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GC.16.Spec Ed�Trans Sys
300

Special Education

(ED 305C) 480/965-6156
karen.schultz@asu.edu

tikkun.ed.asu.edu/coe/candi

PROFESSORS

RUTHERFORD, ZUCKER

ASSOCIATE PROFESSORS

COHN, Di GANGI, McCOY, J. NELSON, R. NELSON

ASSISTANT PROFESSOR

ROBERTS

The faculty in the Division of Curriculum and Instruction
Special Education Program offer graduate programs leading
to the M.A. and Master of Education degrees. M.Ed. degree
concentrations are available in the education of gifted,
mildly handicapped, the multicultural exceptional, and
severely/multiply handicapped.
At the Ph.D. level, a concentration in special education is
offered through the interdisciplinary Ph.D. degree program
in Curriculum and Instruction. See Curriculum and
Instruction, page 169, for more information on the interdis-
ciplinary Ph.D. in Curriculum and Instruction.
To be considered for admission, applicants must meet all
Graduate College requirements. The applicant for masters
degree program admission is required to provide the follow-
ing:
1. Graduate Record Examination test scores or Miller
Analogies Test scores, or a 3.00 or higher junior/
senior GPA;
2. three letters of recommendation;
3. a summary of professional experiences; and
4. evidence of certication in special education for
applicants to the M.Ed. program. (The M.Ed. Initial
Teacher Certication sequence must be pursued con-
currently with the M.Ed. degree by applicants not
meeting this requirement.)

MASTER OF ARTS

The M.A. program in Special Education requires at least
36 hours of course work. A thesis is required for the M.A.
degree. Candidates are required to take an oral examination
in defense of the thesis. For students in the M.Ed. or M.A.
program lacking prerequisite courses, additional course
work is required.

MASTER OF EDUCATION

The M.Ed. degree in Special Education requires a mini-
mum of 36 hours of course work and a written comprehen-
sive examination paper. The program structure includes a
12-hour methods core, a 12-hour knowledge core, and a 12-
hour elective block which includes four content/theme
areas: learning and instruction, diversity, foundations and
values, and research and technology.
M.Ed. Initial Teacher Certication sequences leading to
standard certicates by the state of Arizona in mental retar-
dation, learning and emotional disabilities, as well as
endorsement in gifted education, are available.
Concurrent admission to the M.Ed. initial certication
sequence and the M.Ed. degree is required. Students seek-
ing initial certication by the state of Arizona in Special
Education who have already completed a masters degree in
another area may enroll for the M.Ed. initial certication
sequence without enrolling in a second masters degree pro-
gram. Contact the Ofce of Student Affairs for more infor-
mation about specic admission requirements for the initial
certication option. Further information is available in the
Special Education Program Ofce.

RESEARCH ACTIVITY

Faculty and student research and development activities
focus on (1) improving instructional opportunities for
exceptional individuals and those at risk for school failure
and (2) increasing the effectiveness of teachers of excep-
tional and at-risk individuals. Recent research has included
the following: academic precocity; instructional alternatives
for preschool children; the cognitive development, linguistic
prociency, and academic achievement of minority stu-
dents. Research focused on improving the preparation of
teachers has included projects on eld-based instruction,
violence prevention, academic and behavioral interventions
for students with disabilities and those at risk of school fail-
ure, and evaluation of alternative forms of technology inte-
gration. Program research efforts receive support from fed-
eral, state, and private sources.

SPECIAL EDUCATION (SPE)

SPE 411 Parent Involvement and Regulatory Issues.

(3) F, S
Emphasis on parent and school relations through effective communi-
cation and state and federal regulations impacting services for the
handicapped. Prerequisites: SPE 311; majors only.

SPE 455 Early Childhood and the Handicapped.

(3) F
Early childhood education as it applies to the handicapped child.

SPE 510 Inclusionary Curriculum for Special Education Teachers.


(3) F, SS
Curricular practices used in inclusion classrooms.

SPE 511 The Exceptional Child.

(3) F, S, SS
Educational needs of exceptional children and adults. Not recom-
mended for students who have completed SPE 311.

SPE 512 Individuals with Mental Retardation.

