Course Descriptions

SPE 315 Critical Issues Seminar (.5 course)
The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: MTLE and admission to department)

SPE 400 Teaching Students with Learning Disabilities and Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq.: MTLE and admission to the department)

SPE 410 Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and personcentered assessment process is emphasized. (Prereq.: MTLE and admission to the department)

SPE 420 Planning, Design, and Delivery
This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD.  Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq.: MTLE and admission to the department)

SPE 424 Etiology and Origins of Learning Disabilities (LD only)
This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: MTLE and admission to department)

SPE 430 Instructional and Behavioral Practices (EBD only)
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, personcentered planning, and functional assessment. (Prereq.: MTLE and admission to the department)

SPE 434 Teaching Content Areas to Students with Learning Disabilities (LD only)
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that supports the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing, listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: MTLE and admission to department)

SPE 490 Parent and Professional Planning
This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the senior keystone requirement in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112 or HON 111)

SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: Education Department admission, 2.5 GPA, passing MTLE basic skills tests)