19 courses with the subject PAL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PAL 3000Individuals with Low-Incidence Disabilities3
Offered: Every summer This is an introductory course providing an overview of the conditions that result in individuals living with lifelong severe and profound disabilities. Candidates will study laws, policies, and procedures related to implementation of special programs including LRE, continuum of placement, conclusive settings, and intensity of services. Emphasis will be placed on the referral process of including implementation and procedures for assessing and referring individuals with disabilities to appropriate services. This course will focus on collaboration with families, educators and other professionals to promote effective partnerships. Code of ethics, confidentiality, and standards for professional practice for special educators will be discussed. Candidates will practice creating environments in which equity, fairness, and diversity are modeled, taught and practiced.
PAL 3100Educational Assessment and Behavioral Interventions for Students with Low-Incidence
Disabilities (3) Offered: Every summer This course is dually designed to provide candidates with the skills needed to evaluate student progress using a variety of alternate assessment procedures and to provide an introduction to positive behavior supports for students with low incidence disabilities. Candidates will use a variety of formal and informal assessments to evaluate and document behaviors in the following domains: sensory, physical, cognitive, social, functional, and behavioral. Knowledge of social skills, problem solving, self-determination, and self-monitoring programs will be studied. Candidates will be introduced to research-based strategies for dealing with challenging behaviors of students with low incidence disabilities.
PAL 3200Medical and Health Management of Students with Low-Incidence Disabilities3
Offered: Every summer This course will explore the medial and health concerns of individuals with severe and profound disabilities. Emphasis will be placed on the knowledge, skills, and health maintenance practices required in the school setting. Candidates will demonstrate how to incorporate these practices into IEP objectives and naturally occurring routines. Relates services (OT, PT, Speech, and Counseling), OSHA guidelines, and service
PAL 3300Assistive Technology in Special Education3
Offered: Every summer Candidates will identify and explain the use of educational and assistive technology to support the learning and life needs of individuals with severe and profound disabilities. Candidates will explore the use of augmentative communication systems to increase learning success, make appropriate adaptations and use assistive technology assessments and analyze and structure learning environments to enhance student participation in a variety of settings.
PAL 3400Transitions, Life Skills and Career Options3
Offered: Every summer This course will explore issues related to the transitions from school to adult life for individuals with severe and profound disabilities. Candidates will participate in planning for effective transitions at each school level as well as those from school to adult community life. Problem-solving and self-determination skills necessary for life skills and career preparation will be discussed along with positive behavioral support techniques that will enhance student participation in a variety of community-based environments. Identification of appropriate community resources necessary for a successful student transition from school to community will be emphasized, including those assisting with post-school leisure, residential, and employment opportunities. Procedures involved in facilitating person-centered planning which build on student strengths and preferences will be discussed. Skills necessary for successful collaboration with mental health and medical professionals, employers, and other community resources necessary to coordinate services for students will also be explored.
Offered: Every summer This course is intended to focus on the institution of school as reflected in the wider society. It is designed to foster analysis of the explicit and covert lessons learned at school; to assess the effects of gender, class race, and ethnicity; to examine the governance, financing, laws, and organization of schools; and to reflect upon the multiple social and ethical challenges faced by those who choose to teach. Focusing upon the candidates’ licensure area (Middle Grades, Secondary, or K-12), candidates will reflect on classroom events, school board meetings, and discussions with classroom teachers and administrators. Using the literature of the candidates’ licensure areas (Middle Grades, Secondary, or K-12), candidates will formulate a vision or philosophy of education based on the readings and experiences in this course.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4100The Nature of the Learner3
Offered: Every summer This experience is designed to address the areas of human learning and development. The principles involved in the process of learning and teaching will be explored. Cognitive and Psychosocial Development will be analyzed as they are applied to understanding Behavioral Learning Theory, Cognitive Learning Theory and Developmental Learning Theory. Topics will include intelligence, motivation, individual differences, the emotional influences on learning, teacher expectation, reinforcement, and the evaluation of learning.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4200Classroom Management and Instruction3
Offered: Every summer This experience focuses on the practical application of theory to classroom and instructional realities. Greensboro College Undergraduate Academic Catalog 2026-2027 369 Curriculum, instructional planning and related classroom issues will be analyzed with the intention of improving student performance and classroom management. Lesson planning, classroom organizational patterns, curriculum designs, learning styles, standard course of study, and discipline frameworks will be studied to understand their roles in establishing productive classroom communities and creating learning environments within which all students prosper.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4300Teaching Students with Special Needs in the Regular Classroom3
Offered: Every summer This course is designed to introduce teachers to the broad range of special needs students who may be included in the regular classroom. Characteristics of exceptional students will be identified, learning needs of these students will be discussed, instructional modifications will be analyzed, behavioral expectations of special needs students will be addressed, and the social challenges these students face will be examined. Academic, behavioral, and affective strategies for working effectively with special needs students and their families will be presented. The referral process, IEPs, working with educational specialists, and legal issues will also be addressed.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4400Literacy in the Content Area3
Offered: Every fall semester This course is designed to study the role literacy plays in the learning process especially as it related to competence in reading, writing, and learning in any specific content area. Literacy learning is presented as a language-learning process that is best acquired through functional, purposeful use of print. Literacy theory will be analyzed and the practices will be examined. Teachers will reflect upon how literacy is connected to the content area and what literacy knowledge a student needs in order to be successful in a given content area. Prerequisite: Acceptance into the Piedmont Alternative Licensure Program.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4440Literacy Project1
Offered: Every summer This course is designed to provide an opportunity for PAL candidates to complete electronic artifact assignments related to school improvement and impact on student learning that cannot be completed during the summer program.
