|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
This course has a dual focus: the use of technology to facilitate instruction in a diverse classroom, and assistive technology available for students with diverse needs. An introduction to the characteristics of 21st century students and classrooms will be presented through exploration of the framework developed by the Partnership for 21st Century Skills. Students will use technology as a tool to effectively modify and supplement instruction. They will select, design, and use technology, materials and resources required to educate students whose disabilities interfere with communication, learning and/or daily living. Students will be required to demonstrate an understanding of the range and the appropriate use of assistive technology (i.e., no tech, low tech, high tech). Four hours of clinical experience includes attendance at the annual Tech Expo sponsored by CERMUSA, the Assistive Technology Expo sponsored by PATTAN, or a similar event. Students will complete four hours of field experience in an area school or educational setting.
-
3.00 Credits
Physical, psychological, cognitive and affective human development from birth through adolescence. Emphasis is placed on the school-aged child, including the exceptional learner. Health-related issues are discussed. Experiences include observations and interviews of school-age children. These activities will become part of their professional portfolios. Prerequisite: Psychology 101. Fall.
-
3.00 Credits
This course will examine the development of the adolescent and the characteristics of students with special needs: emotional, social, and learning. Students will examine intervention strategies and apply their knowledge through analysis of case studies, observation, and development of artifacts
-
3.00 Credits
This course presents the issue of communication with parents and parent involvement as well as the relationship of the early childhood educator (pre k-grade 4) and school program with the community at large. Such topics as parent roles and relationships with educators, social service agencies, clinics and other settings serving physical, mental health and educational needs of families and young children are included. Social and cultural differences and the impact of current parent and family structures will be explored. The course will require observation at sites and/or events where the needs of young children and their families are served. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. No field experience hours are required.
-
3.00 - 12.00 Credits
This course is for students with baccalaureate degrees who are seeking certification in special education.
-
3.00 Credits
The focus of this course is on the content and development of an Individual Education Plan (IEP) that meets IDEA requirements. Students will review IDEA requirements regarding the referral and evaluation process, the IEP, placement decisions and timelines. Students will examine the three areas of transition programming: employment goals, post-secondary goals and independent living goals. Assessment, community and classroom based instruction, and progress monitoring will also be addressed. The importance of collaboration among the student, family, agencies, and the school team will be explored. The culminating activity of this course will be planning and carrying out a mock IEP conference based on a case study subject. This course fulfills all of the PDE Special Education candidate competencies for Secondary Transition. Field experience includes social skills instruction to secondary students, as well as a variety of opportunities for observation and one-to-one support of students with diverse needs. Prerequisites: EDUC 150 and EDUC 205. Students will complete eight hours of field experience in an area school or educational setting.
-
3.00 Credits
This three credit course prepares teacher candidates to develop students' social skills in the classroom, in order to enhance their capacity for academic success.
-
3.00 Credits
This course includes an overview of characteristics of students with Emotional/Behavioral Disorders, and the legal basis for discipline in schools. Focus is on establishing good classroom management and identifying and meeting the needs of all students who exhibit problem behaviors. The general principles of Applied Behavior Analysis and steps to complete Functional Behavioral Assessments, Behavior Intervention Plans and measurable annual IEP goals relating to behavior will be covered. Behavioral interventions at the school, classroom and individual level will be examined within the context of a Response to Intervention model. Eight hours of field experience include observation and data collection of student behavior in a special education setting, a tour of a classroom serving adjudicated youth in a secure setting, and observation of small group instruction in social skills. Prerequisites: EDUC 150 and EDUC 205. Students will complete eight hours of field experience in an area school or educational setting.
-
3.00 Credits
This course reviews the guidelines of the PA Department of Education, research reported through the International Reading Association (IRA) and the findings of the National Reading Panel Report of 2002. Following up on the early literacy focus of EDUC 223, a foundation of reading theory will be developed and investigated in relation to the components of reading enumerated in the Panel's report, including the following: phonemic awareness, phonics, fluency, vocabulary and comprehension. Additionally, critical literacy will be investigated. Emphasis will be on the "learning-to-read" stages of development. Students will study basic developmental reading skills, including language acquisition, readiness skills, vocabulary development, word recognition skills and comprehension from Kindergarten to grade 4. Students will examine various reading approaches, noting effectiveness and associated methods of instruction. Included in the program is attention to recognition of student difficulties and using information acquired through formal and informal means to individualize instruction to students' needs, including ELL students, students with special needs, and high-risk students. This course partially fulfills the PDE guidelines for Early Childhood certification candidates. Also included in this course will be the accommodations and adaptations for children with disabilities in an inclusive setting. Clinical experiences will include 20 hours of observations in the K-4 literacy classroom environment and instruction in elements of reading. Spring. Students will complete eight hours of field experience in an area school or educational setting.
-
3.00 Credits
Includes the teaching of English as a second language to speakers of other languages. Objectives, content, and organization of language materials to be taught; instructional methods and history of language teaching strategies. Applied linguistics in the teaching of a specific foreign language. TESOL and ESL. Use of audio-aural-visual aids; preprofessional teaching observation and micro-teaching. Prerequisites: Linguistics 101, Education 101 and 210, and certified acceptable status in the student's language study area, if teaching certification is sought; otherwise Linguistics 101 and/or approval of the foreign language program director. As needed.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|