SPEC101 -- MULTICULTURAL EDUCATION

3 sh

This course will examine diversity among people.  By exploring contributors of diversity such as religion, gender, sexual preferences, socioeconomic class, race, ethnicity, and disabilities, students will gain an understanding of the need for a multicultural approach to education.  Several different multicultural education approaches will be explored with emphasis on implications to special education programs.  This course sets the tone of the “people first” philosophy as used in SPEC 105.

SPEC105     FOUNDATIONS OF SPECIAL EDUCATION

3 sh

Addresses the definitions, characteristics, etiologies, educational and transitional needs of, interventions and strategies for diverse learners and individuals with exceptional learning needs (ELN) through a life span approach. 

SPEC119      FIRST YEAR SEMINAR FOR SPECIAL EDUCATION STUDENTS

  1 sh

Designed to embed education program requirements into a required course and to support student achievement of Education program requirements.  Must be taken by all Special Education majors either fall or spring semester. 

An introduction to multicultural and global education as a concept. Students will examine personal awareness and attitudes, cultural knowledge, instructional strategies, and curricular resources impacting PreK-12. Consideration will be given to the instructional needs of English Language Learners (ELL) and effective teaching/learning theories, approaches, research results, and public policies that pertain to diverse learners.

Designed to address the definitions, characteristics, and educational, social, and emotional needs of diverse learners. Emphasis will be given to the legal rights and responsibilities inherent in the field of special education. Assessment procedures for eligibility, program design and performance monitoring will also be addressed.  Prerequisite:  PSYC102 or PSYC103 or PSYC111

SPEC210     LIFE SKILLS SUPPORT

3 sh

This course expands the introductory knowledge base of definition, etiologies, and characteristics of mental retardation and developmental relay.  Focus is primarily with moderate disabilities that require limited to pervasive support to acquire the necessary communication, self help and life skills to achieve quality of life, self-efficacy, and independence.  This course examines student profiles of strengths and needs, appropriate teaching strategies, and levels of support in a functional curriculum with emphasis on instruction in natural environments across the life span.  Prerequisite:  SPEC105 or permission of the instructor.

3 sh

Examines the conceptual base, educational programming and curricular options for persons with moderate to severe disabilities. The relationship of sensori-motor development between classroom environments and adaptations will be examined in depth. Attention will be given to assessment, determination of goals, person-centered planning and the family-system approach.  Prerequisite:  SPEC105 or permission of instructor

SPEC215 - HIGH INCIDENCE DISABILITIES SUPPORT

3 sh

A comprehensive examination of individuals with mild disabilities (high incidence) and the accommodations/adaptations necessary for their success. Specifically addresses parameters of mild disabilities, theories of learning, learning styles, educational accommodations, instructional strategies, organizations that serve this population.  Prerequisite:  SPEC105 or permission of the instructor.

SPEC220     EMOTIONAL SUPPORT

This course examines the etiology, assessment practices, and intervention strategies espoused by various theoretical perspectives for individuals with mild, moderate and severe emotional behavior disorders.  Major emphasis of the course, however, will be on the use of functional assessment and various positive behavior support strategies that can be used in classrooms or related educational facilities across the life span.  Prerequisite:  SPEC105  or permission of the instructor and successfully passed Praxis I.

SPEC225     MULTIDISABILITIES SUPPORT

3 sh

Provides experiences, techniques, strategies and a professional knowledge base of multi-disabled individuals.  Addresses the characteristics, needs, strategies, and support systems of the disabled in a life span context.  Emphasis will be given to the extensive and pervasive nature of the supports needed by this diverse group.  The course emphasizes a transdisciplinary approach to the issues of early intervention, education, transition, independence and the quality of life of this diverse population.  While recognizing the impact of multiple disabilities, etiology, and medical fragility, it focuses on the contribution of assistive technology, medical technology, related services, agency involvement and community integration.  Prerequisite:  SPEC105, SPEC210, valid CPR certification, or permission of the instructor.

3 sh

3 sh

3 sh

SPEC310     MANUAL COMMUNICATION AND SIGNING

3 sh

An elective designed to study the basic sign language vocabulary, finger spelling techniques, and non-manual markers used in manual communication.  Emphasis is placed on developing proper receptive and expressive skills required for an effective communicative process to occur.  Topics to be discussed are a brief history of sign language, cultural principles, sign and manual alphabet formation, proper positioning, and sign systems.  Provides opportunities for practical experiences and practice of dialogue and technique.

