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 230 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, its legal and legislative foundation and the purpose of the Individual Education Plan (IEP) its development and requirements for implementation. 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, behavioral, and social disorders, mental retardation, learning disabilities, physical disabilities and giftedness. Current trends will focus on minority representation, inclusion, and standards. Models for collaboration including the multidisciplinary team and transdisciplinary approaches for effective communication with family and among related service providers will be addressed. Lastly, definitions, prevalence, causes, assessment, characteristics, and educational considerations for several exceptionalities will be reviewed. This course is designed to nurture in students a critical stance towards research, theory and practice. The goal is that students become educated consumers of the special education knowledge base. For this purpose, the prevailing as well as alternative perspectives on topics will be reviewed. In addition, cultural diversity and social justice will be emphasized throughout the course. 3 credits Prerequisites: None
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 332 Instructional Support in Reading, Writing and Mathematics
Designed for the general education teacher, this course focuses on prevention and early intervention for struggling learners in general and inclusive classrooms. The instructional cycle of assessment, planning, instruction and progress monitoring combines for a complete view for developing an effective learning environment for all learners. Specific instructional and learning strategies to improve literacy and mathematics are introduced, practiced and applied in a 30 hour field placement in a classroom with students exhibiting learning difficulties. Emphasis on the reading-writing connection is included. Examination of current practices in the implementation of responsiveness to intervention (RTI) models and understanding of universal design for learning (UDL) prepares teachers to meet the learning needs of all students including those identified as having special needs and those students who are at risk. Models and methods for collaboration and communication with other teachers and parents are examined. 3 credits Prerequisites: SPED 230.
SPED 334 Instructional Support for Content Areas (Pre-K–8)
This course focuses on expanding the understanding of development and cognition in and academic and functional performance of students with disabilities, how these are similar to and different from all developing students, and how this understanding informs the teaching of students with disabilities in the primary and middle school environments. Another area of exploration is the ways in which these differences need to be addressed within a standard aligned system that demands high expectations of students with disabilities so that they have true access to the general education curriculum. This course will enhance the development of a range of instructional supports and use of validated practices in prospective teachers for inclusive settings, especially in content area subjects, but also the supporting skills of reading, written language and math, that are necessary for success in today’s classrooms. 3 credits Prerequisites: SPED 230.
SPED 336 Instructional Support for Content Area 7 - 12
This course focuses on expanding the understanding of development and cognition in and academic and functional performance of students with disabilities, how these are similar to and different from all developing students, and how this understanding informs the teaching of students with disabilities in the primary and middle school environments. Another area of exploration is the ways in which these differences need to be addressed within a standard aligned system that demands high expectations of students with disabilities so that they have true access to the general education curriculum. This course will enhance the development of a range of instructional supports and use of validated practices in prospective teachers for inclusive settings, especially in content area subjects, but also the supporting skills of reading, written language and math, that are necessary for success in today’s classrooms. 3 credits Prerequisites: SPED 230
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 450 Early Intervention
This course focuses on the professional knowledge and skills needed to provide young children (birth through age 8) with effective interventions across a variety of settings. Special attention is given to building partnerships with related service providers and families in culturally/linguistically diverse settings. Students evaluate Individualized Family Service Plans(IFSP) and Individual Education Plans (IEP) and design appropriate instructional strategies in a 30 hour field placement. Special attention is given to language development, facilitating play as a learning activity and instructional strategies that promote inclusion in typical settings. Implications of medical advances and routines for daily care including feeding, dressing, toileting and other activities of daily living are examined. 3 credits Prerequisites: SPED 230
SPED 451 Assessment
This course is designed to familiarize teacher candidates with the many ways in which assessment accompanies instruction in the classrooms of today. A strong emphasis is placed on linking assessment with planning for instruction and developing Individual Education Plans for students identified as eligible for special education services. Students will learn to identify, choose and administer appropriate assessment measures, both formal and informal, in the classroom and for identification of disabilities in students. Emphasis is placed on developing the understanding necessary to interpret assessment data and to use that information to plan instruction for students in a standards-aligned system. Among the specific topics covered are progress monitoring and its relationship to response-to-intervention in the general education classroom, functional behavioral assessment and its relationship to behavioral intervention plans, issues of assessment with children from culturally and linguistically diverse communities. 3 credits Prerequisites: SPED 230
SPED 452 Transition to Adulthood
This course is designed to prepare special education teacher candidates to assist students with disabilities and their families as they navigate transition points such as moving from preschool to school and from secondary settings to work or post secondary education. Effective instructional practices that support transition at each level will be a central part of this course, as will the range of delivery methods for effective transition. Transition remains a challenge for individuals with disabilities despite the focus on providing students with disabilities access to the general education. Special Educators need to understand the processes and procedures of transition from secondary school to post-secondary settings. They must develop facility with the tools that support transition regardless of the setting in which education takes place. A key focus will be on the vocational choices, training and education available to young adults with disabilities and the major societal challenges that face young adults as they make the transition into adulthood. Understanding transition assessment and incorporating transition planning into IEP development will also be a focal point of this course. The differing legal requirements between the Individuals with Disabilities Education Act and the Americans with Disabilities Act will be a central part of this course. The field component of this course involves visits to sites that prepare individuals with disabilities to enter the post-school environment. 3 credits Prerequisites: SPED 230, SPED 336
