B.S. Ed. in Special Education, results in eligibility for dual licensure in Special Education (PreK – 12) and Elementary Education (K-8).
Application materials and program information can be found at the Special Education web site: http://coe.unm.edu/departments/ed-specialties/special-education.html, or by contacting the Special Education Academic Advisor (information above). Students are encouraged to contact the Academic Advisor to schedule a meeting with one of the faculty before applying.
An undergraduate dual major in Special Education and Elementary Education is available. The Special Education Dual License Program is based on the belief that all children are valued members in the school and wider community. This challenging program prepares students to work with a diverse learning population and teaches strategies that are effective for all learners by providing:
Our state-of-the-art preparation is one of the few of its kind in the country that prepares teachers to be effective across the full continuum of educational settings for all students regardless of perceived ability. One of the ways we achieve this is through modeling interdisciplinary collaboration and co-teaching to provide a comprehensive program of study. We do not view our program as a sequence of individual three hour courses but rather as a holistic and coherent program of study designed to prepare teachers who can help all students reach their highest potential. Through this carefully planned sequence of coursework, students gain a wealth of classroom experiences and develop effective instructional strategies for all learners. Our graduates are eligible for New Mexico licensure in special education (PreK–12) and elementary education (K–8).
Courses
SPCD 201. Education of the Exceptional Person. (3)
A survey of the characteristics and educational needs of exceptional children. Includes definition, etiology, characteristics and various educational alternatives for each of the exceptionalities.
SPCD 204. Introduction to Special Education. (2)
Field experience and seminar in special education settings. Required of all undergraduate majors.
SPCD *302. Introduction to Communicative Disorders. (3)
(Also offered as SHS 302)
The nature of speech, language and hearing disorders in children and adults; overview of speech and hearing anatomy and physiology; multicultural issues; emphasizes the impact of communicative disorders on individuals and families.
Restriction: permission of instructor
SPCD 303. Methods and Materials for Students with Mild Disabilities. (3)
To provide the undergraduate special education student with specific strategies and a knowledge of materials which are important in meeting the needs of students with mild disabilities in a variety of classroom settings.
Prerequisite: 201 and 204
Restriction: permission of instructor
SPCD 304. Practicum. (1-4 to a maximum of 6 Δ)
Emphasis will be on developing a functional understanding of the instructional needs of the mildly handicapped, developing initial competencies in basic skills, content and in affective programming, development of skills in behavior management and integration of initial course content. Also accompanied by a weekly seminar and an initial four-week, 32-hour instructional block.
Restriction: permission of instructor
SPCD 313. Curriculum for Learners with Disabilities. (2)
Primary focus areas: altering/adapting basic curriculum, implementing behavioral, affective, academic curriculum and selecting/altering curriculum content for special needs of handicapped learners.
Restriction: permission of instructor
SPCD 319. Classroom Organization and Management. (3)
Provides future teachers with technical management skills needed to cope with the behaviors of exceptional students across all categories, age groups and service levels. Emphasis on management and organization of environment, instruction, behavior and record keeping.
Restriction: permission of instructor
SPCD 383. Education of the Mexican-American: Trends, Issues, Problems. (3)
Educational trends, issues and problems of the Mexican-American and the solutions necessary to alleviate these problems.
SPCD 391. Problems. (1-3 to a maximum of 6 Δ)
Restriction: permission of instructor
SPCD 402 / 502. At Risk for School Failure and Disabilities. (3)
This course surveys a variety of issues and behaviors (e.g., homelessness, suicide) that place students at risk of school failure. Particularly vulnerable to these issues/behaviors are children with disabilities. School and community interventions will be addressed.
SPCD 420 / 520. Introduction to Mental Retardation. (3)
Introductory course on social, medical, emotional, physical and cognitive characteristics of people with mental retardation. Emphasizes classification, diagnosis and treatment from medical, psychological, sociological and educational points of view.
SPCD 430 / 530. Introduction to Students with Emotional and Behavioral Disorders. (3)
Introductory course on characteristics of emotionally or behaviorally disordered children. Emphasis on historical development, identification, behavioral description, classification, assessment and an introduction to intervention strategies in various therapeutic environments.
