54 courses with the subject EDEX, 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.
EDEX 101Neurodiverse College and Career Seminar1.5
This course imparts to the student knowledge of social, academic and workplace skills by providing instruction on improvisational social techniques and daily living practices to assist students in adapting to college life and the workforce. Each week a different topic will be introduced, and social participation will be incorporated into each topic.
EDEX 102Neurodiverse College and Career Seminar II1.5
This course is a continuation of EDEX 101 and continues to impart to the student knowledge of social and academic skills by providing instruction on improvisational social techniques, daily living practices, and learning strategies to assist students in adapting to life in college. Each week a different topic will be introduced, and social participation will be incorporated into each topic.
EDEX 103Neurodiverse College and Career Seminar III1.5
This course imparts to the student knowledge of social and academic skills by providing instruction on improvisational social techniques and daily living practices to assist students in adapting to life in college. Each week a different topic will be introduced, and social participation will be incorporated into each topic.
EDEX 142Special Education Foundations: Referral and Assessment3.0
This course is an introduction to special education with specific emphasis placed on the history of special education, legal and ethical means of assessment, translating data into the Multi-Disciplinary Evaluation (MDE) and Individualized Education Program (IEP) processes and critical legal issues related to special education.
This course focuses on special education processes available for students with disabilities in grades PK-12. Specifically, this course provides an overview of child find, evaluation and education and IEP/IFSP development, implementation and monitoring concepts; as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed throughout the term. A field experience component is required for this course.
This course focuses on the management of instruction for all students in the inclusive classroom by examining the diverse cognitive, physical, social, behavioral, and language development of children, and emphasizes curricular, environmental, and instructional adaptations in addressing students' needs. This course has a field component.
EDEX 348Emotional and Behavioral Support of Individuals with Disabilities3.0
The focus of this course is on emotional and behavioral problems exhibited by students across general and special education settings. Specific emphasis is on evidence-based preventative strategies and interventions for students presenting with the most challenging concerns. The course also emphasizes strategies and interventions that are consistent with positive behavior support. Field experience hours are required for this course.
EDEX 349Teaching Individuals with High Incident Disabilities3.0
This course focuses on high-incidence disabilities, specifically learning disabilities and language disorders encountered in general and special education environments. Additional emphasis is placed on an understanding of characteristics and interventions that support these types of students. Field observation hours are required.
EDEX 350Teaching Individuals with Low Incident Disabilities3.0
The focus of this course is on curriculum development approaches, instructional strategies, and accommodations for students with low incident and moderate/severe disabilities such as: low vision and blindness, hearing impairments and deafness, deaf-blindness, severe health and physical disabilities, and traumatic brain injuries. Field experience hours are required for this course.
EDEX 352Integrating Technology for Learning & Achievement3.0
This course is designed to teach educators how to integrate technology into instruction in general education and special education classes, specifically to support reading, writing and mathematics achievement. It also focuses on the use of technology for universal design for learning and using assistive technology with students with disabilities. Field observation hours are required.
EDEX 355Teaching Students with Autism Spectrum Disorders3.0
The focus of this course is on students with an Autism Spectrum Disorder (ASD). Specific emphasis will be on the understanding of characteristics, instructional strategies, and interventions that work with the range of students with ASD. The course also emphasizes behavior reduction strategies that are consistent with a positive behavioral support approach for use with students with ASD. Field experience hours are required.
EDEX 368[WI] Literacy and Content Skill Development PK-123.0
The focus of this course is the literacy skill development of students at-risk for literacy disabilities and delays and those students identified with literacy disabilities. The course will teach a variety of instructional interventions and strategies for improving student decoding, encoding, vocabulary, fluency, and comprehension. Strategies to teach literacy skills in the content areas are also covered. Participants will assess literacy learners and monitor progress towards improved literacy skills. Field experience hours are required.
EDEX 375Teaching STEAM in an Inclusive Environment PK-123.0
The focus of this course is the teaching of science, technology, mathematics and the arts to all students in an inclusive environment. STEAM is an educational approach that uses content for guiding students in inquiry, dialogue, creative and critical thinking. These are critical life skills that students with disabilities often struggle to master. This course will teach instructional interventions and co-teaching strategies for improving student understanding of complex concepts and fostering experiential and creative learning opportunities. Field experience hours are required for this course.
The focus of this course is on implementing instructional strategies to meet the unique learning needs of students with disabilities in classrooms. Lesson planning, unit planning and grouping strategies are key elements in this course. Collaboration with parents and instructional team members in all delivery settings also is emphasized. The course has a Stage III field experience and candidates will be observed by a university supervisor during the term. Students will be required to reflect on their teaching practice and skills throughout the course.
