SPED Professional Bloc 2

This introductory course is designed to prepare future special educators with the knowledge base for the identification, placement and instruction of learners with disabilities who are eligible to receive special education services across the continuum of educational environments. Included are historical considerations, educational and developmental needs of individuals with disabilities, special education programs, services, resourses, and materials. In addition, practical exposure to individuals with disabilities will be emphasized.

Experimental

This course identifies the complex sociocultural history that has brought us to where we are in special education practice today. It presents the contemporary and historical influences of the American school system and how special education is integrated into the modern classroom. The overrepresentation of economically disadvantaged, and culturally and linguistically diverse populations in special education is explored through careful consideration of cultural collaboration, current sociological variables and analysis of causes and prevention strategies. Individual learning differences and the development of academic and functional performance needs of students with disabilities are considered historically, legally, educationally, culturally and socially. Prereq: requires submission of satisfactory FBI, Act 34/151 clearances. Offered in fall, spring. Coreq: must be taken simultaneously with EDFN 211, 241, ERCH 225.

Experimental

Co-Op Ed Experience in Sped

This course enables teacher candidates to develop competencies for assessing students in an inclusive classroom setting, design instruction and make instructional decisions to enhance students learning. Teacher candidates learn how to assess, analyze and interpret data from formal (standardized) and informal (traditional and alternative) testing sources and measurement. Teacher candidates learn how to interpret reports as relevant to students from diverse learning backgrounds and use these interpretive results along with behavioral observation, task analysis and other types of measurement to design instruction. Offered in fall, spring, summer. Prereq: Act 34, 151, 114 clearances, ENGL 110, SPED 101, and Foundation Block.

This course prepares teacher candidates to effectively teach students with severe and multiple disabilities within an inclusive educational system. By incorporating theory with aspects for identification, specialized support services, instruction and relevant special education law, teacher candidates become knowledgeable of their responsibilities as teachers of students with severe and multiple disabilities. Teacher candidates learn to differentiate and individualize instruction for the developmental and chronological requirements of their students. Teacher candidates become practiced in referencing alternate learning standards and general education curricula to facilitate the achievement of their students with severe and multiple disabilities in a variety of learning environments. Offered in spring. Prereq: ENGL 110; Act 34, 151, 114 clearances and admission to Advanced Professional Studies (APS). Coreq: ERCH 421, SPED 341.

Examines social discrimination through consideration of the policies and practices of societies. Creates an understanding of the social, political and cultural, rather than the physical or psychological, determinants of the experience of disability. Disentangles impairments from the myths, ideology and stigma that influence social interaction and social policy. Through course content and activities, students will challenge the idea that the economic and social statuses and the assigned roles of people with disabilities are the inevitable outcomes of their condition. Offered in fall, spring, summer. Prereq: COMM 100, ENGL 110 and junior status.

Students will develop the ability to effectively analyze and design inclusive educational environments to optimize the achievement of every student, and will receive the knowledge and skills to modify their teaching methods to motivate and support positive social skills in diverse students. Through the use of appropriate assessments and data collection techniques for individual student behaviors, students will develop the ability to conduct functional behavior assessments and apply behavior-intervention plans and positive techniques as needed using the Response to Intervention framework. Offered in fall, spring. Required submission of satisfactory FBI, Act 34/151 clearances; admission to Advanced Professional Studies (APS).

This course examines the implications of federal mandates for providing educational and supportive services for infants/toddlers/preschoolers with disabilities and their families. The teacher candidates gain knowledge in interpreting data from formal and informal sources to be utilized in developing Individualized Family Service Plans (IFSP). The teacher candidates use case study and field experience data to recommend appropriate school-based programs for young children with disabilities. They also implement effective teaching strategies to meet the family, academic, social, emotional and behavioral needs of young children with disabilities in inclusionary environments. These strategies will be applied in field placements during the semester. Offered in spring. Prereq: EDFN 211, 241, ERCH 225 or EDUC 220; SPED 237; Act 34, 151, 114 clearances and admission to Advanced Professional Studies (APS). Coreq: ERCH 421, SPED 321.

This course is designated to prepare secondary education majors to effectively teach students with disabilities in inclusive classrooms. Participants will learn legal mandates, secondary general educators’ role in the special education process, and the academic and social implications of inclusion. Participants also will learn to facilitate academic achievement for students with mild and moderate disabilities in inclusive secondary education by planning, adapting and implementing effective instruction. Offered in fall, spring. Prereq: required submission of satisfactory FBI, Act 34/151 clearances; EDFN 211, 241. Cross-listed with SPED 546, credit may not be received for both.