SPCD 440 / 540. Introduction to Learning Disabilities. (3)
Covers the characteristics of persons with learning disabilities. Emphasis on the historical development of the field, definitions, etiologies, characteristics, diagnosis and research findings about assessment and instructional approaches.
SPCD 450 / 550. Introduction to Early Childhood Special Education. (3)
Course overviews the nature and history of the field of early childhood special education. Emphasis is given to typical and atypical development as this relates to young children with delays/exceptionalities birth to age 8.
Restriction: permission of instructor
SPCD 452 / 552. Teaching Students with Mental Retardation and Severe Disabilities. (3)
Designed to give an overview of general programming considerations for students with mental retardation. Students are to demonstrate competencies in writing instructional objectives, task analysis, instructional program design and developing evaluation procedures for instructional programs.
SPCD 462. Student Teaching in Special Education. (1-7 to a maximum of 7 Δ)
Students will be placed in an elementary or secondary classroom, preferably at B or C service level. They will spend all day for one semester in the classroom setting and spend one to two hours per week in a seminar session.
Restriction: permission of instructor
SPCD 464. Classroom Assessment and Program Planning. (3)
Provides functional instruction in observation and informal/formal diagnostic procedures. Instruction in the merits/limits of diagnostic procedures and instruments. Use of case information/test protocols to determine functioning level and program plan.
Restriction: permission of instructor
SPCD 465 . Art and the Exceptional Child. (3)
(Also offered as ARTE 465)
Designed to acquaint teachers with the value and therapeutic uses of art in special education classrooms and to acquaint art education majors with adaptations of art to various exceptional cases. Special fee required.
SPCD 467 / 529. Physical Disabilities and Causes. (3)
Investigation of etiology, characteristics and treatment appropriate for individuals with physical disabilities who are in public sector, schools and exercise programs.
SPCD 470 / 570. Introduction to Gifted Education. (3)
Introductory course focused on gifted and talented children and youth. Emphasis placed on (a) historical development of the field; (b) characteristics and identification; (c) academic and social/emotional needs; and (d) educational programs and interventions.
SPCD 481. Introduction to Assistive Technology in Special Education. (1-2, to a maximum of 2 Δ)
This course is designed to introduce the special educator to various assistive technology devices, software and instructional uses of the computer.
SPCD 486/586. Differentiating Reading Instruction in Inclusive Settings for Students with Intellectual Disabilities and Severe Disabilities . (3)
This course addresses the basic components of planning and teaching reading in inclusive classrooms, emphasizing strategies for differentiating instruction for learners with a range of needed intensities of supports using evidence-based reading methods.
SPCD 489/589. Teaching Exceptional Students in General Education. (1-3 to a maximum of 3 Δ)
This course is specifically designed for general education majors with no minor in special education. It provides information about student characteristics, legal issues, resources, parent partnerships, and appropriate modifications in curriculum, instruction, and behavioral supports.
SPCD 493. Topics in Special Education. (1-3, no limit Δ)
SPCD 495. Field Experience. (3 to a maximum of 6 Δ)
Planned and supervised professional laboratory or field experiences in agency or institutional setting.
Restriction: permission of instructor
SPCD 501. The Psychology and Education of Exceptional Persons. (3)
Introduction to all areas of exceptionality including state and national issues, history, incidence, etiology, identification, treatment and service alternatives.
SPCD 502 / 402. At Risk for School Failure and Disabilities. (3)
This course surveys a variety of issues and behaviors (e.g., homelessness, suicide) that place students at risk of school failure. Particularly vulnerable to these issues/behaviors are children with disabilities. School and community interventions will be addressed.
SPCD 503. Universal Design in Special Education. (3)
Covers the selection, adaptation, and use of instructional materials in special education. It also covers classroom organization and prescriptive use of materials and methods. There are several methods classes designed to emphasize early childhood, elementary, secondary and bilingual special education. See program for other restrictions.
SPCD 504. Practicum in Special Education. (1-6 to a maximum of 9 Δ)
Supervised experience with exceptional persons. May be repeated to a maximum of 6 credit hours total for Masters Plan I and a maximum of 12 credit hours total for Masters Plan II.
Restriction: major in Special Education Ed.D., M.A., or Ph.D. program and permission of instructor.
