SPED 211 Special Topics on Inclusion
Focuses on children with special needs for half the semester. Moves to claim children with special needs are part of a diverse mix of children in the classroom. Embracing a philosophy of inclusion, diversity is celebrated. Examines and applies an approach of differentiated learning to meet the strengths and needs of a wide range of children in the classroom. 3 credits

SPED 215 Sign Language
A practical introduction to sign language in which students will learn to sign the manual alphabet, numbers, and functional words and topics. It also provides practical instruction on how to interact with people in the deaf community, specifi cally, how to bridge communication gaps. No previous experience with sign language is required. 3 credits

SPED 301 Assessment
Examination of the theories and practices of ongoing, dynamic assessment strategies used with children and youth, particularly those identifi ed with disabilities and their linkage to the Individualized Education Plan (IEP). Strong emphasis will be placed on assessment and the involvement of the families in this process and respect for cultural and familial variations. Students will have the opportunity to assess children with disabilities. 3 credits

SPED 302 Behavioral Supports and Strategies in Educational Settings
Focus on an understanding of the behavioral needs of children and youth with challenging behaviors. The basic premise underlying this topic is that all behaviors are a result of a child’s unmet needs. Examining the developmental needs of children and youth will be an important component of these studies. Also students will learn the principles of applied behavioral analysis and various behavioral intervention techniques after assessment/data collection. Students will learn to give children and youth the tools they need to problem solve, develop alternative skills, and build positive relationships with children and youth who present challenging behaviors. 3 credits

SPED 305 Mild/Moderate Disabilities
Examination of developmental models in order to understand the range of mild disabilities including developmental delays to atypical development for early, middle childhood and adolescence. All domains will be explored in terms of assessment, planning, implementation and ongoing reevaluation. Students will investigate cognitive styles and educational research in relationship to the disabilities. A field placement is an integral part of the course. 4 credits

SPED 309 Instructional Design for Exceptional Children
Focus on the synthesis of assessment methods and strategies, learning theories and the design of instruction for the exceptional child in the regular classroom. Introduction to the inclusion model for the delivery of services to the special education student, including those identifi ed as gifted. Students learn to classify and utilize intervention models especially for students exhibiting learning disabilities. They will develop skills as a clinical teacher analyzing motor and perceptual development in the teaching of receptive language, expressive language, mathematics, and study skills for content subjects. In addition, students will learn about adapting existing curriculum in a variety of ways, including the integration of technologies to enhance learning for the exceptional student. They will develop collaborative skills for working with parents and colleagues. 3 credits

SPED 404 Transition to Adulthood
The philosophy of transition for youth with disabilities is rooted in the belief that all persons have an equal right to participate in all aspects of society. Students will examine the theory and practice of formalized transition planning/services for youth with disabilities on successful integration to a variety of post-school settings including employment, independent living, and a better quality of life. Students will learn to write effective transition plans using family and community resources. A field placement is an integral part of this course. 4 credits

SPED 406 Severe/Profound Disabilities
Examination of the developmental and behavioral characteristics of children and youth with severe/profound disabilities. Students will become familiar with augmentative and other modes of communication by children and youth with severe disabilities. Students will identify the ramifi cation of severe/profound disabilities on cognitive processing and the complexity of adaptations appropriate to the learning environment. Students will have the opportunity to collaborate with professional colleagues to understand the methodologies used with children and youth with severe/profound or multiple disabilities. This class is taught collaboratively with the Children’s Institute of Pittsburgh at The Day School. 4 credits

SPED 407 Student Teaching with Mild/Moderate Disabilities
SPED 507 A culminating experience that will demonstrate the integration of theory and best practices in special education. The students will accomplish this through an on-site experience with children and youth who have mild/moderate disabilities, daily for eight weeks. 6 credits

SPED 408 Student Teaching with Severe/Profound Disabilities
SPED 508 A culminating experience that will demonstrate the integration of theory and best practices in special education. The students will achieve this through an on-site experience with children and youth who have severe/profound disabilities, daily for eight weeks. 6 credits

SPED 712 Foundations of Special Education
This course serves as an introduction to the field of special education. Included among the topics addressed are the history of special education and its legal and legislative foundation. A focus on the nature and causes of disabilities will give students an overview of the needs of exceptional children. The entire range of disabilities requiring special education intervention will be addressed. This includes children with hearing losses, visual problems, speech disorders, attention deficit, traumatic brain injury, autism, emotional-social disorders, mental retardation, learning disabilities, and giftedness. Current trends will focus on minority representation, inclusion and standards. Lastly, definitions, prevalence, causes, assessment, characteristics, and educational considerations for several exceptionalities will be reviewed. 3 credits