Bayh College of Education

All Special Education courses may require observation and participation in field experiences in addition to in-class time.

200 Students with Mild Intervention Needs—3 hours. A description of students whom the schools are likely to identify as having mild intervention needs. For categories of exceptionality, content will include characteristics, etiology, identification procedures,  procedures for educational and placement decisions, and provision of services. Field experiences will be included. To be taken  concurrently with Elementary Education 100. Prerequisites: 102 and admission to TEP I.

215 Behavior Management—3 hours. This course teaches the direct application of the principles of behavior management in working with both individuals and groups. The use of positive applications for teaching appropriate behavior, increasing rates of academic  learning, and the development of social skills is stressed. Work in selected settings is required in addition to in-class time. Concurrent with Elementary Education 250. Prerequisites: 102, 200, and admission to TEP I.

226 The Exceptional Learner in the Regular Classroom—3 hours. An overview course dealing with the various exceptional learners who might be mainstreamed into the regular educational program, both elementary and secondary. Emphasis will be on the understanding the exceptional learners as well as cooperative roles which educators must jointly fill in providing an appropriate education for exceptional learners.

315 Special Education Approaches—Curriculum and Assessment I—3 hours. Descriptions of materials and approaches to development, adaptation, and individualization in language arts, social studies, and other school content areas for learners with mild intervention needs. Field experiences provide practice and implementation. To be taken concurrently with Elementary Education Block III.

316 Special Education Approaches—Curriculum and Assessment II— 3 hours. Descriptions of materials and approaches to development, adaptation, and individualization in mathematics; specific reading needs; and other school content areas for learners with mild intervention needs. Field experiences provide practice and implementation. To be taken concurrently with Elementary Education Block IV. Prerequisites: 215, TEP I, and Elementary Education Block II.

321 Special Education Law and Procedures—3 hours. This course describes the procedural requirements mandated by current legislation for determining a child's eligibility for special education and the development of an individual program for a qualifying child. The legal foundations of special education are addressed as background for current legal requirements.

400 Secondary School, Community, and Family Interactions—3 hours. This course addresses the interconnectedness among the secondary school, the community, and the family as program planning occurs for the school years and beyond to prepare the student with mild intervention to make the transition into adult living.

405 Supervised Student Teaching in Elementary Education Inclusive Setting and Special Education Resource Setting—Mild Intervention— 5-13 hours. This student teaching experience will be the culmination of a joint program between elementary education and special education. University students will be placed in regular elementary classroom settings that are inclusive of students who have been identified as being learners with exceptional needs needing mild intervention. Student teachers will also experience working with students in a secondary resource setting, also serving students needing mild intervention, during this semester. This course will be taken currently with Elementary Education 451, 453, and 457.

*458 Student Teaching in Early Childhood/Special Education—3 hours. For students in elementary, early childhood, or special education who wish to be certified in the early childhood special education minor. Prerequisites: admission to TEP-II.

*495 Topics in Education—1-3 hours. The study of contemporary problems, trends, or innovative development in education. May be repeated if different topic is studied, but not more than 6 semester hours may be counted toward meeting degree requirements. Prerequisite: TEP-II.

*Open to graduate students. Graduate students are required to do additional work of a research nature

Special Education Faculty:

Robin Burden
Rebecca Hinshaw
James Jacobs
Maurice Miller