SPCD 505. Seminars in Special Education. (3, no limit Δ)
Research in current trends in the various topic areas of special education.
SPCD 506. Fostering Creativity, Cooperation and Problem Solving Among Diverse Learners. (3)
Introduces students to instructional methods and materials to foster thinking skills including: creative and critical thinking, decision making and problem solving. Also covers theories of group development and multiple intelligences.
SPCD 507. Collaboration for Inclusive Education. (3)
This course addresses issues surrounding the inclusion of students with exceptionalities into general education. The course will include an examination of the sociocultural context of inclusion, methods and materials and strategies for collaboration.
SPCD 508. Collaboration with Family, School and Community. (3)
Explores family issues and environmental variables related to assessment and community influences of family members, especially students at risk of failure and who have exceptionalities. Home, school and community interventions are also presented.
SPCD 510. Special Education Law. (3)
This course explores the legal rights and responsibilities of special educators in their actions with students who have exceptionalities and the families of those students. The course includes study of applicable Constitutional law, statutes, regulations and interpretive case law.
SPCD 511. Social Construction of Disabilities. (3)
This course explores the concept of disability as a “social construction” from a variety of perspectives: historical, educational, bureaucratic, cultural and linguistic, gender and from that of the individual.
SPCD 512. Career Development/Transition Across the Lifespan. (3)
Course focuses on lifespan movement of students with exceptionalities through preK–16 system to employment and adult life. Participants will identify essential curricula, make critical linkages within their communities and prepare transition plans within the IEP.
SPCD 513. Curriculum Development in Special Education. (3)
Provides the special education teacher with a theoretical background and practical experience in the use of a model of curriculum development, task analysis and evaluation of pupil progress.
SPCD 514. Teaching Reading to Students with Learning and Behavior Exceptionalitites. (3)
Focus is on specific materials, techniques and programs that have been adapted or developed for learners with severe problems in reading. Includes depth in direct instruction, cognitive/behavioral merged approaches and multi-sensory approaches.
SPCD 515. Mathematics/Science Instruction for Diverse Exceptional Learners. (3)
This hands-on class teaches methods and materials for working with exceptional students in the areas of mathematics and science. Connected to CEC instructional content and practice standards.
SPCD 516. The Brain, Mind and Education. (3)
This course focuses on the neurology of learning and disability. Students will study evolving knowledge and concepts of the brain and central nervous system and consider neuroscience applications to education and supports for students with disabilities.
SPCD 517. Assessment of Diverse Students with Learning and Behavior Exceptionalities. (3)
Reviews special education eligibility assessment and instructional assessment. Focuses on knowledge and skills necessary for (a) interpreting and applying formal assessment data and (b) designing and monitoring instruction of diverse students with learning and behavior exceptionalities.
SPCD 518. Classroom Organization and Positive Behavioral Supports. (3)
The course promotes the area of positive support interventions and environmental management. It includes procedures for organizing and managing a classroom as well as behavioral techniques that foster successful student behavior.
SPCD 519. The Application of Applied Behavior Analysis in the Special Education Classroom. (3)
Students are taught the use of behavioral technology to manage academic and social behavior in the classroom.
SPCD 520 / 420. Introduction to Mental Retardation. (3)
Introductory course on social, medical, emotional, physical and mental characteristics of people with mental retardation. Emphasizes classification, diagnosis and treatment from medical, psychological, sociological and educational points of view.
SPCD 523. Teaching Students with Mental Disorders and Intellectual Disability or Severe Disabilities. (3)
Examines a range of interventions for students with mental disorders and mental retardation or severe disabilities. Focus is on developing appropriate supports for individuals with both mental disorders and cognitive or severe disabilities.
Prerequisite: 420 or 520
SPCD 524. Advocacy and Empowerment with Individuals with Intellectual or Severe Disability. (3)
Examines advocacy and empowerment with individuals with intellectual or severe disability, including related legislation, supports and interdependence, self-determination, influence of culture, and strategies that increase school-age individuals' involvement in their education.
SPCD 525. Legal Rights of Persons with Disabilities. (3)
Study of substantive law in areas affecting the lives of exceptional persons and an analysis of the legal and practical reasons for the law’s involvement.
