Special and Inclusive Education Courses (SPIE)

SPIE 3140. Interdisciplinary and Intersectional Study of Education for All — 3 hrs.

This course prepares teacher candidates to create and sustain positive and effective learning environments for diverse student populations, enhancing their confidence in working with students from different cultures and dis/Abilities. Through an exploration of intersectionality, participants understand how identity shapes educational experiences. Using interdisciplinary approaches, strategies are developed to foster global and intersectional competence and legal responsibilities to serve all students and their families along their intersections of identities. Scenario-based learning sharpens skills in creating inclusive classrooms that promote equity, justice, and a sense of responsibility. (Spring)

SPIE 3150. Meeting the Needs of Diverse Learners in Classrooms — 3 hrs.

Introduction to pedagogical, curricular, and social considerations involved in educating diverse learners in the general education classroom. (Fall and Spring)

SPIE 3210. Instruction and Assessment for Deaf or Hard of Hearing Students — 3 hrs.

Exploration of instructional methods and strategies, assessment and evaluation practices when teaching deaf or hard of hearing students. The course will cover the use of appropriate assistive technology, the importance of deaf culture in planning, and differentiation of instructional settings from birth to age 21. Prerequisite(s): CSD 3100. Corequisite(s): SPIE 4200. Prerequisite(s) or corequisite(s): CSD 3200/5200. (Fall)

SPIE 4124/5124. Infant Toddler Curriculum and Early Intervention — 3 hrs.

Methods of implementing appropriate curriculum for and guidance of very young children, including children with diverse needs in natural settings. Interagency collaboration and services to support and coach families of infants and/or toddlers with developmental delays or disabilities. Prerequisite(s): SPIE 3150; EDPSYCH 3109/5109; EDPSYCH 3148; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. Corequisite(s): SPIE 4191/5191. [Same as ELEMECML 4124/5124] (Fall and Spring)

SPIE 4141/5141. Including Young Children with Special Needs Into General Education Classrooms — 3 hrs.

Advanced best practices for educating young children with diverse learning needs in the general education classroom. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): ELEMECML 4130/5130; ELEMECML 4192/5192; SPIE 4193/5193 for Early Childhood majors/Early Childhood Special Education minors. (Fall and Spring)

SPIE 4148/5148. Assessment of Young Children and Families with Exceptionalities — 3 hrs.

This course builds on the recommended practices to prepare education professionals to assess young exceptional children aged from birth to eight with diverse learning needs and their families. Students gain knowledge of various approaches to assessment and master skills in administering the assessment and interpreting gathered information to determine eligibility, planning and implementing the intervention, monitoring progress, as well as evaluating the program. The concerns, priorities, and resources of families will be addressed in support of the decision making throughout the assessment process. Prerequisite(s): SPIE 3150; EDPSYCH 2068; EDPSYCH 3109/5109; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. (Fall and Spring)

SPIE 4150/5150. Introduction to Special Education: Legal, Advocacy, and Assistive Technology Practices and Issues — 3 hrs.

Introductory exploration of foundational issues and practices in special and inclusive education. Includes emphasis on 1) law and legal issues; 2) professional advocacy and related educational issues focused on identification, assessment, intervention, and characteristics; and 3) universal design and assistive technology for individuals with exceptional learning needs. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. (Fall and Spring)

SPIE 4151/5151. Educational and Post-School Transition Programming for Individuals with Disabilities — 3 hrs.

This course will promote understandings of current initiatives and research related to planning and supporting educational (K-12) and post-school transitions for individuals with disabilities. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Prerequisite(s) or corequisite(s): SPIE 4150/5150. (Fall and Spring)

SPIE 4161/5161. Constructions of Behavior and Humanistic Supports — 3 hrs.

Individual behavior management, behavioral change strategies, and classroom management for students with special needs. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)

SPIE 4162/5162. Specialized Assessment and Instruction for Students with Disabilities — 3 hrs.

Collection and use of educational data to assess and teach students with diverse learning needs, educational planning and progress monitoring, instructional models, curricular access, mapping, and development. Prerequisite(s): SPIE 3150; MEASRES 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4161/5161; SPIE 4163/5163. (Fall and Spring)

SPIE 4163/5163. Field Experience in Specialized Assessment, Instruction and Management in Special Education (K-8) — 3 hrs.

Supervised foundational field experience practicum addressing specialized assessment, instruction and management in special education. Credit/no credit only. Prerequisite(s): SPIE 3150; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4161/5161; SPIE 4162/5162. (Fall and Spring)

SPIE 4171/5171. Creating and Sustaining Positive Inclusive Learning Environments (K-12) — 3 hrs.

Development of professional behaviors characterized by positive personal interactions with others and effective skills for interdisciplinary collaboration. Strategies for collaborating with parents, administrators, teachers, and paraprofessional colleagues, as well as community and support services personnel to create and sustain positive inclusive learning environments. Students will engage in problem-solving, learn small group, whole class, and school-wide management competencies required to teach and support students with disabilities (K-12). Prerequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4172/5172 or SPIE 4173/5173; SPIE 4194/5194 or SPIE 4195/5195 or SPIE 4196/5196 or SPIE 4197/5197 (as associated with the SPED 4172 or 4173 co-requisite course and teaching focus area). (Fall and Spring)

SPIE 4172/5172. Differentiated & Intensive Methods in Literacy & Mathematics: Elementary Mild/Mod Disabilities (K-8) — 3 hrs.

