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• XPS 501: Advanced Educational Psychology

  3.00 Credits

  Cheyney University of Pennsylvania

  
  A study of psychological principles and theories which influence efforts in public education. Pre-Requisite:General Psychology and an upper-level psychology course.
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• XPS 503: Counseling Theories & Techniques

  3.00 Credits

  Cheyney University of Pennsylvania

  
  An exploration of eclectic ideologies and approach to the practice of counseling. Pre-Requisite: None
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• XPS 506: Use of Community Resources

  3.00 Credits

  Cheyney University of Pennsylvania

  
  An examination of the multiplicity of resources that are available in most communities and how to avail ones self of their services. Strategies will be examined that can be employed to make community resources more responsive. Pre-Requisite: None
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• XPS 507: Career Development Theories Information

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Introduction to the role, mission and scope of career development. Identification and exploration of current and projected trends in career development. Pre-Requisite: None
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• XSE 507: Introduction to Considerations Teaching

  3.00 Credits

  Cheyney University of Pennsylvania

  
  A comprehensive survey of psychosocial, congnitive, and developmental characteristics for education and training will be presented. Definitions and classifications of psycho social patterns of behavior, learning and congitive relationships and growth and developmental trends will be discussed. Pre-Requisite: None
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• XSE 510: Current Trends & Research Issues

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Designed to bring into focus certain problems and issues in the psychology and education of exceptional children. These issues and problems represents the reality of the very areas of conflict confronting special educators. Attempts will be made to alert students to the divergences, the arguments, and the data surrounding them. Pre-Requisite: None
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• XSE 512: Administration of Special Education

  3.00 Credits

  Cheyney University of Pennsylvania

  
  This course is designed to inform and sensitize pre-service and in-service administrators to the needs, nature and function of the management of special education ,with emphasis on the coordination of the education of exceptional children with that of all other children. Focus will be on the scope of events and developments affecting the provision of programs for exceptional children. Pre-Requisite: None
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• XSE 514: Behavior Modification In Education

  3.00 Credits

  Cheyney University of Pennsylvania

  
  The basic concepts,principles, and procedures of behavior modifications will be covered. The procedures of both operant conditioning and respondent conditioning will be applied to hanging commonly occurring behaviors in special classes (high incidence) and to relatively unusual behaviors (low incidence). Special emphasis will be placed on developing competence for planning and implementing behavior programs for individual students and for the class as a whole. The course will be applied to the disturbing behavior of various exceptionalities. Pre-Requisite: None
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• XSE 515: Strategies Adaptations Cognitive Skills

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Instructional Strategies and Curriculum Adaptions for Teaching Cognitive Skills is designed to provide a curriculum focus for meeting that needs of "regular' and mainstreamed exceptional youngsters on a day to day basis in the regular classroom. Content emphasizes specific techniques and strategies effective in adapting the curriculum to the handicapped student in the mainstream. Educational implications associated with characteristics of handicapped students will be analyzed. OR Distance Learning version of XSE515 to be offered as an "On-line" course in which more than 80% of the instruction will be completed outside of the classroom. Pre-Requisite: None
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• XSE 516: Principles & Practices Diagnostic Tchg

  3.00 Credits

  Cheyney University of Pennsylvania

  
  The rational and theorectical foundations of diagnostic teaching will be examined. Stress will be placed on competencies for diagnosing the educational needs of children with learning and behavioral difficulties and for developing and validating individualized prescriptions derived from diagnostic results. Standardized and informal assessment instruments will be studies; the conditions and procedures of assessment will be explored. Students will be expected to administer assessments instruments to school children with learning and behaviors problems, to analyze and interpret the findings, and to develop conclusions and prescriptions for instruction. Pre-Requisite: None
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