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  • SPE 331: Implem Inclus Pract Mild/Moderate Pop

    3.00 Credits
    Gwynedd Mercy University

    Applications of fundamental concepts for teaching students with mild to moderate disabilities are presented. Students will examine norm-referenced, criterion-referenced and curriculum-based instruments and procedures for assessing and diagnosing students who are experiencing learning and behavior problems in school. Students will conduct curriculum-based assessments to identify students? academic strengths and weaknesses. Students will also learn to create an environment conducive to learning through an applied behavior analysis perspective. Prerequisites: EDU/SPE 205, SPE 231.
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  • SPE 332: Assess/Instruc Severe/Profound Pop

    3.00 Credits
    Gwynedd Mercy University

    Authentic and alternative assessment techniques used with students with severe/profound disabilities are presented. The assessments are the basis for the development of best practices in curriculum development and instructional delivery, including IEP and SDI construction. Emphasis is on identifying strengths and needs and monitoring the progress of students with severe/profound disabilities. Students will develop a systematic approach to the modification/adaptation planning for instruction within a curriculum. Practical, ethical, legal and philosophical approaches to inclusion are included. Prerequisite: EDU/SPE 205; SPE 232.
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  • SPE 340: Assessments and Programming

    3.00 Credits
    Gwynedd Mercy University

    This course focuses on the design and implementation of assessment and program protocols for learners on the autism spectrum. The connection between on-going assessment and its role in individualized program development will be emphasized. The student will be presented with data-based decision-making models which will guide program development.
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  • SPE 341: Com., Behavior, Social Competence

    3.00 Credits
    Gwynedd Mercy University

    This course will address the broad scope of issues relative to effective communication, behavioral and social competence for students on the autism spectrum. The course will analyze the interrelationship between communication and behavior. Language development, pragmatics, augmentative and alternative communication systems will be presented.
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  • SPE 400: Student Teaching & Professional Seminar

    12.00 Credits
    Gwynedd Mercy University

    The student teaching requirement is fulfilled after all other coursework requirements have been completed. The student is required to make a formal application to the Education Committee early in the spring semester prior to the academic year in which the student anticipates engaging in student teaching. The professional experience is composed of two seven week placements - one in an educational environment serving mildly or moderately disabled students and one in an educational environment serving severely or profoundly disabled students. The experience is designed to allow for the development of professionalism in the school and community setting while affording the opportunity to apply teaching methodology and educational concepts mastered in coursework on a daily basis. A monthly seminar provides an opportunity to analyze the experience. Prerequisites: Approval of Education Committee of Gwynedd-Mercy College's School of Education. All PRAXIS tests must be taken and passed prior to student teaching.
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  • SPE 4000: Capstone Seminar

    12.00 Credits
    Gwynedd Mercy University

    This course provides for culminating activities of the curriculum in elementary, special and early childhood education. Students demonstrate proficiency in activities relative to securing a teaching position, as well as research-based teaching practices.
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  • SPE 401: Student Teaching & Professional Seminar

    9.00 Credits
    Gwynedd Mercy University

    This course is designed for the student who is simultaneously seeking another Instructional Certification. The student teaching requirement is fulfilled after all other coursework requirements have been completed.The student is required to make formal application to the Education Committee early in the spring semester prior to the academic year in which the student anticipates engaging in student teaching. The total experience is 18 weeks. The special education component of the student teaching experience consists of two 6-week placements - one in an educational environment serving mildly or moderately disabled students and one in an educational environment serving severely or profoundly disabled students. This is in adddition to the 6-week placement to fulfill the other certification requirement. The experience is to allow for the development of professionalism in the school and community setting while affording the opportunity to apply teaching methodology and educational concepts mastered in coursework on a daily basis. A monthly seminar provides an opportunity to analyze the experience. Prerequisite: Approval of the Education Committee of Gwynedd-Mercy College's School of Education.
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  • SPE 405: Research & Field Experience

    1.00 - 3.00 Credits
    Gwynedd Mercy University

    By pre-arrangement with the Coordinator of Special Education, a student may be awarded up to three academic credits for participation in activities and completing related research. This experience allows students who have demonstrated competencies in other required courses to enhance their professional knowledge and skills on an advanced level. Pre-requisite: Permission of the School of Business and Education through the undergraduate coordinator of special education.
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  • SPE 437: Special Topics

    3.00 Credits
    Gwynedd Mercy University

    Course description unavailable
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  • SPE 440: Research-based Instructional Practice

    3.00 Credits
    Gwynedd Mercy University

    A decision-making framework based on empirically based interventions that allow for the design of effective instructional systems will be emphasized in this course. Practices and procedures that address the core features of autism allowing for application across diverse instructional settings will be presented. Basic principles in reinforcement, stimulus control, prompting, generalization and maintenance will be included. The course will emphasize strategies to enhance collaboration with paraprofessionals as well as the representatives of services received by agencies outside of the school realm.
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