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  • SPAN 216: Spanish Culture

    3.00 Credits
    Point Park University

    An introduction to Spanish culture and history from the medieval era to the present. Selected historical and literary texts are used to give a panoramic view of Spanish culture. Presented in English. Dual listed as HIST 216. Course Objectives (1) Identify and discuss issues and topics related to the history, politics and culture of Spain from the medieval era to the present (2) Identify and discuss influences on the traditions of Spain from a historical, cultural and literary perspective (3) Write critical papers on topics and issues related to historical, political and cultural traditions of Spain
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  • SPAN 295: Selected Topics in SPAN I

    3.00 Credits
    Point Park University

    Special Topics in Spanish II
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  • SPAN 303: Spanish-American Literature

    3.00 Credits
    Point Park University

    A survey of Spanish-American literature from its origins to the present. Course Objectives (1) Identify and demonstrate an understanding of the major features of important literary genres in Spanish-American literature (poetry, drama, magic realism, etc.) (2) Identify and demonstrate an understanding of the significant historical, political, and cultural influences on Spanish-American literature (3) Recognize major authors in Spanish-American literature (4) Demonstrate an understanding (in both oral and written form) of the major themes that have preoccupied Spanish-American authors
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  • SPAN 395: Selected Topics in SPAN II

    3.00 Credits
    Point Park University

    Special Topics in Spanish III
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  • SPAN 495: Special Topics in Spanish

    3.00 Credits
    Point Park University

    Special Topics in Spanish IV
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  • SPED 180: Special Education and Inclusive Practices

    3.00 Credits
    Point Park University

    This introductory course will provide the student with an overview of the field of special education with emphasis on the evolution of special education and the legal basis for the current types of programs and services delivered to students with disabilities. Students will learn about the various categories of disabilities and the impact of these on the educational programs of special needs students. Students will examine instructional and behavioral strategies that promote positive learning experiences for students with disabilities. Observations of students with disabilities in a variety of educational settings and service delivery models will be required. Interaction will take place with special education professionals who are currently working with and delivering services to students with disabilities in various school settings. Prerequisite: Current clearances as required by PDE Course Description By the completion of this course, students will: Course Objectives (1) Explain key terms and concepts that describe special education (2) Trace historical events that have shaped special education services (3) Outline laws that govern special education (4) Describe categories of disability addressed in federal law (5) Explain roles and responsibilities of educational personnel (6) Describe process that student may become eligible to receive special education services (7) Name the components of the IEP (8) Describe types of services a student may receive and where they may receive them (9) Discuss how parents participate in special education (10) Outline the role of general education teachers with special education students (11) Explain the term, collaboration (12) Discuss how general education contribute to the assessment process of students with special needs (13) Describe the uses of high-stakes testing (14) Describe how alternate assessments may be used (15) Define curriculum based assessment (16) Explain the meaning of reasonable accommodations for students with special needs (17) Describe the steps of the INCLUDE model (18) Identify and describe key elements of a classroom environment (19) Describe the major components of classroom organization (20) Explain various ways to group students (21) Explain how the use of effective materials and methods can benefit students with special needs (22) Describe low incidence disability, multiple disability, high incidence disability, and specific disabilities that fall within those categories and how to include students with these disabilities (23) Describe a variety of instructional adaptations (24) Describe strategies to involve parents in their children's education (25) Describe ways teachers can encourage self-awareness and self advocacy for students with disabilities (26) List and describe strategies in the areas of reading, writing, reading comprehension, listening, note taking, math problem solving, time management (27) Identify and describe adaptations that can be made before, during and after testing (28) Describe ways to adapt report card grades for students with special needs (29) Explain how performance based assessment and portfolios can be used for students with special needs (30) Outline strategies for promoting positive behavior (31) Describe purpose of functional behavior assessment (32) Describe ways to promote social relationships for students with disabilities (33) Analyze thoughts and ideas on personal responsibilities, attitudes toward students with disabilities
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  • SPED 195: Special Topics SPED

    3.00 Credits
    Point Park University

    No course description available.
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  • SPED 220: Instructional/Assistive Technology

