SPED - Special Education
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.
This course provides a broad overview of the field of special education and the characteristics and needs of children and youth with disabilities. Historical perspectives, legal aspects, the full range of educational exceptionalities, and teaching adaptations are surveyed. Students will examine the nature and needs of students with exceptionalities as well as the educational programming and technology needed to help those students become competent workers and responsible, valued citizens. Collaboration and inclusion are emphasized.
This course examines the physical, sensory, communication, cognitive, and behavioral characteristics of students with high incidence disabilities, including learning disabilities, emotional and behavioral disorders, developmental delays, and communication disorders. Emphasis is placed on how these characteristics influence learning, curriculum access, instructional planning, and the development of appropriate services and supports. A 15-hour field experience in a classroom serving students with high incidence disabilities is required.
Characteristics of Students With Low Incidence Disabilities. This course will provide a strong foundation for building sound critical-thinking skills based on classic and current empirical-based research by providing an overview of the best practices for working with persons who have low incidence disabilities. Students will be encouraged to develop their own appreciation for individuals who are the most vulnerable because of their disabilities and demonstrate how to effectively collaborate with educators, families, and professionals in a variety of settings. Students will develop their philosophy for working with persons with low incidence disabilities and the complex issues affecting these individuals' lives. The course provides an overview of low incidence disabilities and appropriate practices for working with persons with low-incidence disabilities, including ethical guidelines for professionals who partner with these diverse individuals. Students will complete 15 hours of observation in a classroom with students who have low incidence disabilities.
Intermediate Writing. Collaboration and Conferencing Techniques for Educators. The course provides teacher candidates with the information and skills necessary to collaborate and consult with other professionals, families, and support agencies regarding the design and implementation of educational programs for students with and without disabilities. The underlying premise of this course is that educators need positive collaborative relationships with parents and school professionals in order to achieve many of their goals. These goals may include helping students to succeed in the least restrictive environment, providing continuity across a variety of instructional programs, or preventing unnecessary referrals to special education. Students will develop communication and partnership-building skills, including strategies for managing conflict, conducting interviews and team meetings, and engaging in collaborative problem-solving. This course also fulfills the Intermediate Writing Core requirement. The principles of technical writing will be taught using a Writer's Reference Guide and students will become acquainted with and use the American Psychological Association (APA) writing style for writing and research projects. A Collaborative Group Research Project will be developed using appropriate APA style. Students will be required to complete 12 hours of classroom observation and attend two team meetings at assigned schools.
Methods for Teaching Students with Disabilities. The purpose of this course is to explore and develop skills for effectively teaching students with learning and behavior disorders.
Emphasis is placed on the development, implementation, and evaluation of curricula for students with disabilities through the secondary level. Students will explore strategies for modifying teaching methods and materials to support diverse learning needs across content areas. A 35 hour field experience with students with disabilities is required.
Students must successfully complete the field experience in order to pass the course.
This course introduces teacher candidates to assessment practices for evaluating academic and social-emotional functioning in school settings, with a focus on students with disabilities. Emphasis is placed on using assessment data to inform instruction and support student growth within Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) frameworks. Students will learn to select, administer, interpret, and communicate results from both formal and informal assessment tools. Course components include lecture, discussion, practicum-based activities, and direct instruction in assessment administration. Students will be assigned to a local classroom to practice assessment techniques in an applied setting. A 15-hour field experience is required.
This course addresses four key components of assessment-driven literacy instruction: (1) formal and informal assessments of students’ reading interests, attitudes, and abilities; (2) research-based reading strategies, methods, and techniques; (3) instructional planning based on diagnostic data; and (4) reporting students’ literacy strengths and growth areas with recommendations for continued development. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521). Students complete a supervised clinical field experience consisting of ten one-on-one sessions with an assigned K–5 student.
Methods in the Administration of Special Education. The purpose of this course is to explore and develop skills for effectively organizing programs and teaching students with mild to severe disabilities. Teaching in the special education classroom can present the teacher with unique opportunities, experiences, and challenges. Given that the instruction and management of students with disabilities is so diverse, the pre-service special education teacher must have experiences that will prepare that teacher to be successful not only in the regular education classroom, but also in the special education classroom. A 90 hour field experience performing the duties of a special education teacher is required.
Independent study is open to junior and senior students only. At the time of application, a student must have earned a 3.0 cumulative grade point average. A student may register for no more than three (3) semester hours of independent study in any one term. In all cases, registration for independent study must be approved by the appropriate department chairperson and the Vice President for Academic Affairs.