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Course Search Results

  • SPEC 345: Literacy Inst for Stud w/Dis

    3.00 Credits
    Commonwealth University of Pennsylvania

    Designed to address the needs of pre-service teachers who have the responsibility for literacy development and instruction for students with disabilities. Emphasis will be given to literacy components, evidence-based practices, and varying challenges students with disabilities have in learning to read and write.
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  • SPEC 401: Character and Etiology 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 402: Collaboration Ind w Excep

    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 403: ASD Inst Planning Methods

    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. Students will complete twenty-five hours of required field-based experiences.
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  • SPEC 404: 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 406: Pos Beh Supports

    3.00 Credits
    Commonwealth University of Pennsylvania

    Explores principles of human behavior, multi-tiered systems of support, culturally relevant trauma-informed group management procedures, and design/implementation of?positive behavior support plans. This course engages students through investigation 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 classroom and school-wide behavior support. The course is designed using a team-based learning format to mirror collaborative expectations in the field.
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  • SPEC 407: Trauma-Inf 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 440: Incl Practices PK-8

    3.00 Credits
    Commonwealth University of Pennsylvania

    Guides teacher candidates through the recognition and implementation of effective instructional practices for students with high-incidence exceptionalities PK-8. The course addresses planning and differentiating inclusive instruction based on the needs of various high-incidence exceptionalities, learning characteristics, and cultural diversity. The content focuses on comprehensive implementation of skills, processes, and evidence-based practices of positive and professional collaboration to support students within inclusive classroom environments during the course embedded instructional field hours.
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  • SPEC 441: Incl Practices 7-12

    3.00 Credits
    Commonwealth University of Pennsylvania

    Prepares teacher candidates to meet the diverse needs of students in secondary instructional settings. The content includes culturally relevant and trauma-informed management strategies, research-based methods of instruction, differentiation, interventions, and service structures facilitating transition from school to adult living for individuals with exceptionalities. The course discusses inclusionary issues, collaborative roles of educational professionals, and paraprofessional management within secondary educational settings. Students will analyze individual vocational assessments, functional curricula, and vocational competencies for individuals with exceptionalities.
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  • SPEC 445: Sup Std Comp Inst Nd

    3.00 Credits
    Commonwealth University of Pennsylvania

    Offers a broad spectrum of PK-12 instructional methodologies across academic, functional, and social skills considering individualization and promoting independence for individuals with moderate to severe exceptionalities. This course includes culturally relevant and trauma-informed practices to support learners with complex instructional needs. Course content includes models, theories, high-leverage practices, and evidence-based strategies. Course embedded field experience focuses on selection, planning, and implementing individualized assessments and data-driven instruction.
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