Differentiated and intensive instructional methods, materials, and assessment for students with mild/moderate disabilities in grades K-8; emphasis in literacy and mathematics instruction and accommodations to address individualized needs; includes collaborative approaches and co-teaching and accessible/assistive technology. Prerequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163; LITED 3115; MATH 3204 or approved elementary mathematics methods course; junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4194/5194. (Fall and Spring)

SPIE 4173/5173. Instructional Methods for Inclusive Learning (5-12) — 3 hrs.

Instructional methods, materials, and assessment for students with mild/moderate and significant disabilities in grades 5-12; emphasis on creating access to curriculum and supporting students within the inclusive classroom. Prerequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163; LITED 3115 (or approved literacy methods course); MATH 3204 (or approved mathematics methods course); junior standing. Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4195/5195 or SPIE 4196/5196 or SPIE 4197/5197. (Spring)

SPIE 4174/5174. Methods and Strategies for Students with Social-Emotional Behavioral and Learning Needs (K-12) — 3 hrs.

This course covers instructional methods, materials, and assessments for students with social-emotional behavioral and learning needs in grades K-12. It addresses a continuum of services, emphasizing creating access to the curriculum and supporting students within the inclusive classroom. Prerequisite(s): junior standing. Corequisite(s): SPIE 4197/5197. (Spring)

SPIE 4180/5180. Interdisciplinary Study of Disability — 3 hrs.

Presents an overview of the meaning and significance of disability in society and culture by viewing this phenomenon through an interdisciplinary framework. Students will investigate multiple perspectives on disability to address intriguing and important questions regarding: civil/human rights, bioethics, law and criminal justice, economics, education, and the role of disability in American/world history, the arts, film, literature, anthropology, and philosophy. Prerequisite(s): junior standing. (Spring)

SPIE 4191/5191. Experience in Special & Inclusive Education: Birth - 3 Years — 1 hr.

Supervised assessment and observation experience in early childhood special and inclusive education. Offered credit/no credit option only. Prerequisite(s): registration requires full admission to the Teacher Education Program; junior standing. Corequisite(s): SPIE 4124/5124 or ELEMECML 4124/5124. (Fall and Spring)

SPIE 4193/5193. Experience in Special & Inclusive Educ: ECSE Age 3-6 years — 3 hrs.

Supervised observation, assessment and teaching experience in early childhood special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing. Corequisite(s): SPIE 4141/5141. (Fall and Spring)

SPIE 4194/5194. Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I K-8 — 3 hrs.

Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4172/5172. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)

SPIE 4195/5195. Experience in Special & Inclusive Educ: Prac 2, Instructional Strategist I 5-12 — 3 hrs.

Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4173/5173. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)

SPIE 4196/5196. Experience in Special & Inclusive Ed: Prac 2, Instr Strategist II Intellectual Disability K-12 — 3 hrs.

Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4171/5171; SPIE 4173/5173. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)

SPIE 4197/5197. Exp in Special & Inclusive Ed: Prac 2, Instr Strat II Behavior Disorders/Learning Disabilities K-12 — 3 hrs.

Supervised assessment and teaching experience in special and inclusive education. Offered credit/no credit option only. Prerequisite(s): junior standing; Registration requires full admission to the Teacher Education Program. Corequisite(s): SPIE 4174/5174. Prerequisite(s) or corequisite(s): SPIE 3150; SPIE 4150/5150; SPIE 4151/5151; SPIE 4161/5161; SPIE 4162/5162; SPIE 4163/5163. (Fall and Spring)

SPIE 4200. Experience in Special and Inclusive Education: Deaf and Hard of Hearing — 1 hr.

This practicum provides opportunities for students to plan, implement, and assess student development of knowledge and skills related to managing learning with students who are deaf and hard of hearing. (Fall and Spring)

SPIE 5156. Meeting the Diverse Needs of Learners — 2 hrs.

Using pedagogical, curricular, and social considerations in educating diverse learners in the general education classroom. (Fall, Spring, Summer)

SPIE 6162. Evidence-Based Instruction and Learners with Dis/Abilities — 3 hrs.

Administration, data collection, and analysis of assessment data to make program and instructional decisions in teaching learners with diverse learning needs, monitoring progress, developing instructional models, determining curricular access, and mapping that supports educational goals. (Fall and Spring)

SPIE 6171. Creating, Sustaining, and Evaluating Inclusive Learning Environments (K-12) — 3 hrs.

Graduate students create positive learning environments through personal interactions with others and effective interdisciplinary collaboration. Analysis of collaborative engagements with parents, administrators, teachers, paraprofessional colleagues, community, and support services personnel to create and sustain positive, inclusive learning environments for all learners. Engage in problem-solving and developing recommendations through collaboration in small groups, whole classes, and school-wide management competencies required to teach and support students with disabilities (K-12). (Fall and Spring)

SPIE 6172. Differentiated Methods in Literacy & Mathematics in Special and Inclusive Education — 3 hrs.

