Course descriptions

See explanation at bottom of page

SPECIAL EDUCATION (SPE)

121. Introduction to Field Experience in SPE. 3 hrs. Exploration of career requirements and possibilities in special education through guest speakers, panel discussions, lecture and field trips

400. Psychology & Education of Exceptional Children. 3 hrs. An introduction to exceptional children focusing on characteristics, approaches and policies relating to their education and citizenship

401. Systematic Interventions for Challenging Behaviors. 3 hrs. Co-requisites: SPE 301, 331, 431, 403. This course is a specialized study in the use of the behavioral approach to manage behavior, both social and academic, of students with disabilities in the classroom.

401L. Practicum Interventions for Challenging Behaviors. 1 hr. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. Co-requisites for licensure majors: SPE 401. In-depth clinical experiences in using the behavioral approach to manage behavior, both social and academic, of students with disabilities in the school environment.

402. General Teaching Methods in Special Education. 3 hrs. Co-requisites: REF 400, SPE 400, 430 and 498. Methods course examining current and research-validated teaching strategies, materials and methodology for students with high-incidence disabilities

403. Educational Evaluation of Exceptional Children. 3 hrs. Prerequisites: Pre-requisites: SPE 400, 402, 430,and 498. Co-requisites SPE 301, SPE 401, SPE 331, SPE 431.Current and research-validated issues relating to the assessment process, technical aspects of assessments, test interpretation and relevance to instructional programming

404. Language and Literacy: Students with Disabilities. 3 hrs. This course focuses on language development and the relationship between language and reading acquisition for students with disabilities. Students will learn concepts central to typical and atypical language development; language achievements at different ages; concepts of emergent literacy, models of reading acquisition and skilled reading

405. Early Intervention for Children with Special Needs. 3 hrs. Overview of characteristics and assessment of children birth to 5 with special needs and individualized programming for children and their families in a range of settings

410. Reading and Writing for Students with Disabilities. 3 hrs. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. Corequisite: SPE 410L. This course focuses on explicit teaching procedures, direct instruction, and instructional design principles that apply to reading and writing. Proficiency in the development of instructional lessons, monitoring of progress through curriculum-based measures and data-based decision making is required.

410L. Practicum: Reading & Writing Students w/Disabilities. 1 hr. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. co-requisites: SPE 410. Application of reading and writing strategies for students with disabilities in school settings.

411. Mathematics for Students with Disabilities. 3 hrs. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430. Corequisites: SPE 411L. This course focuses on explicit teaching procedures, direct instruction, and instructional design principles that apply to mathematics. Proficiency in the development of instructional lessons, monitoring of progress through curriculum-based measures and data-based decision making is required.

411L. Practicum: Math for Students with Disabilities. 1 hr. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. co-requisites: SPE 410. Application of mathematics strategies for students with disabilities in school settings.

420. Introduction to Severe/Low Incidence Disabilities. 3 hrs. This course is designed to teach underlying philosophical and foundational bases for services for individuals with severe/low incidence disabilities in a variety of settings and across the life span. Characteristics of the population as well as professional roles and responsibilities are discussed.

421. Program Development: Severe Disabilities. 3 hrs. Prerequisite: SPE 420. This course focuses on quality program development and planning for individuals with severe disabilities across all ages and life domains.

422. Skill Development Strategies: Severe Disabilities. 3 hrs. Prerequisites: SPE 420, SPE 421. This course is designed to teach strategies for skill development of individuals with severe disabilities across all life domains.

430. Introduction to High-Incidence Disabilities. 3 hrs. Co-requisite: REF 400; SPE 400 and 498. In-depth exploration of the social, emotional, physical and learning characteristics of students with high-incidence disabilities

431. Teaching Academics to Students with Disabilities. 3 hrs. Pre-requisites: Gold Card; SPE 400, 402, 430, 498; REF 400; Co-requisites: SPE 301, 401, 331, 403. This course will develop the skills and knowledge needed by beginning special education teachers to teach general curriculum content to students with high-incidence disabilities

431L. Practicum: Teaching Academics. 1 hr. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. Co-requisites: SPE 431. In depth clinical experience to develop skills and knowledge for teaching general curriculum content to students with high -incidence disabilities

