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  • SPED 282: Evidence Baseed Effective Instruction

    3.00 Credits
    Point Park University

    This course will provide an introduction to children with physical, multiple, health and sensory disabilities and their educational implications. The material will emphasize the importance of school personnel needing to understand the student's disability in order to meet his or her unique needs and to provide an appropriate education. The students will also learn the importance of a team in order to support a student with complex disabilities as they progress through the educational system. Students with physical, health and multiple disabilities have needs that require many different types of professional expertise in order to receive an appropriate education. The students will exam the importance of team approaches as they relate to the education of these students. Some of the disabilities covered in this course are: cerebral palsy, traumatic brain injury and spinal cord injury, spina bifida, osteogenesis imperfecta, juvenile rheumatoid arthritis, vision loss, hearing loss, muscular dystrophy, cystic fibrosis. Treatments for the conditions will also be covered. It is important for educators to understand the different conditions and the treatments so that they are better able to work with other specialist involved with their students. The course will also introduce students to the role that families play in the education of their child. The students will also have the opportunities to observe students in classrooms and in other therapeutic settings on site and through DVDs. Finally, students will interact with professionals who are currently working with children in schools and therapeutic settings. Pre-requisite: EDUC 180- Special Education and Inclusive Practices
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  • SPED 295: Special Topics in Special Education

    3.00 Credits
    Point Park University

    No course description available.
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  • SPED 380: Differentiated Instructional Practices

    3.00 Credits
    Point Park University

    This course will provide information on how educators can differentiate insturction to meet the needs of their students with disabilities in the regular classroom setting. Included in this course will be a review of the components of differentiated instruction and how these components can be implemented in a regular education setting. Students will learn how to assess the learning styles and needs of their students as they acquire skills to manage a classroom where a variety of instructional strategies are used. Data-based and data-driven decision making as it relates to the teaching of academics will be included. While observing lessons in specific content areas, students will analyze instructional practices observed and determine which will be most effective for students with disabilities. Students will be required to demonstrate the strategies presented in class and apply these strategies in demonstration lessons in their areas of potential teacher certification. Prerequisite: Admission to the Education Department. Course Description By the completion of this course, students will: Course Objectives (1) Compare traditional classroom instruction to differentiated instruction (2) Identify the key components of differentiated instruction (3) Discuss the pros and cons of differentiated instruction (4) Assess a student's learning style (5) Diversify instruction based on a student's learning style (6) Describe what a differentiated learning environment would include. (7) Use a classroom meeting format as a classroom instructional tool (8) Review a Science unit of instruction with regards to differentiation (9) Review a Social Studies unit of instruction with regards to differentiation (10) Review a Math unit of instruction with regards to differentiation (11) Review a Language Arts unit of instruction with regards to differentiation (12) Discuss how to develop lesson plans that demonstrate differentiated instruction (13) Identify instructional techniques that can be used to differentiate instruction (14) Apply instructional techniques to case study examples (15) Identify learning strategies that can be used to differentiate instruction (16) Apply learning strategies to case study examples (17) Explain the principles of behavior management that would benefit a differentiated classroom environment (18) Explain the principles of classroom management that would benefit a differentiated classroom environment (19) Discuss with a regular educator the practice of differentiated instruction in an inclusive setting (20) Discuss the issues and trends surrounding differentiated instruction (21) Analyze a classroom observation in terms of differentiated instruction.
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  • SPED 381: Secondary Transition Processes and Procedures

    3.00 Credits
    Point Park University

    This course will provide evidence-based research on the most effective transition services for students with disabilities. Students will be provided with information on the history of transitional services and the implementation of legislation. Emphasis will be placed on self-advocacy and self determination, assessment, instructional strategies and accommodations, family involvement and the role of agencies in the areas of post secondary training, employment and independent living. Students will be responsible for writing a transition IEP. Observations and field experiences will be required as part of the successful completion of this course. Prerequisite: Admission to the Education Department
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  • SPED 382: Autism Spectrum Disorders

