Course Search Results

  • SPEC 491: Dual Student Teach II

    6.00 Credits
    Commonwealth University of Pennsylvania

    Engages student teachers in a 7-8-week placement where they systematically assume the role of a certified teacher within a Special Education PK-12 or Early Childhood Education PK-4 setting. Student teachers apply knowledge and skills acquired in professional preparation while supported by a departmental supervisor. Student teachers must demonstrate competence in planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, and knowledge of diverse learners, as outlined in the PDE Student Teaching Competencies. Corequisite:    SPEC 490
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  • SPEC 492: Special Ed Student Teaching

    12.00 Credits
    Commonwealth University of Pennsylvania

    Engages student teachers in a 15-16-week experience (one or two placements) where they systematically assume the role of a certified teacher within a Special Education PK-12 setting. Student teachers apply knowledge and skills acquired in professional preparation while supported by a departmental supervisor. Student teachers must demonstrate competence in planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, and knowledge of diverse learners, as outlined in the PDE Student Teaching Competencies. Corequisite:    SPEC 489
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  • SPEC 498: Internship SPEC

    3.00 Credits
    Commonwealth University of Pennsylvania

    Provides targeted, field-based experiences in evidence-based trauma informed practices to support services for students PK-12 across educational sites. This course requires completion of hours in supervised experiences. The internship provides an opportunity to gain culturally proficient, trauma-informed expertise that enhances outcomes for all students inclusive of those with disabilities as well as those that have experienced trauma. This course can be used as a field-based capstone for programs as per each specific program's requirements.
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  • SPEC 501: Char and Eti. of ASD

    3.00 Credits
    Commonwealth University of Pennsylvania

    Offers a comprehensive understanding of Autism Spectrum Disorders (ASD). Students will develop and demonstrate an in-depth understanding of defining characteristics of and diagnostic criteria for various ASD and other associated disorders. Students will be introduced to definitions, etiologies, and behaviors of individuals diagnosed with ASD. The historical foundations, treatment, and service delivery models will be explored. An overview of school-based interventions and transitions will be discussed. Students will complete required field-based experiences.
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  • SPEC 502: ASD Collab Families

    3.00 Credits
    Commonwealth University of Pennsylvania

    Provides students with an advanced level of knowledge and skills to effectively collaborate with families, agencies, and communities to support the educational, social, functional, and transition needs of students with Autism Spectrum Disorder (ASD). Students will examine family systems and issues that impact family dynamics. Significant emphasis will be on identifying available community resources, designing individual programming, promoting collaborative efforts, leading cross-system planning efforts, and providing professional service leadership activities.
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  • SPEC 503: ASD Inst & Intervent

    3.00 Credits
    Commonwealth University of Pennsylvania

    Offers a comprehensive understanding of instructional interventions and methods across grade levels for students with Autism Spectrum Disorder (ASD). Students will develop and demonstrate in-depth an understanding related to research driven, evidence-based instructional practices for academic, functional, and occupational skills, as well as communication and social skills instruction.GC Students will complete twenty-five hours of required field-based experiences.GC
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  • SPEC 504: ASD Assmt Plan

    3.00 Credits
    Commonwealth University of Pennsylvania

    Designed to provide students with additional knowledge and skills to effectively conduct assessments and plan instructional programming for students with Autism Spectrum Disorder (ASD). Students will gain an understanding of the legal provisions for current assessment practices relevant to students with ASD. Significant emphasis will be on selecting and implementing appropriate assessment instruments, interpreting data to design and adapt programming, and leading the functional behavior assessment process to identify problematic behaviors.
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  • SPEC 506: Positive Behavior Supports

    3.00 Credits
    Commonwealth University of Pennsylvania

    Explores the principles of human behavior, multi-tiered systems of support, culturally relevant trauma-informed group management procedures, and design/implementation of person (student)-centered behavior support plans. This course engages students through implementation of these practices within an embedded field-experience. It examines the relationship among research, policy and practice as it pertains to prevention and early intervention with group and individual problems at school and community levels. The course is designed using a team-based learning format to mirror collaborative expectations in the field.
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  • SPEC 507: Trauma-Informed Prac Sch

    3.00 Credits
    Commonwealth University of Pennsylvania

    Provides the opportunity to extend knowledge and skills concerning adverse childhood experiences (ACEs), trauma, and associated programs and practices including Positive Behavior Support, Multi-tiered Systems of Support (MTSS), and the Positive Behavior Intervention and Support (PBIS) framework. This course can be taken as part of the sequence that leads to the Endorsement in Social, Emotional, and Behavior Wellness of Students PK-12 offered through the Pennsylvania Department of Education or as an elective course.
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  • SPEC 510: Intro Indiv w/Except

    3.00 Credits
    Commonwealth University of Pennsylvania

    Focused on the protection of basic human rights for all individuals, the course examines research-based systemic educational practices, such as tiered intervention supports and high-leverage practices. Introduces laws and guidelines regarding identification of exceptionalities utilizing definitions, characteristics, and etiology within educational contexts through the lens of cultural relevancy and ethics including racial, ethnic, and social diversity. This course examines historical, current cultural, and ethical issues surrounding individuals with exceptionalities.
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