33 courses with the subject SPED, 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.
SPED 230/230SL Foundations of Special Education3
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 trans-disciplinary approaches for effective communication with family and among related service providers, will be addressed. Finally, 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. This course requires 10 hours of field work in a special education setting.
SPED 332Instructional 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 holistically to develop an effective learning environment for all learners. Specific instructional and learning strategies to improve literacy and mathematics are introduced, practiced, and applied in a 15-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. This course requires 15 hours of field work 3 credits
SPED 336Instructional Support for Content Areas (7–12)3
This course focuses on expanding 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 secondary school environments. Another area of exploration is the way in which these differences need to be addressed within a standards-aligned system that requires 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 the 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, necessary for success in today’s classrooms.
This course is designed to familiarize teacher candidates with the many ways in which assessment accompanies instruction in today’s classrooms. A strong emphasis is placed on linking assessment with planning for instruction and on 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 for identification of disabilities in students. Emphasis is placed on developing the understanding necessary to interpret assessment data, using 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, and issues of assessment with children from culturally and linguistically diverse communities.
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.
SPED 460Communication and Technologies in Special Education3
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.
SPED 470Meeting the Learning Needs of Students with Mild/Moderate Disabilities
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 are used in the education of students with mild/moderate disabilities. They will learn strategies from multiple instructional approaches. They will learn to use principles of instructional design that will permit them to address Pennsylvania state standards and assessment 188
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 for dealing with problem behaviors in a positive and proactive manner.
SPED 476Teaching Methods for Students with Severe/Profound Disabilities3
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 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 (ABA), Augmentative and Alternative Communication (AAC), and Naturalistic Developmental Behavioral Interventions (NDBIs).
A culminating experience that will demonstrate the integration of theory and effective practices in special education. The students will achieve this through an on-site eight-week experience with children and youth who have a range of disabilities. A mentor teacher is assigned to provide daily feedback and guidance in the planning, preparation, instruction, and evaluation of the effectiveness of learning experiences for children and youth with special needs. A university supervisor oversees the student teaching experience and students attend bi-weekly seminars at Carlow. 6 credits OTHER COURSES MAY BE TAKEN WHILE A STUDENT IS REGISTERED FOR SPED 490 WITHOUT SPECIAL PERMISSION OF THE CHAIR OF SPECIAL EDUCATION. 189
COMPLETION OF ALL SPECIAL EDUCATION CERTIFICATION REQUIREMENTS WITH A MINIMUM GPA OF 3.0. NOTE: NO
SPED 718Supervisor of Special Education Internship3
The internship experience guides students in the Special Educational Leadership program in gaining valuable special education leadership experience in special education settings by working closely with an experienced special education director /supervisor. The internship is designed to be completed over three CAP sessions. Students will acquire a minimum of 270 hours of leadership experience, 135 of which will be completed in a site-based field experience setting and 135 of which will be completed through case studies, coursework, professional readings, research and discussion.
This doctoral-level course prepares special education leaders to navigate the fiscal systems that support special education in Pennsylvania. It focuses on federal and state funding structures (IDEA-B, Act 16, ACCESS/Medicaid), budget development, compliance, audit readiness, and equitable allocation of resources. Students will apply the fiscal management competencies established by the Pennsylvania Department of Education (PDE) to design ethical and actionable financial plans for Local Education Agencies (LEAs) and Intermediate Units.
This course focuses on the professional knowledge and skills needed to provide young children (birth through age eight) 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. 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 covered. 3 credits
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, and issues of assessment with children from culturally and linguistically diverse communities.
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 postsecondary 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 general education. Special educators need to understand the processes and procedures of transition from secondary school to postsecondary 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 115
SPED 760Communication and Technologies in Special Education3
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, and 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.
This course provides students seeking certification in Special Education PreK-12 with field experiences in a PreK-12 special education setting under the mentorship of a PA certified classroom teacher. Field experiences and student teaching are central components of all professional educator programs. The Pennsylvania Department of Education requires pre-service teachers to have robust field experiences because they provide opportunities to apply principles and theories from the program to actual practice in the classroom, as well as practice with diverse populations, ages, and school settings. This course will provide candidates an opportunity to have a strong clinical experience in the specific content area and grade levels in which they are preparing to teach. Through coursework and fieldwork, students will begin to learn how to integrate pedagogy, theory and practice.
This course provides students seeking certification in Special Education PreK-12 with field experiences in a PreK-12 special education setting under the mentorship of a PA certified classroom teacher. Field experiences and student teaching are central components of all professional educator programs. The Pennsylvania Department of Education requires pre-service teachers to have robust field experiences because they provide opportunities to apply principles and theories from the program to actual practice in the classroom, as well as practice with diverse populations, ages, and school settings. This course will provide candidates an opportunity to have a strong clinical experience in the specific content area and grade levels in which they are preparing to teach. Through coursework and fieldwork, students will begin to learn how to integrate pedagogy, theory and practice.
