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Special Education and Rehabilitative Sciences


 

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B.S. Degree in Special Education       

Special educators are teachers who have received specialized training and certification to teach students with the cognitive behavior, and/or physical/health disabilities in Pre-K-12 settings. Special education, arguably one of the most challenging fields of education, requires teachers to use a variety of creative and critical thinking skills to develop and implement alternative instructional strategies and/or accommodations for individuals with disabilities.

The Special Education Program is nationally accredited and is highly regarded throughout the Mid-Atlantic region as a producer of high quality and skillful teachers.  Personnel from school districts throughout the United States regularly visit Clarion campus to recruit graduates from the Special Education Program. Students who are accepted in Clarion’s Special Education Program will work with faculty who are experts in the field and earn the opportunity to participate in a variety of on- and off- campus field experiences involving increasing levels of responsibility and culminating in a student teaching experience.  Student teaching generally occurs in districts in the Clarion region, but also includes sites in urban areas.  Acceptance into the Special Education Program is contingent upon passing scores on the Praxis I, minimum 2.8 QPA in the first four semesters at Clarion, and Act 33, Act 34, and FBI clearances.

Early in the professional studies, the student is introduced to the major theories, paradigms, and knowledge bases from education, psychology, and learning theory, including an analysis of models and theories of human exceptionality in learning, along with significant historical events and influences.  During this period, the student, through first-hand observations, becomes acquainted with a diverse array of service delivery options, related professional roles, and persons with disabilities.

Students focus on an in-depth understanding of the specific disabling conditions, relevant variables and assessment procedures and their related implications for learning and instruction.  During this period of study, the student is required to engage in a specified number of field experiences that move the student from observation into direct experience and interaction with individuals with disabilities.

In the next phase, the student further extends and refines the knowledge and skill base through applications in specifically selected field placements and supervised projects.  During the final undergraduate semester, the student engages in student-teaching experiences under joint supervision and guidance of a selected cooperating professional and department faculty.  The program is currently approved by the Pennsylvania Department of Education. The Special Education certificate is no longer a “stand alone” certificate.  Chapter 49 now requires that all Special Education certifications be combined with certification in either PK-4, 4-8, a secondary subject area, or reading. Students who wish to teach high school students with special needs will be required to be certified in secondary area content.

Professional Education and Area of Specialization
SPED 128: High Incidence Exceptionalities, 3 credits
SPED 129: Low Incidence Exceptionalities, 3
SPED 245: Applied Behavior Analysis, 3
SPED 350: Seminar-Contemporary Issues in Special Education, 2     
SPED 381: Special Reading and Written Expression, 3
SPED 411: Ed. Assessment Practicum, 1
SPED 422: Special Education Classroom Admin, 3
SPED 428: Assistive Technology, 1
SPED 444: Methods for Individuals with High Incidence Disabilities, 3
SPED 446: Methods for Individuals with Low Incidence Disabilities, 3
SPED 450: Student Teaching, 12
SPED 462: Educational Assessment, 3
SPED 482: Special Math Instruction, 3
SPED 426: Clinical Practicum for High-Incidence Disabilities, 1
SPED 427: Clinical Practicum for Low-Incidence Disabilities, 1


Special Education Certification Core (33 credits)
SPED 128: High Incidence Exceptionalities  ,3
SPED 129: Low Incidence Exceptionalities ,3
SPED 245: Applied Behavior Analysis ,3
SPED 350: Contemporary Issues in Special Education, 2          
SPED 381: Special Reading and Written Exppression Instruction,3
SPED 411: Educational Assessment Practicum ,1
SPED 422: Special Education Classroom Admin ,3
SPED 426: Clinical Practicum for High Incidence Dis ,1
SPED 427: Clinical Practicum for Low Incidence Dis ,1
SPED 428: Assistive Technology, 1                 
SPED 444: Methods and Practicum – High Incidence, 3
SPED 446: Methods and Practicum – Low Incidence , 3
SPED 450: Student Teaching, 6
SPED 462: Educational Assessment, 3
SPED 482: Special Math Instruction, 3


Mathematics Required Related Electives (12 credits)
This area will be designed with the advisor to select courses to enable students to have enhanced mathematics content knowledge.  These credits will be beyond the 6 credits of MATH 111/211 requirement. MATH 110-MATH 480, excluding MATH 010, MATH 050, MATH 290, and MATH 390, are acceptable credits for this requirement.