EDEX 380Social Emotional Wellness and Evidence-Based Preventative School Practices3.0
This course is designed to teach future educators the critical role that social emotional wellness plays in the academic, social and behavioral development of children and youth. Research based programs and practices, including but not limited to, universal screening and school-wide PBIS and proactive educative approaches to encouraging coping and resiliency will be highlighted. Students will develop an understanding of universal screenings, assessments and instructional strategies related to resiliency and social emotional wellness. Field placement hours are required.
EDEX 381Understanding Social Emotional Disorders3.0
This course is designed to provide future educators with an understanding of social emotional wellness and common types of mental health issues that children and youth in school experience. An understanding of the role adverse childhood experiences and trauma has on the growth, development and learning of children and youth will be stressed. Additionally, the role of the teacher and the school in contributing information to the assessment process and their responsibility to provide support according to a student’s classification and/or diagnosis will be explored. Field placement hours are required.
EDEX 382Evidence-Based School Interventions and Trauma Informed Education/Care3.0
This course is designed to teach future educators about research-based interventions that schools use to support individual students in the general education setting who are struggling with mental health issues or students who have experienced trauma or adverse childhood experiences. Students will gain an understanding of the critical features of mandated and best-practice programs (e.g., trauma-informed care, PBIS, crisis planning) that support students within school settings. Evidence-based tools that can be used on a daily basis will be presented as well as crisis de-escalation. This course will focus on the use of data to inform educational practices and interventions. Field placement hours are required.
EDEX 383Collaboration and Community Based Practices to Promote Social Emotional Wellness3.0
This course will highlight the need to work collaboratively and authentically with parents, students and the community to address and promote social emotional wellness as well as intervening with students who are experiencing mental health issues at an intensive level. Tools and processes to communicate and advocate on behalf of students will be highlighted. Structured, intensive interventions, curriculum, and best practices will be addressed that have research support to address the needs of the individual students most in need of supports. Field placement hours are required.
EDEX 388Implementing Academic Interventions in Inclusive Educational Environments3.0
This course is designed to teach educators how to use assessment and progress monitoring data to identify, implement, and modify academic interventions for students with disabilities. This course will focus on interventions in mathematics, literacy, science as well as problem solving and organization. Students will implement these interventions with a working knowledge of the Pennsylvania Academic Standards in core content areas. Students will learn how to match specific interventions to the instructional areas of need and how to document these interventions in student IEPs. Field experience is a requirement of the course.
EDEX 414[WI] Special Education Student Teaching Seminar9.0
This course is designed to develop special education teaching knowledge, skills and abilities through student teaching, supervision and reflective practice. Activities include journaling, best practice workshops and reflecting on relevant case studies. This is the special education student teaching course. Each student will be assigned a university supervisor and will be observed during the term.
The seminar course is designed to develop the student's special education teaching knowledge, skills and abilities through field placement, supervision and reflective practice. Each week, the instructor and students will meet to share experiences, participate in best practice workshops, resource exploration, case study presentations and to reflect on what is being learned while student teaching in classrooms. Students will be required to complete 12 weeks of full time student teaching with increasing responsibilities to simulate the role of the PK-12 special educator. For more than half of the student teaching experience, students will assume full responsibility for the planning and delivery of instruction. Students will be assigned a university supervisor and will observed during the term.
This course provides an overview of the essentials of special education and how to manage instruction for students with diverse learning and behavioral profiles. The course will cover the purposes and uses of various forms of assessment in special education with an emphasis on legal and ethical considerations in assessment as part of the eligibility process for students with disabilities. The etiology, characteristics and prevalence of specific disabilities will also be highlighted. Curricular, environmental and instructional intervention adaptations to address learning and behavioral needs in the inclusive classroom will be reviewed. Research on inclusive education approaches of collaboration, co-teaching, differentiated instructional delivery models and universal design for learning will be discussed.
This course focuses on special education processes available for students with disabilities in grades PK-12. Specifically, this course provides an overview of child find, evaluation and education and IEP/IFSP development, implementation and monitoring concepts; as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed throughout the term. A field experience component is required for this course.
This course addresses the multifaceted complexities of human development, from birth through adulthood. The primary aim of the course is to foster the students’ ability to recognize and apply the connections among developmental domains and of theory and research with educational practice, including the use of research-based, real-world, and cross-cultural examples. This course will explore typical and atypical growth and development, including physical, cognitive and social-emotional development, from childhood through adolescence and into adulthood. An ecological systems approach will be taken to explain possible reasons for atypical and atypical developmental patterns. This course requires field experience hours.
This course provides an overview of the essentials of special education for today's teachers. Specific emphasis is placed on the history of special education, purposes of formal and informal assessments and current research on inclusive classrooms. Additional focus will be placed on legal/ethical considerations in testing and the translation of data.
