Experimental

Experimental

Specific work and study assignments constituting the field experience will be developed. Regular discussions, conferences and group seminars will be conducted by faculty members and field supervisors to clarify generalizations that link practice to theory. In most instances the assignments will be in public schools; however, social agencies may be included in this practicum program. Offered in fall, spring.

This course integrates the teaching of the four communication skills: reading, writing, listening and speaking in the pre-K through 12th grade classroom. The teaching strategies and techniques that will be presented in this course are consistent with national and state standards, assessments and curriculum frameworks. Course content will be consistent with the Pennsylvania Core Standards for each of these subject areas. Credit may not be received for this course and ERCH 422. Reserved for Special Education Majors. Pre-req: ERCH 225

Provides an overview of past, current, and emerging LGBTQ+ issues, policies, and advocacy in P-12 and higher education. Investigates these issues from a variety of historical, cultural, and theoretical perspectives.

Experimental

Provides historical and present day information about different racial, cultural, and linguistic groups represented in our society. It explores the challenge of providing an equitable and effective education to all and provides strategies that can be used to deal with cultural issues in society. Prereq: ENGL 110 and Junior Standing (60 credits)

The first of two elective courses in diagnostic reading for undergraduate students will be an introduction to various formal and informal means to assess the reading strengths and needs of children. Offered in fall, spring. Prereq: EDUC 220 or ERCH 225, ENGL 110.

H:Diagnostic Reading Disablity

Children’s literature will be examined in light of recent psychological, sociological and educational research on sexism and racism. Offered in fall, spring. Prereq: COMM 100, ENGL 110, junior status.

Hnrs:Gender And Race Issues

Provides prospective and practicing teachers with a foundational understanding of English language structure, first and second language acquisition, and oral language assessment methods for K-12 classrooms. Historical and evolving legislative policies and programs related to schooling and English language learners in the U.S. Prereq: admission to Advanced Professional Studies.

Provides prospective and practicing teachers with an opportunity to apply theoretical foundations of second language acquisition to teaching in the classroom. Methods for developing English language learners’ conversational and academic language, as well as strategies for learning in the content areas.

Examines U.S. and world cultures, sources of cross-cultural conflict and approaches to cross-cultural conflict resolution as it relates to K-12 settings. Explores approaches for creating classrooms that promote equity and an appreciation for diversity.

Focuses on the use of various tools in assessing and planning for the linguistic and instructional needs of English learners. Contains a public school field experience component where participants apply methods and principles for supporting English language learners in K-12 settings. Examines state and federal policies as they relate to schooling and English learners.

A survey of current and future curricular and instructional trends in education. Emphasis on identification, examination and evaluation of topics, methods, strategies and issues affecting teaching and learning. Offered infrequently.

Experimental

In-depth investigation and development of one or more topics of current interest not normally covered in regular courses. Special topics/methods will vary according to the needs of students and faculty. Offered infrequently.

This course prepares teacher candidates to understand cross-cultural and linguistic foundations of acquiring a new language. Teacher candidates will apply research-based strategies for providing English learners (ELs) optimal learning environments that provide meaningful access to standards-based instruction. Candidates will demonstrate the ability to use assessment data to differentiate and modify instruction. Candidates will also demonstrate an understanding of schools’ legal responsibilities toward ELLs and their families. Equivalent to ERCH 485, credit may not be earned for both courses.

Designed to provide an overview of the field of early childhood education. Historical, theoretical and philosophical influences on past and current approaches to teaching young children will be traced and analyzed. The course introduces students to the early childhood education profession, developmental characteristics of young children (birth–age 9), developmentally appropriate practices (NAEYC, 2009), and an overview of effective curriculum, instruction and assessment of young children. In the concurrent field experience, students reflect on their ability to cope with classroom reality as they affirm or change their choice of teaching as a profession. Prereq: Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance. Offered spring, fall.

Serves as an introduction to students enrolled in the Integrative Science, Technology, Engineering & Math (STEM) Education Methods Minor. Students will learn basic information regarding integrative STEM education and examine various curricular models.

Introduces topics in the field of teaching reading in early childhood, including emergent literacy, approaches to reading instruction, word recognition and vocabulary development, comprehension instruction, assessment techniques and reading instruction for the multicultural and the exceptional child. Supplemented by a field experience. Offered in fall, spring. Prereq: ELED 210 or ERCH 110, Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance.

