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Course Criteria
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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:
SPEC506
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3.00 Credits
Focused on the protection of basic human rights for all individuals, the course examines research-based systemic educational practices, such as tiered intervention supports and high-leverage practices. Introduces laws and guidelines regarding identification of exceptionalities utilizing definitions, characteristics, and etiology within educational contexts through the lens of cultural relevancy and ethics including racial, ethnic, and social diversity. This course examines historical, current cultural, and ethical issues surrounding individuals with exceptionalities.
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3.00 Credits
Addresses the needs of teacher candidates who have the responsibility for instruction and literacy development for students with disabilities. The course content emphasizes a comprehensive overview of the skills, processes, and evidence-based practices for linking assessment and instruction in inclusive settings for students with disabilities.
Prerequisite:
SPEC510 OR SPE516 OR SPE5501
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3.00 Credits
Provides an overview of the field of early intervention (EI), including historical perspectives, philosophies of EI, influences of exceptionalities on the development of young children, individualized planning (Individualized Family Service Plan [IFSP]), early intervention models and multi-tiered intervention strategies and supports (MTSS), collaboration between service providers (e.g., OT, PT, SLP) and families. The content includes a focus on emerging literacy strategies within home and intervention environments.
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3.00 Credits
Develops an understanding of existing and emerging technologies being used by various professionals working with individuals with exceptionalities. Students will use computers, assistive devices, educational software and other technologies utilized as instructional tools, administrative tools, and environmental interfaces. ?
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3.00 Credits
Provides candidates with culturally sensitive and relevant evidenced-based skills for developing inclusive classroom instruction for students with exceptionalities, by creating positive classroom learning environments, and establishing effective collaboration in an ethical manner.
Prerequisite:
SPEC510 OR SPE516 OR SPE5501
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3.00 Credits
Prepares teacher candidates to identify, develop, and implement culturally relevant evidence-based literacy instruction for students with exceptionalities. Within an overview of structured literacy instruction, key components including explicit instruction, progress monitoring, and data analysis will be emphasized. Requirements include literacy lesson development, implementation, and analysis. Candidates will also examine resources and the process to identify effective literacy programs and practices for students with exceptionalities.
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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 Pennsylvania Department of Education Stage 3 embedded field work.
Prerequisite:
SPEC530 OR SPE558
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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:
SPEC530 OR SPE558
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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:
SPEC530 OR SPE558
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