EDEX 543Emotional and Behavioral Support of Individuals with Disabilities3.0
The focus of this course is on emotional and behavioral problems exhibited by students across general and special education settings. Specific emphasis is on evidence-based preventative strategies and interventions for students presenting with the most challenging concerns. The course also emphasizes strategies and interventions that are consistent with positive behavior support. Field experience hours are required for this course.
This course focuses on the management of instruction for all students in the inclusive classroom by examining the diverse cognitive, physical, social, behavioral, and language development of children, and emphasizes curricular, environmental, and instructional adaptations in addressing students' needs. This course has a field component.
EDEX 549Teaching Individuals with High Incident Disabilities3.0
This course focuses on high-incidence disabilities, specifically learning disabilities and language disorders encountered in the general and special education environments. Additional emphasis is placed on an understanding of characteristics and interventions that support these students. Field observation hours are required.
EDEX 550Teaching Individuals with Low Incident Disabilities3.0
This course focuses on curriculum development approaches, instructional strategies and accommodations for students with low incident and moderate/severe disabilities, with emphasis on age-appropriate functional education in school and community based programs. Additional emphasis is placed on disabilities such as low vision and blindness, hearing impairment and deafness and severe health and physical disabilities. Field observation hours are required.
EDEX 552Integrating Technology for Learning & Achievement3.0
This course is designed to teach educators how to integrate technology into instruction to support achievement in general and special education classes, specifically to support reading, writing and mathematics achievement. It also focuses on the use of technology for universal design for learning and using assistive technology with students with disabilities. Field observation hours are required.
EDEX 555Teaching Students with Autism Spectrum Disorder3.0
The focus of this course is on students with an Autism Spectrum Disorder (ASD). Specific emphasis will be on the understanding of characteristics, instructional strategies, and interventions that work with the range of students with ASD. The course also emphasizes behavior reduction strategies that are consistent with a positive behavioral support approach for use with students with ASD. Research in the area of ASD will also be emphasized. Field experience hours are required.
This course furthers the student’s understanding of the diagnosis of Autism. Students will explore current issues and best practices in providing educational services that meet the unique characteristics and needs of students with Autism. Field observation hours are required.
EDEX 558Characteristics & Methods: High Functioning Autism3.0
This course furthers the student’s understanding of the diagnosis of High-Functioning Autism. Students will explore current issues and best practices in providing educational services that meet the unique characteristics and needs of students with High-Functioning Autism. Field experience hours are required.
EDEX 560Communication & Language Interventions: Autism Spectrum Disorders3.0
The focus of this course is on communication and language skills, deficits, needs, and interventions for students with Autism Spectrum Disorders (ASD). Students will gain an understanding of the development of communication and interventions for students with ASD who are non-verbal, limited verbal, or verbal. Social pragmatics will be covered. Fieldwork hours are required.
The focus of this course is on specific behavioral and sensory issues of students with Autism Spectrum Disorders (ASD). Students will gain skills in research-based interventions for the behavioral issues and sensory needs of students with ASD. Close attention will be paid to prevention strategies that are effective for students with ASD. Field observation hours are required.
EDEX 568Literacy and Content Skill Development PK-123.0
The focus of this course is the literacy skill development of students at-risk for literacy disabilities and delays and those students identified with literacy disabilities. The course will teach a variety of instructional interventions and strategies for improving student decoding, encoding, vocabulary, fluency, and comprehension. Strategies to teach literacy skills in the content areas are also covered. Participants will assess literacy learners and monitor progress towards improved literacy skills. Field experience hours are required.
EDEX 575Teaching STEAM in an Inclusive Environment PK-123.0
The focus of this course is the teaching of science, technology, mathematics and the arts to all students in an inclusive environment. STEAM is an educational approach that uses content for guiding students in inquiry, dialogue, creative and critical thinking. These are critical life skills that students with disabilities often struggle to master. This course will teach instructional interventions and co-teaching strategies for improving student understanding of complex concepts and fostering experiential and creative learning opportunities. Field experience hours are required for this course.
The focus of this course is on implementing instructional strategies to meet the unique learning needs of students with disabilities in classrooms. Lesson planning, unit planning and grouping strategies are key elements in this course. Collaboration with parents and instructional team members in all delivery settings also is emphasized. This course has a stage III field experience and candidates will be observed by a university supervisor during the term. Students will be required to reflect on their teaching practice and skills throughout the course.
EDEX 580Social Emotional Wellness and Evidence-Based Preventative School Practices3.0
This course is designed to teach educators the critical role that social emotional and behavioral wellness plays in the academic, social and behavioral development of children and youth. Research based programs and practices, including but not limited to, universal screening and school-wide PBIS and proactive educative approaches to encouraging coping and resiliency will be highlighted. Students will develop an understanding of universal screenings, assessments and instructional strategies related to resiliency and social emotional and behavioral wellness. Field experience hours are required.
