EDUC 202 – Educational Philosophy, Ethics, Issues and Trends (3 credits) Focuses on the great thinkers in education, as well as the ethics of teaching, including ethical standards (e.g., NAEYC), and professional conduct codes (PA). Historical and philosophical underpinnings of education are explored. The course centers on reflective and critical perspectives regarding legal considerations, the effects of public policy on children and families, strategies for becoming a culturally responsive teacher and for working with students with disabilities, advocating for sound educational practices, and respecting family choices and goals. Current issues and trends in education will be examined. Students will also be introduced to the Portfolio Assessment System and will begin to build their professional portfolios.
EDUC/SPED 215 – Development, Cognition and Learning I (3 credits)
This course is designed to introduce students to important concepts and principles concerning learning, cognition, and development. The biological and societal influence on these factors will also be examined. The emphasis of the course is on prenatal through adolescent development. Topics include educational applications of learning theory, developmental approaches to teaching, intellectual functioning, and educational achievement. The course will assist candidates in applying theory and research to enhance teaching and learning in their classrooms. Current Clearances needed.
EDUC/SPED 217 – Adolescent Development, Cognition and Learning (3 credits) This survey course is designed to introduce students to important concepts and principles concerning development, cognition and learning of middle childhood and adolescence. The emphasis of the course will focus on the scientific study of the biological, cognitive, emotional and social changes. Topics include educational applications of learning theory, developmental approaches to teaching, intellectual functioning and educational achievement. This course will assist candidates in applying theory and research to enhance teaching and learning the classroom. Prerequisite: EDUC/SPED 215. Closed to students who have taken or are currently taking EDUC/SPED 235.Current Clearances needed.
EDUC 230 – PK-4 Multicultural, Linguistic and Instruction Methods (3 credits) Designed to foster the understanding and appreciation for linguistic and cultural diversity and to enhance the knowledge and skills of teachers working with diverse learners, their families, and their communities. This course will focus on awareness of values, perspectives, and cultural diversity. Methods for exemplary teaching within the inclusive classroom are emphasized. Current Clearances needed.
EDUC 231 – Technology Module I (1 credit)
This course is designed to make educators aware of how technology can be used to enhance the teaching and learning process and addresses topics such as current skills in the use of education technology. We will use higher level learning, problem solving, and student-centered cooperative and collaborative learning. We will also deal with issues such as adaptations and accommodations for diverse learners and meeting the needs of English Language Learners. The main themes of the course are: Create, Collaborate, Teach, Engage, Extend, Empower, and Personal Use. This course will prepare pre-service teachers to meet the ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers.
EDUC 232 – Technology Module II (1 credit)
Continuation of Technology Module I. Pre- or Co-requisite: EDUC 231.
EDUC/SPED 260 – Early Literacy Foundations (PK-1) (3 credits)
A foundation for understanding the emergent literacy process is emphasized. Lessons for developing language and expression skills, phonological awareness, word study, and comprehension and fluency are written and demonstrated. Special attention is given to creating supportive learning environments for diverse children. Prerequisite: EDUC 215. Current Clearances needed.
EDUC/SPED 270 – Introduction to Special Education (3 credits)
An introduction to the philosophy, practices, and principles of special education to meet the educational, psychological, and emotional needs of children with exceptionalities in our society. Exceptionalities are examined in depth through: identification, characteristics, and accommodations in comparison to regular education. Current Clearances needed.
EDUC 299 – PDE Basic Skills Tests (0 credit)
EDUC 299 Basic Skills is a prerequisite for all 300 and 400 level education courses. In order to register for this course, you must take and pass all basic skills tests. A student will be required to change their major after their sophomore year if EDUC 299 is not passed.
EDUC/SPED 305 – Assessment I (3 credits)
Designed to focus on research, policy, and best practices in assessment and to link assessment to curriculum planning and in program evaluation. Focuses on identifying, defining, and interpreting the types of valid and reliable education assessments and their uses including screening, diagnostic, formative, summative, and authentic. Informal and formal assessments are explored. Legal and ethical practices are addressed. Prerequisites: EDUC 215 or EDUC 235 and EDUC 299. Current Clearances needed.
EDUC/SPED 306 – Assessment for the Diverse Learner (3 credits)
Designed to focus on identification, administration, interpretation, and planning of instruction based on authentic, screening, diagnostic, formative, and summative assessment components in a standards-aligned system. Assessments will be completed in all subject areas and instruction will be designed by the student. Current Clearances needed. Prerequisite: EDUC 299.
