SPED 2100. Introduction to Students with Special Needs. (3) Characteristics of students with special learning needs, including those who are gifted and those who experience academic, social, emotional, physical, and developmental disabilities. Legal, historical, and philosophical foundations of special education and current issues in providing appropriate educational services to students with special needs. Field-based clinical activity required. (Fall, Spring, Summer) 

SPED 3100. Introduction to General Curriculum for Students with Special Needs. (3) Prerequisite: Admission to Teacher Education. Examines legislation and litigation that govern and/or influence services for individuals with disabilities. Scrutinizes the IEP process and investigates IEP objectives that reflect the general curriculum standards. Examines one’s personal philosophy of education, which reflects the diversity students with disabilities. Identifies services, networks, organizations, and publications that serve or are relevant to individuals with disabilities. Identifies and critiques instructional implications of published research. (Fall) 

SPED 3173. Special Education Assessment. (3)  Prerequisite: Admission to Teacher Education. Fundamental concepts and skills in special education assessment for individuals with exceptional learning needs including curriculum-based assessment, curriculum-based measurement, and formal/standardized assessment. Requires two-hours of clinical field-based assignments each week for 10 weeks. (Fall) 

SPED 3175. Instructional Planning in Special Education. (3) Prerequisite: Admission to Teacher Education. Strategies for the development, implementation, and monitoring of Individualized Education Plans (IEPs) for students with mild disabilities within the general education curriculum. Through the use of technology, students are expected to demonstrate proficiency in using the general education curriculum to develop and implement IEPs, unit, and individual lesson plans for instruction. (Fall) 

SPED 3800.  Individual Study in Special Education. (1-6) Prerequisite: permission of the student’s advisor.  Independent study under the supervision of an appropriate faculty member.  May be repeated for credit.  (Fall, Spring, Summer) 

SPED 4000.  Topics in Special Education. (1-6) May include classroom and/or clinical experiences in the content area.  With department approval, may be repeated for credit for different topics.  (Fall, Spring, Summer) 

SPED 4111.  Issues in Early Intervention for Children with Disabilities. (3)  Prerequisite: Admission to Teacher Education. Current issues and trends in early intervention and preschool services for young children with disabilities and their families.  Includes site visits scheduled throughout the semester. (Fall,Summer) 

SPED 4112.  Assessment of Young Children with Disabilities: B-K. (3)  Prerequisite or co-requisite: SPED 4111. Strategies for interdisciplinary developmental assessments to identify needs and plan appropriate intervention programs for young children with disabilities and their families.  Approximately 20 hours of field experience. (Fall) 

SPED 4170.  Special Education: Consultation and Collaboration. (W) (3) Prerequisite: Admission to Teacher Education. The course is designed to provide students an opportunity to develop their knowledge base and expertise in consultation and collaboration with parents, general education teachers, paraprofessionals, related service personnel, and/or human service personnel. A field-based clinical assignment of approximately 10 hours is required. (Spring) 

SPED 4210.  Instructional Methods and Materials: B-K. (3) Prerequisite: Admission to Teacher Education, SPED 4111, SPED 4112. Goal-setting, instructional design, and strategies for teaching young children with disabilities and their families. Includes a field-based assignment of approximately 20 hours. (Spring) 

SPED 4211.  Nature and Needs of Gifted Children.  (3) Prerequisite: admission to Teacher Education. Examination of the historical and philosophical perspectives of education for gifted and talented learners with emphasis on answering the question, "What is giftedness?"  Issues explored in the course include identification procedures, instructional options, the nature of intelligence and creativity, laws/policies, psychological and emotional correlates of talent, and current research findings. (On demand)

SPED 4270. Classroom Management. (3) Prerequisite: Admission to Teacher Education. Theoretical context of positive behavioral support and related applied behavior analysis strategies, including functional behavioral assessment and intervention planning, necessary to manage effectively the classroom behaviors of individuals or groups of students with special needs and to promote success in the learning environment. A field-based clinical assignment of approximately 15 hours is required. (Spring) 

SPED 4271. Systematic Instruction in the Adapted Curriculum. (3) Prerequisite: Admission to Teacher Education. Principles and procedures used to develop instructional support for students who need life skills and adaptations to general curriculum. Students are required to design and implement an instructional program. (Fall) 

SPED 4272. Teaching Mathematics to Learners with Special Needs.  (3) Prerequisite: Admittance to Teacher Education. This course will provide students with effective teaching strategies and materials in math for learners with special needs for teacher licensure in Special Education: General Curriculum (NCDPI). A 12-hour field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included in the course. (Spring) 

SPED 4273. Life Skills. (3) Prerequisite: Admission to Teacher Education. Methods and materials for teaching functional skills in daily living, social, and vocational domains that will enable persons with special needs to live independently in their communities. Ecological assessment for life skills planning. (Fall) 

SPED 4274.  General Curriculum Access and Adaptations. (3) Prerequisite: Admission to Teacher Education. Strategies for developing curricular priorities for students who need adaptations to the general curriculum including ways to link to state standards in reading, math, writing, science, and other content areas. (Spring) 

SPED 4275.  Teaching Reading to Learners with Special Needs. (3) Prerequisite: Admittance to Teacher Education. This course will provide students with effective teaching strategies and materials in reading to learners with special needs for teacher licensure in Special Education: General Curriculum (NCDPI). A 12-hour field-based clinical experience is a required component of the course. Assessment and application of instructional techniques are included in the course. (Fall) 

SPED 4277.  Teaching Written Expression to Learners with Special Needs. (3) Prerequisite: Admittance to Teacher Education. This course will provide students with effective teaching strategies and materials in written expression to learners with special needs. A 12-hour field experience is a required component of the course. The field experience will include assessment and application of instructional techniques with students identified as receiving special education services. The course is designed to address core and specific competencies in teaching written expression to students with special needs for teacher licensure in Special Education: General Curriculum as stipulated by the North Carolina Department of Public Instruction (Fall) 

SPED 4316.  Transition Planning and Service Delivery. (3) Prerequisite: Admission to Teacher Education.  Methods and procedures used in preparing students with disabilities for the world of work and independence are studied. (Spring) 

SPED 4475. Student Teaching/Seminar: Special Education K-12: General Curriculum. (O) (15) Prerequisite: Application to Student Teaching. Student teaching is a planned sequence of experiences in the student's area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and a cooperating teacher. During student teaching the student must demonstrate the competencies identified for his/her specific teaching field in an appropriate grade level setting. The student spends approximately 35‑40 hours per week in an assigned school setting. In addition, the student participates in 8-10 on‑campus seminars scheduled throughout the semester. (Fall, Spring) 

SPED 4476. Student Teaching/Seminar: Special Education K-12: Adapted Curriculum. (O) (15) Prerequisite: Application to Student Teaching. Student teaching is a planned sequence of experiences in the student's area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and a cooperating teacher. During student teaching the student must demonstrate the competencies identified for his/her specific teaching field in an appropriate grade level setting. The student spends approximately 35‑40 hours per week in an assigned school setting. In addition, the student participates in 8-10 on‑campus seminars scheduled throughout the semester. (Fall, Spring)