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  • SPEC 404: ASD Assmt Plan

    3.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 406: Pos Beh Supports

    3.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 407: Trauma-Inf Prac Sch

    3.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 440: Incl Practices PK-8

    3.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 441: Incl Practices 7-12

    3.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 445: Sup Std Comp Inst Nd

    3.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 449: Assmnt Ind Eval Inst

    3.00 Credits
    Commonwealth University of Pennsylvania

    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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  • SPEC 488: Special Education Practicum

    3.00 - 6.00 Credits
    Commonwealth University of Pennsylvania

    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.
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  • SPEC 489: Stud Tch Prof Sem

    3.00 Credits
    Commonwealth University of Pennsylvania

    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. Corequisite:    SPEC 490, 491
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  • SPEC 490: Dual St Teach I

    6.00 Credits
    Commonwealth University of Pennsylvania

    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:    SPEC 491
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