Master of Education with Special Education Concentration
and Middle Level Certification 5-Year Program

Core Competencies (6 credits)
ED 520: Introduction to Research, 3
ED 578: Professional Seminar, 3

Specialization Courses, 21 Credits

SPED 462: Educational Assessment*
SPED 482: Special Mathematics Instruction*
SPED 500: Contemporary Issues in Special Education, 3
SPED 522: Special Education Classroom Administration, 3
SPED 528: Assistive Technology, 1
SPED 444: Methods for Individuals with High Incidence Disabilities, 3
SPED 446: Methods for Individuals with Low Incidence Disabilities, 3
SPED 526: Clinical Practicum for High Incidence Disabilities, 1
SPED 527: Clinical Practicum for Low Incidence Disabilities, 1
SPED 567: Seminar on Applied Behavior Analysis, 3
SPED 580: Special Reading Instruction, 3
Special Education/Rehabilitative Science Elective, 3

TOTAL: 30 Credits

*Student Teaching will occur after SPED 544 & 546 (block)

 

B.S. Degree in Rehabilitative Sciences

The Rehabilitative Sciences Program is an interdisciplinary program that combines the resources of the departments of psychology, sociology, health and physical education, and nursing with the resources of the Department of Special Education and Rehabilitative Sciences. The program prepares students for general human service positions in the areas of aging, developmental disabilities, or substance abuse. Graduates of the program assume a variety of positions, including case managers, residential program managers, therapeutic staff support, day service directors, rehabilitation program specialists, mental retardation personnel, substance abuse prevention specialists, activities directors, and similar positions.

Clarion’s Rehabilitative Sciences program is accredited by the Council for Standards in Human Service Education (CSHSE) and highly regarded throughout Pennsylvania as a producer of high quality entry-level rehabilitation/ human service professionals. Students who enroll in Clarion’s Rehabilitative Sciences Program will work with nationally recognized faculty in the field and will participate in a variety of on- and off-campus field experiences involving increasing levels of responsibility and culminating in a semester-long supervised field experience in a human services agency. Field experience opportunities are available throughout the region. Students are responsible for providing their own transportation to and from any field experience or internship placement(s).  Acceptance into the Rehabilitative Sciences Program is contingent upon a 2.5 QPA in the first four semesters at Clarion and Act 33, Act 34 and FBI clearances.

Program Requirements                              

Area of Specialization

I. Rehabilitative Science Core (33 credits)

REHB 126: Intro to Human Services, 3
REHB 227: Neurological Disorders and Physical Impairments, 3
SPED 245: Applied Behavior Analysis, 3
REHB 250: Helping Relationship, 3
REHB 460: Models of Human Services Delivery Systems, 3
REHB 470: Assessment and Intervention Strategies, 3
REHB 475: Administering Rehabilitation Delivery Systems, 3
SW 211: Principles of Social Work, 3
SW 212: Social Work with Groups, 3
HPE 317: First Aid and Safety, 2
COOP 377: COOP in Rehabilitative Sciences, 3
REHB 378: Seminar in COOP 377, 1
   
Concurrent with completion of the rehabilitative science core, students must complete one of the following options. These options are designed to provide students with opportunities to focus their studies on a particular human service consumer group or prepare for further study at the graduate-school level.

A.     Developmentally Disabled Concentration (29 credits)

CSD 125: Intro to Communication Disorders, 3
SPED 128: High Incidence Exceptionalities, 3   
SPED 129: Low Incidence Exceptionalities, 3
ATSW 333: Fitness for Wellness, 3   
SPED 446: Methods for Individuals with Low Incidence Disabilities, 3        
REHB 495: Field Experience in Rehabilitative Sciences, 6   
REHB 495: Field Experience in Rehabilitative Sciences, 6   
REHB 496: Seminar for REHB 495, 1
REHB 496: Seminar for REHB 495, 1

RELATED ELECTIVES – 10 credits

B. Gerontology Concentration (29 credits)

SOC 353: Aging in American Society, 3   
NURS 365: Health Promotion for the Elderly, 3   
PSY 464: Theories of Counseling, 3   
PSY 467: Gerontological Psychology, 3   
REHB 430: Aging and the Human Services, 3   
REHB 495: Field Experience in Rehabilitative Sciences, 6   
REHB 495: Field Experience in Rehabilitative Sciences, 6
REHB 496: Seminar for REHB 495, 1
REHB 496: Seminar for REHB 495, 1

RELATED ELECTIVES – 10 credits

C. Substance Abuse Concentration,29 credits

ATSW 333: Fitness for Wellness, 3
SOC 351: Contemporary Social Problems, 3   
SOC 361: Sociology of Deviant Behavior, 3   
REHB 405: Substance Abuse, 3   
REHB 410: Prevention and Treatment Strategies in Substance Abuse, 3   
REHB 495: Field Experience in Rehabilitative Sciences, 6   
REHB 495: Field Experience in Rehabilitative Sciences, 6   
REHB 496: Seminar for REHB 495, 1
REHB 496: Seminar for REHB 495, 1

RELATED ELECTIVES – 10 credits

 

Pre-K–4th Grade (Early Childhood)/Special Education
(Pre-K–8th Grade)

Many employment opportunities exist in the state of Pennsylvania and throughout the country in pre-school and special education programs.  The College of Education and Human Services offers a program of study which will provide students interested in working with students with special needs dual certification in special education and early childhood education.

