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Course Criteria
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3.00 Credits
This course is designed 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.
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3.00 Credits
The purpose of the course is to learn about the legal background of special education from its historical experience through its rapid development in the 1970s and 1980s to its current and future impact. Students will become familiar and conversant in the Pennsylvania and Federal Regulations and Standards, appropriate case law, and how Section 504 of the Rehabilitation Act of 1973 impacts and interacts with special education law and the due process hearing system. Federal statutes governing special education will be reviewed. Offered periodically.
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3.00 Credits
Specifically acquaints students with diagnostic and prescriptive methods for the accurate assessment of, and the systematic intervention with, learning or behavior problems of school-age students with mental/physical disabilities. Emphasis is placed on selecting and applying appropriate evaluation tools, programs, materials, techniques and psychological principles to learning for the student with disabilities. Offered in spring and summer.
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3.00 Credits
Specific topics are chosen that may serve as a change agent for special education programs in which students with disabilities are the prime responsibility.
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3.00 Credits
Introductory overview of special education, primarily for individuals with no previous knowledge of the field. Emphasis is placed upon comprehension of definitions, terminology and classification systems. A general historic background for the areas of brain injured, mentally retarded, emotionally disturbed, socially maladjusted, and physical and learning disabilities are reviewed in terms of program development, laws and curriculum.
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3.00 Credits
A survey course of physical, psychological and social aspects of individuals with disabilities. Special attention is paid to disability as a socially constructed experience for people with disabilities as it pertains to learning processes, educational systems and social roles. The historical development of education and human service programs for individuals with disabilities is given consideration. Current terminologies and trends are emphasized. Multicultural aspects are included as they pertain to special education.
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3.00 Credits
Advanced study and research concerning the mind, mental processes, feelings, desires, actions, traits, attitudes and thoughts of children with neurological impairments and/or learning disabilities, as well as an investigation of major educational theories and approaches. The student will investigate the consistencies of the basic premises and issues of the field as well as establish the current state of the art. Emphasis will be on definition, identification, characteristics, education and research of students with learning disabilities. Offered in summer.
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3.00 Credits
For practicing teachers or master-level students who will be called upon to develop, implement and evaluate early-intervention programs for students with developmental delays and students who are at risk for school delays. Includes examination of areas that interfere with normal development, assessment of the needs of young children and the design of programs to facilitate growth. Includes the importance of family involvement and evaluates instructional strategies intended to enhance the childs success. Covers skills in accordance with family-centered services and participation in interagency, collaborative efforts. - Course focuses on the role of the reading specialist as a literacy leader. Topics will include theoretical orientations, the observation and supervision of reading, principles of staff development, principles of coaching and leadership practices.
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3.00 Credits
Covers desirable changes in attitudes, perceptions, understandings and practices when working with children and youth who are educationally disadvantaged and whose disadvantage is caused by lower socioeconomic status or other demographic considerations, including race and ethnicity. Multicultural groups may include African Americans, Native Americans, Latin Americans and Appalachians. Remedial programs are evaluated and recommendations are made. Offered in spring.
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3.00 Credits
Provides education intervention and management model for the accurate assessment of, and systematic intervention with, mentally and/or physically handicapped school-age students. Emphasis is placed on selecting and applying specific evaluation tools, programs, materials, techniques and psychological principles to the learning of identified populations. Offered in summer.
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