Graduate Course Descriptions

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.

This course will focus on the reading, writing, speaking and listening connection in the teaching of language arts to middle and high school students. Content follows the Pennsylvania Department of Education Standards Aligned System with emphasis on research-based approaches to instruction in grades 5 through 12 while making connections between and across the curriculum, students’ lives, literature, and literacy. Emphasis will be placed on comprehension of print and digital texts, vocabulary development, and content area literacy. The course is also designed to teach candidates how to meet the individual needs of students through the use of formal and informal assessment measures specific to middle and high school literacy. This course is required for reading specialist certification.

This course includes federal and state level Professional and Ethical Practices required of the Special Education Teacher. In addition, it covers ADVANCED development (Instructional Planning) of Individual Education Plans (IEP), Individual Family Service Plans (IFSP), 504 Plans, and Positive Behavior Support Plans (PBSP) created as a result of comprehensive,multidisciplinary evaluations (MDE) (Evaluation Reports – ER, Functional Behavior Assessments – FBA) of students with disabilities in school settings. Contents capture global procedures for screening/assessment, referral, classification, placement, instructional programming in a standards aligned system, and progress monitoring (data collection systems). (Prerequisite: EDL 629 or equivalency)

This course covers traits and research-based strategies for students who have HIGH INCIDENCE DISABILITIES (specific Learning Disabilities, Attention Deficit Disorders, Mild/Moderate Intellectual/Developmental Disabilities, Speech/Language Disorders, Social-Emotional/Behavioral Disorders and High Functioning Autistic Disorders). It includes instructional planning and pedagogical techniques for all academic, social-behavioral and other functional skill areas, and monitoring of students’ progress from these instructional techniques. (Prerequisites: EDL 629 or equivalency)

This course covers traits and research-based strategies for students who have LOW INCIDENCE DISABILITIES: (Significant Cognitive Delays-Intellectual/ Developmental Disabilities, Low Functioning Autism Spectrum Disorders or Pervasive Developmental Disorders, Serious Physical Disabilities-Orthopedic Impairments, Complex Health Issues-Other Health Impairments, Multiple Disabilities, Visual Impairments including Blindness, Hearing Impairments including Deafness and Severe Emotional Disorders). It includes instructional planning and pedagogical techniques for all academic, social-behavioral and other functional skill areas, and monitoring of students’ progress from these instructional techniques. Medical and physical management techniques are also included. (Prerequisites: EDL 629 or equivalency) (Field Experience or equivalency required)

This introductory course places strong emphasis on the understanding of inquiry, project, and problem based approaches to STEM grounded state and national standards and Pennsylvania’s Standards Aligned System (SAS). In this course, K-12 educators will explore past and present social and political influences impacting STEM education, STEM related careers as well as the foundational principles of Integrative STEM Education to include: transdisciplinary standards based curriculum, supportive learning environment, and rigorous content. STEM curricular programs that reflect research based practices will also be reviewed and critiqued.

This course addresses foundational issues of curriculum, instruction, and assessment in K-12 STEM education. Educators will apply their knowledge of STEM education to revise or create a year-long standards based curriculum map and a unit plan that incorporates STEM content and practices, transdisciplinary connections, inquiry based pedagogy and strategic use of technology to support all learners. This course includes five hours of field experiences.