SPEC325     INFANT/PRESCHOOL SPECIAL NEEDS

3 sh

Deals with the development and education of young exceptional children, with an emphasis on ages birth through five years.  Focuses on issues of etiology, consequences of developmental delay, early identification, assessment and educational programming designed to promote optimum growth of cognitive language, psychomotor, psychosocial, and self-help skills in young children with special needs.  Building effective family-centered intervention programs will be modeled, while utilizing a transdisciplinary approach.  The course seeks to correlate developmental concepts and behavioral strategies, while stressing the likeness of exceptional and non-exceptional child development.  It will emphasize an inclusionary model and provide practical experiences in inclusive settings.  The consultative role of the early intervention teacher will be examined, while providing practical experiences in developing IFSPs and IEPs.  Prerequisite:  PSYC102, Child Development.

SPEC330     PHYSICAL EDUCATION AND RECREATION FOR THE DISABLED

3 sh

Provides acquaintance with various activities that can be used with persons with disabilities and without disabilities in outdoor, indoor and aquatic environments.   Theory is combined with actual practice.  All content evolves around the goal of including persons with disabilities with the non-disabled in regular physical education, recreation and leisure settings, acknowledging choice and variety.  Prerequisite:  SPEC105 or permission of the instructor.

Designed to examine the etiology, assessment practices, and intervention strategies espoused by various theoretical perspectives for individuals with mild, moderate, and severe emotional behavior disorders. Emphasis will be on the use of functional behavior assessment and various positive behavior support strategies that can be used in classrooms or related educational facilities.  Prerequisite:  SPEC105 or SPEC204 or permission of the instructor. 

SPEC340     THE GIFTED

3 sh

An elective designed to teach various strategies a teacher can use to meet the academic and social needs of the gifted and talented in the regular classroom setting.  Provides opportunity to work with gifted and talented students as well a discussing the theoretical and practical problems of teaching them.  Prerequisite:  SPEC105  or permission of the instructor. 

3 sh

Addresses the needs of pre-service teachers who have the responsibility for literacy development and instruction for students with disabilities. Emphasis will be given to literacy components, evidence-based practices, and varying challenges students with disabilities have in learning to read and write. Prerequisite:  SPEC204; students must have completed Candidacy requirements 

7/7 sh

Student teaching provides the capstone experience for pre-service teachers.  Two student teaching experiences are provided at two levels (appropriate to certification areas and grade level ranges).  Supervised practice in classrooms with certified teachers introduces the student to all aspects of the teaching day.  University professors supervise the student teachers and conduct weekly practicum sessions.  Restrictions:  To register, a student must meet Pennsylvania State Teacher Education Guidelines in overall average and average in major, no courses less than a “C” in professional courses and a successful clinical field experience. 

SPECIAL EDUCATION PROFESSIONAL SEMESTER BLOCK

18 sh

SPEC420 Assessing Educational Needs

3 sh

SPEC421 Teaching Strategies for Secondary-Transition

3 sh

SPEC423 Teaching Strategies for Preschool-Elementary

3 sh

SPEC424 Materials and Resources

3 sh

SPEC425 Issues in Special Education

3 sh

Prerequisites:  SPEC101, SPEC105, SPEC210, SPEC220, and SPEC225

SPEC420 - SPECIAL EDUCATION PROFESSIONAL SEMINAR: ASSESSING EDUCATIONAL NEEDS

3 sh

An introduction to educational assessment.  Emphasis is on knowledge of test content and purpose to enable selection of appropriate instruments for identification and assessment of students with learning difficulties.  Basic elements of test design and usage are presented.  Students survey various commercially available instruments and administer selected tests.  Students will also conduct and use a portfolio assessment to develop an IEP for a child during the participation experience.  This offering is designed to enable all education majors to meet required competencies for instructing students with disabilities in the least restrictive environment.  Restriction:  Must be taken concurrently with all other courses required as part of the Special Education Professional Semester.

