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Course Catalog

Special Education  
List of all courses and their descriptions
List of all courses, their descriptions and offerings in the schedule book

SPED0101 - Pect Special Education
Fall 2014

Course description unavailable, please contact Academic Services.
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0 Credits

SPED0301 - Field Experiences 3010
Fall 2014

Co-Requisite: SPED3010
0 Credits

SPED0302 - Field Experiences 3020
Fall 2014

Co-Requisite: SPED3020
0 Credits

SPED0303 - Field Experiences 3030
Fall 2014

Course description unavailable, please contact Academic Services.
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0 Credits

SPED0304 - Field Experiences 3040
Fall 2014

Course description unavailable, please contact Academic Services.
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0 Credits

SPED0305 - Field Experiences 3050
Fall 2014

Course description unavailable, please contact Academic Services.
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0 Credits

SPED0306 - Field Experiences 3060
Fall 2014

Course description unavailable, please contact Academic Services.
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0 Credits

SPED0307 - Field Experiences 3070
Fall 2014

Course description unavailable, please contact Academic Services.
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0 Credits

SPED3010 - Intro Special Educ: Pre K-12
Fall 2014

This course is designed to provide the aspiring PK-4 and 4-8 teacher with the skills and knowledge to effectively coordinate the classroom learning environment to address the diverse learning needs of all students in the regular classroom setting. Characteristics of special needs students, modifications in teaching methods, and classroom management techniques for academic, social, emotional, and cognitive differences will be addressed. Students will utilize various assessment techniques, design activities with accommodations to meet students' special needs, and become familiar with many different augmentative technological devices available for use in the classroom setting. Federal legislation, team collaboration, special support services, and IEPs will be discussed.
Prerequisite: ECED2100 or Concurrent Co-Requisite: SPED0301
3 Credits

SPED3020 - Teachng Inclus Clsrm: Pre K-12
Fall 2014

Today's teachers are often challenged by the wide variety of student's ability levels and backgrounds in inclusive elementary classrooms. Many educators strive to differentiate instruction to address their students' individual interests, ability levels, and learning profiles. They attempt to adapt their content (what will be taught), process (how it will be taught), and the product (the assessment of the content through culminating projects). Teachers who differentiate instruction engage in curriculum and instruction which considers each student's learning strengths and needs in order to maximize the learning capacity of all the students (Tomlinson, 1999; Tomlinson & Eidson, 2003). This course will teach practical strategies for aspiring classroom teachers to differentiate lessons in order to meet the needs of all students which includes students with exceptional needs to students who are English Language Learners (ELL students). Some of the differentiated instruction strategies that will be taught will include: flexible grouping, RAFTS, WebQuests, anchor activities, tiered instruction, and learning contracts. The current special education legislation, utilizing the Individualized Education Plan (IEP), technology for differentiating, and techniques to make modifications in specific content area classes will be taught as well.
Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0302
3 Credits

SPED3030 - Clsrm Mgmt/Pos Behav Supp K-12
Fall 2014

Course Description: The learning environment course will focus on observations and participation in the field in a variety of settings including an inclusive elementary classroom, a special education classroom or resource room in a typical school, and a place that provides support services specifically for people with special needs (i.e. Pressley Ridge, Western PA School for Blind Children, or the DePaul School for Hearing and Speech). The course will focus on further developing instruction and management skill competencies needed to become a successful special education teacher. The course will be conducted online and in the field.
Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0303
3 Credits

SPED3040 - Differen Instruc In Pre K-12
Fall 2014

This course was developed to provide the pre-service educator with the skills for utilizing positive behavior supports in the management of their learning environment. By studying the causes of behaviors, future teachers will have a deeper understanding of how to prepare their students with self-determination skills and how to reduce challenging behaviors. The class will examine research-based/teacher-tested procedures, strategies, and discipline models. Functional Behavior Assessments (FBA), behavior supports, antecedent management, and encouraging positive alternative behaviors will be addressed. Effective prevention and intervention strategies will be emphasized. This course will equip the aspiring teacher to design instruction and supports in order to encourage positive changes in classroom behavior.
Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0304
3 Credits