The intent of this course is to teach students about fundamentals of electricity, mechanisms, fluidics (liquids and gases under pressure), computer-control, and structures. Content will be delivered through a series of hands-on activities that will allow the students to immerse themselves in the content through problem-based learning by doing. Simple knowledge and skill building activities will lead to more complex open-ended problem solving and prototyping activities to build deeper understandings of scientific, technological, engineering, and mathematical (STEM) concepts for teachers of young children. Cross-listed with EDTE 290, students may not receive credit for both courses.

Co-op experience in Early Childhood Education

A focus on collaborative relationship building between home, school and community that facilitates positive influence on the individual child’s development. These collaborative relationships create an inclusive learning environment for all children, including culturally and linguistically diverse. The collaborative relationships are based on developing reciprocal communication techniques, cultural sensitivity and rapport with children and their families. Promotes effective communication and advocacy skills for students with disabilities and their families between school, agency personnel and community members. Empowerment techniques and parent workshops are developed to encourage parent involvement, with emphasis on families who traditionally have been excluded from the collaborative process in the schools and developing parental self-efficacy skills. Offered spring, fall. Prereq: ENG 110 or ENGL 110H; EDUC 220 or ERCH 225; EDFN 211, 241; Coreq: ERCH 345 and EDFN 320.

An emphasis on making appropriate instructional and curricular decisions to provide creative opportunities for young children; special attention to rhythmic, aesthetic and dramatic avenues of expression; application of ideas through actual experiences with young children. Offered in fall, spring. Prereq: C- or higher in ELED 210 or ERCH 110; Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance.

Teacher candidates will apply the standards and thematic strands of social studies as defined by the National Council for the Social Studies for the PreK–4 developmental level. Emphasis is on the learner building civil competence and acquiring knowledge, skills and attitudes in civics and government, economics, history and geography. Offered in fall, spring. Prereq: EDFN 211, EDFN 241 and ERCH 225 or EDUC 220.

Examines children’s oral language development and its contribution to emergent literacy, the period between birth and the time when children learn to read and write in a conventional manner. Appropriate content and skill competencies will be covered. Strategies to enhance the family/home/ school connection will be explored. A field experience will be part of this course. Prereq: admission to Advanced Professional Studies. Coreq: ERCH 496.

This course develops pedagogy in the teaching of reading and the related language arts in grades PreK-4. Keeping with current theory that the communication processes—reading, writing, listening and speaking— cannot arbitrarily be divided, this course will present pedagogy in an interrelated and integrated format. Understandings, teaching strategies, and techniques will be consistent with the state testing system and the state standards for literacy instruction. Throughout this course, students will be expected to exhibit professional behaviors as delineated in Administrative Guidelines for the Assessment of the Professional and Ethical Dispositions of Professional Education Unit Candidates (www.millersville.edu/ academics/educ/education/files/Dispositions.pdf). Students will have opportunities to establish the habit of ongoing professional growth. Offered periodically. Prereq: admission to Advanced Professional Studies. Coreqs: ERCH 455, 465, SPED 331. Credit may not be received for this course and EDUC 325.

Prepares early childhood teacher candidates to recognize high-quality literature for children from birth to age nine. The use of literature to promote children’s language, intellectual, emotional, social/moral and aesthetic/creative development is highlighted. A focus on children’s response to literature is provided. Offered fall, spring. Prereq: PSYC 227; EDFN 211, 241; ERCH 225 or EDUC 220.

Teacher candidates will apply the principles that guide all mathematics instruction as specified by the National Council of Teachers of Mathematics for the PreK through 4th-grade developmental level. Candidates will effectively deliver core mathematics content as well as have skills to stay current with the research on best practices in mathematics education. Prereq: Math 105, admission to Advanced Professional Studies. Coreq: ERCH 465, 422, SPED 331

Provides overview of the content and processes included in an early childhood (Pre K-4) science program. The course includes a study of methodology appropriate to the school setting. Prereq: admission to Advanced Pofessional Sstudies. Coreq: ERCH 422, 455, SPED 331.