Provides various strategies to support students with challenging behaviors. Candidates will conduct Functional Behavior Assessment and prepare Behavior Intervention Plan focusing on decrease negative behaviors while increasing positive behaviors. Candidates will develop their ability to effectively analyze behaviors and design inclusive educational and community environments to optimize the achievement of every student. Candidates will demonstrate the knowledge and skills to modify teaching methods and learning environments to promote positive social skills in students with disabilities. Prereq: C or better in SPED 331 and Admission to Advanced Professional Studies required.

Designed to prepare Special Education teacher candidates to effectively develop competencies for assessing PK-12 students with disabilities according to IDEA (Individuals with Disabilities Education Act). Teacher candidates will acquire knowledge for administration, scoring, and interpretation of formal assessment devices typically used in educational evaluations. Furthermore, teacher candidates will learn how to properly select formal assessment tools in terms of reliability, validity and norm populations and learn about integrated systems of assessment and data collection for identification of students struggling to meet academic and behavioral expectations. Teacher candidates will learn the role of educational evaluations in developing Individual Education Programs (IEP) for students in need of support in the general education curriculum. Teacher candidates will learn professional ways to collaborate with parents and include them as equal partners in the assessment process.

Co-Op Ed Experience in Sped

This course prepares teacher candidates to develop competencies for administration, scoring and interpretation of formal assessment devices typically used in educational evaluations. Teacher candidates acquire knowledge of the process of how to select formal assessment tools in terms of reliability, validity and norm populations, and learn about integrated systems of assessment and data collection for identification of students struggling to meet academic and behavioral expectations. Teacher candidates will learn the role of educational evaluations in developing Individual Education Programs (IEP) for students in need of support in the general education curriculum. Teacher candidates learn how to collaborate with parents and include them as equal partners in the assessment process. Prereq: Act 34, 151, 114 clearances; admission to Advanced Professional Studies; Professional Bloc I courses of ERCH 421, SPED 321, SPED 341. Coreq: Strand II: SPED 442, SPED 452, SPED 453, SPED 454. Offered in fall, spring.

This course provides teacher candidates with research-based methods and special techniques to effectively instruct students with severe/profound and multiple disabilities within a variety of educational settings. Teacher candidates develop the teaching skills required to plan for and institute positive intervention strategies in relevant curricular areas, including perceptual, motor, daily living, communication, leisure and socialization. The emphasis of this course will be upon implementing the Individualized Education Programs (IEP). Focus will be upon lesson plans, task analyses and accommodating students who require extensive or pervasive instructional supports and adapting specialized curricula to meet their learning needs. Prereq: Act 34, 151, 114 clearances; admission to Advanced Professional Studies; Professional Bloc I courses of ERCH 421, SPED 321, SPED 341. Coreq: Strand I: SPED 411, SPED 451, SPED 453, SPED 454. Offered in spring.

This course is designed to prepare teacher candidates to provide effective instruction to children with mild disabilities. The course will focus on developing skills for high-quality instruction based on research-based practices used to design and adapt curriculum to provide high-quality, standard-based instruction for students with mild disabilities, with an emphasis on the inclusive classroom. Course participants will learn to plan, implement and assess the results of effective instruction aligned with students’ academic, social, emotional and behavioral needs to facilitate academic achievement, with an emphasis in development of literacy skills for students in need of supports in general education. Prereq: Act 34, 151, 114 clearances; admission to Advanced Professional Studies; Professional Bloc I courses of ERCH 421, SPED 321, SPED 341. Coreq: Strand II: SPED 412, SPED 452, SPED 453, SPED 454. Offered in fall, spring.

This course prepares teacher candidates with the necessary skills to develop cultural sensitivity to work effectively with diverse families and their students with disabilities (mild/moderate disabilities). Teacher candidates explore culture and diversity as they apply to families, educators, and influences on daily activities, identity development, and systems of power and privilege in the educational system. Teacher candidates develop their ability to be culturally responsive, open, and respectful educators. Teacher candidates develop their professional dispositions consistent with family and student centered educational planning, program implementation and community collaboration centered on students with disabilities (mild/moderate; severe/multiple disabilities) and their diverse families.

This course is intended to develop competencies for individual program planning and instructional management. It prepares students to develop strategies to deliver curriculum in inclusive environments through the Individualized Education Program (IEP). The transition components of the IEP will be emphasized to prepare secondary teachers to understand their role in developing goals, planning and selecting options for postsecondary education, employment, and independent living goals for yourh with disabilities.

