New Nursing Programs

Emergency Closing Policy

Text Alert

Get Connected

Course Directory

:: Course Offerings

The course offerings at Clarion University of PA go through an extensive review process by the Committee on Courses and Programs of Study (CCPS).  This course offerings list is a comprehensive list of courses that could be offered; it does not mean they are currently being offered.

For a complete list of courses offered on the current or upcoming schedules, see the Registrar's page Schedule of Classes.

To start a new search enter the course number of the subject or title you are searching in the box below.



Course Id (currently sorted in Ascending order) Course TitleCourse DescriptionLevel
EDAD 720
The Law And Special Education
This is the first course within the fifth theme of the principal certification program. (The first theme in semester 2.) This course is designed to provide the candidate with an examination of the legal issues and challenges of the special education,program facing school administrators today. Prerequisite: All first semester requirements. (Themes I thru IV)|
Graduate
GERO 499
Seminar In Gerontology
Integrate knowledge and hands-on experience obtained in a field setting. Conducted as a seminar in which students share their experiences and do problem solving. The instructor facilitates this process and provides information to enhance learning., Co-requisite: REHB 495, SOC 499, or PSY 499.|
Undergraduate
REHB 126
Intro To Human Services
This course serves as an interdisciplinary orientation to the field of human services, including education, mental health, substance abuse, gerontology, disability, youth services, rehabilitation, and criminal justice. The history and philosophy of,human services, human services as careers, and function of human services agencies are explored with an emphasis placed on the reciprocal interactions between human service providers and their consumers.|
Undergraduate
REHB 211
Paraeducators & Hum Ser Pract
This course serves paraprofessionals functioning as instructional assistants in the classroom and those providing home-health and long-term care services in a variety of settings. Knowledge and practical skills in the history of the profession; lega,l requirements and parameters; mental, physical, and emotional conditions affecting students and clients; roles and responsibilites; communication; effective strategies and techniques; and required tasks in a variety of work environments will form th,e basis of the course. Prerequisite: REHB 126. Venango Campus.|
Undergraduate
REHB 227
Neuro Impair & Phys Disorders
Presents the major physical disabilities, the reaction of family and individuals to the disability, therapeutic procedures, rehabilitation services, and direct contacts with persons with disabilities. Prerequisite: REHB 126. Each semester on Clarion,Campus, and Fall Semester at Venango Campus.|
Undergraduate
REHB 250
Human Relations Skills
Assists students in acquiring knowledge and skill in the performance of required tasks and/or roles of rehabilitative service staff in developing humanizing environments for persons with disabilities in various settings. Prerequisites: SPED 126.|
Undergraduate
REHB 295
Field Experience
A half-time, full-semester field experience in selected programs. Focuses on assisting in the delivery of human/educational services to persons with disabilities. Prerequisites: Minimum of 45 semester hours and SPED 230, 235, and 245. Offered at Vena,ngo Campus only.|
Undergraduate
REHB 296
Seminar For Rehb 295
This required companion course to REHB 295 will enable students to have the opportunity to come together to discuss their field experiences in a structured seminar setting. This will provide them with the opportunity to better understand and integra,te agency activities such as assessment, treatment planning, team meetings, case management, and therapeutic interventions. In addition, the students will be able to discuss and appreciate agency policies, procedures, and interpersonal communication,. Prerequisite: REHB 126, SPED 220, REHB 227, SPED 230, SPED 235.|
Undergraduate
REHB 345
Sec Trans & Voc Serv
Examines issues and options relative to secondary educational and vocational services for the disabled. Prerequisites: REHB 227 and SPED 220. Each semester.|
Undergraduate
REHB 370
Assmt in Human Serv & Rehab
This coursefeatures a practical hands-on approach to assessment with a variety of specific populations. Target groups include persons in need of human services, to include disadvantaged, developmental disabilities, mental health and substance abuse/,depedency disorders, and aging and child/adolescent populations. The course covers assessment fundamentals, standardized instruments for use with specific populatins and practical techniques and strategies, leading to the formulation of therapeutic,treatment plans. Prerequisities: REHB 126 and REHB 250.|
Undergraduate
REHB 378
Sem for COOP 377 & REHB 295
This required companion course to COOP 377 and/or REHB 295 enables students to have the opportunity to discuss their field experiences in a structured seminar setting, providing them with the opportunity to better understand and integrate agency acti,vities such as assessment, treatment planning, team meetings, case management, and therapeutic interventions. In addition, the students will be able to discuss and appreciate agency policies, procedures and interpersonal communication. Prerequisite,: REHB 126, SPED 245, REHB 250.|
Undergraduate
REHB 405
Substance Abuse
Participants study the physiological and psychosocial implication of drug or alcohol abuse, over-medication, and drug dependence, emphasizing intervention, advocacy, treatment, and prevention. Fall Semester.|
Undergraduate
REHB 410
Prev & Trmt Stg Sub Abus
Participants engage in the study of societal pressures, attempts to prevent substance abuse, and treatment strategies along with the comparative analysis of efficacy. Prerequisite: REHB 405. Spring Semester.|
