2013-2014 Catalog

214 based practices when formal behavioral interventions plans are needed. Students will learn to implement behavioral interventions based on functional analyses of behaviors. Teaching social skills within the context of peer interactions and play will be discussed. The importance of collaborating with families and other professional to address children’s learning needs will also be emphasized. This course requires a field experience.

SPE 307. Teaching Young Children with Learning Disabilities 3 credits The purpose of this class is to provide pre-service candidates with a variety of research that looks at the developmental indicators that are early signs of problems (or learning disabilities) in young children. Accumulating research shows the importance of early identification of young children who show signs of learning difficulties and the value of providing early interventions. This course requires a field experience.

SPE 308. Teaching Young Children with Developmental Disabilities 3 credits The purpose of this course is to provide an overview of the knowledge and skills needed to be effective in teaching young children with developmental disabilities and autism spectrum disorders. This course requires a field experience SPE 309. Intensive Instructional Interventions in Reading, Writing, 3 credits and Math This course is designed to prepare pre-service students to plan, organize, and adapt instruction in the curricula areas of reading, writing and mathematics. The use of a consultative and collaborative approach known to facilitate the success of Pre-K-4 students with disabilities in inclusive education programs is emphasized. A field component is required for completion of class.

SPE 315. Assessment in Early Childhood 3 credits Students will gain knowledge and skills in identifying, administering, interpreting and planning instruction for learners with special needs based on each of the following assessment components: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Course content is based on PDE Special Education program specific guidelines for PreK-8. Strategies for conducting authentic informal assessments to monitor children’s progress in order to inform practice will also be discussed.

SPE 316. Assessment in the Inclusive Classroom 3 credits This course is a study of student assessment practices. Student assessment practices will include cognitive, affective and psychomotor testing through selected-response and constructed response item guidelines for both formative and summative assessments; students will interpret formal test data and relate it to PSSA testing as well as understand and interpret individual testing profiles to plan instruction and to evaluate instructional strategies SPE 325. Instructional Strategies in the Inclusive Classroom 3 credits The purpose of this course is to review what is known about effective practices for teaching children with and without disabilities in inclusive settings. Students will discuss methods to create classroom environments that support the learning of all children by tailoring instruction to meet individual learning needs. Incorporating children’s interests and needs and actively involving families in the design of curricula will be emphasized along with methods for embedding learning opportunities to support the development of children with particular learning challenges will also be described. A field placement is required.

SPE 405. Issues and Trends in ECE/SPE Seminar 3 credits This course will be offered in seminar format and will aid teacher education candidates who must learn to identify and conduct themselves as members of the profession. They need to know and use ethical guidelines and other professional standards related to Pre K – 4 best practices. Candidates must value collaboration with other professionals and become informed advocates for sound educational