SPCD 526. Motor Assessment for Individuals with Disabilities. (3)
(Also offered as PEP 526)
Reviews current formal and informal assessment methods used to assess children with disabilities in physical education. Emphasizes the critical examination of assessment methods and provides practical experience using assessment methods.
Restriction: permission of instructor
SPCD 527. Assessment for Diverse Exceptional Learners: Mental Retardation and Severe Disabilities. (3)
This course exposes students to a variety of assessment methods appropriate for use with diverse exceptional learners, including those with mental retardation and severe disabilities. Emphasis will be placed on assessments which provide direction for instruction.
SPCD 528. Sexuality Education for Individuals with Disabilities. (3)
Contemporary and historical study of social development and sexuality education and expression, including: attitudes toward sexuality and disability; anatomy and physiology; myths; teaching strategies; roles of schools and others; and legal issues.
SPCD 529 / 467. Physical Disabilities and Causes. (3)
(Also offered as PEP 529)
Investigation of etiology, characteristics and treatment appropriate for individuals with physical disabilities who are in public sector, schools and exercise programs.
Prerequisite: 201
SPCD 530 / 430. Introduction to Students with Emotional and Behavioral Disorders. (3)
Introductory course on characteristics of emotionally or behaviorally disordered children. Emphasis on historical development, identification, behavioral description, classification, assessment and an introduction to intervention strategies in various therapeutic environments.
SPCD 532. Education and Transition of Students with Emotional and Behavioral Disorders. (3)
Instruction in development and maintenance of educational intervention programs for children with behavioral disorders. Emphasis on philosophical approach, intervention strategies, environmental arrangement, program organization, behavior management, classroom management, parent involvement, transition procedures and case conferencing.
SPCD 534. Social Competence, Self Determination and Resiliency. (3)
Review of the history of social competence and self-determination skills training for children/youth receiving special education services. Provides experiences in group training and individualized programming. Related information concerning resiliency among children/youth.
SPCD 540 / 440. Introduction to Learning Disabilities. (3)
Covers the characteristics of persons with learning disabilities. Emphasis on the historical development of the field, definitions, etiologies, characteristics, diagnosis and research findings about assessment and instructional approaches.
SPCD 542. Teaching Individuals with Learning Disabilities. (3)
Covers the primary approaches developed and adapted for K–16 students with learning disabilities. Includes major instructional models, teaching methods, specific techniques and materials that have been empirically proven effective for these students.
Prerequisite: permission of instructor, program majors only, 540 recommended.
SPCD 545. Language Issues/Methods LD/CD/ELL. (3)
Focuses on distinguishing between language disorders and second language learning characteristics of English Language Learners (ELLs) with exceptionalities; and appropriate instructional strategies for ELLs with learning disabilities and/or communication disorders. Offered once yearly.
Restriction: permission of instructor
SPCD 550 / 450. Introduction to Early Childhood Special Education. (3)
Course overviews the nature and history of the field of early childhood special education. Emphasis is given to typical and atypical development as this relates to young children with delays/exceptionalities birth to age 8.
SPCD 551. Teaching Young Children with Exceptionalities. (3)
Overviews teaching/intervention approaches for children with exceptionalities from birth to age 8. Covers methods/materials/procedures appropriate for these children in a variety of settings. Also addresses strategies for working with families in transdisciplinary contexts.
SPCD 552 / 452. Teaching Students with Mental Retardation and Severe Disabilities. (3)
Designed to give an overview of general programming considerations for students with mental retardation. Students are to demonstrate competencies in writing instructional objectives, task analysis, instructional program design and in developing evaluation procedures for instructional programs.
SPCD 553. Advanced Field Seminar: ECSE-Elementary Special Education. (3)
Refines and enhances students’ knowledge and skills by applying learned principles and strategies to real and simulated cases. Students videotape and analyze their teaching. Questions and issues specific to on-site teaching are identified and addressed.
SPCD 554. ECSE-Elementary Special Education Extended Study: ___________. (1-3, no limit Δ)
Special in-depth offerings on various areas of interest (e.g., trauma, bilingualism) linked to material presented in other ECSE courses.
SPCD 560. Introduction to Bilingual/Multicultural Special Education. (3)
This course is an overview of the interface between language, culture and disability. Content supports those making decisions in referral and education of culturally and linguistically diverse exceptional students.