442. Transition/Life Skills: Individuals with Disabilities. 3 hrs. Corequisites for licensure majors: SPE 442L. Philosophy, policy, and methodology for positive transitions to adulthood focusing on communcation, self-determination, employment, daily living, and post-secondary education. Writing Intensive

442L. Practicum: Transition/Life Skills. 1hr. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. Co-requisites for licensure majors: SPE 442. In depth clinical experience to facilitate positive transitions to adulthood including communication, self-determination, employment, daily living, and post-secondary education

451. Classroom and School Management Systems/Strategies. 3 hrs. Pre-requisites: Gold Card; SPE 400, 402, 430, 498; REF 400; Co-requisite: SPE 470, 342, 442, 351. Major theories of classroom management techniques for structuring classroom and school environments to promote beneficial learning and social behaviors

451L. Practicum for Classroom Management. 1 hr. Prerequisites: SPE 121, SPE 400, SPE 402, SPE 430, Gold Card. Corequisite: SPE 451

460. Characteristics and Education of Gifted Students. 3 hrs. Study of gifted populations to include cognitive and affective characteristics, educational options and assessment procedures

461. Instruction of High Ability and Gifted Students. 3 hrs. Instructional strategies for maximizing the potential of high ability and gifted students in traditional classroom settings

470. Legal Aspects of Special Education. 3 hrs. Pre-requisites: SPE 400, 402, 430, 498; REF 400; Co-requisites: SPE 442, 342, 351, 451. This course focuses on the legal and advocacy knowledge needed by special education teachers in today’s public and private schools

477. Developmental Disabilities in Early Childhood. 3 hrs. Interdisciplinary view of developmental delays/disabilities in infancy/early childhood including etiology, law/policy, ethics and early intervention

478. Specialized Studies in Developmental Disabilities. 1-6 hrs. Specialized study and skill acquisition in the area of developmental disabilities; topics vary

480. Student Teaching: Mild/Mod Disabilities/Lower Grades. 6 hrs. Prerequisites: Gold Card, completion of all required courses. Corequisite: SPE 482. Student teaching in Special Education with students with mild/moderate disabilities in grades K-6. Capstone, Writing Intensive.

482. Student Teaching Mild/Mod Disabilities: Upper Grades. 6 hrs. Prerequisites: Gold Card, completion of all required courses. Corequisite: SPE 480. Student teaching in Special Education with students with mild/moderate disabilities in grades 7-12. Capstone, Writing Intensive.

492. Special Problems in Special Education. 1-3 hrs. A consideration of special interest areas related to individuals with exceptionalities. (Students undertaking view of developmental delays/disabilities in infancy/early childhood including etiology, law/policy, ethics and early intervention); students undertaking a Senior Honor Project will enroll in SPE 492H

497. Professional Collaboration in DD Services. 3 hrs. Pre-requisites: Upper-level undergraduate students only. Study of the interdependent collaboration of relevant disciplines in training, service and research for persons with developmental disabilities

498. Families of Individuals with Disabilities. 3 hrs. Pre-requisites: Consent for non education majors; (note: Special Education majors have the following pre- and co- requisites: Co-requisites: SPE 400, 402, 430; REF 400). Interdisciplinary study of families of individuals with disabilities including theories and procedures for collaboration which leads to positive outcomes and mutual empowerment

CURRICULUM, INSTRUCTION AND SPECIAL EDUCATION (CISE)

403. Educational Evaluation of Exceptional Children. 3 hrs. Prerequisite: Gold Card. Corequisites: SPE 400, 430, and 498; SPE 301, 401, 331, 431. Current and research-validated issues relating to the assessment process, technical aspects of assessments, test interpretation and relevance to instructional programming

 


EXPLANATION

The semester credit hours are listed after the title of each course.
Example:

100. Introduction to the Arts. 3 hrs. A team-taught investigation of the music, visual and theatrical arts designed for students who are not otherwise academically involved with these arts (CC 1233)

Southern Miss courses for which there are acceptable junior/community college courses are marked as (CC ____). It should be noted that there is a variance in course sequence between the junior/community colleges and Southern Miss. In addition, courses with the same junior/community college numbers vary from college to college. An adviser should be consulted before course scheduling.

The plus (+) sign in front of a course indicates that a special fee is charged for that course. (All labs are subject to a usage fee.)