This course provides an in-depth exploration of single case research designs (SCRD) and other research methodologies commonly used in special education. This course will focus on methodological rigor, ethical considerations, and various analytical approaches. Students will be introduced to baseline logic, behavior measurement, graphing, and visual analysis. Students will explore the advantages and disadvantages of SCRD and other designs. Students will critically evaluate published work and apply these methodologies to areas of professional interest. 3 credits
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 are used in the education of students with mild/moderate disabilities. They will learn to employ strategies from multiple instructional approaches. They will learn to use principles of instructional design that will permit them to address Pennsylvania state standards and assessment anchor content standards in the classrooms in which they teach that will meet students’ IEP goals and objectives.
This course provides teachers with an understanding of etiology and conditions of student behavior and equips them with strategies to manage classroom behavior effectively. Techniques of Applied Behavioral Analysis are introduced. Identification of students at risk, including children with emotional, social, and behavioral disorders and development of effective intervention strategies are covered. A variety of methods for data collection and analysis of information generated by these methods are included. Functional Behavioral 116
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 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, paraprofessionals, 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 c severely or profoundly disabled.
This web-based seminar course focuses on the examination of current research in the field related to the teaching and learning of individuals with severe/profound disabilities. It is designed to help students develop advanced foundational knowledge which will apply in a variety of diverse school settings and prepare them to be critical producers and consumers of both quantitative and qualitative research.
This course is designed to prepare teachers to work in a variety of environments serving children and young adults with autism spectrum disorders (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 (ABA), Augmentative and Alternative Communication (AAC), and Naturalistic Developmental Behavioral Interventions (NDBIs).
This web-based seminar course focuses on the examination of current research in the field related to the teaching and learning of individuals with autism spectrum disorders (ASD). It is designed to help students develop advanced foundational knowledge which will apply in a variety of diverse school settings and prepare them to be critical producers and consumers of both quantitative and qualitative research.
SPED 782Social Foundations of Special Needs Education
This course explores the historical and legal background of special education, a sociological view of disability, and the current state of special education including issues confronting the field, such as inclusion, professionalism, the changing role of the special educator, and ethics. The course is designed to broaden students’ understanding of the evolution of special education in the contexts of social, economic, and political influences. In addition, students are required to identify an area of need either locally or internationally and complete 20 hours of service to meet this need. 3 credits
SPED 784Dyscalculia and Math Learning Disabilities
This course introduces students to math learning differences, including dyscalculia, the math learning disability. The nature of mathematical processing and retention is discussed as well as the nature of typical and atypical neurological development in relation to mathematics. Emphasis is on cultivating an understanding of mathematical thinking as a means of addressing difficulties in mathematics success. Students have opportunities to explore research studies and case studies, identify interventions, and apply accommodations to a variety of student needs. 3 credits
SPED 786Legal and Current Issues in Special Education3
This course examines the legal foundations of special education with an emphasis on practitioner application. Students will analyze federal, state, and local education law; apply special education regulations to instructional planning and district policy; and evaluate current legal interpretations and case law affecting service provisions. Emphasis is placed on defensible decision-making, documentation, and ethical practice in educational settings.
SPED 788Applied Issues in Autism Spectrum Disorders
Total: 12 credits Note: Any educator or educational professional holding a current PA Level I or Level II certification is eligible for the Autism Endorsement through the Pennsylvania Department of Education (PDE) after successful completion of the four-course sequence at Carlow University. Students without a current Level I or Level II PA certification are not eligible for the PDE Autism Endorsement, but they may complete the four-course sequence to broaden professional knowledge. A Carlow certificate of completion will be issued in this case, but students will not receive a PDE Autism Endorsement. Curriculum & Instruction Supervisory Certificate
A culminating experience that will demonstrate the integration of theory and effective practices in special education. The students will achieve this through an on-site experience with children and youth who have a range of disabilities. A mentor teacher is assigned to provide daily feedback and guidance in the planning, preparation, instruction, and evaluation of the effectiveness of learning experiences for children and youth with special needs. A university supervisor oversees the student teaching experience, and students attend bi- weekly seminars at Carlow.
This course prepares doctoral students to design and deliver high-quality and effective college instruction to pre-service special educators. Students will learn high leverage practices to engage undergraduate and graduate students. Students will practice designing syllabi, course content, and assessments for special education courses. Students will teach or co-teach with various faculty in the College of Education and Social Work. 3 credits
