness through middle school/junior high school, for use in the contemporary classrooms, which is assumed to contain children of diverse cultures and abilities.

RDG 675 The Relationship of Language to Reading and Intellectual Development. 3(3-0) F,S,Su.

Utilizing elements of language and intellectual development which provide the basis for the development of appropriate reading skills. Helping teachers gain skill in using teaching strategies which help children develop language and intellectual competencies. To be taken during the first semester of the graduate reading program.