Lock Haven University of Pennsylvania
Special Education Minor
Mission:
To set high standards for all exceptional students in the Commonwealth receiving special education services and programs.
Minor - SPECIAL EDUCATION
The Special Education minor is designed for students in Secondary Education, Elementary Education or Early Childhood Education, but can be valuable to other majors such as Social Work, Recreation and Psychology. The minor is intended to provide students with a second area of expertise but does not lead to Special Education certification.
Contact Information:
Jeremiah Dunchack
(814) 933-7064
SPEC105
Foundations of Special Education
(3 s.h.)
In this course, the material addresses the definitions, characteristics, etiologies, educational and transitional needs of students with disabilities. As well as the discussion of interventions and strategies for diverse learners and individuals with exceptional learning needs (ELN) through a life span approach.
SPEC 345
Literacy Skills for Students with Disabilities
(3 s.h.)
This course will 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.
SPEC 215
High Incidence Disabilities Support
(3 s.h.)
Students will have a comprehensive examination of individuals with mild disabilities (high incidence) and the accommodations/adaptations necessary for their success. Specifically addresses parameters of mild disabilities, theories of learning, learning styles, educational accommodations, instructional strategies, organizations that serve this population.
SPEC 309
Effective Instructional Strategies for Students with Disabilities in Inclusive Settings
(3 s.h.)
This course addresses the needs of pre-service teachers who share the responsibility of providing effective instruction to students with disabilities. Emphasis will be given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive inclusive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions.
SPEC 338
Positive Behavior Supports
(3 s.h.)
P.B.S. is designed to examine the etiology, assessment practices, and intervention strategies espoused by various theoretical perspectives for individuals with mild, moderate, and severe emotional behavior disorders. Emphasis will be on the use of functional behavior assessment and various positive behavior support strategies that can be used in classrooms or related educational facilities.
SPEC 212
Low Incidence Disabilities Support
(3 s.h.)
L.I.D.S. examines the conceptual base, educational programming and curricular options for persons with moderate to severe disabilities. The relationship of sensori-motor development between classroom environments and adaptations will be examined in depth. Attention will be given to assessment, determination of goals, person-centered planning and the family-system approach.
