Special Education Certification K-8

The curriculum for the graduate certificate in exceptional children and youth is designed for busy professionals and includes both theory and field experiences.

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Students extend their instructional planning and assessment skills by applying a systems model of instructional design that is founded on research-based learning theories and includes alignment of learning goals with academic standards and assessments. Emphasis on thinking and decision-making processes necessary for developing instruction and evaluating the achievement of learning goals in a range of learning environments and with a broad range of learners.

EDME 503 | 3 credits

This course will help students develop personal and professional characteristics to be more effective communicators and collaborators in a variety of school-related contexts. Students will view families and communities as resources to support the development of children and learn ways to tap into those resources for the benefit of all learners. A focus on empowerment of and collaboration with traditionally marginalized groups including English language learners and students with disabilities.

EDME 504 | 3 credits

In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate educational programs for learners with severe and profound disabilities, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations, accommodations and modifications within the general and functional curriculums, evidence-based instructional strategies, Universal Design for Learning, differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration.

EDME 526 | 3 credits

This course is designed to engage learners in thoughtful exploration and discussion of models of human behavior, researched-based principles of behavior management and practical application of behavioral and educational strategies used to create a classroom climate that promotes positive behavior for all learners. A strong emphasis will be placed on those learners with behavioral, emotional and social disabilities.

EDME 527 | 3 credits

This course will examine typical and atypical social, emotional, physical, cognitive, and linguistic development of infants and toddlers (birth through three-years). This course will also examine the role of the family and other caregivers, such as childcare providers, preschool teachers, and foster care parents, in the development of infants and toddlers (birth through three-years). Topics will include the development and maintenance of attachments to caregivers, the role of culture and gender in development, the role of socioeconomic status, infant and toddler mental health issues, and infants and toddlers with special needs. Early intervention and assessment techniques will be explored along with developmentally appropriate practices. For example, students will become familiar with the Individualized Family Service Plan (IFSP), the Denver Developmental Assessment, and other services that may be provided to infants and toddlers.

EDME 528 | 3 credits

In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate educational programs for learners with mild and moderate disabilities, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations, accommodations and modifications within the general curriculum, evidence-based instructional strategies, Universal Design for Learning, differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration.

EDME 529 | 3 credits

Students in this course will spend a minimum of 120 hours in a special education classroom setting. In this placement, students will design and deliver instruction and assessment. Students will also use data to inform instructional decisions. Concurrent seminar will provide time for reflection on professional practice, ethics, integration of faith commitment with practice, and reinforcement of program objectives. Prerequisite: At least 24 EDME credits.  Students already holding Pennsylvania Special Education teacher certification will complete the internship in one of the three domain specific areas including autism spectrum disorders, specific learning disabilities or emotional and behavior disorders.

EDME 530 | 3 credits

This course will enable students to investigate the legislation and landmark litigation that govern student eligibility for special education, Section 504 of the Rehabilitation Act of 1973 service plans, gifted education and services for English Language Learners. Students will also learn about the major areas of exceptionality including the characteristics, incidence, etiology and diagnostic criteria connected with those areas of exceptionality. Educational and therapeutic services available to diverse learners with exceptionalities and without will also be explored. With this foundation, students will be able to analyze and apply best practices and sound professional strategies to support exceptional and diverse learners in educational environments.

EDME/COUN 551 | 3 credits