Graduate Course Descriptions

A one-semester independent project which meets the approval of the Program Chair and is conducted under faculty supervision. Student may merit one, two or three credits according to the complexity of the project.

This is a survey course, introducing the general categories, etiologies and identification of children with disabilities as per the Individuals with Disabilities Education Improvement Act. It also covers the process of Special Education at the Federal and State (PA) levels. Factors that promote effective communication and collaboration among all school personnel, families, students and other community members are included. (This is a prerequisite for EDL 650, 651, 652, 653).

Study which focuses on the development of effective teaching strategies. It includes strategies of supporting instructional efforts. Current effective instructional strategies will be explored. (Field experience required)

This course is intended to help design and implement multimodel literacy strategies in various middle and high school content areas through the study of adolescent literacy, assessment practices and the reading process. There is a heavy emphasis on the use of technology as a means to engage and support students as readers, writers, thinkers and speakers.

A systematic introduction to the field of grant writing. It includes the basic skills and processes of grant writing as well as the development of highly skilled professional writing.

A focus on the application of technology to the local school setting. Students will become knowledgeable of the latest innovations in computer and multi-media technology as they apply to classroom and administrative tasks.

This course includes introductory level instructional adaptations and accommodations for all school-age students who are academically and functionally at risk for learning and/or for students identified as needing special education. It covers Universally Designed Instructional techniques in a standards aligned system within the Least Restrictive Environment, primarily in inclusive school settings. Reviews of general assessments and data collection processes, along with progress monitoring techniques,are incorporated within the instructional components. Response to Intervention models are utilized to allow for appropriate educational decision makingfor these diverse learners. (Field Experience orequivalency required)

This course will focus on the manner in which reading instruction can be designed to meet the individual needs of students. Understanding of assessment measures/instruments specific to literacy will be stressed. Knowledge of formal and informal reading assessments will be developed. Focus will be on students in PreK-4 classroom settings.

This course, designed for school leaders, addresses aspects of over-representation of diverse students in special education as well as prevention, early intervention and instructional strategies for students with disabilities in inclusive settings. More specifically, it addresses instructional adaptations and accommodations to meet the needs of the following student populations: a) academically and functionally at-risk for learning, b) identified as needing special education, c) culturally and linguistically diverse. The role the school leader plays as a potential Local Education Agency (LEA) representative is also covered. In order to equip the school leaders with both knowledge and competence in leading, supervising and evaluating the skills of staff members engaged in student learning, the following concepts will be included: a) Universal Design for Learning (UDL) as instructional techniques in a standards aligned system within the Least Restrictive Environment, b) Response to Inter

This course will introduce candidates to the reading, writing, speaking and listening connection in the teaching of language arts to early childhood education students. Content follows the Pennsylvania Department of Education Standards Aligned System with emphasis on research-based approaches to instruction while making connections between and across the curriculum, students’ lives, literature, and literacy. It is also designed to meet the individual needs of students while demonstrating formal and informal assessment measures specific to literacy.