Teaching Majors: Exceptional Needs, Early Childhood Special Education; Exceptional Needs, Hearing Impaired/Deaf; Exceptional Needs, Mild Interventions (all-grade); Exceptional Needs, Severe Interventions
Minor: Exceptional Needs: Early Childhood Special Education; Special Education (Hearing Impaired)
License: Exceptional Needs, Mild Interventions for Middle and Secondary Schools (Non-stand alone)
Courses:
SNLNG: Sign Language
SPCED: Special Education

http://www.bsu.edu/spced

The Department of Special Education prepares teachers to work with students with exceptional needs including those students who are deaf or who require mild or severe interventions. The department also has a teaching major in early childhood special education, and, in conjunction with the Department of Elementary Education, a dual major in mild interventions and elementary education.

Programs

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COURSES:

SIGN LANGUAGE (SNLNG)

251 American Sign Language 1. (3)  
Introduction to sign language systems including fingerspelling and American Sign Language (ASL).  Development of receptive and expressive skills in sign language is emphasized.  
Prerequisite: permission of the department chairperson.

252 American Sign Language 2. (3)  
Designed to improve conversational skills in American Sign Language to a functional level for expressive and receptive use in education and other settings. Introduction to issues related to deaf culture.  
Prerequisite: SNLNG 251; permission of the department chairperson.

253 American Sign Language 3. (3)  
Emphasizes the development of conversational skills in American Sign Language and stresses vocabulary building and interpretation of culturally related cues.  
Prerequisite: SNLNG 252; permission of the department chairperson.

254 Introduction to Language for Students who are Deaf or Hard of Hearing. (3)  
Philosophy underlying various aspects of language for students who are deaf and hard of hearing will be reviewed.  Participants will compare and contrast a variety of communication strategies. Topics include conceptualization, interactive language, written language, and reading.  
Prerequisite: SNLNG 253; permission of the department chairperson.

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SPECIAL EDUCATION (SPCED)

201 Introduction to Students With Exceptional
Needs. (3) 
An introduction to definitions, characteristics, and education of students with exceptional needs.  Examines federal and state legal bases for the provision of special interventions, and provides a general introduction to the field of special education.

202 Legal and Procedural Foundations of Special Education. (3)  
Studies court cases, state-level legislation, and related historical events that preceded passage of IDEA.  Covers definitions, procedural requirements, and legal safeguards of IDEA as implemented in Indiana.  
Prerequisite: SPCED 201 with a minimum grade of C.

210 Theory and Practices in Early Childhood Special Education. (3)
Examines the sociological, political, historical, and educational perspectives related to education of infants, toddlers, and preschoolers with exceptional needs, and their families.
Prerequisite: SPCED 201 or 302 with a grade of C or better.

215 Assessment of Young Children with Exceptional Needs. (3)
Procedures for assessing young children with exceptional needs, infancy through age six. Use of observational techniques and formal and informal assessment methodology will be investigated.
Prerequisite: SPCED 210, with a grade of C or better.

240 History of Education of Deaf Persons and Psychology of Deafness. (3)
Introduces a comprehensive socio-historical and contemporary overview of deaf culture and psycho-educational issues in America and Europe.

246 Speech Development for Students who are Deaf or Hard of Hearing. (3)  
Historical and current views of teaching speech to the deaf and hard of hearing are studied with emphasis on current methods.  Includes the knowledge, foundation, and practical methodology for teaching spoken English.  Writing instructional objectives and an Individual Education Plan for spoken English is also included.  
Prerequisite: SPCED 201, 240.

248 Practicum with Students who are Deaf or Hard of Hearing. (3)  
Includes work with deaf and hard of hearing students from various age ranges.  Participants will practice planning, writing, and implementing relevant instructional objectives.  Prerequisite: SPCED 246; permission of the department chairperson.

266 Practicum in Special Education. (1-9) 
Observation and assistance of teachers in special and inclusive classrooms for students with exceptional needs.  Prerequisite: SPCED 201 or 302 with a grade of C or better; permission of the department chairperson.  
A total of 9 hours of credit may be earned.

277 Human Relations and Collaborative Skills for Special Educators. (3)
Examines human relations strategies and skills that will help teachers of students with exceptional needs build trust and understanding with other professionals and parents.
Prerequisite: SPCED 201 or 302 with a grade of C or better.