PAL 4500Infant and Toddler Development, Planning and Methods3
Offered: Every fall semester This course presents development strategies for teachers serving both infants and toddlers with and without disabilities. Students will explore and evaluate curriculum and methodology planned for infants and toddlers. Topics addressed include the following: developmentally appropriate practices for infants and toddlers; methods of facilitating development across domains including social/emotional, cognitive, language and motor development including sensory integration; social interaction among and between peers and caregivers; child-, parent-, and teacher-initiated activities; observation and assessment instruments and data analysis; planning and creating the physical setting/environment both indoors and outdoors to , support development across domains with an emphasis on promoting sensory and physical development and activity, and selection and use of developmentally appropriate toys and materials as well as equipment to adapt activities to allow participation of young children with disabilities. Study includes family centered practices, Part C agencies, development of Individual Family Service Plans, implementation of early intervention goals, planning for transition and inclusion.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4600Social and Emotional Development and Guidance of Behavior in Young Children3
Offered: Every spring semester Within a multicultural context, this course introduces practical principles for developmentally appropriate guidance of young children. Topics include child development theory and Developmentally Appropriate Practices as related to social and emotional development in young children (birth through age eight). Emphasis is placed on strategies to promote the development of self-esteem and cultural awareness and effective communication skills in young children. Students will examine both direct and indirect guidance techniques and strategies appropriate for early childhood classroom management. Upon completion students should be able to demonstrate strategies which encourage positive social interactions between children and children and adults; promote conflict resolution; and promote the development of self-control, self-motivation, and self-esteem in young children.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4700Language and Literacy Development in Young Children3
Offered: Every summer This course provides a framework for understanding the development of language and literacy in young children from diverse cultural backgrounds. Emerging literacy is regarded as a multidimensional process involving listening, speaking, reading, and writing with cognitive, linguistic, social, and psychological aspects. This course is designed to help birth through kindergarten teacher candidates build on what children bring to the process of emerging literacy. The role of developmental and environmental literacy assessment is reviewed. Students will focus on family literacy across cultures and strategies to enhance developmentally appropriate language and literacy activities. This course involves active implementation of developmentally appropriate strategies to promote literacy development in young children including the selection and integration of children’s books and media in the early childhood curriculum.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4800Serving Young Children with Disabilities3
Offered: Every spring semester This course introduces birth through kindergarten licensure candidates to the fundamental topics necessary when serving both “at risk” populations and young children with disabilities. A primary focus will be placed specifically on inclusion of children aged three to five with their typically developing peers in developmentally appropriate and “least restrictive” environments. An introductory investigation of a variety of special populations including young children with mental retardation, learning disabilities, behavioral/emotional disabilities, communication disorders, deafness or hearing impairment, blindness or vision impairment, orthopedic needs, sensory integration dysfunction and other health impairments, will be provided. Throughout this investigation candidates will be introduced to basic classroom modifications and adaptations useful in supporting the growth and development of all young children. Behavior management strategies to address common behavioral challenges presented by children from a variety of diverse backgrounds and abilities will also be addressed. Topics include: historic legislation policy; community resources and family supports, developmentally appropriate classroom practices and inclusion; Family-centered development of Individualized Education Plans; partnerships with families from diverse backgrounds and transitions to school-age settings.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4900Technology and Assessment in Early Childhood3
Offered: Every fall semester This course introduces teacher candidates in the birth through kindergarten licensure program to a variety of technological strategies to support teaching in developmentally appropriate early childhood settings. Candidates will review issues surrounding the use of these tools while creating and practicing the use of these various formats. Topics include the examination of various strategies to support communication using both web-based as well as non web-based formats with families from diverse backgrounds; the use of digital formats in documentation of child development and learning; creating digitally supported “authentic” assessment; and finally, the appropriate use of technology with young children.
Acceptance into the Piedmont Alternative Licensure Program
PAL 4935Clinical Practicum Seminar2
Offered: Every spring semester This two-hour seminar will be requisite with the clinical practicum teaching experience, giving candidates the opportunity to revisit, discuss, and reflect upon information while experiencing the realities of classroo teaching, with an emphasis on classroom management. Candidates hired as lead teachers completing the practicum will take this course.