SPED3050 - Tch Students W/High-Incid Disa
Fall 2014

This course is designed to provide the pre-service teacher candidate with the skills and knowledge to effectively teach students with high-incidence disabilities in general education classrooms. High-Incidence Disabilities, such as Learning Disabilities, Attention Deficit/Hyperactivity Disorder, Emotional and Behavioral Disorders, and mild Mental Retardation, are those that are most commonly seen in the typical classroom. Candidates will study the characteristics, behaviors and learning needs of students with high-incidence disabilities, demonstrate the ability to adapt and differentiate curriculum, instruction and assessments, and focus on current trends and opportunities for collaboration, consultation and co-teaching. Cohort discussions, role playing, and in-class activities will help pre-service teachers reflect on their own attitudes, beliefs and values as well as enhance their professional practices to design inclusive classroom environments that facilitate the learning of all students in our schools.
Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0305
3 Credits

SPED3060 - Tch Students W/Low-Incid Disab
Fall 2014

Course Description: This course is designed to provide an overview of the unique needs of students with low incidence disabilities in various educational settings. Teacher candidates will explore policies, current trends, educational practices, and societal perspectives related to this population. Pre-service teachers will acquire and demonstrate knowledge of curriculum, instruction, behavioral and instructional supports, and assessment. In addition, this course will provide candidates with the knowledge and skills to teach a standards-based curriculum using evidence-based effective instruction and collaboration. Students will develop and implement curricular and instructional strategies for communication, social, motor, personal care, functional academic, community, and recreational or leisure skills.
Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0306
3 Credits

SPED3070 - Language, Comm/Assistive Tech
Fall 2014

Course Description: This course examines normal language development and the language development of students with a disability. Instruction focuses on using language assessment to guide instruction and incorporating effective instructional strategies to develop English language skills. Students will examine the impact of language and language delays in reading and writing. In addition, this course explores assistive technology as a research supported tool to the academic success and inclusion of students with disabilities. Students will integrate assistive technology in lesson planning to meet students' individual needs as per IEP requirements. In-class activities stress team collaboration in our schools.
Prerequisites: SPED3010 and SPED3020 Co-requisite: SPED0307
3 Credits

SPED4000 - Spec Ed: Assmnt/Eval & Iep´S
Fall 2014

Course Description: This course is designed to teach aspiring special education teachers how to conduct assessments and evaluations. Students will learn to create and employ Individualized Education Programs (IEPs) that meet the diverse needs of the students in their classrooms. Assessment techniques developed from research-based practices and state/federal mandates will be taught. Levels of learning from early intervention to transitions will be addressed. The course will present multiple formal, informal, summative, formative, and performance-based assessment tools for inclusive and special education classrooms.
Prerequisite: ELED3050
3 Credits

SPED4100 - Spec Ed: Collabor and The Law
Fall 2014

This course is designed to teach the legal and ethical responsibilities of the special education teacher. Laws that will be addressed in this course include but are not limited to the Individuals with Disabilities Education Improvement Act (IDEIA), No Child Left Behind (NCLB), and the local Gaskins v. PA case. Concepts that will be taught are Child Find, Individualized Education Programs (IEP), Least Restrictive Environment (LRE), and Zero Reject. Due Process, the procedure for resolving disputes between parents of students with special needs and the schools, will be addressed. By examining case studies that reflect elements of legislation and the need for collaboration and consultation, future special education teachers will be able to reflect on personal views as well as the laws that they must uphold in the classroom setting.
Prerequisites: SPED3010, SPED3020, and SPED3030
3 Credits

SPED4210 - Prof Tpc Sem: Ell To Spe Needs
Fall 2014

Candidates completing the student teaching internship will discuss professional issues and topics such as: resume writing, interviewing and job searching. In addition, this seminar will provide a forum through which teacher candidates may share the inquiry projects required for the student teaching internship and discuss topics of interest related to their internship (special needs, working with English language learners, classroom management issues, parent-teacher conferences, teaching issues, etc.) Candidates are required to complete ECED4200 Supervised Teaching concurrently with this course.
Prerequisites: Completion of all requirements for admission to the professional year.
3 Credits

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