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• XSE 529: Reading,Writing&Math Instruct Strategies

  3.00 Credits

  Cheyney University of Pennsylvania

  
  The course Reading, Writing, and Mathematics Instructional Strategies focuses on teaching reading, writing and mathematics to children in special education. Students willhave the opportunity to design, implement, and reflect upon instructional lessons that take into account multicultural activities, and hands-on activities that engage pupils in their learning. Prerequisite: None.
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• XSE 531: Clinical Experience Special Education I

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Students will obtain grounding in classroom applications of the theory and principles of educational diagnoses. Students will develop and implement on-going projects throughout the semester and will analyze, interpret and evaluate project results and problems. Pre-Requisite: None
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• XSE 532: Clinical Experience Special Education II

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Students will obtain a grounding in classroom applications of procedure , techniques, facilities and equipment necessary for adapting the curriculum to the needs of the exceptional learner. Students will develop and implement projects throughout the semester and will analyze, interpret and evaluate project results and problems. Typical teaching situations will enable students to compare teaching behavior and theory and evaluate curriculum construction as well as teach small groups and individualized instruction. Pre-Requisite: None
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• XSE 533: Clinical Exper Special Education III

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Students will obtain a grounding in classroom applications of the theory and principle of behavior modification. Students will develop and implement ongoing projects throughout the semester and will analyze interpret and evaluate project results and problems. Pre-Requisite: None
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• XSE 612: Administration of Special Education

  3.00 Credits

  Cheyney University of Pennsylvania

  
  This course is designed to make administrators and teachers aware of the demands and mandates required in order to properly administer programs established to meet the needs of special education and its students. Additionally it will provide the educator with the knowledge and understanding of the skills and expertise necessary to successfully administer the operation of special education program, as well as how to approopriately interact and meet with families and the entire school community. It will address the Special Education Competencies for School Leaders : Knowledge , skills and demonstration in supervising and evaluating : Over -Representation of Diverse Students in Special Education , Prevention and Early Intervening , Effective Instructional Strategies for Students with Disabilities in Inclusive Settings. Pre-Requisite: None
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• XSH 520: Seminar In Humanities

  3.00 Credits

  Cheyney University of Pennsylvania

  
  An integrated course in the humanities to offer the student the opportunity to approach the area of humanities by and through the "image of man" that a particular area of humanistic studies presents. Through the use of this critical category of the "image of man," the student will be encouraged to investigate through research adn discovery the significant motifs which arise from his encounter his encounter with the world of experience presented through the humanities. An extensive and intensive study of works of literature, philosophy, religious thought, art and music from ancient times to the present will form the course content. As an interdisciplinary course, the seminar will not only emphasize the particular student's encounter with a particular aspect of humanistic studies, but will also attempt to point out the significance of the meeting within the area of humanistic studies themselves. Pre-Requisite: None
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• XTR 501: Trauma Ed Lit Review

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Trauma Informed Education: A review of the literature A foundation course that establishes an understanding of Trauma Informed Educational Study (TIES), as integral to the improvement of students' academic success in Pre-K to Grade 16 (college / university levels); based on educators' recognition and development of in-depth perspectives related to the barriers / challenges that are inherent factors in the lives of ALL children. Entails a review, critique, analysis and reflective insights into the literature on trauma education from a multidisciplinary approach; yet, it is distinctly grounded in the perspectives of education, i.e., teaching and learning. (3 credits)
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• XTR 502: Trauma Classroom Practices

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Trauma and Academic Performance: Introduction to trauma sensitive practices A study of the universal design of learning with best practices to create a safe classroom and school environment where all children, especially the child who has been traumatized, can be successful. Trauma sensitive school and classroom strategies organized throughout six school core operations are emphasized, using six attributes of a trauma sensitive classroom as the outline for a flexible framework guiding best practices. Emphasis is on trauma sensitive pedagogy that creates and advocates for weaving trauma sensitive research practices throughout all the operational functions to assist in developing a whole school trauma sensitive universal community of learners. The uniqueness of the individual child is highlighted, as are many forms of diversity, including developmental, cultural, gender, and socioeconomic diversity, and the interdependent and interplay among various contexts in which children live and play. (3 credits)
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• XTR 503: Creating Trauma Environment

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Creating a school-wide trauma sensitive environment This course of study covers intergenerational trauma. Researchers and clinicians have become increasingly aware that the effects of trauma suffered by one generation - whether individual or collective trauma - are passed on to subsequent generations. Many therapists who treat offspring of traumatized parents or grandparents insufficiently or ineffectively treat the presenting symptoms such as depression, anxiety, or marital issues without understanding that these symptoms have a longer background that needs to be more directly addressed. This course will teach professionals how to recognize intergenerational transmission of trauma, understand the mechanisms of transmission, and comprehend treatment principles. (3 credits)
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• XTR 504: Non-Clinical Classroom Trauma

  3.00 Credits

  Cheyney University of Pennsylvania

  
  Non-Clinical classroom strategies for trauma informed educators The focus of this course is the development of non-clinical classroom strategies for educators who work with children experiencing emotional and psychological trauma. This course will reinforce knowledge of the underlying causes behind the failure to thrive academically and socially for traumatized children, and enhance the understanding of the ways in which emotional and psychological trauma impede school performance. Course participants will gain and demonstrate knowledge of practical, theory-based, non- therapeutic best practices for working with emotionally and psychologically traumatized children in the school setting. (3 credits)
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