Prepares early childhood teacher candidates to understand the social and linguistic foundations for first and second language development in the early years. Teacher candidates will be able to apply research-based strategies for supplying first language development in the home and for preparing young learners for the transitions to schooling in a second language. Candidates will demonstrate an understanding of the resources that young learners bring to academic settings, and of ways to support young learners and their families in their adjustments to English-speaking schools. Candidates will demonstrate the ability to use assessment data to differentiate and modify instruction according to the needs of their students. Teacher candidates will be prepared to support young English language learners in their acquisition of language and content within optimal learning environments that provide meaningful access to standards-based instruction. Prereq: ENGL 110, admission to Advanced Professional Studies. Equivalent to EDUC 487, credit may not be received for both courses.

Early Childhood Education Honors Course

This clinical practicum course provides opportunities for teacher candidates to bridge theory and practice. Students will demonstrate and apply knowledge, skills, and dispositions related to the implementation of integrative science, technology, engineering and math (STEM) education at the pre-K to grade 4 level. Emphasis is placed on the planning, development, implementation and assessment of integrative STEM instructional activities and lessons that use problem-based and experiential learning techniques targeted for Pre-K to grade 4 students. Includes field experiences. Prerequisites ERCH 110, ERCH 190, EDTE/ERCH 290, ITEC 344, EDTE 490 or 690 or Permission of Instructor; Advanced Professional Studies (APS) status required. Cross-listed with EDTE 495, credit may not be received for both courses.

Designed to prepare teacher candidates in the general areas of curriculum,instruction, and assessment for the youngest learners (i.e., infancy-kindergarten). The course will focus on curricular philosophy and theory,approaches to early childhood education, pedagogical content knowledge, child development, and assessment of young learners. Current research, practice, and trends in early childhood education will be considered. Co-requisite for this course is ERCH 421: Language Development and Emergent Literacy. This is a six·credit course with a field experience embedded into the course.

Designed to acquaint prospective teachers with some viable techniques for dealing with gifted and able children in their classrooms. Some attention will also be paid to reviewing existing programs and means of identification. Some work with gifted students in the schools will be another component of the course. Offered annually.

This course will introduce students to various characteristics, issues and needs of gifted individuals. Through the lens of popular culture media (e.g., film, television, graphic novels, literature) portrayals of fictional gifted characters will be examined in regards to topics such as identification, education, socialization, gender, ethnicity, poverty and disability. These portrayals will then be juxtaposed with current research to gain an authentic understanding of this group and their unique needs. Pre-requisites: ENGL 110 or ENGL 110H, COMM 100 or COMM 100H and 60 credits (Junior Standing).

An elective course designed to help students develop an understanding of the reading process in the major subject areas. Specific literacy strategies, study skills and reference techniques used in various subjects are investigated. Offered in fall. Prereq: ENGL 110 and Admission to Advanced Professional Studies (APS)

Prepares middle level teacher candidates to recognize high-quality literature for youth from age 10 to 14. Grounded in adolescent psychology, it guides teacher candidates in the identification of literature, across genres and content areas, that is relevant to the lives of adolescents. The course engages teacher candidates in collaborative approaches to literature study, modeling best practices for the instruction of adolescents. Response to literature receives emphasis. Offered annually. Prereq: PSYC 227.

Develops pedagogy in the teaching of reading and the related language arts in grades 4-8. Keeping with current theory that the communication processes—reading, writing, listening and speaking—cannot arbitrarily be divided, this course will present pedagogy in an interrelated and integrated format. Understandings, teaching strategies and techniques will be consistent with the state testing system and the state standards for literacy instruction. Throughout this course, students will be expected to exhibit professional behaviors. Offered fall, spring. Prereq: admission to Advanced Professional Studies.

Pedagogy for teaching middle level mathematics is aligned with national and state standards, current research, forms of assessment and curricular frameworks. Technology and hands-on instructional strategies are utilized. Prereq: MATH 205, MATH 230 and admission to Advanced Professional Studies. Coreq: MDLV 425, 466, SPED 331.

Focuses on the teaching of science through inquiry in the middle grades. Inquiry based strategies stress evidence based argumentation, experimentation, and the building of student understanding of the nature of science through active involvement. Prereq: ENGL 110, admission to Advanced Professional Studies. Coreq: MDLV 425, 456, SPED 331.