Undergraduate
REHB 424
Field Exp In Rehb Sci
|
Undergraduate
REHB 430
Aging & The Human Services
This course will provide information related to older adult care management from the framework of human services systems. Concepts of client triage, assessment, planning, and brokering will be reviewed within the context of identifying problems asso,ciated with aging, identifying components of human services delivery systems, and case management skill development. Prerequisite: REHB 250.|
Undergraduate
REHB 440
Prin of Psychiatric Rehb & Rec
This course introduces students to the principles of psychiatric rehabilitation and recovery. Inherent in this philosophy is the belief that every individual has the capacity for recovery and that desirable treatment systems build upon strengths and, encourage and support the involvement of persons in normative community living, learning and working situations. Prerequisite: REHB 126 and REHB 250.|
Undergraduate
REHB 460
Models Of Hum Ser System
Analyzes the purposes, structure, and context of the entire network of human services delivery models in Pennsylvania with comparative reference to selected models outside of Pennsylvania. Prerequisite: REHB 227 and SPED 230. Fall, annually.|
Undergraduate
REHB 465
Assessment
|
Undergraduate
REHB 470
Interven Strat Hum Serv & Rehb
This course features a practical hands-on approach to intervention and treatment with a variety of specific populations. Target groups include people with developmental disabilities, mental health and chemical dependency disorders, as well as the tre,atment of aging and adolescent populations. The course covers fundamental issues, knowledge and the practical application of applied strategies and techniques, including the formulation, implementation, and evaluation of therapeutic treatment plans.,Prerequisite: REHB 126, 250 and 370.|
Undergraduate
REHB 475
Admin Rehb Deliv Systems
A study of the business and personnel aspects of functioning in and managing human service delivery systems. Examines organizing, operating, and managing human service systems relative to legal, economic, and personnel standards and practices. Prepar,es students to interact with legal, financial, and business experts in the operation and development of rehabilitation services. Prerequisite: REHB 460. Spring, annually.|
Undergraduate
REHB 495
Fld Exp In Rehab Sci
A full-time, semester-long supervised experience that includes professional development experiences in community residential programs, vocational rehabilitation services, and MH/MR Base Service Units or similar social services. Prerequisites: REHB 46,0, 470, and 475. Each semester.|
Undergraduate
REHB 496
Seminar For Rehb 495
This course will enable students involved in the REHB 495 Field Experience to have bi-weekly peer contact to assure that the qualitative experience involving knowledge and values are being appropriately integrated by the students. This type of semin,ar course is required by the Council for Standards in Human Service Education for students involved in fieldwork involving direct exposure to human service agencies and clients. It is designed to complement and enhance the supervised field experienc,e. Prerequisite: REHB 460, 475, 470.|
Undergraduate
REHB 510
Group Processes In Rehab
Participants engage in the study of group development, dynamics, theory, leadership styles, participant roles, techniques, and evaluation of effectiveness as applied to rehabilitative services contexts.|
Graduate
REHB 519
Stat Appl for Behavioral Sci
This course provides the statistical background necessary for research design and evaluation. Topics covered include scaling of data, descriptive statistics, probability, and statistical inference. Students will become familiar with statistical tec,hniques including correlations, chi-square, t-tests, analysis of variance, and simple regression. Students learn to compute statistics by hand and with the use of statistical software and web-applications.|
Graduate
REHB 520
Research In Rehab Sciences
This course provides the essential knowledge and skills required to be both critical consumers and producers or research in rehabilitative sciences. Students are introduced to all phases of quantitative and qualitative research design, analysis, and, evaluation. Applicable ethical standards of practice as specified by the Council on Rehabilitation Education are emphasized throughout.|
Graduate
REHB 530
Aging & The Human Services
This course will provide information related to older adult care management from the framework of human services systems. Concepts of client triage, assessment, planning, and brokering will be reviewed within the context of identifying problems asso,ciated with aging, identifying components of human services delivery systems, and case management skill development. Prerequisite: REHB 250.|
Graduate
REHB 531
Impact Of Disabling Conditions
The impact of developmental disabilities as reflected in the function of individuals will be described. The course covers prenatal, perinatal, and postnatal concerns, as well as various physical disabilities, disabilities of aging, and interventions,. Prerequisite: Enrollment in Graduate Program|
Graduate
REHB 537
Lifestyle & Career Devel
Participants engage in the analysis of economic, social, and psychological factors which define the context of educational, vocational, and personal decision-making; decision-making related to vocational development; the role of information in facili,tating decision-making; and the varieties of information, resources, and types of access available.|
Graduate
REHB 538
Crisis Intervention In Rehb
This course provides professionals with information and skills to effectively assess and intervene in crisis situations involving clients, families, organizations and communities. Biannually|
Graduate
REHB 540
Prin of Psychiatric Rehb & Rec