Students completing this program are qualified to teach in special education programs (K-8) and early childhood programs from pre-K to grade four, as well as in special education infant stimulation and preschool programs.  Completion of the following requirements will lead to dual certification in special education and early childhood education:

Pre-K–4th Grade (Early Childhood) Core (12 credits)
ED 121: Human development and Learning, 3
ECH 235: Observation: Constr ECH Base, 3
ECH 236: Assess & Plan: Using EC Base, 3
ED 350: English Language Learners, 3

Special Education Core (20 credits)
SPED 128: High Incidence Exceptionalities, 3
SPED 129: Low Incidence Exceptionalities, 3
SPED 245: Applied Behavior Analysis, 3
SPED  381: Special Reading and Written Instruction, 3
SPED 350: Seminar: Contemporary Issues in SPED, 2
SPED 462: Educational Assessment, 3
SPED 482: Special Mathematics Instruction, 3

Pre-K – K Block (15 credits)
Must be taken concurrently
ECH 310: Family-Community Collaboration, 3
ECH 322: Curriculum Bases for Learning and Teaching, 3
ECH 323: Language, Literacy, and the Young Child, 3
ECH 325: YC as Theory Builders, 3
ECH 301: Child Development and Guidance, 3

SPED Block (13 credits)

SPED 411: Educational Assessment Practicum, 1
SPED 422: Special Education Classroom Administration, 3
SPED 426: Clinical Practicum for High-Incidence Disabilities, 1
SPED 427: Clinical Practicum for Low-Incidence Disabilities, 1
SPED 428: Assistive Technology, 1
SPED 444: Methods for Individuals with High-Incidence Disabilities, 3
SPED 446: Methods for Individuals with Low-Incidence Disabilities, 3

Grades 1-4 Block (18 credits)
Must be taken concurrently
ECH 414: Learning and Teaching Language and Literacy 1-4, 3
ECH 415: Learning and Teaching Mathematics: 1-4, 3
ECH 416: Learning and Teaching Social Studies: 1-4, 3
ED 417: Advanced Educational Technology, 3
HPE 410: Motor Development and Learning, 3

Student Teaching (12 credits)
ECH 424: Student Teaching, 6
SPED 450: Student Teaching, 6

Additional General Education to Total, 126 credits

 

Associate of Science: Rehabilitative Services

The Associate of Science in Rehabilitative Services which is accredited by the Council for Standards in Human Service Education trains people to work in human service practitioner roles with people with special needs in human service agencies. They include, but are not limited to, the roles of life skills worker, life coach, classroom assistant, and human development assistant. Because these roles vary, the program offers both specialized and generic competencies.

The two-year program culminates with a supervised field experience in a human service agency. Students are responsible for providing their own transportation to and from field experience sites. Students who enroll in the associate degree program will work with nationally recognized faculty in the field. Qualified students who have earned a 2.5 QPA may continue their study toward a bachelor’s degree in special education or rehabilitative sciences and receive credit toward graduation for courses taken while earning an associate degree.


GENERAL EDUCATION
ENG 111: Writing II, 3 credits
CMST 113: Public Speaking, 3
PSY 111: Psychology of Adjustment, 3
PSY 211: General Psychology, 3
PSY 260: Developmental Psychology, 3
ED 122:  Educational Psychology, 3
SOC 211: Principles of Sociology, 3

Related electives, 3
Electives: humanities and natural sciences, 6        
General or free electives, 6

TOTAL, 36

REHABILITATIVE SERVICES CORE
REHB 126: Intro to Human Services, 3 credits
REHB 211: Paraeducators and HS Pract, 3
REHB 227: Neuro. Dis. and Phys. Impairments, 3
SPED 128: High Incidence Exceptionalities, 3
SPED 129: Low Incidence Exceptionalities, 3
SPED 245: Applied Behavior Analysis, 3
REHB 250: The Helping Relationship, 3
REHB 295: Field Experience, 6
REHB 296: Seminar for REHB 295, 1

TOTAL, 28

Suggested Sequence

FIRST SEMESTER
REHB 126: Intro to Human Services, 3 credits
SPED 128: High Incidence Exceptionalities, 3
ENG  111: Writing II, 3
CMST 113: Public Speaking, 3
PSY  211: General Psychology, 3

TOTAL, 15

SECOND SEMESTER

REHB 211: Paraeducators and HS Practitioners, 3 credits
SPED 129: Low Incidence Exceptionalities, 3
PSY 111: Psychology of Adjustment, 3
PSY 260: Developmental Psychology, 3
Elective: humanities or natural sciences, 3   

TOTAL, 15

THIRD SEMESTER
REHB 227: Neuro. Impairments and Phys. Dis, 3 credits
SOC  211: Principles of Sociology, 3
ED 122: Educational Psychology, 3
SPED 245: Applied Behavior Analysis, 3
Elective: humanities or natural sciences, 3
Elective: general elective, 3   

TOTAL, 18

FOURTH SEMESTER
REHB 250: The Helping Relationship, 3 credits
REHB 295: Field Experience, 6
REHB 296: Seminar for REHB 295, 1
Related elective, 3
Elective: general elective, 3   

TOTAL, 16