This course prepares teacher candidates will identify students’ strengths, needs, preferences, and interests to incorporate into Individualized Education Programs. Teacher candidates will compile the necessary data with the intent of facilitating success in current and future experiences, planning instruction, and implementing supports focused on an inclusive lifespan perspective of students with disabilities. Teacher candidates will learn to develop effective strategies for grade to grade transition practices to support services in the least restrictive environment. Teacher candidates will develop their knowledge of the variety of appropriate K-12 educational environments and supports for students and plan for these based upon current special education laws and regulations and the most effective research-based practices. This course must be taken as a co-requisite with other Professional Bloc II courses. Prerequisite: Admission to Advanced Professional Studies Status, successful completion of Professional Block I.

This seminar, taken in conjunction with Student Teaching, is for all teacher candidates in the PK-12 Special Education Certification program. This seminar provides teacher candidates the opportunity to refine their knowledge of evidence-based practices in literacy, mathematics, and the core content areas for students with exceptionalities in grades PK-12 (for example peer-assisted learning strategies, self-regulated strategy instruction, etc.). Teacher candidates will select, implement, and evaluate the success of evidence-based practices through the collection and analysis of student data.

Experimental

For the definition of departmental honors and eligibility, refer to the Special Academic Opportunities section of this catalog.

For further information, see the Special Academic Opportunities section.

For the definition of departmental honors and eligibility, refer to the Special Academic Opportunities section of this catalog.

This course is designed to prepare secondary education majors to effectively teach students with disabilities in inclusive classrooms. Participants will learn legal mandates, secondary general educators’ role in the special education process, and the academic and social implications of inclusion. Participants also will learn to facilitate academic achievement for students with mild and moderate disabilities in inclusive secondary education by planning, adapting, and implementing effective instruction. Cross-listed with SPED 346, credit may not be received for both.

The purpose of the course is to learn about the legal background of special education from its historical experience through its rapid development in the 1970s and 1980s to its current and future impact. Students will become familiar and conversant in the Pennsylvania and Federal Regulations and Standards, appropriate case law, and how Section 504 of the Rehabilitation Act of 1973 impacts and interacts with special education law and the due process hearing system. Federal statutes governing special education will be reviewed. Offered periodically.

Specifically acquaints students with diagnostic and prescriptive methods for the accurate assessment of, and the systematic intervention with, learning or behavior problems of school-age students with mental/physical disabilities. Emphasis is placed on selecting and applying appropriate evaluation tools, programs, materials, techniques and psychological principles to learning for the student with disabilities. Offered in spring and summer.

Specific topics are chosen that may serve as a change agent for special education programs in which students with disabilities are the prime responsibility.

The Introduction to Exceptional Education course is designed to provide an historical and contemporary overview of the special education process while focusing on various types of learners with special needs including students with disabilities, twice exceptional learners, and children at risk. Topics include legal requirements and laws, partnering with parents/families, categories of exceptionality, identification and intervention, collaboration, and research-based best practices, including Response to Intervention (RTI) and Universal Design for Learning (UDL).

A survey course of physical, psychological and social aspects of individuals with disabilities. Special attention is paid to disability as a socially constructed experience for people with disabilities as it pertains to learning processes, educational systems and social roles. The historical development of education and human service programs for individuals with disabilities is given consideration. Current terminologies and trends are emphasized. Multicultural aspects are included as they pertain to special education.

Advanced study and research concerning the mind, mental processes, feelings, desires, actions, traits, attitudes and thoughts of children with neurological impairments and/or learning disabilities, as well as an investigation of major educational theories and approaches. The student will investigate the consistencies of the basic premises and issues of the field as well as establish the current state of the art. Emphasis will be on definition, identification, characteristics, education and research of students with learning disabilities. Offered in summer.

For practicing teachers or master-level students who will be called upon to develop, implement and evaluate early-intervention programs for students with developmental delays and students who are at risk for school delays. Includes examination of areas that interfere with normal development, assessment of the needs of young children and the design of programs to facilitate growth. Includes the importance of family involvement and evaluates instructional strategies intended to enhance the child’s success. Covers skills in accordance with family-centered services and participation in interagency, collaborative efforts. - Course focuses on the role of the reading specialist as a literacy leader. Topics will include theoretical orientations, the observation and supervision of reading, principles of staff development, principles of coaching and leadership practices.

Covers desirable changes in attitudes, perceptions, understandings and practices when working with children and youth who are educationally disadvantaged and whose disadvantage is caused by lower socioeconomic status or other demographic considerations, including race and ethnicity. Multicultural groups may include African Americans, Native Americans, Latin Americans and Appalachians. Remedial programs are evaluated and recommendations are made. Offered in spring.

Provides education intervention and management model for the accurate assessment of, and systematic intervention with, mentally and/or physically handicapped school-age students. Emphasis is placed on selecting and applying specific evaluation tools, programs, materials, techniques and psychological principles to the learning of identified populations. Offered in summer.