(3) F, S, SS
Etiology, diagnosis, and management of individuals with mental retar-
dation. Current trends in prevention, programming, and teacher prepa-
ration. Not recommended for students who have completed SPE 312.

SPE 514 Bilingual/Multicultural Aspects of Special Education.

(3)
F, S, SS
Theories and issues related to the education of bilingual and culturally
diverse exceptional children.

SPE 515 Methods for the Remediation of Learning Problems of
Exceptional Children.

(3) S
Methods and materials for remediating the basic academic problems
of exceptional children. Prerequisites: SPE 511; a methods course in
the teaching of reading and mathematics.

SPE 522 Academic Assessment of Exceptional Children.

(3) F
Normative and criterion referenced assessment of learning problems
in exceptional children. Formative evaluation included. Practicum
required. Lecture, practicum. Prerequisites: SPE 311 or 511; elemen-
tary methods courses; program approval.

SPE 523 Prescriptive Teaching with Exceptional Children.

(3) F
Language, reading, and arithmetic methods, techniques, and materi-
als used in individualized instruction. Practicum required. Lecture,
practicum. Prerequisites: elementary methods courses; SPE 311 (or
511), 522 (or concurrent and program approval).
SPEECH AND HEARING SCIENCE 301

SPE 524 Effective Classroom Behavior Management.

(3) S
Organization and delivery of instruction including formative evaluation
and techniques of academic behavior management for exceptional
children. Practicum required. Lecture, practicum. Prerequisites: SPE
311 (or 511), 522, 523; program approval.

SPE 525 Social Behavior Interventions.

(3) S
Analysis and intervention into social behavior problems of exceptional
students. Focus on strategies to change maladaptive social behavior.
Practicum required. Prerequisites: SPE 311 or 511 or 522 or 523; pro-
gram approval.

SPE 531 Behavior Management Approaches with Exceptional
Children.

(3) F, SS
Behavior management approaches for classroom behavior of excep-
tional children. Prerequisite: SPE 511 or equivalent.

SPE 536 Characteristics of Children with Behavioral Disorders.


(3) F, S, SS
Variables contributing to behavior patterns of behaviorally disordered
children.

SPE 551 Teaching Young Children with Special Needs.

(3) S
Methods, materials, and curriculum for preschool and primary-aged
children with special needs. Prerequisites: SPE 455 and 511

or

equiv-
alents.

SPE 552 Management of Individuals with Severe Handicaps.

(3) S
Instruction and management of school-aged and adult individuals with
severe, physical, or multiple handicaps. Prerequisites: SPE 511 or
equivalent; instructor approval.

SPE 553 Developmental/Functional Assessment.

(3) F
Teacher-focused developmental/functional assessment of preschool
and severely, physically, and multiply handicapped individuals. Field
experience required. Prerequisites: SPE 511, 512, 574

or

equivalents.

SPE 554 The Parent/School Partnership.

(3) S
Includes knowledge and procedures for involvement and training of
parents and caregivers of preschool and severely handicapped indi-
viduals. Field experience required. Prerequisites: SPE 455 and 511

or


equivalents.

SPE 561 Characteristics/Diagnosis of Learning Disabilities.

(3) F,
S, SS
Theories related to learning disabilities, including identication and
characteristics.

SPE 562 Methods of Teaching Students with Learning Disabili-
ties.

(3) N
Various methods and intervention strategies for remediating learning
disabilities of children and youth. Prerequisite: SPE 361 or 561.

SPE 574 Educational Evaluation of Exceptional Children.

(3) F
Design and statistical considerations of normative and criterion-refer-
enced tests. Collection, recording, and analysis of data from formative
evaluation. Prerequisites: SPE 511 or equivalent; a methods course in
the teaching of reading and mathematics.

SPE 575 Current Issues in the Education of Exceptional Children.


(3) F
Mainstreaming, noncategorical, nancing, legal diagnostic, labeling,
legislative, and other critical and controversial issues related to the
education of exceptional children.

SPE 577 Mainstreaming Methods.

(3) S
Successful mainstreaming methods, practical problem-solving ses-
sions related to teachers classroom needs, and individual contracts
focusing on mainstreaming issues are addressed. General educators
en