Mild/Moderate Disabilities - Teacher Preparation Track

Undergraduate candidates seeking endorsement in the area of mild/moderate disabilities must also be enrolled in a program that leads to certification in elementary or secondary education and includes the professional education sequence.  Each candidate will be required to pass the Pre-Professional Skills Test.

Degree Requirements

K-9 candidates are required to take the following special education courses in addition to the course work required for elementary education:

SPED 3020Data Collection Technique: Role in Teaching Learning Process

3

SPED 4150Reading and Writing Instruction for Students with Disabilities

3

SPED 4230Language Development and Disorders for Teachers

3

SPED 4640Methods and Materials in Special Education

3

SPED 4710Interactions Between Parents and Professionals

3

SPED 4720Basic Student Teaching in Special Education

12

SPED 4724Special Education Student Teacher Orientation

0

SPED 4800Social and Emotional Development of Children and Youth

3

SPED 4810Classroom Management

3

One Elective

3 Credits

Total Credit Hours:36

7-12 candidates are required to take the following special education courses in addition to the course work required for secondary education:

SPED 3020Data Collection Technique: Role in Teaching Learning Process

3

SPED 4150Reading and Writing Instruction for Students with Disabilities

3

SPED 4230Language Development and Disorders for Teachers

3

SPED 4640Methods and Materials in Special Education

3

SPED 4650Transition Planning

3

SPED 4710Interactions Between Parents and Professionals

3

SPED 4720Basic Student Teaching in Special Education

12

SPED 4724Special Education Student Teacher Orientation

0

SPED 4810Classroom Management

3

One Elective

3 Credits

Total Credit Hours:36

Non-Teaching Programs

The Sign Language Interpreter program is dedicated to preparing candidates to interact in a positive manner with deaf/hard of hearing individuals and is designed to prepare professional interpreters for interpreting/transliterating in a variety of settings.  ASL development consists of the following course work: SPED 1110, ASL I; SPED 1114, ASL I Lab; SPED 1120, ASL II; SPED 1124, ASL II Lab; SPED 2110, ASL III; SPED 2114, ASL III Lab; SPED 2120, ASL IV; SPED 2124, ASL IV Lab; SPED 2200, History, Psychology, & Sociology of Deafness; SPED 3100, English/ASL Comparative Linguistics; SPED 3110, American Sign Language V. 

 

Interpreting Development consists of the following course work:  SPED 2100, Professionalism & Ethics in Interpreting; SPED 3120, Academic Interpreting; SPED 3130, Community Interpreting; SPED 3140, Discourse Analysis;  SPED 3150, Cognitive Processing; SPED 4110, Signed English and Other Systems;

SPED 4180, Interpreting in Specialized Setting; SPED 4310, Voice-to-Sign; SPED 4320, Sign-to-Voice; SPED 4240, Teaching/Interpreting Language for Deaf/Hard of Hearing; SPED 4740, Educational Interpreter School Practicum & Seminar.  Students interested in becoming interpreters should contact the department for additional information and transcript review.

 

For more information…

and a complete listing of program requirements visit the website at http://coe.unomaha.edu/sped.

SPED 3020Data Collection Technique: Role in Teaching Learning Process

3

SPED 4150Reading and Writing Instruction for Students with Disabilities

3

SPED 4230Language Development and Disorders for Teachers

3

SPED 4640Methods and Materials in Special Education

3

SPED 4710Interactions Between Parents and Professionals

3

SPED 4720Basic Student Teaching in Special Education

12

SPED 4724Special Education Student Teacher Orientation

0

SPED 4800Social and Emotional Development of Children and Youth

3

SPED 4810Classroom Management

3

One Elective

3 Credits

Total Credit Hours:36