This course orientates the student with advanced opportunities, roles, and skills available to the educator. Students will learn how to be effective advocates for students and their families, as well as how to develop leadership skills in the special education classroom and beyond. Emphasis will be placed on relevant professional organizations and careers that highlight special education advocacy and leadership. Regular access to a special education classroom is highly recommended.

Allows the student to examine and reflect upon a variety of social constructs, intercultural issues, and curriculum development through the lenses of special education history, disability studies and social justice. The implications for future research and practice will be explored in respect to the development of local, national and international policies for diverse children, adults and families impacted by disabilities. This course requires both in-class instruction and out of class application. Regula access to a special education classroom is highly recommended.

Designed to prepare educators to effectively collaborate and problem-solve with students, families, and other professionals. A major emphasis in this course will include co-planning, co-instruction, and co-reflection through demonstration lessons. Additional content in this course will address the legal requirements associated with referral and procedural safeguards for parents and youth with disabilities. Emphasis will be placed on consultation and communication strategies to facilitate collaboration within schools and the surrounding community. Regular access to a special education classroom is highly recommended.

Familiarizes experienced educators with an in-depth examination of research based pedagogical methods used to improve academic, social, behavioral, and transitional outcomes for Pre K-12 students with disabilities. Current instructional and assistive technologies will be explored. Specific topics and strategies explored in course will be aligned to the strengths and preferences of each student. Selection, implementation, and assessment of appropriate teaching strategies with an authentic audience or through case studies will be expected. out of class application. Regular access to a special education classroom is highly recommended.

Transition planning for secondary students with disabilities, with specific emphasis on making appropriate job-placement decisions. Job categories will also be examined to assist in making meaningful matches between the worker and job. Programs that facilitate development of a congruence between job and employee are included, as well as agencies and other resources that might assist in job placement. Offered infrequently.

This course will prepare the pre-service special educator for the creation, implementation, and assessment of the Individualized Education Program (IEP) and related documents. This course will prepare the pre-service special educator to plan for transition of youth with disabilities to postsecondary environments. The role of person-centered planning and legal guidelines, as they guide the planning and implementation of special education services will be integrated throughout the course.

Intervention strategies for dealing with appropriate and inappropriate behaviors in individuals with disabilities. Opportunities to research and practice relevant classroom teaching and management skills, including the analysis of student behaviors, techniques for modifying targeted skill areas and methods for analyzing possible causes of behavior. Discussions of systematic procedures for evaluating the efficacy of certain management and intervention systems. Also emphasizes investigation and development of pragmatic solutions to students’ current placement questions. Offered in fall.

Current issues and practices of special education curriculum and instruction, school law, budget process, staff development, teacher supervision, family collaboration and public relations are analyzed. Discussions are geared to effecting change to meet standards, student needs and best practices for students with special needs. Offered periodically.

Acquaints graduate students with relevant areas of needed research in the field of special education. Attentionis given to discovering relevant problem areas for investigation. Historical, descriptive and experimental methods of research are covered. The value of research based teaching practices is stressed. A main purpose is to guide the student through an experience of writing a grant proposal and a literature review. Prereq: EDFN 601

This experience will be utilized by students who are certified in areas of education other than special education.

Independent Study in Special Education

In-depth approach to a specially and individually structured problem. Seminars to discuss recent trends and issues in special education will be included. Students may visit and become familiar with institutions, private schools and innovative public school classes for students with disabilities.

This course enables the student to put theory into practice as it pertains to the professional contributions of an accomplished special education teacher. In accordance with the ongoing consultation of the instructor, the student will design, implement, and reflect upon a major capstone project aligned with the objectives of the program. Capstone examples include, but are not limited to (a.) action research, (b) creation/presentation of professional development, (c.) creation/presentation of original scholarship at a professional conference, (d.) mentorship of a pre-service or new special education teacher, (e.) grant writing The course is 3 hours (pass/fail). However, if the student is unable to complete all requirements of the course during a single semester, they may re-enroll for 1 credit up to 2 additional, consecutive semesters for a total of 5 credits. This course requires both in-class instruction and out of class application. Regular access to a special education classroom is highly recommended. Pre-requisites: Completion of all SpEd MEd coursework. Up to 6 credits (not from the Knowledge Core) may be taken concurrently.

Independent Study in Special Education.

An applied research project pertaining to the education of students with disabilities. Research findings must be submitted to a professional journal and papers must be orally defended to a committee.

Provides prospective supervisors with field experience and problems encountered in the schools. Emphasis on defining and identifying pupils in all areas of disability, planning and operating a comprehensive special education program, and emphasis on techniques in assisting teachers in evaluating and improving their curricula and their teaching techniques.