Page 325 - Bowie State University Graduate Catalog 2018-2020.

SPED 522 BEHAVIORAL INTERVENTION AND CLASSROOM
MANAGEMENT
Prerequisites: None
Credits: 3
Students gain familiarity with the effects of dysfunctional behavior on learning
and the differences between behavioral and emotional disorders and other
disabling or at-risk conditions. The course will present current research on
behavioral interventions and management, along with appropriate ways to apply
research findings in the classroom through research - supported instructional
strategies and practices. Students will learn how to plan, organize, and
implement individualized and group programs appropriate to the cognitive and
effective needs of students who may require reinforcement systems, behavioral
management plans, specific social skill instruction, or adjustments in their
learning environment and curriculum.

SPED 545 COMPUTERS AND TECHNOLOGY IN SPECIAL EDUCATION
Prerequisites: None
Credits: 3
Students examine the current instructional applications available for use with
computers and related technology in the elementary and middle school
classroom and the benefits of computer-assisted instruction for exceptional
students. The appropriate and effective integration of computers across the
curriculum and the use of the classroom computer as a means of data analysis
for instructional decision-making are emphasized. Assistive/augmentative
technology and the evaluation of instructional software are covered in the
course as well.

SPED 615 PRACTICUM IN SPECIAL EDUCATION I
Former course number 515
Prerequisites: SPED 511, 520, 522, 545, 649
Credits: 3
In accordance with Maryland Special Education teacher generic certification
requirements for working with either elementary/middle or secondary/adult
students, the Practicum Phases I and II provide supervised teaching experiences
with students ages 5 through 21 who are receiving special education services.
All students participating are required to complete practicum experiences, the
first upon completion of the first 15 hours and the second at the end of the
graduate program. Students demonstrate selected competencies under faculty
supervision during fieldwork with disabled children at the elementary and
middle school levels.

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