This course introduces students to the principles of psychiatric rehabilitation and recovery. Inherent in this philosophy is the belief that every individual has the capacity for recovery and that desirable treatment systems build upon strengths and, encourage and support the involvement of persons in normative community living, learning and working situations. Prerequisite: REHB 126 and REHB 250.|
Graduate
REHB 545
Rehabilitation-Phil & Prin
Participants engage in the analysis of the values, assumptions, and the principles underlying theories of rehabilitation and their relation to the goals and objectives of rehabilitation programs.|
Graduate
REHB 550
Issues In Rural Human Services
This course explores the field of human services delivery and behavioral health care issues in rural environments including mental health care, gerontology, substance abuse, education, vocational rehabilitation, disability, poverty, and the criminal,justice system. The course encompasses the various definitions of rural, diversity of rural communities, the common challenges faced and the professional skills needed by rural practitioners.|
Graduate
REHB 560
Models Of Human Serv
|
Graduate
REHB 565
Sem In Rehb Serv Del Sys
Participants explore the continuum of human service delivery systems, with special focus on aging, mental retardation, and substance abuse. History and student professional experiences are considered in addition to current information and trends to i,dentify problems and opportunities for making systems more responsive to consumer needs.|
Graduate
REHB 567
Sem Adv App Beh Analysis
This seminar examines contemporary theory, research, and practice in applied behavior analysis with particular emphasis given to applications in the fields of special education and rehabilitative sciences.|
Graduate
REHB 570
Assess & Interven Stratg
Features a practical hands-on approach to assessment and intervention with a variety of specific populations. Target groups include people with mental retardation, mental disorders, and chemical dependency, as well as aging and adolescent populations,. Covers fundamental issues, applied strategies, and assessment techniques leading to the formulation, implementation, and evaluation of therapeutic treatment plans. Prerequisite: REHB 460.|
Graduate
REHB 575
Admin Rehb Deliv Systems
Participants engage in the study of the business and personnel aspects of functioning in and managing human service delivery systems, including organization, operations, and management relative to legal, economic, and personnel standards and practice,.|
Graduate
REHB 580
Interv Strat In Rehab Sc
Participants review and practice a variety of common clinical intervention techniques used by professionals in mental retardation, gerontological, and substance abuse treatment. These include creative and expressive techniques (e.g., art, music, dram,a, recreation, horticulture), behavioral interventions (e.g., relaxation, systematic desensitization, contracts), and didactic group and individual work.|
Graduate
REHB 581
Rehab Pers Living w/ Hiv/Aids
The course provides an overview of rehabilitation issues involved in working with people living with HIV/AIDS. Topics will include an overview of the medical aspects of the virus. Special emphasis will be placed on issues of rehabilitation, includi,ng mental health, substance abuse, support networks, social relationships, and employment.|
Graduate
REHB 585
Spec Topics In Rehab Science
Study of topical material reflecting new ideas, knowledge, or methods relevant to Rehabilitative Sciences. Course content will vary from semester to semester. Topics will be announced in advance.|
Graduate
REHB 586
Dual Diagnosis
The course provides an overview of clinical issues involved in working with clients who suffer from co-morbid substance use and major psychiatric disorders. Topics include assessment, counseling, prevalence, health care policy, and social stigma.|
Graduate
REHB 590
Special Projects
Participants engage in either scholarly or applied research related to rehabilitative sciences under the supervision of a faculty member. By permission only.|
Graduate
REHB 595
Clin Field Ed in Reh & Hum Ser
This elective course is a semester-long supervised practicum field experience in community based (re)habilitation programs. It includes professional development experiences in community residential programs, substance abuse prevention and treatment p,rograms, case management agencies, vocational rehabilitation services. court supervision programs, dual diagnosis programs, MH/MR base service units, or similar social service programs. Students can register for a maximum 12 total credits of REHB 595,, depending upon their need and career goals.|
Graduate
REHB 600
Thesis
This elective course requires each student to develop a thesis related to rehabilitative sciences. Must be taken for two semesters of three credits each. Prerequisite: ED 520.|
Graduate
SPED 110
Human Except
A study of the causes, characteristics, and implications--educational, social, and vocational--of people who are exceptional because of intelligence, physical development, behavior, vision, hearing, and/or speech. Acquaints prospective professional p,ersonnel with vocational opportunities in special education and rehabilitation. Each semester on Clarion Campus, and Fall Semester at Venango Campus. Multicultural education will be applied.|
Undergraduate
SPED 126
Intro To Human Services
This course serves as an interdisciplinary orientation to the field of human services, including education, mental health, substance abuse, gerontology, disability, youth services, rehabilitation, and criminal justice. The history and philosophy of,human services, human services as careers, and function of human services agencies are explored with an emphasis placed on the reciprocal interactions between human service providers and their consumers.|
Undergraduate
SPED 128
High Incidence Except