    3.00 Credits
    Point Park University

    Course Description: This course will provide an introduction to children with Autism Spectrum Disorder (ASD). The material will include current research on causes, characteristic, assessment and treatment of this disorder. The students will receive an overview of the information necessary for a teacher to be adequately informed if they have a student in their class with ASD. The students will also learn the importance of collaborating with other team members in order to support a student with ASD as they progress through the educational system. Areas covered include assessment, evidence-based practices, applied behavioral analysis, and the importance of social skills and communication learning. The students will also have the opportunities to observe students with ASD in the classrooms and in other therapeutic settings on site and through DVDs. Finally, as a part of the student depth case study of one student diagnosed on the autism spectrum focusing on the effective instructional practices, behavioral and communication supports, and assistive technology as identified in the child's individualized Education Program (IEP) plan. Course Objectives By the completion of this course, students will be able to: 1) State why educational interventions are important for individuals with autism spectrum disorders. 2) Describe how a classroom can be adapted to accommodate the needs of an individual with autism spectrum disorders. 3) Explain how research provides the evidence or empirical basis for the use of educational strategies. 4) Define the key concepts of:the principles of reinforcement, stimulus control, selecting socially important behaviors, operational definitions of behavior, generalization, and collecting and graphing data. 5)Identify strategies to prevent problem or challenging behaviors from occurring. 6) Define the following key concepts or characteristics of the autism culture according to the TEACCH approach: Focus on details, distractibility, concrete thinking, impaired organizations and sequencing skills, difficulty with generalization, atypical sense of time, and differences in learning adn neurobehavioral patterns. 7) Describe how a classroom would be organized to facilitate the use of structured teaching with a group of students with autism spectrum disorder. 8) Describe communication impairments related to autism.
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  • SPED 395: Special Topics

    3.00 Credits
    Point Park University

    No course description available.
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  • SPED 481: Intensive Reading, Writing, and Math Interventions

    3.00 Credits
    Point Park University

    This course provides a brief introduction to data collection and effective practices. These assessments help special education teacher candidates understand students in different ways and focus their instruction on effective practices that can be measured and monitored. More in-depth attention will be given to Progress Monitoring/Formative Assessments. Progress monitoring data is crucial to the efficient and effective use of classroom time. Teacher candidates will learn to use ongoing progress monitoring assessments to see if their instruction is having the desired effect and make instructional adjustments as needed. Students will learn to monitor progress through group tests, running records, anecdotal notes, or other observation formats. Students will examine and apply how to use data collection at the primary, secondary and tertiary levels and connect these effective practices, assess these practices and make modifications in order to monitor and assess for best results. Prerequisite: Admission to the Education Department
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  • SPED 482: Effective Inst. Pract. & Delivery Methods

    3.00 Credits
    Point Park University

    This course will provide information regarding effective instructional practices including strategies and interventions in the area of reading, writing and mathematics for the special education teacher delivering instruction to students with disabilities. Emphasis in the course will include a history of instructional practices and delivery of intensive instruction in reading and mathematics and the effects on achievement for students with disabilities. In addition, candidates will explore current research based practices and a variety of service delivery models identified as "best practice" with options available for intensive intervention programs and strategies for students with identified disabilities. Candidates will become familiar with PA State Standards, Anchors and Eligible Content in reading and mathematics and the alignment of instructional practices to promote achievement opportunities for all learners. Class participants will experience a variety of "hands on" experiences involving "best practice" programs and strategies. Finally, candidates will be provided with opportunities to interact with professionals who are currently working in educational settings and utilizing intensive instructional practices in reading and mathematics for students receiving special education services. Prerequisite: Admission to the Education Department
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  • SPED 495: Special Topics in Special Education

    3.00 Credits
    Point Park University

    No course description available.
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  • SPTS 295: Special Topics in SPTS

    3.00 Credits
    Point Park University

    No course description available.
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