Page 324 - Bowie State University Graduate Catalog 2018-2020.

This course is the second half of the internship field experience. This field
experience comes at the end of the completion of all coursework, practicum
activities, successful completion of the comprehensive examination, and final
approval of the faculty. It provides the intern with an opportunity to apply
knowledge and skills obtained through coursework, practicum and other
training experiences full time while under the guidance and supervision of an
appropriately credentialed and practicing school psychologist. Full time
emersion into the field experience allows the intern to begin to integrate
information, continues to build knowledge and moves them towards
independence to begin practice as an entry level school psychology specialist.
The program supervisor meets with candidates on a regular basis to monitor
the progress of the internship and consults with the field supervisor regarding
performance and problems that may arise. This course is only open to School
Psychology majors. Special permission to enroll in this course is required for
other students.

Special Education

SPED 511 SPECIAL EDUCATION PERSPECTIVES
Prerequisites: None
Credits: 3
Students examine the historical development, the philosophies, research,
legislation, and current difficulties that have emerged relative to the education
of exceptional children. The characteristics of children with disabilities and the
principles of effective instruction, management, and intervention are addressed
as they apply to special education. Family empowerment concepts are explored
relative to the diversity of our schools and communities. Professional,
community, and parent organizations; local, state, and federal agencies dealing
with exceptional children are also identified.

SPED 520 INSTRUCTIONAL METHODS AND CURRICULUM PLANNING
Prerequisites: None
Credits: 3
Students gain familiarity with developmental curricula across cognitive,
academic, language, and socio-affective areas as applicable to individuals with
exceptional learning needs. Various instructional and remedial methods,
techniques, and curriculum materials will be presented and practiced as well as
techniques and strategies for modifying instruction and accommodating
individual student needs. The characteristics of “typical” children with high-
incidence disabilities and the basic principles of effective instruction are
discussed as they pertain to educational planning and instructional presentation.

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