This course provides an introduction to the prevalence, incidence, etiology, development, definitions, history, treatment approaches, service delivery options, and characteristics of individuals with high incidence exceptionalities, including mild me,ntal retardation, learning disabilities, attention deficit hyperactive disorder, emotional and behavioral disorders, and gifted and talented.|
Undergraduate
SPED 129
Low Incidence Except
This course provides an introduction to the prevalence, incidence, etiology, development, and characteristics of individuals with low incidence disabilities including vision and hearing disabilities, physical disabilities, autism, moderate to profoun,d reatardation, deaf-blind, and multiple disabilities.|
Undergraduate
SPED 211
Intellectual Disabilites
This ia comprehensive study of the biological, psychosocial, and educational implications of intellectual disabilities, including a consideration of etiology; assessment and diagnosis; educational programs, including preschool and post school; adult,social and vocational adjustment; national and local programs, and research. Prerequisite: One of the following three courses: REHB 126, SPED 128, SPED 129|
Undergraduate
SPED 220
Nat Of Ment Retar
Comprehensive study of the biological, psychosocial, and educational implications of retarded mental development, including a consideration of etiology; assessment and diagnosis; educational programs, including preschool and postschool; multicultural, issues; adult social and vocational adjustment; national and local programs; and research. Prerequisite: SPED 126. Each semester on Clarion Campus, and Spring Semester at Venango Campus. Multicultural education will be applied.|
Undergraduate
SPED 227
Neuro Impair & Phys Disorders
Presents the major physical disabilities, the reaction of family and individuals to the disability, therapeutic procedures, rehabilitation services, and direct contacts with persons with disabilities. Prerequisite: REHB 126. Each semester on Clarion,Campus, and Fall Semester at Venango Campus.|
Undergraduate
SPED 230
Soc Emot Disturbed
Focuses on the nature of social and emotional disturbances, and familiarizes the student with atypical behaviors utilizing current classification systems and theoretical models. Emphasizes history, etiology, nature, characteristics, assessment, and t,reatment approaches. Prerequisites: SPED 126, 128, 129, 226, and 245. Each semester.|
Undergraduate
SPED 245
Applied Behavior Analysis
This course focuses on principles of applied behavioral analysis in an assessment and treatment of behavioral excess or deficiencies, students will design programs to increase skill acquisition or reducing inappropriate behavior for either groups or,individuals in special education or rehabilitative settings. Prerequisite: SPED 128 & 129|
Undergraduate
SPED 262
Intro To Serv Learning
Provides an overview of service learning. Presents history, legislation, and theory relevant to service in addition to the components and standards of service learning. Students will be prepared for service through readings in the subject area, sensi,tivity training, conflict resolution, and etiquette. Students will then spend 30 hours in community-based service activity at three of five priority sites. Students will reflect in writing upon their service and will attend weekly seminars. Prerequis,ite: ENG 110. On demand.|
Undergraduate
SPED 345
Sec Trans & Voc Serv
Examines issues and options relative to secondary educational and vocational services for the disabled. Prerequisites: REHB 227 and SPED 220. Each semester.|
Undergraduate
SPED 350
Seminar-Contem Issues Spec Ed
In this course students will identify critical features that are essential for the implementation of a standards-based instructional delivery system. Students will review the components of a Response to Intervention (RtI) Instructional Delivery Syst,em and the application of the RtI process in meeting the instructional needs of all students. Prerequisite: SPED 128, 129, 245|
Undergraduate
SPED 381
Special Read & Writ Exp Inst
Provides students with specific data-based strategies to teach reading and writing to students with disabilities. Prerequisite: SPED 126, 220, 226, 227, 230, 235, 245.|
Undergraduate
SPED 400
Special Topics
Deals with topical themes in special education to expand the knowledge and competence of teachers. Enrollment is by consent of the instructor. Summers only, on demand.|
Undergraduate
SPED 411
Ed Assess Pract
Participants conduct a child study in a school setting by selecting, acquiring, analyzing, and synthesizing information needed for educational decision-making regarding an individual with disabilities or with a suspected disability, and using the res,ults to develop an educational intervention plan. Prerequisite: SPED 320 and students must receive a C or better in SPED 462. Each semester.|
Undergraduate
SPED 415
In Dev Strat Mild/Mod Hand
This is the study of individualizing instruction for students with mild disabilities. It involves designing basic instructional sequences utilizing behavioral objectives, matching media, learner, and goal characteristics, and evaluating the effectiv,es of instruction. Prerequisites: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 416. Each semester.|
Undergraduate
SPED 416
Clin Prac-Mild Dis
This is the study of individualizing instruction for students with mild disabilities. It involves designing basic instructional sequences utilizing behavioral objectives, matching media, learner, and goal characteristics, and evaluating the effectiv,eness of instruction. Prerequisite: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 415.|
Undergraduate
SPED 418
Excep Reg Class Id & Ser
Prepares students to deal with the nature and needs of the exceptional person in the regular classroom. Examines contermporary methods of identification, services for the exceptional individual, and legal aspects of the least restrictive environment., Prerequisite: Sophomore standing.|