Prepares teacher candidates to understand cross-cultural and linguistic foundations of acquiring a new language. Teacher candidates will apply research-based strategies for providing English language learners (ELLs) with optimal learning environments that provide meaningful access to standards-based instruction in grades 4-8. This course places a special emphasis on instructional planning that facilitates student success with academic language and academic texts in upper-elementary settings. Candidates will demonstrate the ability to use assessment data to differentiate and modify instruction. Candidates will also demonstrate an understanding of schools’ legal responsibilities toward ELLs and their families. Offered in fall. Prereq: COMM 100, ENGL 110 and admission to Advanced Professional Studies.

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 and admission to Advanced Professional Studies.

Prepares educators to effectively teach children with disabilities in inclusive classrooms by incorporating theory, identification, services, instruction and legal aspects of special education. Course participants will learn to plan, adapt and implement effective instruction and assessment to facilitate academic achievement for learners with mild and moderate disabilities in an inclusive setting. Offered in fall, spring. Prereq: ERCH 110 and Foundations Bloc 1 (EDFN 211, 241, EDUC 220). Course may be taken as a corequisite with Foundations Bloc 1.

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.

The administration, scoring and interpretation of assessment devices typically used in psychometric evaluations are stressed. Critical evaluation of such devices in terms of reliability, validity and norming groups is also developed. The integration of the interpretive results of psychometric evaluation with behavioral observation, task analysis and other assessments developed in prerequisite courses is demonstrated. Offered in fall, spring.

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. 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 provides teacher candidates with the necessary skills to administer, score and interpret a range of formal and informal educational assessments typically used with students with severe and multiple disabilities. Teacher candidates develop their ability to apply variables such as reliability, validity and norm references to select appropriate assessment tools for their students and to develop informal evaluations as needed. Teacher candidates apply their knowledge of required procedures, with students’ assessment results, to construct appropriate Individual Education Program, (IEP) with multidisciplinary team members and use those IEPs to plan instruction. Prereq: Act 34, 151, 114 clearances, admission to Advanced Professional Studies and Professional Bloc I courses of ERCH 421; SPED 321, 341. Coreq: SPED 441, 451, 453, 454. Offered in spring.

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.

Designed to develop competencies to identify curriculum content and implement effective methodologies needed to direct the education program for students with disabilities in the secondary classroom setting. Includes approx. 150 hrs field experience. Offered in fall, spring. Prereq: Admission to APS

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 course prepares teacher candidates with the skills to plan, design and deliver instruction focused on integrated life-span perspectives of students with severe and multiple disabilities. A student’s success in school can be linked, at least in part, to effective grade-to-grade transition practices and strategies. Teacher candidates learn to develop strategies for vertical (sequential and occurring over time) or horizontal (occurring at the same time) transitions. Teacher candidates develop their knowledge of the variety of appropriate K-8 educational environments for their students and plan for these transitions based upon current special education laws and regulations and the most effective research-based practices. Teacher candidates identify their students’ needs, preferences and interests and incorporate this information into their goals, objectives and plans. In keeping with a student’s Individualized Education Program (IEP), teacher candidates compile necessary data with the intent of facilitating successful future experiences. Prereq: Act 34, 151, 114 clearances; admission to Advanced Professional Studies and Professional Bloc I courses of ERCH 421; SPED 321, 341. Coreq: SPED 411, 441, 453, 454. Offered in spring.

This course prepares teacher candidates with the skills to plan, design and deliver instruction focused on integrated life-span perspectives of students with mild to moderate disabilities. There is a great deal of information indicating that a child’s success in school can be linked, at least in part, to effective grade-to-grade transition practices and strategies. Teacher candidates learn to develop strategies for vertical (sequential and occurring over time) or horizontal (occurring at the same time) transitions. Teacher candidates develop their knowledge of the variety of appropriate K-8 educational environments for their students and plan for these transitions based upon current special education laws and regulations, and the most effective research-based practices. Teacher candidates conduct and use comprehensive grade-to-grade transition evaluations and learn strategies to identify their students’ needs, preferences, and interests and incorporate this information into their goals, objectives and plans. In keeping with a student’s Individualized Education Program (IEP), teacher candidates compile necessary data with the intent of facilitating successful future experiences. Prereq: Act 34, 151, 114 clearances; admission to Advanced Professional Studies and Professional Bloc I courses of ERCH 421, SPED 321, SPED 341. Coreq: Strand II: SPED 412, SPED 442, SPED 453, SPED 454. Offered in fall, spring.

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.