13 courses with the subject SPE, 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.
SPE 220Evidence-Based Approaches –3
This course focuses on the use of PA Academic Core Standards and Anchors, and information from formative, summative, and local assessments to design instruction for students with specific learning disabilities (SLD). This course will explore the diagnostic process and specific evidence and research-based instructional strategies to support all learners, including the SLD learner. Students will apply assessment data to lesson planning, re-teaching, and unit planning.
SPE 241The Exceptional Child: Special Education Process (WRI II) –3
This course provides the prospective teacher with a functional understanding of the various types of exceptional children and legal responsibilities of teachers, school districts, and charter schools regarding exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course will expressly focus on the special education process and the exceptional child at the pre-school level, elementary level (including the transition process from early intervention to school-age programming) and the secondary level through 12 th grade. This cou As a WRII course, the student will address the six qualities for college writing (insightful ideas, a supported thesis, audience and discourse conventions, coherence and logical organization, a sophisticated and professional style, and the revision process and manuscript preparation) and will draw upon the experiences and outcomes of WRI I. The student will develop critical thinking, reading, and writing skills within the discipline of Special Education. The student will use appropriate APA Style, develop their academic voice, and utilize accurate grammar and vocabulary for this discipline. The student will work through the writing process to produce final documents.
Prospective teachers spend three hours per week in an inclusive and/or special education in early childhood, middle, or secondary classroom for a total of 30 hours of direct observation. In this course, emphasis is placed on observation and participation related to the application of content in domain special education courses. Most specifically, this Field Experience is tied to SPE 241 but also supports SPE 220 and SPE 344. Field II is an exploration experience. Students will examine curricula content, effective teaching strategies, collaboration, adaptations, and modifications. Students will observe the implementation of IEPs under the supervision of a cooperating mentor teacher. Students will participate in four class meetings to pro
This course will address the skills, knowledge, and competencies necessary to meet the needs of students with disabilities in the content area classroom. Students will explore the current theory and practice of working with students with learning, emotional, and behavioral disorders in the Least Restrictive Environment (LRE). Students will learn to plan effectively for accommodations and/or modifications that may be necessary to implement effective instructional practices needed to make content accessible to students with learning disabilities.
SPE 310Intensive Reading, Writing, and Mathematics3
Students will be provided with an overview of research-based practices that offer intensive reading, writing, and math interventions designed for students who do not respond to the core curriculum. This course includes a review of the Response to Intervention (RtI) framework, diagnostic assessment methods, progress monitoring, and research-based instructional strategies that support reading, writing, and math standards. This course will also examine the effective practices based on the Science of Reading (SoR) research and will review the neuropsychological causes of dyslexia, dysgraphia, and math disabilities and effective supporting interventions. Also, the course will address principles and standards of reading and math instruction a
This course will explore the communication, social and relationship issues faced by individuals with autism spectrum disorders (ASD) and investigate the best practices and programs for increasing academic achievement for students on the spectrum. This course will discuss issues of identification, placement, and evidence-based approaches and instructional strategies found effective for students with ASD. This course includes the major theoretical perspectives of applied behavior analysis, developmental and social-relational approaches, and the theoretical approach of research-based strategies such as TEACCH and other strategies that demonstrate strong evidence-based findings.
SPE 333Data-Driven Decision-Making: Screening, Assessment, and Evaluation3
This course will emphasize screening, diagnosis, and the progress monitoring assessment process. Various approaches to assessment will be explored, including norm–referenced standardized tests; curriculum-based, criterion-referenced, performance-based, authentic, and portfolio assessment; and observations, interviews, and conferences. The process and procedures for special education eligibility determination, including the response to instruction and intervention framework and the secondary transition processes, are taught.
SPE 344Adaptations, Modifications, and Assistive Technology –3
Today’s educational world is inclusive and diverse. This course will introduce educators to the range of expectations required to accommodate the special education and Section 504 qualifying students. Historical and legal aspects of special education will be reviewed including the evaluation and individual educational plan process. Research-based practices to support students with high and low incidence disabilities will be explored through journal reviews. Students will design and modify lesson plans; and they will prepare a research review in an area of interest linked to this course.
SPE 347Evidence-Based Approaches for Students with Emotional Disorders –3
Intrinsic to a well-run classroom is a classroom based on the theoretical constructs of a positive behavior support plan. This course focuses on school-wide, classroom, and individual behavioral approaches appropriate for the regular and special education environments. Emphasis will be placed on a mastery of functional behavioral assessment methods and the development of individual behavioral plans.
This course focuses on evidence-based effective instruction for low incidence disabilities. Students are provided with an overview of classification, learning characteristics, and research-based techniques relevant to the education of students with moderate to severe disabilities. An emphasis is on examining assessments, planning instruction, and implementing curriculum for students with significant cognitive delays and multiple disabilities. Students review peer-reviewed, research-based practices to support students with low incidence of disabilities.
Field III is a pre-student teaching experience in which the candidate works under the supervision of a special education teacher within an inclusive environment. The candidate will work with individuals tutorially or with small groups of students. Students. Students will complete 30 hours of direct observation in an inclusive setting at the Pre-K through twelfth-grade level. Candidates will prepare and teach at least two lessons that will offer appropriate accommodations for the included eligible students with IEPs as well as other students requiring a differentiated curriculum. Students will participate in four on-campus class meetings to process the field experience and discuss research supporting the inclusion experience. Issues rela The intentional placement at various levels and special education programs will provide a solid background of experiences of the prospective special education teacher.
Field IV is a pre-student teaching experience in which the candidate works under the supervision of a special education teacher within an intensive program. The candidate will work with individuals tutorially or with small groups of students. Students will complete 30 hours of direct observation in a replacement instructional setting at the Pre-K through twelfth-grade level. Candidates will prepare and teach at least two lessons that will offer appropriate accommodations for eligible students with IEPs. Students will participate in four on-campus class meetings to process the field experience and discuss research supporting the special education experience. Issues related to practices as outlined in the Code of Professional Practice and The intentional placement at various levels and special education programs will provide a solid background of experiences of the prospective special education teacher.
The student will spend 14 weeks in a full-time experience in PreK to twelfth grade special education classrooms under the guidance of a cooperating teacher and a supervisor from the College. Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating teacher and weekly feedback from observation by the College Supervisor.