Undergraduate
SPED 420
In Dev Strat S Ph
Study the processes of individualizing instruction for people with moderate, severe, and multiple disabilities. Design basic instructional sequences utilizing behavioral objectives, match instruction with learner and goal characteristics; identify a,ppropriate instructional strategies, and evaluate the effectiveness of instruction. Students will apply oral and written communication skills, quantitative reasoning skills, and other fundamental academic skills to the field of special education. P,rerequisite: SPED 320, 360, 380, 381. Must be taken concurrently with SPED 421. Each semester.|
Undergraduate
SPED 421
Clin Pract-Mod, Sev, Mult Dis
This practicum places preservice teachers into field settings involving people with moderate, severe, and/or multiple disabilities who will use an individualized independence curriculum. Preservice teachers will implement basic instructional sequenc,es utilizing behavioral objectives, matching instruction with learner and goal characteristics, identifying appropriate instructional strategies, and evaluating the effectiveness of instruction. Prerequisite: SPED 320, 360, 380, 381. Must be taken,concurrently with SPED 420.|
Undergraduate
SPED 422
Special Educ Class Admin
In addition to mastering instructional strategies and curricular content, today's special education teachers are required to be knowledgeable about various theories, policies and procedures necessary for the complex daily administration of the specia,l education program. Competencies included in this course will be: adapting the classroom environment to meet the physical, academic and emotional needs of students; classroom management techniques; development of the IEP, behavior and transition pl,ans; and collaboration with other professionals, paraprofessionals and parents. Prerequisite: SPED 320, 360, 380, 381 and must receive a C or better in SPED 462.|
Undergraduate
SPED 423
Sped Block
|
Undergraduate
SPED 426
Clin Prac For High Inc Disab
This practicum places teacher candidates into field settings involving people with high incidence disabilities who use an individualized curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characteristics; identi,fy and implement appropriate instructional strategies aned sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/444. Fall and Spring, every year.|
Undergraduate
SPED 427
Clin Prac For Low Inc Disab
This practicum places teacher candidates into field settings involving people with low incidence disabilities who use an individualized independence curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characterist,ics; identify and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/446. Fall and Spring, every ye,ar.|
Undergraduate
SPED 428
Assistive Technology
Students will learn how to assess assistive technology requirements for people with disabilities, make low tech devices, and install and operate computer hardware and software applications in a laboratory experience. Prerquisites: SPED 128, 129, 245,, 381, 462, 482 and students must receive a C or better in SPED 462..|
Undergraduate
SPED 432
Specific Learning Disabilities
Focuses on the nature of specific learning disabilities. Includes history, definition, characteristics, assessment, strategies, and tactics of instruction and/or remediation, vocational implications and federal and state laws and regulations in rega,rd to the individual who is learning disabled. Prerequistes: SPED 245 and SPED 350|
Undergraduate
SPED 435
In Dev Strat Gift
Develops the capacity of the educator to plan, develop, deliver, and evaluate programs that will help the gifted and talented realize their individual and collective potential. Prerequisite: SPED 110 or teaching certificate.|
Undergraduate
SPED 440
In Dev Str Cultur
A study of the process of individualizing instruction for children who are not members of the dominant culture and whose cultural membership significantly influences the educational process and school performance. Involves designing basic instruction,al sequences, selecting and matching media with learner and goal characteristics, identifying culture-appropriate instructional strategies, and evaluating the effectiveness of instruction. Summer only, on demand.|
Undergraduate
SPED 441
Tch Stu w/ Disabilities In Sec
This course will prepare educators with the skills and knowledge to deliver and support instruction to students with disabilities in secondary classroom settings. Prerequisite: SPED 418.|
Undergraduate
SPED 442
Diff Inst In Inclusive Setting
This course focuses on planning, designing, and delivering differentiated instruction to an increasingly diverse general education population, including students with disabilities, students who are gifted, students at risk, and students with cultural, differences. Prerequisite: SPED 418.|
Undergraduate
SPED 443
Prev & Trmt Acad & Learning
This course will review the practice of prevention and intervention in dealing with students who are academically deficient, including, response-to-intervention, scientifically-based instruction, and the teacher, learner, curriculum interface. Prere,quisite: SPED 418.|
Undergraduate
SPED 444
Meth For Ind w/ High Inc Disb
This course is about individualizing instruction for students with mild and moderate disabilities. It involves designing basic instructional sequences, utilizing behavioral objectives, matching technology, learner and goal characteristics, identifyi,ng appropriate instructional strategies, and evaluating the effectiveness of instruction. Prerequisite: SPED 128, 129, 245, 380, 462 and 482. Must be taken concurrently with SPED 416 and students must receive a C or better in SPED 462. Fall and,Spring, every year.|
Undergraduate
SPED 446
Meth For Ind Low Inc Disab