    3.00 Credits
    Point Park University

    This introduction to Assistive and Instructional Technologies will explore the use of a wide range of technology tools that can be utilized to meet the academic and communicative needs of students with special needs and abilities. Students will discuss the legislative, educational, and ethical foundations upon which assistive technology integration are grounded. Students will utilize the SETT framework and feature-match principles to identify, apply, and assess instructional and assistive technology tools for use by individual students as well as larger learner groups.
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  • SPED 280: Positive Behavioral Interventions and Supports

    3.00 Credits
    Point Park University

    Information and practical training in the implementation of basic classroom management theories and strategies for all students, especially those with learning disabilities will be the focus of this course. Students will learn about mandates and current legislation affecting the management of all student behavior in schools. The Positive Behavioral Interventions and Support model will be studied in depth. Data- based and data-driven decision making will be emphasized. Students will also learn and practice strategies for addressing and improving school survival skills, social skills, and specific student behavior problems. Students will understand, develop and practice culturally responsive behavior strategies that promote effective communication and collaboration with students with disabilities and their families. Prerequisite: EDUC 180 -- Special Education and Inclusive Practices. Course Description By the completion of this course, students will: Course Objectives (1) Identify the detailed concepts of the Positive Behavioral Support (PBIS) Model (2) Describe the function of the three levels of the PBIS model (3) Describe the goal and function of PBIS on a state, district and school- based level. (4) Describe the function and role of a PBIS coach, trainer and coordinator (5) Explain the purpose and function of a school-wide team and building capacity on a school level (6) Describe reactive vs. proactive approaches (7) Describe the purpose of a five year implementation plan (8) Explain the purpose and function of data collection and Data Decision-making (9) Explain the purpose of professional development and PBIS promotion (10) Outline the fundamentals of children and adolescent behavior (11) List concepts and functions of defiance and non-compliance in the classroom (12) Describe the purpose of problem identification (13) Describe how socio-economic, cultural and racial factors influence behavior (14) List effective PBIS behavioral interventions in the classroom (15) Explain the importance of teaching and re-teaching school-wide rules and expectations (16) Identify and explain the function of observations and Functional Behavioral Assessments (17) Identify the purpose of Behavioral Intervention Plans (BIPs) (18) Explain the function and components of level interventions (19) List and describe supplementary group and individual supports (20) Explain the dynamics of urban vs. rural PBIS implementation (21) Describe the components of PBIS substation on a school-based level
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  • SPED 281: High Incidence Disabilities

    3.00 Credits
    Point Park University

    This course will provide an overview of how to teach students with high incidence disabilities. Included in this course will be a review of students who are identified as having a learning disability, a mild intellectual disability or an emotional disturbance. The definition, causes, and characteristics of each disability will be presented in order for the students to develop a thorough understanding of each disability category. In addition, the programs and services that are available for students with high incidence disabilities will be discussed in terms of the range of options and their effectiveness in meeting the needs of these students. Emphasis will be on the best teaching practices to use with students with high incidence disabilities and the accommodations that may be necessary in order for them to learn. The importance of building family partnerships and understanding the impact this can have on a student's progress will be discussed. Consideration will be given to the role that collaboration and communication plays in the Individual Education Program (IEP) plan and the ability to successfully program for students with high incidence disabilities. Pre-requisite: SPED180- Special Education and Inclusive Practices. Course Objectives By the completion of this course, students will: (1) Discuss the legal and historical foundations behind educating students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (2) Explain how students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders are identified. (3) Identify the characteristics of students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (4) Explain the causes underlying why a student would be identified as having learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (5) Identify the instructional strategies that are effective with students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (6) Discuss the educational program options that are available for students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (7) Describe appropriate accommodations and modifications to the curriculum for students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (8) Review the principles of classroom and behavior management as it applies to students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (9) Discuss the role of social skills as it impacts on the development of students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (10) Explain the importance of family partnerships in educating students with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders. (11) Analyze a case study of a student with learning disabilities, emotional disabilities, mild Intellectual disabilities and autism spectrum disorders; and determine appropriate programming, instruction, and services.
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