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Course Criteria
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3.00 Credits
Provides students with an advanced level of knowledge and skills to effectively collaborate with families, agencies, and communities to support the educational, social, functional, and transition needs of students with Autism Spectrum Disorder (ASD). Students will examine family systems and issues that impact family dynamics. Significant emphasis will be on identifying available community resources, designing individual programming, promoting collaborative efforts, leading cross-system planning efforts, and providing professional service leadership activities.
Prerequisite:
SPEC401
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3.00 Credits
Offers a comprehensive understanding of instructional interventions and methods across grade levels for students with Autism Spectrum Disorder (ASD). Students will develop and demonstrate in-depth an understanding related to research driven, evidence-based instructional practices for academic, functional, and occupational skills, as well as communication and social skills instruction.? Students will complete twenty-five hours of required field-based experiences.?
Prerequisite:
SPEC401
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3.00 Credits
Designed to provide students with additional knowledge and skills to effectively conduct assessments and plan instructional programming for students with Autism Spectrum Disorder (ASD). Students will gain an understanding of the legal provisions for current assessment practices relevant to students with ASD. Significant emphasis will be on selecting and implementing appropriate assessment instruments, interpreting data to design and adapt programming, and leading the functional behavior assessment process to identify problematic behaviors.
Prerequisite:
SPEC401
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3.00 Credits
Explores principles of human behavior, multi-tiered systems of support, culturally relevant trauma-informed group management procedures, and design/implementation of?positive behavior support plans. This course engages students through investigation of these practices within an embedded field experience. It examines the relationship among research, policy and practice as it pertains to prevention and early intervention with classroom and school-wide behavior support. The course is designed using a team-based learning format to mirror collaborative expectations in the field.?
Prerequisite:
SPEC330 OR SEDU309
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3.00 Credits
Provides the opportunity to extend knowledge and skills concerning adverse childhood experiences (ACEs), trauma, and associated programs and practices including Positive Behavior Support, Multi-tiered Systems of Support (MTSS), and the Positive Behavior Intervention and Support (PBIS) framework. This course can be taken as part of the sequence that leads to the Endorsement in Social, Emotional, and Behavior Wellness of Students PK-12 offered through the Pennsylvania Department of Education or as an elective course.
Prerequisite:
SPEC406
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3.00 Credits
Guides teacher candidates through the recognition and implementation of effective instructional practices for students with high-incidence exceptionalities PK-8. The course addresses planning and differentiating inclusive instruction based on the needs of various high-incidence exceptionalities, learning characteristics, and cultural diversity. The content focuses on comprehensive implementation of skills, processes, and evidence-based practices of positive and professional collaboration to support students within inclusive classroom environments during the course embedded instructional field hours.
Prerequisite:
SPEC330 OR SEDU309
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3.00 Credits
Prepares teacher candidates to meet the diverse needs of students in secondary instructional settings. The content includes culturally relevant and trauma-informed management strategies, research-based methods of instruction, differentiation, interventions, and service structures facilitating transition from school to adult living for individuals with exceptionalities. The course discusses inclusionary issues, collaborative roles of educational professionals, and paraprofessional management within secondary educational settings. Students will analyze individual vocational assessments, functional curricula, and vocational competencies for individuals with exceptionalities.
Prerequisite:
SPEC330 OR SEDU309
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3.00 Credits
Offers a broad spectrum of PK-12 instructional methodologies across academic, functional, and social skills considering individualization and promoting independence for individuals with moderate to severe exceptionalities. This course includes culturally relevant and trauma-informed practices to support learners with complex instructional needs. Course content includes models, theories, high-leverage practices, and evidence-based strategies. Course embedded field experience focuses on selection, planning, and implementing individualized assessments and data-driven instruction.
Prerequisite:
SPEC330 OR SEDU309
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3.00 Credits
Develops skills and competencies related to culturally relevant educational assessments and instructional planning in compliance with the PA Moral Code of Ethics for Educators (MCEE). The course emphasizes the use of formal and informal assessments to identify the needs of individuals with exceptionalities and maximize instructional effectiveness. Teacher candidates will gain experience in administering assessment instruments, writing evaluation reports, developing individualized educational programs, and collaborating with professionals and families throughout the evaluation process.
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3.00 - 6.00 Credits
Provides application of differentiated instruction, assessment, behavioral interventions, and culturally responsive techniques in school settings. This field experience includes the development of data-driven instruction and interventions with reflection on the impact of teaching practices. Students contribute to the school or surrounding community through engagement in a service activity or project. Additional content includes professionalism, collaboration with other professionals and families, and classroom management.
Prerequisite:
SPEC330 OR SEDU309
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