Focuses on individualizing instruction for individuals with low incidence disorders. Includes designing basic instructional sequences, utilizing behavioral objectives, technology, learner and goal characteristics, identifying appropriate instruction,al strategies, and evaluating the effectiveness of instruction. Prerequisites: Sped 128, 129, 245, 380, 462, 482. To be taken concurrently with SPED 427 and students must receive a C or better in SPED 462. Fall and Spring, every year.|
Undergraduate
SPED 450
Student Teaching
Observation and participation in teaching students with disabilities and in activities related to the performance of a teacher's work. Prerequisites: SPED 411 must receive a C or better, 415, 416, 420, 421, 422.|
Undergraduate
SPED 455
Professional Seminar
Examines problems, practices, and regulations attending student teaching professional experiences. Coordinates the student teaching program with the educational objectives of the student teaching centers. Examines Pennsylvania school laws relevant to, the work of the beginning special educator. Includes practical interpretations of professional ethics and the functions of professional organizations. Limited to student teachers. Each semester.|
Undergraduate
SPED 462
Educational Assessment
Assists students in acquiring knowledge and skills needed for decision-making regarding individuals with disabilities or suspected disabilities, and apply these skills in case studies. Prerequisites: SPED 128, SPED 129, SPED 245. Each semester.|
Undergraduate
SPED 475
Augmentative & Altern Comm
Introduces the student to various augmentative/alternative communication systems prevalent in the field. Current and comprehensive information relative to type of disorder. Disgnosis and treatment discussed. Emphasizes the application of unique crite,ria in diagnostic and the administration of competent and flexible management strategies in rehabilitation. Fall, annually.|
Undergraduate
SPED 482
Special Mathematics Instruct
Provides students with specific data-based strategies to teach mathematics to students with disabilities. Prerequisites: SPED 128, 129, 245, MATH 111.|
Undergraduate
SPED 492
Special Mathematics Instr II
This course builds upon the content of Special Mathematics by providing students with mechanisms to deliver standards-based mathematics instruction to adolescents with disabilities. Prerequisite: SPED 482 or permission of instructor.|
Undergraduate
SPED 499
Independent Study
Provides students with an opportunity to explore an area of special needs or interest in special education in-depth under the supervision of a faculty member of the department. Students must develop a proposed study plan and secure the approval of th,e department chair prior to registration. Prerequisite: Junior or senior standing.|
Undergraduate
SPED 500
Contemp Issues
Participants engage in problem-centered analyses and investigations, and in determination of responses relative to the contemporary issues confronting special education.|
Graduate
SPED 501
Found For Lit Inst Excep Read
Students will be provided an historical perspective concerning the teaching of reading and the relationships between psychological, sociological, and linguistic processes and how these influence reading and writing development.|
Graduate
SPED 502
Curr Des & Mat Tch Excep Read
This course examines the theory and practices of curriculum development and related issues in teaching reading to learners with exceptionalities. In addition it covers issues related to children's literature.|
Graduate
SPED 503
Ed Assess For Excep Readers
In this course, students are taught the concepts, knowledge, and competencies required for specialized formal and informal reading assessment, interpretation, and diagnosis for grades pre-K to 12. Prerequistie: SPED 462|
Graduate
SPED 504
Tch Emergent & Dev Excep Read
This course is designed to provide students with research-based techniques and strategies that are required to promote the growth from emergent to conventional reading, writing, and literacy concepts for children with disabilities. Prerequisite: SP,ED 501|
Graduate
SPED 505
Concepts Of Intel
Participants engage in an extensive study of the nature of cognition, traditional and contemporary, with emphasis on the development of a paradigm having relevance to the educational process.|
Graduate
SPED 506
Tch Excep Adol w/Reading Prob
This course will prepare teacher candidates to address the challenges presented in the curriculum area of reading for secondary students with high incidence disabilities. Specifically, content addressed in this course include classroom reading asses,sment, instructional strategies, and special consideration in reading instruction for adolescents with high-incidence disabilities in general education classrooms. Prerequisite: SPED 501|
Graduate
SPED 507
Writ & Vis Exp For Excep Read
This course presents evidence-based practices for enhancing the writing and visual literacy of elementary and secondary students. It also presents effective strategies for teaching writing to multilingual students with special needs. Prerequisite:, SPED 501|
Graduate
SPED 508
Prof Sem: Del Evd-Based Instr
Teacher candidates will examine evidence based reading instruction as it applies to individuals with disabilities. Integration of research and best practices will serve as the core of this course as well as developing skills to serve in leadership p,ositions on response to intervention (RTI) teams. Prerequisites: SPED 504 and SPED 506|
Graduate
SPED 509
Interv Specialist St Teaching
Observation and participation in intervention in reading and/or mathematics and in activiites related to the performance of an intervention specialist's work. Prerequisites: Completion of ED 574, SPED 501, 502, 503, 504, 506 and 507 with minimum gr,ade of C, a cumulative QPA of 3.0; and the issuance of required state clearances.|
Graduate
SPED 514
Intro To Gifted Education