EDUC/SPED 314 – Transition Options For At Risk Students (3 credits)
This course is designed to explore learning, social, communication and emotional environments for secondary special needs students who are at transition ages 14 through 21. The course will concentrate on components of
IDEA and Pa. Chapter 14 that connect and ready students for life after high school. Current Clearances needed. Prerequisite: EDUC 299.
EDUC/SPED 318 – Low Incidence Disabilities (1 credit)
This course will examine low incidence disabilities including intellectual disabilities, deaf, deaf blind, hearing impaired, multiple disabilities, blindness, visually impaired, and other disabilities that are not as commonly identified as higher rate incidence disabilities. The course will examine conditions that continue to interfere with academic, communicative, social, and behavioral performance of children who are pre-school and school age in the low incidence category. Emphasis will be place on preparing candidates for the teaching profession to demonstrate ability to use current research based practices and training for students within this incidence level. In addition to classroom and direct course work students will participate in a field experience to carry over methods and teaching strategies acquired in the course. Current Clearances needed.
EDUC 366 – Methods for Teaching Diverse Learners (3 credits)
Designed to assist teachers to recognize challenges related to teaching diverse students and to emphasize the proper instruction to meet the cognitive as well as the psychological needs of their students. The course emphasizes routines that enhance a student’s ability to construct understanding of content and reading by fostering metacognition and inquiry with text. Prerequisite: EDUC 299.
EDUC/SPED 370 – Specifically Designed Instruction (3 credits)
This course is designed to plan and implement instructional strategies for the student with special needs. The focus of the course will be on literary development and instruction in core and intervention areas. Prerequisite: EDUC/SPED 270 and EDUC 299. Current Clearances needed.
EDUC/SPED 390 – Differentiated Reading for the Developing Child (3 credits) This course is designed to provide PK-4/SPED PK-8 majors with the knowledge and skills to implement differentiated reading and comprehension strategies in both the ELA and content area classrooms. Multiple strategies to encourage and foster differentiation to facilitate comprehension for all students in the classroom will be investigated. Students will complete a field experience and informally assess an assigned student. They will also develop and teach appropriate literacy lessons to include spoken language, phonological processing, word study, and comprehension and fluency development. Prerequisite: EDUC/SPED 260 and EDUC 299. Current Clearances needed.
EDUC 424 – Family Involvement and Connections (3 credits)
This is a project-based course designed to prepare pre-service teachers to meet the challenge of teaching in the 21st century. The emphasis of this course is proactive management, preventive measures, and corrective techniques.
Examines maintaining respectful, ongoing, and meaningful communication with families. Investigates culturally responsible factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school and agency personnel, and community members. Prerequisite: EDUC 202 and EDUC 299.
EDUC 438 – Student Teaching Seminar (1-2 credits)
Discussion and review of the development of their Student Teaching Portfolio(s); in addition, discussion of classroom management issues and teaching challenges met by student teachers during their period of student teaching. Required of all students during their period of student teaching. Concurrent course: EDUC 437. Prerequisite: EDUC 299.
EDUC/SPED 440 – Inclusive Education (3 credits)
This course is designed to help special and general educators gain a better understanding of inclusion. Learners who have physical, mental, emotional, behavioral, or learning disabilities or who are English Language Learners can be successful in the classroom when teaching strategies and technologies are differentiated to their needs. Pedagogical, curricular, and social considerations involved in educating learners with diverse learning needs in the general education classroom will be addressed along with strategies for collaborating with parents, regular and special educators, paraprofessionals, and other individuals in the educational program or representing community agencies. Co-requisites: EDUC 437, EDUC 447, EDUC 457, or EDUC 467. Prerequisite: EDUC 299. Taken during student teaching semester.
EDUC/SPED 457 – Observation and Student Teaching (SPED) (5-10 credits)
Observation and study of special education classroom teaching are combined with actual student teaching under expert supervision. Attention is given to the organization and presentation of subject matter, to program handling, class discipline, making reports and other school activities. Conferences are held with the supervisor of teacher training and the instructor under whom each student does student teaching. Prerequisites: Must have completed all required education courses and been formally accepted into the department. Co-requisite: EDUC/SPED 440. Prerequisite: EDUC 299.