EDEX 581Understanding Social Emotional Disorders3.0
This course is designed to provide educators with an understanding of social emotional and behavioral wellness and common types of mental health issues that children and youth in school experience. An understanding of the role adverse childhood experiences and trauma has on the growth, development and learning of children and youth will be stressed. Additionally, the role of the teacher and the school in contributing information to the assessment process and their responsibility to provide support according to a student’s classification and/or diagnosis will be explored. Field experience hours are required.
EDEX 582Evidence-Based School Interventions and Trauma Informed Education/Care3.0
This course is designed to teach educators about research-based interventions that schools use to support individual students in the general education setting who are struggling with mental health issues or students who have experienced trauma or adverse childhood experiences. Students will gain an understanding of the critical features of mandated and best-practice programs (e.g., trauma-informed care, PBIS, crisis planning) that support students within school settings. Evidence-based tools that can be used on a daily basis will be presented as well as crisis de-escalation. This course will focus on the use of data to inform educational practices and interventions. Field experience hours are required.
EDEX 583Collaboration and Community Based Practices to Promote Social Emotion Wellness3.0
This course will highlight the need to work collaboratively and authentically with parents, students and the community to address and promote social emotional and behavioral wellness as well as intervening with students who are experiencing mental health issues at an intensive level. Tools and processes to communicate and advocate on behalf of students will be highlighted. Structured, intensive interventions, curriculum, and best practices will be addressed that have research support to address the needs of the individual students most in need of supports. Field experience hours are required.
EDEX 588Implementing Academic Interventions in Inclusive Educational Environments3.0
This course is designed to teach educators how to use assessment and progress monitoring data to identify, implement, and modify academic interventions for students with disabilities. This course will focus on interventions in mathematics, literacy, science as well as problem solving and organization. Students will implement these interventions with a working knowledge of the Pennsylvania Academic Standards in core content areas. Students will learn how to match specific interventions to the instructional areas of need and how to document these interventions in student IEPs. Field experience is a requirement of the course.
EDEX 600Family, School and Community Engagement in Special Education3.0
This course is designed to provide an understanding of how to effectively implement the spirit of the Individuals with Disabilities Education Act (IDEA) and Section 504, using a collaborative approach among families, educators, and service providers. Specifically, this course focuses on the structure and operation of efficacious collaborative teams, facilitating co-educator partnerships and integrating internal and external supports through positive family engagement.
This course is designed to provide students with an opportunity to explore and master collaborative advocacy practices critical to the special education process.
EDEX 602Special Education Dispute Resolution and Skills Training3.0
This course is designed to provide a comprehensive understanding of special education dispute resolution opportunities and training in the communication skills necessary to successfully participate within each of those opportunities.
EDEX 710School Law & Policy in Special Education3.0
This course provides an overview of the legal rights of students and families in the field of special education. Students will explore the source, history, current status, and litigation affecting special education. This course relates equal protection and procedural due process to school practices and policies affecting students with disabilities.
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
This course explores the administration of teaching/learning as a system in an inclusive school. Students learn leadership practices for universal screening, integrating assistive technology, research/evidence based-practices, and assessment systems responsive to and linguistic diversity. Special focus on leadership issues related to the urban, suburban, and rural context.
EDEX 714Development, Supervision, & Support: Special Education Leadership3.0
This course provides an overview of personnel functions: recruitment, selection, orientation, support, evaluation, and development; interpersonal skills; motivation/change theorie; and the utilization of technology in the process. In addition, it will look at the unique issues of co-leading personnel with other administrators, collective bargaining, and the grievance process.
EDEX 716Organization & Administration of Special Education3.0
This course is designed to provide an overview of the organizational practices for the administration of special education programs. Students will be introduced to special education revenue sources, compliance, child count, and budget monitoring as well as the special education plan.
EDEX 721Supervisor of Special Education Internship: Special Education Leadership1.0
The student will be required to log at least 75 hours of mentored leadership activities during each quarter to total at least 300 hours and compile activities in a portfolio. This is the first of a four-term internship. The focus is on legal and policy issues in special education leadership.
EDEX 722Supervisor of Special Education Internship: Instructional Leadership1.0
The student will be required to log at least 75 hours of mentored leadership activities during each quarter to total at least 300 hours and compile activities in a portfolio. This is the second of a four-term internship. The focus is on instructional leadership in special education leadership.
EDEX 723Supervisor of Special Education Internship: Collaboration & Personnel1.0
The student will be required to log at least 75 hours of mentored leadership activities during each quarter to toal at least 300 hours and compile activities in a portfolio. This is the third of a four-term internship. The focus is on collaboration and personnel issues: special education leadership.
EDEX 724Supervisor of Special Education Internship: Finance & Management1.0
The student will be required to log at least 75 hours of mentored leadership activities during each quarter to total at least 300 hours and compile in a portfolio. This is the fourth of a four-term internship. The focus is on school resources in special education.