This course provides the foundational background necessary for understanding and working effectively with learners who are gifted and talented. Focuses on foundations, nature and definition of giftedness; characteristics of learners who are gifted a,nd talented; identification procedures; individual learning differences; specialized needs of learners who are gifted and talented; service delivery options including acceleration and enrichment, and grouping strategies. No prerequisite. As needed.|
Graduate
SPED 519
Stat Appl for Behavioral Sci
This course provides the statistical background necessary for research design and evaluation. Topics covered include scaling of data, descriptive statistics, probability, and statistical inference. Students will become familiar with statistical tec,hniques including correlations, chi-square, t-tests, analysis of variance, and simple regression. Students learn to compute statistics by hand and with the use of statistical software and web-applications.|
Graduate
SPED 521
Autism Spectrum Disorders
This course provides an overview of autism spectrum disorders, including history, incidence and prevalence, etiology, diagnosis, current research, characteristics and learning traits, co-morbid conditions, impact on family, and social ethical issues,surrounding ASD. Prerequisite: Graduate standing|
Graduate
SPED 522
Special Educ Class Admin
In addition to mastering instructional strategies and curricular content, today's special education teachers are required to be knowledgeable about various theories, policies, and procedures necessary for the complex daily administration of the speci,al education program. Competencies included in this course will be: adapting the classroom environment to meet the physical, academic and emotional needs of the students; classroom management techniques; development of the IEP, behavior and transiti,on plans; and collaboration with other professionals, paraprofessionals and parents.|
Graduate
SPED 525
Ed Apprais Pres 2
|
Graduate
SPED 526
Clin Prac For High Inc Disab
This practicum places teacher candidates into field settings involving people with high incidence disabilities who use an individualized curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characteristics; identi,fy and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/444. Fall and Spring, every year.|
Graduate
SPED 527
Clin Prac For Low Inc Disab
This practicum places teacher candidates into field settings involving people with low incidence disabilities who use an individualized independence curriculum. Teacher candidates will match instruction with learner, goal, and curriculum characterist,ics; identify and implement appropriate instructional strategies and sequences; and evaluate the effectiveness of instruction. Prerequisites: SPED 128, 129, 245, 380, 462, 482. Must be taken concurrently with SPED 5/446. Fall and Spring, every ye,ar.|
Graduate
SPED 528
Assistive Technology
Students will learn how to assess assistive technology requirements for people with disabilities, make low tech devices, and install and operate computer hardware and software applications in a laboratory experience. Prerquisites: SPED 128, 129, 245,, 381, 462, 482.|
Graduate
SPED 530
Learning Disability
Participants acquire knowledge and skills for designing diagnostic/prescriptive programs in perceptual-motor, cognitive, linguistic, academic, social, and career domains for individuals with specific learning disabilities.|
Graduate
SPED 531
Impact Of Disabling Conditions
The impact of developmental disabilities as reflected in the function of individuals will be described. The course covers prenatal, perinatal, and postnatal concerns, as well as various physical disabilities, disabilities of aging, and interventions,. Prerequisite: Enrollment in Graduate Program|
Graduate
SPED 534
Workshop In Special Education
Provides practicing teachers with professional development opportunities in areas of curriculum, assessment, and instruction for students with disabilities. Prerequisites: Teaching experience in elementary and/or secondary education and if enrolled, in the Special Education or Rehabilitative Sciences Graduate Program, permission of academic advisor.|
Graduate
SPED 539
Curr Dev & Educ Programming
This course provides instruction in the development, selection, and implementation of appropriate curriculum for learners who are gifted and talented. Emphasis is placed on integration of a standards-based curriculum with adaptations for learners wh,o are gifted and talented. Topics include: curriculum models, technology, assessment methods, special populations, specialized instructional strategies for learners who are gifted, differentiation of curriculum and instruction, and individualized pro,gramming. Prerequisite: SPED 514. As needed.|
Graduate
SPED 540
Behavior Disorder
Participants engage in the study of maladaptive behavior in individuals with emphasis on current definitions, classification systems, major etiological perspectives, and contemporary interventions.|
Graduate
SPED 544
Meth For Ind w/High Inc Disb
This course is about individualizing instruction for students with mild and moderate disabilities. It involves designing basic instructional sequences, utilizing behavioral objectives, matching technology, learner and goal characteristics, identifyi,ng appropriate instructional strategies, and evaluating the effectiveness of instruction. Prerequisite: SPED 128, 129, 245, 380, 462 and 482. Must be taken concurrently with SPED 416. Fall and Spring, every year.|
Graduate
SPED 546
Meth For Ind Low Inc Disab
Focuses on individualizing instruction for individuals with low incidence disorders. Includes desgining basic instructional sequences, utilizing behavioral objectives, technology, learner and goal characteristics, identifying appropriate instruction,al strategies, and evaluating the effectiveness of instruction. Prerequisties: SPED 128, 129, 245, 380, 462, 482. To be taken concurrently with SPED 427. Fall and Spring, every year.|
Graduate
SPED 554
Grad Student Teach Special Ed