SPEC421 - SPECIAL EDUCATION PROFESSIONAL SEMINAR:  CURRICULUM AND METHODS FOR SECONDARY THROUGH TRANSITION

3 sh

This course offers a broad spectrum of instructional methodologies that are appropriate across various academic and life skills curriculum.  Emphasis will be placed on preparing adolescents for transition from school to society.  Students will write and implement lesson plans, teach units of study, develop and apply adaptations and accommodations, and demonstrate instructional practices that can be used in various content areas. Restriction:  Must be taken concurrently with all other courses required as part of the Special Education Professional Semester.

SPEC423 - SPECIAL EDUCATION PROFESSIONAL SEMINAR:  CURRICULUM METHODS FOR PRESCHOOL THROUGH ELEMENTARY

3 sh

This course offers a broad spectrum of instructional methodologies that are appropriate across various academic and life skill curriculums for preschool and elementary exceptional learners.  Students will write and implement lesson plans, teach units of study, develop and apply adaptations and accommodations, and demonstrate instructional practices that can be used in various content areas. Restriction:  Must be taken concurrently with all other courses required as part of the Special Education Professional Semester.

SPEC424 - SPECIAL EDUCATION PROFESSIONAL SEMINAR:  MATERIALS AND RESOURCES

3 sh

This course is designed to provide opportunities to explore and evaluate commercial curriculum materials and software for use in special educational settings.  Additionally, students will create appropriate needs-based instructional materials and generate necessary adaptations to existing curriculum in a variety of settings.  Students will gain extensive practice in creating quality teaching materials.  Restriction:  Must be taken concurrently with all other courses required as part of the Special Education Professional Semester.

SPEC425 - LAW AND COLLABORATIVE PRACTICES

3 sh

Elaborates on the major laws and the changing roles of special educators and support staff to serve all students, including those with exceptional learning needs (ELN). Topics addressed include laws, ethics, working with families, paraprofessionals, inclusive settings, co-teaching, collaboration/consultation models, team planning, and conferencing skills.  Restriction:  Students must have completed a professional semester in another certification area.

3 sh

This course is designed to provide strategies for organizing, planning, and delivery of instruction in special education settings.  Applications for organizing a classroom will be developed to include environments for individuals with mild, moderate and severe disabilities and various levels of support.   

3 sh

 This course emphasizes the interrelationships between evaluation reports, individualized educational programs, lesson and unit plans.  Students will plan and write individualized educational programs, lesson plans, and a unit plan based on the prescribed needs of children with disabilities.  Students will also learn methods of monitoring and recording progress towards educational goals.

3 sh

Introduces students to educational assessment and instructional planning. This course emphasizes the administration and interpretation of formal and informal individual assessments used in identifying needs of students with disabilities. Students will gain experience in administering assessment instruments and writing evaluation reports and individualized educational programs.  Restrictions:  Students enrolling in this course must have completed a professional semester for an education program other than special education.

3 sh

Offers a broad spectrum of instructional methodologies appropriate across all levels of academic and life skill individualized independence curriculums for individuals with exceptional learning needs (ELN). Students will develop and implement lesson plans across content areas, strategies that promote positive behavior and social skills, and appropriate adaptations and accommodations.  Restrictions:  Must have completed a professional semester in another certification area.

3 sh

Designed to offer a broad spectrum of instructional methodologies appropriate across all levels of academic individualized general curricula for individuals with exceptional learning needs (ELN). Students will develop and implement lesson plans across content areas, strategies that promote positive behavior and social skills, and appropriate adaptations and accommodations.   Restrictions:  Must have completed a professional semester in another certification area.

12 sh

An internship where students are placed in a community organization/agency that servces individuals with disabilities and will be under the supervision of an experienced professional who is employed by the agency and a special education faculty member. Students are expected to develop an in-depth understanding of the agency activities, programs, and services, and will assume increasing levels of responsibility as beginning level professionals.  Restrictions:  Must have completed all required course work for the major and have earned a minimum grade of C or better in each course.

Student teaching provides the capstone experience for pre-service teachers.  Experiences are provided at two levels (appropriate to certification areas and grade level ranges).  Supervised practice in classrooms with certified teachers introduces the student to all aspects of the teaching day.  Restrictions:  To register, a student must meet Pennsylvania State Teacher Education Guidelines in overall average and average in major, no courses less than a “C” in professional courses and a successful clinical field experience.