Page 351 - 2016-2018 Graduate Catalog (Revised)

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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