This course involves observation and participation in teaching students with disabilities and in activities and in activities related to the performance of a classroom teacher's professional duties. Completion of all required courses in the certific,ation area with a minimum grade of C and a cumulative QPA of 3.0, as well as the issuance of required state clearances.|
Graduate
SPED 555
Super For Sped
|
Graduate
SPED 562
Service Learning
The course provides an overview of service-learning as a teaching methodology. History, legislation, and theory relevant to service learning is presented. Students learn the components and standards of service-learning. Students plan and implement se,rvice-learning projects relative to these. Students also learn how to assess service-learning projects, meet curricular and learner needs through service-learning, and develop community partners. Literature addressing the effectiveness of service-lea,rning as a teaching tool and the relationship of service-learning to the educational reform movement will be examined.|
Graduate
SPED 567
Sem Adv App Beh Analysis
This seminar examines contemporary theory, research, and practice in applied behavior analysis with particular emphasis given to applications in the fields of special education and rehabilitative sciences.|
Graduate
SPED 571
Comm Adj-Fut Plan St w/ Disab
This course will examine the models of transition service delivery, the relationships between special education, vocational education, rehabilitation, and the technology used to promote the movement of individuals with disabilities from school to adu,lt life. Prerequisites: REHB 565 or permission of the Instructor.|
Graduate
SPED 575
Augmentative & Altern Comm
This course is designed to introduce the student to various augmentative/alternative communication systems prevalent in the field. Current and comprehensive information relative to type of disorder, diagnosis, and treatment will be discussed. An emph,asis will be placed on the application of unique criteria in diagnostics and the administration of competent and flexible management strategies in rehabilitation. Fall, annually.|
Graduate
SPED 580
Special Reading Instruct
This course is designed to provide in-service and pre-service professionals with the knowledge and skills to serve students with mild/moderate reading disabilities. Individuals taking the course will assimilate characteristics of identified students,, assessment processes and alternative interventions.|
Graduate
SPED 585
Spec Topics In Special Educ
Study of topical material reflecting new ideas, knowledge, or methods relevant to Special Education. Course content will vary from semester to semester. Topics will be announced in advance. As needed.|
Graduate
SPED 597
Collab/Coop Tch Lrn Outc
This course is intended to improve the teaching and learning outcomes in basic education by focusing on collaboration and cooperative-education processes and teaching methodologies. The development of strategies for promoting professional and communi,ty collaborations established in SPED 596: Contemporary Education Practices and Directions, is continued in this offering. Teaching models and methods facilitative to encouraging and maintaining collaborative and cooperative-educational practices ext,end the skills of professional educators in appropriately serving the educational needs of an increasingly diverse learning audience. Prerequisite: SPED 596 or approval of instructor.|
Graduate
SPED 620
Role Development With Families
Participants acquire knowledge and skills in working with and involving parents to maximize developmental and learning opportunities for their children with disabilities, and in responding to the unique challenges confronting families of children wit,h disabilities.|
Graduate
SPED 632
Policy & Practice In Spec Ed
The delivery of special education is influenced by many factors other than good teaching. Compliance with federal guidelines, ever-changing budgets, and political climates continue to act on the delivery of special education. In order for our gradu,ate students to be able to grow as professionals, they will need to be aware of these forces and how they interact with special education policy and service delivery.|
Graduate
SPED 635
Adv Meth for Per w/Autism Seve
This course focuses on the design, implementation and evaluation of instructional interventions for persons with autism or severe disabilities.|
Graduate
SPED 636
Adv Meth For High Incid Disab
Participants acquire knowledge and skills related to the design, implemention, and evaluation of instructional interventions for individuals with mild/moderate disablities.|
Graduate
SPED 637
Sem In Single Subj Res Design
This course will enable students to conduct single-case research in special education and rehabilitative science. The course provides theory and scenario-based practice with a variety of single-case and replicated single-case designs. Prerequisites,: SPED 567 or equivalent|
Graduate
SPED 690
Special Projects
Participants engage in either scholarly or applied research related to the education of children and youth with disabilities under the supervision of a faculty member. By permission only.|
Graduate
SPED 696
Contem Ed Pract & Direct
This course saliently provides the philosophical and pragmatic basis for the rationale for change in contemporary education. Legislation, litigation, and research within the profession provide the foundation for understanding why the profession must,explore innovative strategies for improving the educational outcomes of all children. Terminologies which dominate professional dialogue are explored and studied to separate dogma from substance. Learner characteristics, which are indicative of the, diversity naturally present in society, are addressed relative to implications in teaching and learning.|
Graduate
SPED 700
Thesis
This course requires each student to develop a thesis related to special education. Must be taken for two semesters of three credits each. Prerequisite: ED 520.|
Graduate