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Course Criteria
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6.00 Credits
This is a methods and field course that focuses on learning to work with infants and toddlers with disabilities and their families. It will include an exploration of the following: characteristics of typical development and the implications of disabilities on the development of young children; impact on the family; modification of the educational and care giving environments; and approaches to curriculum and assessment. Students will have the opportunity to work with infants or toddlers in an early intervention agency or family home environment. For this course, 3 credit hours will consist of instructor lecture of course content and 3 credit hours will consist of a minimum of 40 hours in the field, which provides students with the opportunity to apply content through observations and interactions with families and children, ages, birth to 3 years old, with regular observations completed by the course instructor.
Prerequisite:
EDA 331 requires a prerequisite of admission to the Early Intervention Minor, department consent required for up-to-date clearances (FBI, PA Child Abuse, PA Criminal, TB), and Staff Health Assessment Form.
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3.00 Credits
This course introduces the theory and practice of family intervention with diverse populations including families of infants, toddlers, and preschoolers with disabilities. It bases its objectives on the knowledge that the involvement of families is essential to the education and well being of young children. The methods of service delivery for young children with disabilities and their families are discussed in addition to the key aspects of collaboration, services coordination and family centered services with culturally responsive practices.
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6.00 Credits
This is a methods and field course that focuses on building skills in working with preschoolers with disabilities. The course covers curricula, instructional strategies, and classroom environments that facilitate development and learning for young children 3-5 years old with disabilities. For this course, 3 credit hours will consist of instructor lecture of course content and 3 credit hours will consist of a minimum of 40 hours in the field, which provides students with the opportunity to apply content through observations and interactions with professionals, families and children, ages, 3 to 5 years old with regular observations completed by the course instructor.
Prerequisite:
EDA 333 requires a prerequisite of admission to the Early Intervention Minor, department consent required for up-to-date Clearances (FBI, PA Child Abuse, PA Criminal, TB), and Staff Health Assessment Form.
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3.00 Credits
This course is designed to provide the student with the knowledge and skills needed for assessment appropriate to young children with disabilities and those who are considered to be "at-risk". We will cover norm and criterion referenced assessment, developmental assessment and alternative assessment methodologies. This course bases its objectives on the knowledge that all early intervention professionals will need to know how to work with a diverse group of young children with disabilities. It will acquaint the student with the legal mandates of serving young children with disabilities in the least restrictive setting, as well as the characteristics of those children with disabilities, including family characteristics. Also, emphasis will be placed on working within the team structures, as appropriate to inclusive practices, and the various roles each professional takes on.
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3.00 Credits
An introduction to instructional assessment in special education and the development of relevant educational plans to meet federal regulations.
Prerequisite:
EDA 361 requires prerequisites of EDA 103, EDA 203, and Teacher Candidacy.
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3.00 Credits
This course is designed to provide the student with the knowledge and skills needed to understand assessment as it relates to special education for PK-12 students, including those who have been diagnosed with a disability, those who are being evaluated for a disability, those who are considered to be "at-risk," and those who are culturally and linguistically diverse. The emphasis will be on the following: special education law as it relates to assessment, the purpose of assessment (e.g., screening, pre-referral considerations, diagnosis, eligibility, and ongoing instruction), assessment concepts and terminology (e.g., progress monitoring, RTI, MTSS, ethical considerations, etc.), assessment types, (e.g., curriculum-based assessments, direct observation, criterion-referenced assessments, norm-referenced assessments, etc.), and assessment of different areas of performance (e.g., intelligence, academic areas of achievement, language, behavior, social/emotional, and health and medical).
Prerequisite:
EDA 362 requires prerequisites of EDA 103 and EDA 203.
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3.00 Credits
This course is designed to provide the student with the knowledge and skills needed to link assessment with instructional planning for PK-12 students with special needs. The course will emphasize the following: diagnostic and eligibility criteria for the categories of disability that are covered under IDEA, the development of a Section 504 Service Agreement, and the development of legal special education documents (i.e., Re-Evaluation Report, Individual Education Program [IEP], and NOREP).
Prerequisite:
EDA 363 requires prerequisites of EDA 103, EDA 203, EDA 362, and Teacher Candidacy.
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3.00 Credits
This course is designed to inform students about assessment and instructional planning for individuals with autism. Emphasis will be placed on students demonstration of planning for and implementing assessments across the range of domains including behavior.
Prerequisite:
EDA 375 requires a prerequisite of EDA 175.
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3.00 Credits
This course is designed to have the prospective teacher build their knowledge about two key concepts of Transition Services: systems and programming. Pre-service teacher candidates will be introduced to the core foundation of transition programming for students with exceptionalities across the PK-12 context, specifically the models, structures, and systems of delivery, addressing support structures that serve students with disabilities as they experience horizontal and vertical transitions throughout the PreK-12 school years, and to adult life. They will then learn about the sequential process to follow when developing an Individualized Education Program, focusing specifically on Transition Services and starting with learning about transition assessment tools, planning, delivery, and analysis; collaborating with key stakeholders and interagency providers, parents/guardians, and students; and addressing critical transition needs through implementation of service and activities, instructional strategies, related services, and specially designed instruction that promote post-school success.
Prerequisite:
EDA 380 requires prerequisites of EDA 103, EDA 203, EDA 361, and Teacher Candidacy.
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3.00 Credits
This course will address support structures that serve students with disabilities as they transition from homebound to and throughout K-8 school based instruction, stressing legislative foundations, interagency linkages, school partnerships, referral processes, and systems of service delivery. The teacher practitioner as change agent will be an underlying theme.
Prerequisite:
EDA 413 requires prerequisites of Teacher Candidacy, EDA 103, and EDA 203.
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