COE 261, (406) 657-2315
SPED 502 Research in Special Programs (crosslisted with RD 502 and EC 502) 3 cr. Guides graduate students in application of different types of research in their professional setting. Types of research may include individual case studies, action research, quasi-experimental design, ethnographic studies, or others as appropriate.
SPED 503 Assistive Technology 3 cr. Prerequisites: SPED 260 or SPED 540. Introduces a broad range of assistive technology devices and services, including low tech and high tech options. Provides hands-on experiences with integrating assistive technology into teaching individuals with a wide variety of disabilities.
SPED 504 Collaboration in Education and Human Services 3 cr. Applies family systems theory and collaboration models pertaining to all areas of education and human services.
SPED 510 Professional and Legal Issues in Special Education 3 cr. Focuses on current professional issues in special education. Current literature, legal decisions and research will be discussed.
SPED 521 Models of Early Intervention Services (crosslisted with EC 521) 3 cr. Focuses on the identification of infants, toddlers, and preschoolers with special needs and the delivery of early intervention services.
SPED 526 Special Education Interventions and Adaptations for Children (0-6) (crosslisted with EC 526) 3 cr. Focuses on teaching strategies and adaptations for young children with special needs, with an emphasis on communication strategies.
SPED 530 Curricular Adaptations for Special Populations 3 cr. Examines research-based practices used in making accommodations and providing access for students with disabilities to the general curriculum.
SPED 540 Education of Exceptional Learners 3 cr. Emphasizes the expanded role of special education to serve as a resource for all teachers and all students, including those with special learning needs. Consideration of current laws and regulations governing special education as well as the provision of special education in the context of regular education.
SPED 543 Supporting Families of Persons with Disabilities 3 cr. Familiarizes students with the growth patterns and adaptations of families which have a member with a disability. Also includes information about the grieving process, stresses on families, coping strategies, and reactions of parents, siblings and extended family members. Students explore effective methods for providing information and support to families of children with disabilities.
SPED 550 Theory and Practice: Emotional Disturbance 3 cr. Prerequisite: SPED 311 or equivalent. Investigates the diverse theoretical approaches to working with persons with emotional
SPED 551 Assessment and Program Planning for Special Populations 3 cr. Prerequisite: SPED 405 or equivalent. Presents behavioral assessment techniques and hands-on experience in practicing techniques applicable to the range of students with disabilities. From these assessments, students will develop program plans and teaching techniques which they will carry out.
SPED 555 Models for Services to ED/BD Students 3 cr. Investigates the continuum of services for children and youth with EB/BD, including school-based, community, mental health, residential, and wrap-around services.
SPED 560 Theory and Practice: Learning Disabilities 3 cr. Prerequisite: SPED 310 or equivalent. Investigates the diverse theoretical approaches to working with persons with learning disabilities. Students will investigate in depth techniques and programs which have developed from these approaches.
SPED 570 Theory and Systems: Developmental Disabilities 3 cr. Prerequisite: SPED 312 or equivalent. Identifies the theories guiding school services for students with severe disabilities. Central to this course will be issues such as least restrictive environments, integration, community-based services, and the Regular Education Initiative.
SPED 572 Community Integration for Persons with Severe Disabilities 3 cr. Explores current areas within which children with severe disabilities are being integrated into their communities. At a minimum, this course will address the areas of school, work, home and recreation.
SPED 574 Data-Based Instruction 3 cr. Focuses on data-based instruction techniques such as discrete trial training, precision teaching, and verbal behavior methods.
SPED 582 Issues: Special Education Supervision 2 cr. Deals with issues related to professional practice. Students are concurrently involved in mentoring/field experiences related to the issues being discussed.
SPED 584 Student Teaching 6 cr. Prerequisite: Completion of coursework. Places the student in a supervised field experience in a special education P-12 setting that allows the student to demonstrate teaching skills in the classroom with a variety of learners. Students, in collaboration with the mentoring teacher, engage students in learning and participate in related experiences associated with the teaching profession. On-site mentoring and university supervision are integral to this experience.
SPED 590 Internship V1-6 cr. Prerequisite: Approved internship application. Provides experience in a special education setting.
SPED 591 Independent Study V1-6 cr. Prerequisites: Consent of the instructor, approval of the department chairperson and the Dean of Education, and Independent Study contract filed with the Office of Graduate Studies. Provides an opportunity for students of superior academic standing to explore material not covered by regular graduate courses in Special Education.
SPED 592 Seminar V1-6 cr. Provides an opportunity to investigate topics at the advanced level pertinent to the area of Special Education.
SPED 593 Workshop V1-6 cr. Provides an opportunity for experimental study at the advanced level in an area of Special Education.
SPED 594 Clinic V1-6 cr. Prerequisite: Consent of Instructor. Provides an opportunity to explore and develop advanced skills in working with individuals in Special Education settings.
SPED 597 Professional Seminar in Special Education 3 cr. Investigates recent (last 3 years) trends and issues within the field of study as evidenced by periodicals or other literature sources. This is an exit course that requires the integration and synthesis of knowledge and experiences developed through the graduate program.
SPED 599 Thesis 6 cr. Prerequisites: EDF 501 or equivalent and an approved plan of study required. This course may be given the grade of “T” until research and writing is completed and accepted within the time limit of the degree.
SPED 600 Facilitating Positive Behaviors in the Classroom Environment 3 cr. Examines and evaluates historical and current models for facilitating positive behaviors in the school setting. Techniques will also be explored for dealing with challenging behaviors.
SPED 611 Administration and Supervision of Special Programs (crosslisted with RD 611) 3 cr. Focuses on the responsibilities of special program administrators. Includes issues of legal mandates, funding professional management, curricular
SPED 612 Colloquium on Special Education Leadership 3 cr. Prerequisites: Enrollment in Doctoral Program at MSU-Bozeman or consent of instructor. Examines contemporary leadership issues in the field of special education. Current leaders in the field will participate in the course, either through on-site visits or telecommunications.
SPED 650 Current Practices for Students with Disabilities 3 cr. Focuses on current theory and practice in teaching students with learning disabilities, emotional disturbance, mental retardation and severe disabilities.
SPED 690 Internship for Doctorate Degree V1-6 cr. Prerequisite: Approved doctoral plan of study and approved internship application. Provides experience in a responsible appointment as leadership intern in a special education or policy-making position.
SPED 691 Directed Readings V1-3 cr. Prerequisite: Enrollment in Doctoral Program at MSU-Bozeman. Presents students with the opportunity for inquiry and investigation to extend research and interests initiated through introduction to topics covered in regular courses.