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Course Criteria
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3.00 Credits
Educational and medical definitions, etiology, identification criteria, labeling issues and current incidence and prevalence figures for students with specific learning disabilities are presented. The focus is on the development and implementation of appropriate Individualized Education Program (IEP) and the inclusion of students with specific learning disabilities into the general classroom. Collaborative relationships within the educational system, as well as with professional organizations and advocacy groups are stressed. The management of the educational environment with modification of instructional strategies is studied. Field experience is required. Prerequisite: EDU/SPE 205.
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3.00 Credits
This course requires students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and/or physical health disabilities in the high school inclusive setting. This includes: philosophical, historical and legal functions of special education; current identification criteria; legal and educational definitions; etiology; incidence and prevalence figures; cognitive, behavioral and physical characteristics for high school students with disabilities. Field experience is required. Corequisite: EDU 351, 490.
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3.00 Credits
An in-depth study of the educational definition, etiology, identification criteria, current incidence and prevalence figures for students with mental retardation are presented. The development and implementaion of appropriate Individualized Education Programs (IEP) and Individualized Transition Programs (ITP) are emphasized. Creating an instructional environment that communicates challenging learning expectations while utilizing and modifying instruction strategies, resources and technologies to meet the needs of students with mental retardation are investigated. Vocational and transition across the lifespan issues are explored. Field experience is required. Prequisite: EDU/SPE 205.
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3.00 Credits
Educational and medical definitions, etiology, identification criteria and current incidence and prevalence rates for students with learning disabilities, emotional/behavioral disorders and mild mental retardation are presented. This course will review major theoretical models associated with the study of these conditions. Field experience is required. Prerequisite: EDU/SPE 205.
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3.00 Credits
This course presents the causative factors, atypical cognitive, physical, psychological, medical, psychological and psychosocial conditions of students with severe/profound disabilities. Collaborative relationships within the educational, rehabilitative, social welfare and medical systems; as well as with professional organizations and advocacy groups are stressed. Prerequisite: EDU/SPE 205.
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3.00 Credits
This course examines the characteristics of individuals diagnosed on the Autism Spectrum according to the Diagnostic Statistical Manual (DSM5). An introduction of the current trends of assessment and interventions will be presented.
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3.00 Credits
The student is required to participate in classroom activities of local schools one day each week during the semester. Two different placements are offered to the student in preparation for the student's anticipated certification categories. The experience is to promote the development of professionalism in the school and community setting while affording the opportunity to apply teaching methodology and educational concepts mastered in coursework. A weekly seminar provides an opportunity to analyze the experience. Application to the Education Committee of Gwynedd-Mercy College's School of Education is required early in the Spring semester prior to the experience.
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3.00 Credits
The creation of a safe, supportive psychological and physical environment conducive to student learning while applying fundamental concepts of teaching which maximize independence for students with multidisabilities in life skills classrooms is examined. Federal entitlements that relate to the provisions of specialized materials and planning for transitions across the lifespan are explored. The development and implementation of appropriate Individualized Education Programs (IEP) and Individualized Transition Programs (ITP) with behavioral plans are emphasized. Field experience is required. Prerequisites: EDU/SPE 205, SPE 216.
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3.00 Credits
Application of fundamental concepts of teaching student with mildly or moderately disabling conditions is presented. Focus is on applied behavioral analysis with problem solving strategies and preventive methods for challenging classroom behaviors. The development and implementation of appropriate Individualized Education Programs (IEP) is emphasized. The creation of a safe, supportive psychological and physical environment conducive to student learning is examined. Field experience is required. Prequisites: EDU/SPE 205, SPE 212.
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3.00 Credits
Educational definitions, etiology, identification criteria, labeling issues and current incidence and prevalence figures for students with various physical disabilities are presented. The focus is on the development and implementation of appropriate Individual Education Plans (IEP) and the inclusion of students with physical disabilities into the general classroom. Collaborative relationship within the educational, rehabilitation, social welfare and medical systems, as well as with professional organizations and advocacy groups are stressed. The adaptation and accommodation of the educational environment with a modification of instructional strategies is studied. Field experience is required. Prerequisite: EDU/SPE 205.
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