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  • XTR 505: Policy/Advocacy Trauma Ed

    3.00 Credits
    Cheyney University of Pennsylvania

    Policy and Advocacy in Trauma Education: Effectively communicating with policymakers and key statekholders about child trauma The focus of this course is participant's development and demonstration of an understanding of the relationship between the impact of systemic policy as a mitigating factor / obstacle to school success; that in turn promotes a system-wide impact on students' emotional and psychological trauma as an impediment to their school performance. Course participants will be exposed to best practices models used to effect policy change; identify system-wide areas that require policy development; explore current national and local advocacy trends in trauma informed educational policy; and, evaluate the current national as well as local landscape related to trauma informed policy initiatives. This course will use on-line presentations, self-directed learning, independent exploration of current work in this area, and instructor facilitated small / large group cooperative learning interactions. Course participants will develop a schema of system-wide advocacy needs as well as a tool-kit of advocacy strategies appropriate for policy work in trauma informed education, and other applicable areas of focus in education. (3 credits)
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  • XUE 509: Urban Environment Teaching Skills

    3.00 Credits
    Cheyney University of Pennsylvania

    This course provides educators with an understanding of educational programming and services for individuals with disabilities . It addresses Special Education in the context of a free appropriate education provided to individuals with disabilities in the least restrictive environment as mandated by Federal Law, individuals with Disabilities Education Act IDEA. Additionally students will gain insight into the process and the efforts behind this Legislation along with its educational implications. Inclusionary practices , family issues , socioeconomic issues over representation of minorities in special education classes and problems specific to urban schools will be addressed. Pre-Requisite: None
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  • XUE 510: Urban Environmental Special Ed Trends

    3.00 Credits
    Cheyney University of Pennsylvania

    This course offers dual foci that entails both the development and understanding of educational research: as it simultaneously generates critical insights into current trends/ issues of special education in an urban environment from research-based perspective. Course participants are provided both a comprehensive and field based understanding of the meaning and objectives of educational research and research methodology. Additionally topics related to diverse learners with exceptionalities are the basis for course participants inquires into understanding the research process while being active participants in generating a research-based proposal that addresses special needs students , i.e diverse learners with exceptionalities. Pre-Requisite: None
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  • XUE 511: Reg & Spec Ed Assessment Measures

    3.00 Credits
    Cheyney University of Pennsylvania

    This course focuses on the role and use of various measurement, assessment and evaluation techniques and forms used in both regular and special education. Students will discuss and demonstrate the use and application of the various measures employed in assessing students and programs , as well as how to communicate with parents. Additionallly students will be required to make, through the analysis of test results, educational recommendations pertaining to interventions for students to attain maximum academic sucess. Pre-Requisite: None
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  • XUE 515: Spec Ed Curr Adaptations in Urban Env

    3.00 Credits
    Cheyney University of Pennsylvania

    This course is designed to provide teachers with the essential knowledge and understanding of how to meet the educational goals and objectives of the curriculum for all students; additional how to adjust the delivery of the curriculum as required for exceptional learners, including ELL students in inclusive classrooms. Also the educational implications in adapting the curriculum associated with the characteristics found in an urban environment will be addressed. Pre-Requisite: None
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  • XUE 516: Urban Setting Diag Teaching Prin & Prac

    3.00 Credits
    Cheyney University of Pennsylvania

    This course through lectures and varied learning experiences will present students with researched-based information /techniques that will assist them in making specific instructional decisions for individual children. In a broader context , the course explores current strategies in testing, program evaluation, task analysis and prescriptive teaching . New systems for managing assessments and classroom instruction will be introduced and evaluated. In exploring problems often associated with learing environments in urban schools , the course addresses issues specific to students who present exceptional needs of various kinds. Specifically students will gain insight into a broad set of detailed and practical procedures by which the learning needs of individual children can be assessed and basic skills adapted. Diagnosis and teaching are made integral in a a way that teachers can understand and appreciate in their desire to help individual students attain academic benchmarks. Pre-Requisite: None
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  • XUE 523: Diag & Remedial Reading in Urban Env

    3.00 Credits
    Cheyney University of Pennsylvania

    This course is designed to explore traditional and current practices in diagnostic and remedia reading techniques. Reading skill performance has been identified as one of the most common areas in which students with disabilities demonstrate weaknesses. Many students in urban school environments who are not categorized or placed in special education classrooms require remediation in reading as well. Teachers in this course will become familiar with the many factors that contribute to overall poor reading /comprehension skill performance. Research-based techniques in diagnosing and developing individual prescriptive plans for K-12 students in all educational environments will be presented. Students will have the opportunity to review current diagnostic instruments and create their own personal diagnostic instrument inventories for professional use. Pre-Requisite: None
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  • XUE 601: Thesis/Portfolio/Act Reseach in Spec Ed

    3.00 Credits
    Cheyney University of Pennsylvania

    This course allows candidates to select from three distinct learning tracks in order to produce a capstone, research -based final project focused on the urban learner in special education. Course participants will be required to utilize their prior knowledge and experiences in the field as interns/ practice teachers (as well as extend the learning acquired in the pre-requisite course: XUE510: Research in Current Trends and Issues in Special Education). The three learning tracks that course participants will select from are: (1) Thesis; (2) Action Research Project; (3) Portfolio. Pre-Requisite: None
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  • XUE 614: Behavior Modifications in Urban Schools

    3.00 Credits
    Cheyney University of Pennsylvania

    This course is designed to provide teachers with the knowledge , skills and ability necessary to identify underachievers , including gifted and those eventually identified for special education. This will be accomplished by the following: Becoming familiar with the concepts and principles of behavior modification for dealing with children and youth exhibiting behavioral challenges ; demonstrating the application of learning theory , and principles to the reduction of children and youth behavior problems; Utilizing the methods and procedures for strenghtening desirable behavior , teaching new behaviors , maintaining learned behaviors , weakening undesirable behaviors ; becoming acquainted with issues and controversies arising from the application of behavior modification procedures to the solution of behavior problems. Pre-Requisite: None
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  • XUE 618: Urban Ed Approach to Distrub Behavior

    3.00 Credits
    Cheyney University of Pennsylvania

    This course is designed to provide educational practitioners with an understanding the characteristics of the negative psychosocial behavior of students. Additionally the following will be addressed pertaining to this behavior: Classification of students ; Dynamics associated with team intervention ; Challenges of educational facilities; influences of differing milieus; Theorists of intervention strategies , as well as how to implement them; and Comparing and critiquing published systems of intervention for challenged students. Pre-Requisite: None
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