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

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 responds to the needs expressed by school personnel, research concerning youth with disabilities, and legislative requirements to provide transition services for all youth with disabilities. The IDEA amendments of 2004 (P.L. 108-446) mandate transition services which include ongoing assessment, curriculum planning, and collaboration with a variety of stakeholders to include community agency personnel, school administration and faculty, and parents. The course provides knowledge, skills, and competencies required of secondary special school personnel to assist youth and young adults as they transition to post-secondary opportunities.

EDME 537 | 3 credits