Applied Special Education Accelerated Bachelor's Degree

Explore the curriculum

• General Studies courses (30 credits)

  General Studies courses provide a broad academic foundation in communication, mathematics, science, social sciences, the humanities, and other areas of study. Students must complete at least 30 credit hours that include coursework in English language arts, mathematics, science, and social studies, along with coursework in fine arts and health and wellness.

  Required General Studies courses include:

  • ENG 102 Composition Skills for CAT 1
  • CNA 100 Principles of Human Communication for CAT 2
  • MAT 210 Mathematics for Elementary School Teachers I for CAT 3

  Learn more about WSC General Studies

• Core courses (30 credits)
  • EDU 332 Development of Language Arts in the Elementary and Middle School (3 credits)
    To prepare emergent professionals to become confident in their ability to develop and implement quality instruction in the language arts, with an emphasis on writing, listening, and speaking. Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of EDU 340 Early Reading.
     
  • EDU 340 Early Reading (3 credits)
    Current methods, materials, and research findings related to the teaching of reading up through the primary level. Comprehension, fluency, phonemic awareness, and phonics instruction will be addressed. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
     
  • EDU 430 Literary Assessment (3 credits)
    The assessment, analysis, and instruction of children’s literacy development to include a field experience. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of EDU 340 Early Reading.
     
  • SPD 160 Introduction to Special Education (3 credits)
    This course covers the process of special education including an introduction to the laws, services and categories that will be presented in this course. Philosophy, characteristics of exceptional learners and an overview of educational practices will be discussed.
     
  • SPD 252 Instructional Methods for Special Education (K-8) (3 credits)
    This course will focus on differentiated instruction unique to elementary aged exceptional learners. An emphasis is placed on the methodology of facilitating the students’ learning in Least Restrictive Environments and transition to secondary education. An introduction to assistive technology and mastery of learning strategies are included. Prerequisite: Successful completion of or concurrent enrollment in SPD 160 Intro to Special Education.
     
  • SPD 254 Instructional Methods for Special Education (7-12) (3 credits)
    This course will focus on differentiated instruction unique to adolescents and young adult aged exceptional learners. An emphasis is placed on the methodology of facilitating the students’ learning in Least Restrictive Environments and transition to post-secondary goals. An introduction to assistive technology and mastery of learning strategies are included. Prerequisite: Successful completion of or concurrent enrollment in SPD 160 Intro to Special Education.
     
  • SPD 255 Functional Curriculum and Instructional Methods (3 credits)
    This course will focus on functional curriculum design, program development, classroom organization, instructional strategies, and materials for teaching a functional curriculum to K-12 learners with low incidence disabilities. Self-determination, self-advocacy, and transition to independent living will be topics addressed in this course. A focus on the use of assistive technology to promote functional skill instruction will be addressed.Prerequisites: Successful completion of or concurrent enrollment in SPD 160 Intro to Special Education.
     
  • SPD 332 Special Education Law (3 credits)
    This course focuses on the practical application of federal and state law regarding services for students with special educational needs. Topics include the legal responsibilities of teachers regarding identification, eligibility, individualized education programs and related services, and transition needs of students, along with student and parental rights throughout. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and SPD 160 Intro to Special Education.
     
  • SPD 352 Assessment, Evaluation and the IEP K-12 (3 credits)
    Multidisciplinary Team process and construction of the Individual Education Plan will be explored with an emphasis on culturally and linguistically diverse best practices. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks),  SPD 160 Intro to Special Education, SPD 252 Instructional Methods for Special Education (K-6), or SPD 254 Instructional Methods for Special Education (7-12), and SPD 255 Functional Curriculum and Instructional Methods.
     
  • SPD 452 Consultation and Collaboration (3 credits)
    Effective techniques of working with parents, educators, paraprofessionals, related service providers, agencies and other professional personnel. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
• Professional education and student teaching (32 credits)
  • EDU 150 Introduction to Professional Education (3 credits)
    Students are introduced to teaching as a profession through the historical, cultural, and philosophical foundations of educational systems. Students will explore various aspects of education, as well as their beliefs and values about teaching and learning through the exploration of professional knowledge, practice, and values. This course may include a field experience.
     
  • EDU 245 Preparing for Level 2: Teacher Candidacy (0 credits)
    This course is designed for students in Level 1 of WSC’s educator preparation programs who are progressing into Level 2. Students will receive valuable information including, but not limited to, admission, program progression, degree and certification requirements, the use of portfolio software, professional dispositions for success, etc. Class fee: $80 Notes: Graded S/NC.
     