SPCD 561L. Educational Diagnosis: Diagnostic Assessment of Young Children. (3)
Explores issues related to the educational diagnosis of young children, including standardized assessment procedures, family issues and factors impacting development.
Prerequisite: 564L
Restriction: permission of instructor
SPCD 562. Teaching Bilingual/Multicultural Special Education. (3)
This hands-on course provides teachers with ESL and native language instructional strategies for working with culturally and linguistically diverse students. Theory and practice are integrated for effective program planning and teaching.
SPCD 563L. Educational Diagnosis: Multidisciplinary Collaboration for Diagnostic Assessment. (3)
Emphasis on working with multidisciplinary teams for educational diagnosis of students and integration of assessment information from related service providers.
Prerequisite: 564
Restriction: permission of instructor
SPCD 564L. Educational Diagnosis: Introduction to Assessment for Eligibility for Special Education Supports. (3)
Examination of issues related to the educational assessment and diagnosis of students for eligibility for special education supports.
Restriction: permission of instructor
SPCD 566L. Educational Diagnosis: Differential Diagnosis I . (3)
Designed to develop competencies in administration, scoring and diagnostic interpretation of various individual tests of intelligence. Adaptive behavior rating scales will be included to supplement the diagnostic evaluation.
SPCD 567L. Educational Diagnosis: Differential Diagnosis II . (3)
Designed to teach educational diagnosticians to be proficient in administration and interpretation of tests in the areas of language aptitudes, self-concept and learning processes.
Prerequisite: 566L
SPCD 568L. Educational Diagnosis: Diagnostic Assessment of Culturally and Linguistically Diverse Students . (3)
Specifically designed for the educational diagnostician to develop skills necessary for the educational evaluation and programming of children whose language and/or culture is other than English.
Prerequisite: 566L
SPCD 569L. Educational Diagnosis: Clinical Internship. (1-6 to a maximum of 6 Δ)
Supervised community-based experience in educational diagnosis (primarily in public school system). Designed to provide opportunities for direct application of theoretical and practical knowledge.
Prerequisite: 566L and 567L and 568L
Restriction: permission of instructor
SPCD 570 / 470. Introduction to Gifted Education. (3)
Introductory course focused on gifted and talented children and youth. Emphasis placed on (a) historical development of the field; (b) characteristics and identification; (c) academic and social/emotional needs; and (d) educational programs and interventions. 470/570 is a recommended prerequisite to other courses in gifted education.
SPCD 574. Teaching Twice-Exceptional Learners. (3)
Focuses on the educational needs of twice-exceptional learners, that is, gifted students with learning and behavioral difficulties. Issues related to characteristics, identification and instructional interventions to simultaneously address the giftedness and the disability are explored.
SPCD 576. Instructional Strategies for Gifted Students. (3)
This application-based course presents instructional strategies designed to address the unique learning needs of gifted students. These differentiated instructional strategies include modifications in content, process, products and environment. Access to gifted/talented students is required.
Prerequisite: 470 or 570
SPCD 577. Curriculum for Gifted Students. (3)
This course focuses on the development of appropriate curriculum (i.e., courses and units for gifted students tied to benchmarks and standards. Topics include models for curriculum development, integrative/interdisciplinary curriculum, pre-packaged curricular materials and problem-based curriculum.
Prerequisite: (470 or 570) and 576
Restriction: permission of instructor
SPCD 582. Teaching Students with Intensive Communication Needs. (3)
This course explores the identification, assessment and facilitation of the development and function of communication in educational settings. For young children, and those with severe disabilities, communication through alternative means to oral language is paramount.
SPCD 583. Introduction to Autism Spectrum Disorders. (3)
Introductory course on social, communication, and behavioral characteristics of students with autism spectrum disorder (ASD). Emphasis on intervention models, curricular issues, and instructional practices used in the education of students with ASD.
SPCD 584. Research and Teaching/Intervention in Autism Spectrum Disorders. (3)
Provides students with an in-depth knowledge of evidence-based teaching/intervention strategies for students with ASD. Includes critique of published studies in this area and hands-on activities. Focuses on specific techniques/programs designed for ASD students.
