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Course Criteria
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3.00 Credits
This course provides an in-depth look at working with students who do not demonstrate expected progress in reading and writing growth. Building upon the foundations and processes established in EDUC 324, the students will investigate, practice and interpret assessment measures within each area of concern through sound and appropriate selection and application of formal and informal means of assessment. Specific techniques for remediation to address areas of concern will enrich the future teacher's repertories of delays. Direct observation of students and individual work with students who experience reading challenges will assist the future teacher in applying theoretical knowledge and making sound instructional decisions. 102/Saint Francis University
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3.00 Credits
This course focuses on reading and writing as a foundation for learning enhancement in all academic areas. Emphasis will be placed on instructional practice related to pre-reading/writing activity, differentiated instruction, and a variety of approaches to support retention, organization, retrieval, and generalization of information. Included in the program is attention to recognition of student difficulties, including ELL students, students with special needs, and high-risk students. Students will complete eight hours of field experience in an area school or educational setting.
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3.00 Credits
This course provides an in-depth look at working with Pre k -4th grade and middle school students, who do not demonstrate expected progress in reading and writing development. Building upon the foundations and processes established in EDUC 223 and 324, the students will investigate, practice, and interpret assessment measures within each area of concern through sound and appropriate selection and application of formal and informal means of assessment. Specific techniques for remediation to address areas of concern will enrich the future teacher's repertoire of instructional skills and increase confidence in assisting students with reading and related writing delays. Direct work with individual students in Pre k-4th grade and middle school students, who experience reading and writing challenges, will assist the future teacher in applying theoretical knowledge and making sound instructional decisions. The course objectives meet the Pennsylvania Guidelines for Early Childhood Education. Suggested Prerequisite: EDUC 223 and EDUC 324; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting.
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3.00 Credits
In this course, students will develop an understanding of the assessment process. Various approaches to assessment will be explored, including: norm-referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. Students will be given instruction on how to identify, administer, interpret and plan instruction based on each of the following assessment components in a standards aligned system: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Special attention will be given to the use of formative assessment in progress monitoring, through explicit instruction, clinical assignments and special projects. Prerequisites: EDUC 150 and EDUC 205. Students will complete four hours of field experience in an area school or educational setting.
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3.00 Credits
This course addresses content and methods for planning, facilitating, and assessing developmentally appropriate activities and environments designed to enhance children's cognitive, social, emotional, physical and creative development in an inclusive environment for young children in grades pre k through grade 4. Included in this course is consideration of the needs of ELL students as well as those children who come from diverse backgrounds This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Field experiences will be provided in Head Start, pre k classrooms, and in elementary schools. Students will complete fifteen hours of field experience in an area school or educational setting.
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3.00 Credits
This course addresses the Individuals with Disabilities Act, which requires the coordinated efforts of many disciplines to provide a free, appropriate education for all the nation's children. The responsibility for direct instruction of these exceptional children increasingly falls on the regular education teacher. Based on the Pennsylvania Department of Education's guidelines for developing competencies in regular classroom teachers for working with students with disabilities, this course focuses on providing teacher education candidates with the knowledge, skills, and attitudes necessary for meeting the needs of exceptional learners in the regular classroom. Methods of identifying, teaching, and providing services to exceptional students, as well as legal aspects and implications of least restrictive environment will be examined. This course seeks to provide prospective teachers with competencies that will complement their specific area of expertise. Prerequisites: Education 101, 210, and 212. Fall
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2.00 Credits
This course provides an overview of the major trends and issues in educating students with low incidence disabilities. Methods to deliver instruction in reading, mathematics, science, and social studies in a standard aligned system, to students with moderate and severe needs will be covered. Assignments will require students to use assistive and instructional technology to design and demonstrate teaching interventions. Students will be given instruction in the classroom and lab (EDUC405L) to address health care needs, communication and social skills, daily living needs, and job skills. Collaboration with related service providers, paraprofessionals and agency employees will be addressed. Students will work in groups to develop and present an IEP based on information provided by the instructor. Eight hours of field experiences include opportunities to work with students in community based instructional settings, as well as observation in a classroom serving students with low incidence disabilities. Prerequisites: EDUC 150, EDUC 205, EDUC 215, EDUC 305, and EDUC 315. Fall. Students will complete eight hours of field experience in an area school or educational setting.
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0.00 Credits
Keystone Seminar
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3.00 Credits
The focus of this course is on understanding and delivering instruction to students with high incidence disabilities. Students will review the characteristics and educational implications of students with SLD, EBD, ADHD and mild intellectual disabilities. Focus will be on the relationship between a student's IEP and instruction, to include accommodations, related services and annual goals. Creation of standard aligned goals and the use of formative assessments, progress monitoring techniques and methods of collecting and reporting data on goals will be addressed. Students will receive instruction in the use of specific interventions in reading, math and writing as well as organization, social skills, memory and self-regulation. Prerequisites: EDUC 150, EDUC 205, EDUC 215, EDUC 305, and EDUC 315. Students will complete eight hours of field experience in an area school or educational setting.
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3.00 Credits
Awareness of fundamental definitions and concepts used in basic school law. Common legal terms defined and significant court cases reviewed. Study of Pennsylvania school laws governing tenure, certification, students, special education, intermediate units, curricula, state aid, federal aid, finance, transportation, and Act 195. Critical thinking and application to school-based settings emphasized. Prerequisites: EDUC 101, 210. As needed.
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