SPE 220 | Field Experience in Special Education | 1-2 hours
The student observes in a local classroom 2-4 hours per week and assists a cooperating teacher. They develop individual objectives, attend orientation sessions before placement, and participate in seminars or individual conferences throughout the semester. The student is required to enroll in this course during the same semester as EDN 233. A student may enroll in SPE 220 for an additional 1-2 credit hours. Prerequisite: EDN 150 or consent of instructor Fall & Spring

SPE 260 | Psychology of the Exceptional Individual | 3 hours
This course offers an overview of physical, mental, emotional, and medical exceptionalities that affect growth and development. Etiology, characteristics, and federal regulations affecting educational programming of students with disabilities will be emphasized. The IEP/IHP/ITP/IFSP process will be presented and the student will conduct case studies in an effort to understand each process. Special education law is an area of concentration as is disability awareness. Spring

SPE 261 | Behavior and Group Management | 3 hours
This course is a survey of individual and group management techniques using a variety of methods based on humanistic, behavioral, cognitive, and psychological theories. There is a special emphasis placed on understanding children with behavioral/emotional disabilities. The course is designed to help develop and implement positive behavior management to include interventions, strategies and supports as appropriate for an individual student. A strong emphasis will be placed on special education law and the IEP process. The student will develop IEPs, ITPs, and IFSPs. Prerequisite: SPE 260 Spring

SPE 270 | Interacting With Parents and Professionals | 3 hours
This course is designed to increase knowledge in the field of special education. The major emphasis of the course is to help the pre-service teacher interact effectively with parents, professionals, and students with special needs. The student will explore resources available to students with disabilities and their families via Internet, clearing houses, and the textbook. A student will study, discuss, share and simulate through case studies effective ways to communicate information (including assessment, diagnostic, IEP, IHP, IFSP, and transition) to parents and other professionals in an educational setting. The roles and responsibilities of required members of special education teams will be discussed and role-played. The student will develop IEPs, ITPs, IFSPs. Fall

SPE 291/294 | Workshops in Special Education | 1-4 hours
Workshops on principles, methods, materials and techniques of special education. Emphasis on new trends, laws, methods, etc. This is designed specifically for in-service growth. On Demand

SPE 320 | Practicum in Special Education | 2 hours
This is an in-school experience recommended of all education majors prior to student teaching. It involves two weeks of full day in-school activities including observation, aiding, lesson preparation and teaching. The student registers for this in either the fall or spring semester. Special education majors complete this during winter break, spring break, and/or in May. Each student attends an orientation session prior to placement, keep journals, and meet with college professors during the spring semester to discuss and evaluate the experience in seminar format. Prerequisite: Acceptance into teacher education Fall & Spring

SPE 360 | Assessment of Exceptional Learners | 3 hours
This course is designed to investigate a wide variety of assessment materials. After the initial investigation, the student will conduct assessments on children, write up the test results, describe how the information would be shared with parents and other professionals, and determine if a disability exists. If there is a disability, it will be determined if the student qualifies for Special Education and related services. IEP and IFSP will then be formulated. The student will explore traditional as well as authentic assessment procedures, including multiple intelligence theories. Then the student will utilize various forms of assessment including but not limited to: formal, informal, standardized, Fall

SPE 361 | Diagnostic Instruction: Early Childhood - Transition | 3 hours
This course is an introduction to analysis of task and sequence of instruction, leading to the development, implementation, and evaluations of instructional techniques and strategies used in meeting the needs of students on IEPs, IFSPs, and ITPs. The student will develop IEPs, ITPs, and IFSPs. The ITP process includes but is not limited to extracurricular and nonacademic activities and includes diagnostic instruction for children with disabilities, teacher charting and direct instruction. A special emphasis on Spring

SPE 390 | Consultation and Collaboration and Inclusion | 3 hours
This course is designed to increase the student's knowledge of the field of special education. The major emphasis of this course is to help pre-service teachers in their professional interactions by sharpening their interpersonal communication skills. Another major emphasis of this course is to increase the student's knowledge on the concept of inclusion and lesson modification. The student will demonstrate an ability to work cooperatively and respectfully with others and to communicate effectively in both written and oral modes in an effort to meet the needs of children with disabilities. Spring

SPE 440 | Curriculum and Instructional Strategies | 3 hours
This course is designed for student teachers and is taught during a block of classes at the beginning of the special education student teaching semester. This is an intensive course dealing with all previously gained special education knowledge in such areas as inclusion of special needs students, special education law, employment for mildly disabled students and various instructional models. The major emphasis of this course is to add to the student teacher's repertoire strategies which will aid in the education of students with mild disabilities, including but not limited to: assessment in language, problem-solving, curriculum-based measurements, whole language, reading, math, and general best practices. It is expected that student teachers will utilize these strategies during the student teaching experience, allowing for completion of this course with students Fall

SPE 442 | Learning Disabilities: Methods and Materials | 3 hours
This course is designed to be taught as part of the block class schedule during the first part of the special education student teaching semester. This course deals strictly with students who have learning disabilities. Student teachers will select, modify, and utilize all types of instructional materials, both commercial and teacher-made in order to meet the needs of students with disabilities. This course shall review special education law and study any current law or court cases (including disciplining students with disabilities), review professionalism in special education, and prepare the student teacher to combine past knowledge into the student teaching Fall

SPE 460 | Special Education Student Teaching | 10 hours
Student teaching in regular education and special education is required for all special education students. Each student is placed in classrooms by the Director of Field Placements and administrators of the public and private schools in the Yankton area. The student spends the semester observing and teaching under the direction of the college supervisor and guidance of the cooperating teachers and building principals. Pre-service teachers will monitor the progress of a student toward the IEP goals. Pass or Unsatisfactory grades only. Prerequisite: Acceptance into special education student teaching. Fal