299X Experimental/Developmental Topics. (3-6)
Topics relevant to the discipline. Topics will be announced before each semester.
A total of 6 hours of credit may be earned.

300 Independent Study. (1-6)
Designed to meet the needs of students who wish to conduct independent study, field work, or research in special education.
Prerequisite: permission of the department chairperson.
A total of 6 hours of credit may be earned.

302 Teaching Students with Disabilities in the General Education Classroom. (3)
Designed for general educators, introduces special education concepts and procedures. Topics include legal mandates and considerations, overview of educational needs of students with disabilities, Individual Education Plans and case conferences, collaborating with special education teachers and related service professionals, and curricula adaptations.
Not open to students who have credit in SPCED 201.

309 Principles of Behaviorology in Special
Education. (3)  
Designed to enable special education professionals to increase their contributions to the field by adding the scientific foundations of behaviorology.  Strategies for classroom management and for promoting conducive learning environments are emphasized.  
Prerequisite: SPCED 201 or 302 with a grade of C or better; admission to the teacher education program. 

311 Developmental Methods for Infants and Toddlers with Exceptional Needs. (3) 
Examines developmental strategies, and curricular practices for serving infants, toddlers with exceptional needs, and their families. Current research and best practices will be disseminated throughout.  
Prerequisite: SPCED 215 with a grade of C or better; admission to the teacher education program.  

312 Developmental Methods for Preschool Children with Exceptional Needs. (3) 
Examines instructional methodology and curricular practices for serving preschoolers with exceptional needs and their families. Research and best practices are emphasized.  
Prerequisite: SPCED 215 with a grade of C or better; admission to the teacher education program.  

331 Microcomputers in Special Education. (1-4) 
Introduction to microcomputer applications in special education, from building personal computer skills and applying those skills in the classroom to adapting computers for learners with special needs.  
Prerequisite: permission of the department chairperson.  
A total of 4 hours of credit may be earned, but no more than 3 in any one semester or term.

332 Introduction of Behavior Disorders. (3) 
Introduction to the history of educating children with behavior disorders; the problems of defining, assessing, and treating behavior disorders; and types and causes of disordered behavior.  
Prerequisite: SPCED 201 or 302 with a grade of C or better; admission to the teacher education program.   

336 Educating Secondary Students with Behavior Disorders. (3)
Educational assessments, methods, materials, and programs for seriously emotionally disabled youth. For future teachers of students with behavior disorders.
Prerequisite: SPCED 332, 334, or permission of the department chairperson.

361 Advanced Practicum in Special Education. (1-9)
An advanced practicum emphasizing the application of teaching methodologies. Projects associated with specialty methods courses (SPCED 366 or 376 or 378 or 454 or 476) will be completed.
Prerequisite: SPCED 201 or 302 with grades of C or better; SPCED 266, 202 with grades of C or better (waived for secondary content area program and dual majors); admission to teacher education program; passing scores on the PPST; 2.5 overall grade-point average; permission of the department chairperson.
Parallel: SPCED 366, 376, 378, 454, or 476.
A total of 9 hours of credit may be earned.

366 Introduction to Persons with Physical Disabilities and Other Health Care Needs. (3) 
Designed for future teachers and rehabilitation counselors of persons with physical, sensory, or health impairments.  Etiology, physical and social-emotional characteristics, and educational considerations and implications are emphasized within a transdisciplinary habilitative/rehabilitative team perspective.  
Prerequisite: admission to the teacher education program; passing scores on the PPST; 2.5 overall grade-point average; grades of C or better in SPCED 201 (SPCED 302 for ELEM/SPCED dual majors) and 202.  

371 Introduction to Mild Interventions. (3)
Studies psychological, environmental, and cultural factors that contribute to mild disabilities. Examines definitions and characteristics, and historical and contemporary mild intervention services.
Prerequisite: admission to the teacher education program; passing scores on the PPST; 2.5 overall grade-point average; grade of C or better in SPCED 201 (SPCED 302 for ELEM/SPCED dual majors and secondary content area program); and C or better in SPCED 202 (waived for secondary content area program).

372 Introduction to Mental Retardation. (3)  
Studies various types and degrees of retardation; the psychological, environmental, and cultural conditions that contribute to retardation. Emphasizes etiology, assessment, and issues.
Prerequisite: SPCED 201 or 302 or permission of the department chairperson.