Identification and selection of differentiated and intensive instructional methods, materials, and assessment for learners with mild/moderate disabilities in grades K-8; emphasis on literacy and mathematics instruction and accommodations to address individualized needs; includes collaborative approaches and co-teaching and accessible/assistive technology. Prerequisite(s): SPIE 6162. (Fall and Spring)

SPIE 6173. Instructional Methods for Inclusive Learning (K-12) — 3 hrs.

This course focuses on instructional methods, materials, and assessment for students with mild/moderate and significant disabilities in grades K-12; emphasis is on creating, sustaining, and evaluating access to the curriculum and supporting students within the inclusive classroom. Course content addresses the certification needs of Strategist I (Mild/Moderate 5-12) and Strategist II (Intellectual Disabilities K-12) endorsement-seeking students, as well as students pursuing the Graduate Certificates in Instructional Strategist 1 and 2. The parallel field experience is differentiated based on the practitioner's goals and the endorsement requirements for Strategist I (Mild/Moderate 5-12) and Strategist II (Intellectual Disabilities K-12). Prerequisite(s): SPIE 4162/5162 or SPIE 6162. (Fall and Spring)

SPIE 6174. Supporting Students with Social-Emotional Behavioral and Learning Needs — 3 hrs.

This course engages practicing educators in identifying, sustaining, and evaluating instructional methods, materials, and assessments for students with social-emotional behavioral and learning needs in grades K-12. It addresses a continuum of services, emphasizing creating access to the curriculum and supporting students within the inclusive classroom while supporting IEP goals. (Fall and Spring)

SPIE 6240. Collaborative Consultation I: The Relationship — 3 hrs.

Emphasis on the psychological and behavioral considerations involved in successfully forming and maintaining a collaborative consulting relationship. In-depth topics include self-management, personality style and versatility, starting the relationship, and establishing one's role with the group and individual. (Fall)

SPIE 6245. Collaborative Consultation II: The Process — 3 hrs.

Provides in-depth understanding and beginning execution of a systematic model of collaborative consulting including four processes or sets of procedures for carrying out the model. Emphasis on planning, problem clarification and analysis, teaching and teacher strategy, presenting solutions, and dealing with teacher concerns and fears. (Spring)

SPIE 6254. Vocational and Transition Assessment of Individuals with Disabilities — 3 hrs.

Assessment and application of techniques for professionals working with adolescents or adults with disabilities. Designed for those interested in vocational and transition programming for individuals with disabilities. Prerequisite(s): SPIE 4151/5151 or consent of instructor. (Variable)

SPIE 6260. Special Education Law and Policy — 3 hrs.

Provides information and conceptual understanding of legislative, executive, and judicial action affecting special education programs for children and youth with disabilities. (Fall and Spring)

SPIE 6278. Administration of Special Education — 3 hrs.

Prepares administrators to plan programs for various areas of special education, select and evaluate personnel, provide instructional materials, interpret the program to the community, and be informed concerning legal provisions for special education. (Variable)

SPIE 6285. Readings in Special and Inclusive Education.

Advanced topical independent reading course organized around current topics in special and inclusive education. May be repeated. Prerequisite(s): written consent of instructor. (Variable)

SPIE 6286. Studies in Special and Inclusive Education.

Topical advanced and independent studies course in special and inclusive education. May be repeated. Prerequisite(s): written consent of instructor. (Variable)

SPIE 6289. Seminar — 3 hrs.

Advanced seminar in special and inclusive education topics. May be repeated on different topics for a maximum of 9 hours. (Fall)

SPIE 6290. Practicum — 1-6 hrs.

Requires written consent of department. May be repeated for maximum of 9 hours. (Fall and Spring)

SPIE 6293. Qualitative Research in Special and Inclusive Education — 3 hrs.

In-depth methodological understanding of qualitative research and the opportunity to conduct qualitative research projects in special educational settings. Prerequisite(s): MEASRES 6205. (Fall)

SPIE 6295. Single-Subject Research Applications — 3 hrs.

In-depth understanding of single-subject methodology for conducting applied research projects in educational settings. Participation in an applied research project with emphasis on the relationship between applied research and best practices in teaching persons with disabilities. Prerequisite(s) or corequisite(s): MEASRES 6205. (Spring)

SPIE 6299. Research — 2-3 hrs.

May be repeated for maximum of 6 hours. Prerequisite(s): consent of department. (Fall and Spring)

SPIE 7301. Internship in Special and Inclusive Education Administration — 3 hrs.

Advanced supervised field-based experience to future develop administrative skills. Prerequisite(s): consent of instructor. (Spring)

SPIE 7385. Readings in Special and Inclusive Education Leadership — 3 hrs.

Topical individualized advanced readings course in special education leadership topics as determined by instructor and student. May be repeated. Prerequisite(s): written consent of instructor. (Variable)

SPIE 7386. Studies in Special and Inclusive Education — 1-3 hrs.

Offered by department for specialized work. May be repeated. Prerequisite(s): consent of instructor. (Variable)