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Course Criteria
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3.00 Credits
Provides a means of instruction and discourse where student teachers share their classroom experience, engage in professional development to meet competencies and student objectives, and to reflect upon their own growth in meeting the PDE Professional Domains as they become professional educators. Students engage in discussions to apply differentiation, culturally relevant and trauma informed tiered support, assessments, data-driven instruction, and solutions to current issues in today's inclusive classrooms.
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6.00 Credits
Engages student teachers in a 7-8-week placement where they systematically assume the role of a certified teacher within a Special Education PK-12 or Early Childhood Education PK-4 setting. Student teachers apply knowledge and skills acquired in professional preparation while supported by a departmental supervisor. Student teachers must demonstrate competence in planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, and knowledge of diverse learners, as outlined in the PDE Student Teaching Competencies.
Corequisite:
SPEC491
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6.00 Credits
Engages student teachers in a 7-8-week placement where they systematically assume the role of a certified teacher within a Special Education PK-12 or Early Childhood Education PK-4 setting. Student teachers apply knowledge and skills acquired in professional preparation while supported by a departmental supervisor. Student teachers must demonstrate competence in planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, and knowledge of diverse learners, as outlined in the PDE Student Teaching Competencies.
Corequisite:
SPEC490
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12.00 Credits
Engages student teachers in a 15-16-week experience (one or two placements) where they systematically assume the role of a certified teacher within a Special Education PK-12 setting. Student teachers apply knowledge and skills acquired in professional preparation while supported by a departmental supervisor. Student teachers must demonstrate competence in planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, and knowledge of diverse learners, as outlined in the PDE Student Teaching Competencies.
Corequisite:
SPEC489
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3.00 Credits
Provides targeted, field-based experiences in evidence-based trauma informed practices to support services for students PK-12 across educational sites. This course requires completion of hours in supervised experiences. The internship provides an opportunity to gain culturally proficient, trauma-informed expertise that enhances outcomes for all students inclusive of those with disabilities as well as those that have experienced trauma. This course can be used as a field-based capstone for programs as per each specific program's requirements.
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3.00 Credits
Offers a comprehensive understanding of Autism Spectrum Disorders (ASD). Students will develop and demonstrate an in-depth understanding of defining characteristics of and diagnostic criteria for various ASD and other associated disorders. Students will be introduced to definitions, etiologies, and behaviors of individuals diagnosed with ASD. The historical foundations, treatment, and service delivery models will be explored. An overview of school-based interventions and transitions will be discussed. Students will complete required field-based experiences.
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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:
SPEC501
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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:
SPEC501
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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:
SPEC501
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3.00 Credits
Explores the principles of human behavior, multi-tiered systems of support, culturally relevant trauma-informed group management procedures, and design/implementation of person (student)-centered behavior support plans. This course engages students through implementation 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 group and individual problems at school and community levels. The course is designed using a team-based learning format to mirror collaborative expectations in the field.
Prerequisite:
SPEC530 OR SPE558
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