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Course Criteria
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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 Credits
Examine the functions and responsibilities of a Special Education Administrator. Functions include areas of leadership, guidance, control, direction, and management of special education programs and services within educational organizations. Administrative theory and its application to current issues within the domain of special education provide a framework for this course. Key programming areas of curricular content knowledge, collaboration, research and inquiry, professional and ethical practice, and leadership and policy will be addressed.
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3.00 Credits
Presents an overview of the legal foundation as well as the current cases that guide implementation of special education programs and services. The practical application of current core knowledge relating to special education legal requirements and strategies for organizational compliance will be addressed. The course explores legal trends and their application to the design of school-based system focusing on the intent of the law.
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3.00 Credits
Presents an overview of curricular programs and design with an emphasis on standards-based models used in providing access to the general education curriculum for all students. Examines a unified system of education from a structural perspective and the analysis of inclusive education practices based on effective school models, collaborative processes, and strategies for making school-wide organizational changes and addressing corrective actions. Explores the role of special education supervisor as a district leader and change agent.
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3.00 Credits
Provides graduate students with a forum to review and analyze current trends and issues (social, medical, educational, professional) that pertain to the education and personal development of all learners. This course will help graduate students to understand multiple perspectives on issues in special education and to critically analyze the research in this field to provide convergence in addressing policies and practices.
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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:
SPEC530 OR SPE558
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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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3.00 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:
SPEC591
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3.00 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:
SPEC590
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6.00 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:
SPEC589
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