375 Assessment in Special Education. (3) 
Educational assessment practices with students with exceptional needs emphasizing curriculum-based assessment and informal tests.  Role of the special educator on the evaluation team of qualified professionals.  Prerequisite: admission to the teacher education program; passing scores on the PPST; 2.5 overall grade-point average; grades of C or better in SPCED 202, 371, EDPSY 345. 

376 Teaching Methods in Mild Interventions. (3) 
Studies techniques of teaching students who require mild interventions.  Emphasizes the process by which content is taught to early and middle childhood students within the least restrictive environment.  
Prerequisite: admission to the teacher education program; passing scores on the PPST; 2.5 overall grade-point average; grades of C or better in SPCED 202, 371, 375.  Parallel: SPCED 361.  

377 Educating Children and Youth with Severe Disabilities. (3) 
Introduces future teachers to students who require severe interventions.  Contemporary best practices and standards in integration opportunities, curriculum design, and positive supports for challenging behavior are presented and applied at the early and middle childhood developmental levels.  Prerequisite: admission to the teacher education program; passing scores on the PPST; 2.5 overall grade-point average; grades of C or better in SPCED 201 (SPCED 302 for ELEM/SPCED dual majors) and 202.   

378 Instructional Methods for Children and Youth with Severe Disabilities. (3) 
Contemporary best practices and standards in Individualized Educational Plan development and instructional design and implementation in natural settings for students who require severe interventions are presented and applied at the early and middle childhood levels.  Prerequisite: SPCED 377 with a grade of C or better; permission of the department chairperson.  
Parallel: SPCED 361.

379 Educational Methods for Children and Youth with Physical and Multiple Disabilities. (3) 
Contemporary best practices in curriculum design, instructional adaptations featuring high and low technology, environmental modifications, and physical and medical management suitable for students with physical and multiple disabilities or health impairments are presented within a transdisciplinary learning model.  
Prerequisite: SPCED 378 with a grade of C or better; permission of the department chairperson.   

380 Educating High School Students with Severe Disabilities. (3) 
Contemporary best practices in instructional design, implementation, and monitoring for students who require severe interventions are presented and applied at the adolescent and young adult level. Topics include transitional planning, job training, group instruction, and advanced positive supports for challenging behaviors.  Prerequisite: SPCED 379 with a grade of C or better; permission of the department chairperson.           

417 Practicum: Infants/Toddlers and Preschoolers with Special Needs. (1-6)
Work with young children with special needs/disabilities in a supervised teaching practicum to acquire practical skills for planning and organizing activities to meet the needs of young children and their families.
Prerequisite: permission of the department chairperson.
A total of 12 hours of credit may be earned, but no more than 6 in any one semester or term.

454 Introduction to Language for Deaf Persons. (3) Philosophy underlying various methods of language will be reviewed. Participants will compare and contrast various aspects of communication strategies. Topics include interactive language, written language, and reading.
Prerequisite: SPCED 240; SPAA 270.

456 Language Methods for Deaf Persons. (3)
In-depth view of various approaches to teaching language to deaf children. Emphasizes analyzing language samples taken from deaf children and forming taxonomies from the analysis. Includes writing behavioral objectives in the language areas of form, content, and use for inclusion in Individual Educational Plans.
Prerequisite: SPCED 454.

458 Teaching Reading and Elementary School Subjects to Deaf Persons. (3)
Explores various approaches to teaching reading and applies them to reading instruction for deaf children. Reviews reading assessment for deaf children as well as reading in the content areas of other school subjects. The writing of behavioral objectives and Individual Education Plans is included.
Prerequisite: SPCED 454; EDRDG 400.

466 Student Teaching: Hearing Impaired. (1-12)
Required pre-service teaching practica for students seeking licensure in special education hearing impaired. Offered credit/no credit only.
Prerequisite: admission to student teaching.
A total of 6 hours of credit must be earned; a student may earn up to 12.

474 Methods and Materials for the Mildly Mentally Disabled. (3)
Special class organization, curriculum practices and procedures, and methods and techniques used in the instruction of the mildly mentally disabled.
Prerequisite: SPCED 266, 372; EDRDG 430; MATHS 391.
Parallel: SPCED 361.

475 Trends and Issues in Special Education. (3)
Explores best practices and issues in classroom planning, management, and instructional strategies for adolescents through young adults with exceptional needs.
Prerequisite: SPCED 361 with a grade of C or better; SPCED 376 or 476 with