SPED 460 Communication and Technologies in Special Education
This course focuses on language development from birth to adult in individuals with disabilities, the range of communication needs often displayed and alternative technologies to support those needs. An area of particular emphasis is the teacher's role in supporting language and communication development in the classroom and as a contributing member of the transdisciplinary team. Collaborative models and communication strategies for developing effective working relationships with team members will be examined. In addition, students will study the role of augmentative and alternative communication (AAC) and assistive technologies; their selection, function, and application for promoting independence for learning and living. Opportunities for hands-on exploration of a variety of devices, both low and high tech including switches, augmentative communication devices, alternative keyboards, specialized computer software, adaptive equipment and other items available in Carlow's Assistive Technology Library will be utilized. 3 credits Prerequisites: SPED 230, SPED 332, SPED 334 or SPED 336
SPED 470 Meeting the Learning Needs of Mild/Moderate
This course is designed to support special education teacher candidate mastery of the range of instructional approaches available for teaching students with mild to moderate disabilities in today’s classrooms, including specialized strategies for the teaching of reading, written language, mathematics and social skills. The course addresses the special educator’s role in the continuum of classroom settings and the teaching methods utilized with this population. Teacher candidates explore the conceptual frameworks required by teachers as they identify student ability levels and learning styles and plan for appropriate instruction for all learners. Adaptation of existing educational materials and curriculum are often required to implement a successful program. Universal design for learning and instruction is an integral part of this course. Teacher candidates will learn to utilize current research and evidence-based practices that used in the education of students with mild/moderate disabilities. They will learn to strategies from multiple instructional approaches. They will learn to use principles of instructional design that will permit them to address PA State standards and assessment anchor content standards in the classrooms in which they teach that will meet students’ IEP goals and objectives. 3 credits Prerequisites: SPED 230; SPED 332; SPED 334 or SPED 336; SPED 451
SPED 472 Positive Behavior Supports PK - 8
This course is intended to provide teachers with an understanding of the etiology and conditions of student behavior and equip them with strategies so that they may manage classroom behavior effectively. The techniques of Applied Behavioral Analysis will be introduced. Identification of students at risk including children with emotional, social and behavioral disorders and the development of effective intervention strategies will be covered. A variety of methods for data collection and the analysis of the information generated by these methods are included in the course. Functional Behavioral Assessments (FBA) and the development of the Behavior Improvement Plan (BIP) will be explored so that a beginning teacher is prepared with numerous options to use when dealing with problem behavior in a positive and proactive manner. 3 credits Prerequisites: SPED 230, SPED 332, SPED 334
SPED 474 Positive Behavior Supports 7 -12
This course is intended to provide teachers with an understanding of the etiology and conditions of student behavior and equip them with strategies so that they may manage classroom behavior effectively. The techniques of Applied Behavioral Analysis will be introduced. Identification of students at risk including children with emotional, social and behavioral disorders and the development of effective intervention strategies will be covered. A variety of methods for data collection and the analysis of the information generated by these methods are included in the course. Functional Behavioral Assessments (FBA) and the development of the Behavior Improvement Plan (BIP) will be explored so that a beginning teacher is prepared with numerous options to use when dealing with problem behavior in a positive and proactive manner. 3 credits Prerequisites: SPED 230, SPED 332, SPED 336
SPED 476 Meeting the Learning Needs of Severe/Profound
This course is designed to prepare students to teach children and young adults with severe/profound disabilities. Learning objectives will cover student assessment and program design, along with the implementation of an appropriate educational program. In addition, communication methods, self-help skills, activities of daily living, as well as socialization will be addressed with this population. This course will include a 30 field placement in an authentic learning environment – a nationally accredited Approved Private School that demonstrates ‘best practices’ with this population. The field placement will reflect the special education program, either a PK-8 or 7-12 age group. This will provide the student with excellent teaching models and the opportunity to learn from a variety of experts and practitioners in the field including teachers, para-professionals, administrators, speech and language therapists, occupational therapists, physical therapists, and rehabilitation technologists. The student, through hands-on learning, will experience the challenges and rewards of teaching children and young adults who are challenged by severe/profound disabilities. 3 credits Prerequisites: SPED 230, SPED 332, SPED 334 or SPED 336
SPED 478 Autism Spectrum Disorders
This course is designed to prepare teachers to work in a variety of environments serving children and young adults with Autism Spectrum Disorder (ASD) including the general education classroom, inclusive settings and specialized settings. Evidence-based practice, philosophical approaches, and specific intervention techniques are examined. These practices are considered within the continuum of services and collaborative models utilized in designing effective instructional environments for students with ASD. Attention is given to current and evolving research related to etiology, brain function, and early intervention as well as Applied Behavior Analysis, PECS and TEACHH practices. 3 credits Prerequisites: SPED 230, SPED 451, SPED 472 or SPED 474
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 |