  • EDU 250 Human Development and Cognition (3 credits)
    Students construct a conceptual basis for understanding the growth and development of learners. Theories of physical, cognitive, and socio-emotional development are explored in order to better understand the importance of the nurturing role of the teacher in human development and learning. Students begin to understand the human learning process and individual differences in how learners think and behave based on their unique characteristics. Students study theoretical models and the integration of models for planning and facilitating effective and differentiated experiences for diversified learners. This course will include field experience.Prerequisite: EDU 150 Intro to Professional Education. Corequisite: EDU 245 Preparing for Level II: Teacher Candidacy.
     
  • EDU 275 PK-12 Instructional Design (3 credits)
    Students will practice instructional design methodologies or analysis, design, development, implementation, and evaluation. To explore and learn to recognize their biases, including but not limited to sexism, racism, prejudice, and discrimination, students will develop an awareness of the impact such biases have on their interpersonal relations. Students will be challenged to reflect on how they can relate more effectively to other individuals and groups in a pluralistic society in order to promote equitable approaches to instructional design. This course fulfills the human relations component established by the Nebraska Department of Education. This course may include a field experience. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks), and EDU 250 Human Development and Cognition.
     
  • EDU 445 Preparing for Level 3: Clinical Practice (0 credits)
    This course is designed for graduate students in Level 2 of WSC’s educator preparation program who are progressing into Level 3 and those completing clinical practice to change endorsement levels. Two virtual sessions will be held at the beginning of each academic session for graduate teacher candidates planning to student-teach in the following semester. Graduate teacher candidates will attend one of the two virtual sessions to receive valuable information including, but not limited to, how to apply for Clinical Practice, an overview of Clinical Practice requirements, rules regarding placement choices and department approval requirements. Graded S/NC.
     
  • SPD 302 Inclusion and Co-teaching in General Education (3 credits)
    The course will explore applications of methods and strategies within elementary and secondary settings to provide equitable learning opportunities within least restrictive learning environments for all students. An emphasis is placed on communication and collaboration among professionals and families to ensure the needs of all students are met. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
     
  • SPD 435 Classroom Management through Social Emotional Learning (K-8) (3 credits)
    Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment; promotion of social competence; awareness of prosocial skills; and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of elementary learners. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
     
  • SPD 436 Classroom Management through Social Emotional Learning (6-12) (3 credits) 
    Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment, promotion of social competence, awareness of prosocial skills, and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of secondary learners. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
     
  • SPD 458 Clinical Practice and Seminar for Special Education (K-8) (6 credits)
    This is a semester course of full day learning experiences in an elementary school under the supervision of a cooperating K-6 special educator and a supervisor from the School of Education and Behavioral Sciences. Graded S/NC. Prerequisites: Admission to Clinical Practice (successful completion of Level 2 Benchmarks)
     
  • SPD 460 Clinical Practice and Seminar for Special Education (6-12) (6 credits)
    This is a semester course of full day learning experiences in a secondary school under the supervision of a cooperating 7-12 special educator and a supervisor from the School of Education and Behavioral Sciences. Graded S/NC. Prerequisites: Admission to Clinical Practice (successful completion of Level 2 Benchmarks
     
  • SPD 461 Practicum in Special Education (K-8) (1 credit)
    This course is a practical application of knowledge, skills, and dispositions acquired through prior coursework. It enables learners to demonstrate the state and national performance and practice-based standards through at least 40 supervised hours of field experience in a Special Education K-8 setting. Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks), SPD 255 Functional Curriculum and Instructional Methods, and SPD 160 Introduction to Special Education, SPD 252 Instructional Methods for Special Education K-8, or SPD 254 Instructional Methods for Special Education 6-12.
     
  • SPD 462 Practicum in Special Education (6-12) (1 credit)
    This course is a practical application of knowledge, skills, and dispositions acquired through prior coursework. It enables learners to demonstrate the state and national performance and practice-based standards through at least 40 supervised hours of field experience in a Special Education 6-12 setting. Prerequisites: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks), SPD 255 Functional Curriculum and Instructional Methods, and SPD 160 Introduction to Special Education, SPD 252 Instructional Methods for Special Education K-8, or SPD 254 Instructional Methods for Special Education 6-12.