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Course Criteria
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3.00 Credits
This course prepares teacher candidates to effectively teach students with severe and multiple disabilities within an inclusive educational system. By incorporating theory with aspects for identification, specialized support services, instruction and relevant special education law, teacher candidates become knowledgeable of their responsibilities as teachers of students with severe and multiple disabilities. Teacher candidates learn to differentiate and individualize instruction for the developmental and chronological requirements of their students. Teacher candidates become practiced in referencing alternate learning standards and general education curricula to facilitate the achievement of their students with severe and multiple disabilities in a variety of learning environments.
Prerequisite:
ENGL 110; Act 34, 151, 114 clearances and admission to Advanced Professional Studies (APS).
Corequisite:
ERCH 421, SPED 341.
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3.00 Credits
Examines social discrimination through consideration of the policies and practices of societies. Creates an understanding of the social, political and cultural, rather than the physical or psychological, determinants of the experience of disability. Disentangles impairments from the myths, ideology and stigma that influence social interaction and social policy. Through course content and activities, students will challenge the idea that the economic and social statuses and the assigned roles of people with disabilities are the inevitable outcomes of their condition.
Prerequisite:
COMM 100, ENGL 110 and junior status.
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3.00 Credits
Students will develop the ability to effectively analyze and design inclusive educational environments to optimize the achievement of every student, and will receive the knowledge and skills to modify their teaching methods to motivate and support positive social skills in diverse students. Through the use of appropriate assessments and data collection techniques for individual student behaviors, students will develop the ability to conduct functional behavior assessments and apply behavior-intervention plans and positive techniques as needed using the Response to Intervention framework. Offered in fall, spring. Required submission of satisfactory FBI, Act 34/151 clearances; admission to Advanced Professional Studies (APS).
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3.00 Credits
This course examines the implications of federal mandates for providing educational and supportive services for infants/toddlers/preschoolers with disabilities and their families. The teacher candidates gain knowledge in interpreting data from formal and informal sources to be utilized in developing Individualized Family Service Plans (IFSP). The teacher candidates use case study and field experience data to recommend appropriate school-based programs for young children with disabilities. They also implement effective teaching strategies to meet the family, academic, social, emotional and behavioral needs of young children with disabilities in inclusionary environments. These strategies will be applied in field placements during the semester.
Prerequisite:
EDFN 211, 241, ERCH 225 or EDUC 220; SPED 237; Act 34, 151, 114 clearances and admission to Advanced Professional Studies (APS).
Corequisite:
ERCH 421, SPED 321.
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3.00 Credits
This course is designated to prepare secondary education majors to effectively teach students with disabilities in inclusive classrooms. Participants will learn legal mandates, secondary general educators role in the special education process, and the academic and social implications of inclusion. Participants also will learn to facilitate academic achievement for students with mild and moderate disabilities in inclusive secondary education by planning, adapting and implementing effective instruction. Offered in fall, spring.
Prerequisite:
required submission of satisfactory FBI, Act 34/151 clearances; EDFN 211, 241.
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3.00 Credits
Provides various strategies to support students with challenging behaviors. Candidates will conduct Functional Behavior Assessment and prepare Behavior Intervention Plan focusing on decrease negative behaviors while increasing positive behaviors. Candidates will develop their ability to effectively analyze behaviors and design inclusive educational and community environments to optimize the achievement of every student. Candidates will demonstrate the knowledge and skills to modify teaching methods and learning environments to promote positive social skills in students with disabilities. Admission to Advanced Professional Studies required.
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3.00 Credits
Designed to prepare Special Education teacher candidates to effectively develop competencies for assessing PK-12 students with disabilities according to IDEA (Individuals with Disabilities Education Act). Teacher candidates will acquire knowledge for administration, scoring, and interpretation of formal assessment devices typically used in educational evaluations. Furthermore, teacher candidates will learn how to properly select formal assessment tools in terms of reliability, validity and norm populations and learn about integrated systems of assessment and data collection for identification of students struggling to meet academic and behavioral expectations. Teacher candidates will learn the role of educational evaluations in developing Individual Education Programs (IEP) for students in need of support in the general education curriculum. Teacher candidates will learn professional ways to collaborate with parents and include them as equal partners in the assessment process.
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3.00 - 12.00 Credits
Co-Op Ed Experience in Sped
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3.00 Credits
This course provides teacher candidates with the necessary skills to administer, score and interpret a range of formal and informal educational assessments typically used with students with severe and multiple disabilities. Teacher candidates develop their ability to apply variables such as reliability, validity and norm references to select appropriate assessment tools for their students and to develop informal evaluations as needed. Teacher candidates apply their knowledge of required procedures, with students assessment results, to construct appropriate Individual Education Program, (IEP) with multidisciplinary team members and use those IEPs to plan instruction.
Prerequisite:
Act 34, 151, 114 clearances, admission to Advanced Professional Studies and Professional Bloc I courses of ERCH 421; SPED 321, 341.
Corequisite:
SPED 441, 451, 453, 454.
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3.00 Credits
This course prepares teacher candidates to develop competencies for administration, scoring and interpretation of formal assessment devices typically used in educational evaluations. Teacher candidates acquire knowledge of the process of how to select formal assessment tools in terms of reliability, validity and norm populations, and learn about integrated systems of assessment and data collection for identification of students struggling to meet academic and behavioral expectations. Teacher candidates will learn the role of educational evaluations in developing Individual Education Programs (IEP) for students in need of support in the general education curriculum. Teacher candidates learn how to collaborate with parents and include them as equal partners in the assessment process.
Prerequisite:
Act 34, 151, 114 clearances; admission to Advanced Professional Studies; Professional Bloc I courses of ERCH 421, SPED 321, SPED 341.
Corequisite:
Strand II: SPED 442, SPED 452, SPED 453, SPED 454.
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