SPCD 585. Math Methods for Students with Intellectual Disability or Severe Disabilities. (3)
This course addresses the teaching of mathematics to students with mental retardation and severe disabilities and emphasizes assessment, the developmental sequence of math skill acquisition, and research-based strategies for teaching skills using a conceptual approach.
Prerequisite: 420 or 520
SPCD 586/486 [586]. Differentiating Reading Instruction in Inclusive Settings for Students with Intellectual Disabilities and Severe Disabilities [Differentiating Reading Instruction Inclusive Settings Students Mental Retardation/Severe Disability]. (3)
This course addresses the basic components of planning and teaching reading in inclusive classrooms, emphasizing strategies for differentiating instruction for learners with a range of needed intensities of supports using evidence-based reading methods.
SPCD 587. Reading Methods for Students with Intellectual or Severe Disability. (3)
Designed to teach selection and implementation of appropriate reading instruction approaches for individuals with intellectual or severe disability. Includes examination of varied formal and informal reading assessments and planning and organization of reading instruction.
SPCD 588. Organization and Supervision of Special Education Programs. (3)
This course will explore administrative, managerial and supervisory theories and strategies related to special education programs and services. Participants will acquire leadership concepts, skills, strategies and trends for administration of these programs and services.
SPCD 589/489. Teaching Exceptional Students in General Education. (1-3 to a maximum of 3 Δ)
This course is specifically designed for general education majors with no minor in special education. It provides information about student characteristics, legal issues, resources, parent partnerships, and appropriate modifications in curriculum, instruction, and behavioral supports.
SPCD 591. Problems. (1-3 to a maximum of 12 Δ)
May be repeated to a maximum of 6 credit hours for Masters Plan I and a maximum of 12 credit hours for Masters Plan II.
Restriction: permission of instructor
SPCD 592. Workshops in Special Education. (1-4 to a maximum of 9 Δ)
May be repeated to a maximum of 5 credit hours for Masters Plan I and a maximum of 8 credit hours for Masters Plan II.
SPCD 593. Topics. (1-3, no limit Δ)
SPCD 595. Advanced Field Experience. (3-6 to a maximum of 12 Δ)
Planned and supervised professional laboratory experiences in agencies or institutional settings.
Restriction: permission of instructor
SPCD 596L. Educational Diagnosis: Advanced Application of Skills. (1 to a maximum of 3 Δ)
Provides experiential practice to prepare students to select, administer, and score standardized assessments used for educational diagnosis.
Restriction: permission of instructor
SPCD 598. Directed Readings in Special Education. (1-3 to a maximum of 6 Δ)
Independent readings to be arranged collaboratively with individual faculty member. Student will develop an Individual Performance Contract with a faculty member to determine the key readings and to delineate the final product to be produced. Open to Special Education graduate students only.
Restriction: permission of instructor
SPCD 599. Master’s Thesis. (1-6, no limit Δ)
Offered on a CR/NC basis only.
Restriction: permission of instructor
SPCD 601. Professional Seminar in Special Education. (3)
A seminar for post-master’s students in special education degree programs. It is recommended this seminar be taken during the first semester of enrollment.
Restriction: permission of instructor
SPCD 615. Trends and Issues in Special Education. (3)
Culminating course in doctoral program in special education. Designed as experience in applying acquired knowledge and skills to current issues and trends in the field of special education.
Restriction: admission to post-master’s work in Special Education
SPCD 619. The Application of Applied Behavior Analysis to Academic Research in Special Education. (3)
Designed for advanced graduate students wishing to learn to conceptualize, design, conduct, analyze, and disseminate applied academic research using behavior analysis research methodology. Course comprises both didactic and field experience.
Prerequisite: 519
Restriction: permission of instructor
SPCD 696. Internship. (3-6 to a maximum of 12 Δ)
A planned and supervised experience for doctoral students. This course allows the student to apply theoretical concepts to a relevant problem. This experience may include but is not limited to research, teaching, administration, organization, and evaluation.
Restriction: permission of instructor
SPCD 699. Dissertation. (3-12, no limit Δ)
Students may not receive credit in Dissertation until the semester in which the doctoral comps are passed.
Offered on a CR/NC basis only.
Restriction: permission of instructor
