SPA 404 Integrated Civilization and Literature: The Northern Peoples of South America A holistic study of the civilizations of the northern countries of South America, and the products, practices and perspectives of their peoples. Prerequisites: SPA 301 and 302. Fulfills the intercultural awareness requirement. (3 s.h.)
SED 322 Assessment in Special Education This course is an introductory course in assessment principles and practices specific to special education programs. The course focuses on the process of collecting, analyzing and interpreting data from a variety of sources to use for eligibility, educational and instructional decisions for students with disabilities. The content includes basic assessment and measurement concepts, academic achievement, adaptive and social behavior, curriculum-based and criterion referenced diagnostic procedures. Prerequisites: EDU 201, EDU 218, SED 220, or permission of instructor for transfers. (3 s.h.)
SPA 405 Integrated Civilization and Literature: The Southern Cone of South America A holistic study of the civilizations of the Southern Cone of South America, and the products, practices and perspectives of their peoples. Prerequisites: SPA 301 and 302. Fulfills the intercultural awareness requirement. (3 s.h.) SED 340 Strategic Instruction and for Students with Cognitive Disabilities SPA 450 Spanish Senior Capstone This course is required for all special The senior capstone project will consist education teacher candidates seeking an of 1 hour of additional credit added on to endorsement or license in K-12 special a 300 level course taken in the student's education teaching students with senior year. The content and scope of moderate to severe cognitive disabilities. the project will be determined by the This course is designed to provide instructor and student. (1 s.h.) the prospective teacher of students with moderate and severe cognitive SPA 491, 492 Independent Study disabilities with a basic knowledge Individual study for students who have concerning the learning characteristics completed SPA 301-302. Consent of the of this student population, assessment instructor is required. (1-3 s.h.) strategies, curriculum development, program design, instructional strategies, Special Education (SED) material development and community transition. The focus of this course will SED 220 Intro to Cognitive, Learning be the design of functional programming and Emotional/Behavior Disabilities across home, school, community and This course is required for all special vocational environments to meet the education teacher candidates seeking an needs of individual students with cognitive endorsement or license in K-12 special disabilities. Prerequisite(s): Admission to education teaching students with the teacher education program; SED 220. moderate to severe cognitive disabilities. (3 s.h.) This course is designed to provide the prospective teacher of students with SED 342 Strategic Instruction for moderate and severe cognitive, learning Learning and Emotional/Behavior and/or emotional/behavior disabilities Disabilities with a basic knowledge concerning the This course is required for all special learning characteristics of these student education teacher candidates seeking an populations, assessment strategies, endorsement or license in K-12 special curriculum development, program education teaching students with mild design, instructional strategies, material disabilities. The course is designed to development and community transition. provide the prospective teacher of students The focus of this course will be the design with mild disabilities with the knowledge and coordination of programming across of the characteristics of learning disabilities home, school, community, and vocational and the consequent academic challenges environments to meet the needs of students may experience. Coursework individual students with disabilities. (3 s.h.) emphasizes math, reading, writing and language processing deficits and how they interfere with academic achievement and social relationships, use of assessment
UNIVERSITY OF SIOUX FALLS
undergraduate course descriptions
accommodations and intervention approaches for students with learning disabilities. Prerequisite: SED 220. (3 s.h.) SED 402 Topics in Secondary Special Education This course is required for all special education teacher candidates seeking an endorsement or license in secondary special education. The primary goal of the course is to help prospective teachers learn about the unique transition to adulthood needs of special education students at the secondary level as described in IDEA. Coursework will focus on the specifics of “transition services” which must include a “coordinated set of activities” that facilitates a student’s movement from school to post-school activities. Study of postschool activities will include: employment, vocational training – including vocational evaluation, post-secondary education, supported employment and independent living. Prerequisite: Admission to the teacher education program. (3 s.h.) SED 404 Classroom Management and Behavior Intervention for Exceptional Students This course is required for all special education teacher candidates seeking an endorsement or license in K-12 special education. The primary goal of the course is to help prospective special education teachers develop an understanding of various classroom and behavior management strategies. This course introduces classroom management and behavior management strategies for today's classroom. It is designed to offer pre-service teachers an opportunity to investigate current research-based techniques that are considered "best practices.” The course will further introduce students to models, methods and materials for managing atypical classroom behaviors of children with exceptional needs. The course will focus on providing prospective teachers with skills to: • manage behaviors that are counterproductive to learning in the classroom • teach pro-social interpersonal behaviors that facilitate successful functioning in the classroom and society • structure the classroom environment so that both academic and social/ interpersonal behaviors facilitate
2017-2019 academic catalog for the University of Sioux Falls.