Special Education and Rehabilitation

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College of Education

Stroud Hall Room 105

570-422-3558......www.esu.edu/sped

About the Program

This degree program prepares students for teaching candidates with mental and/or physical disabilities as well as working with parents, general educators, and related service personnel.

The programs in Special Education reflect a curriculum that combine existing and emerging theory and best practices based upon a conceptual framework that develops educators who are reflective and deliberate decision makers.

Beginning educators develop knowledge, process, and professionalism. Graduates of Special Education/Dual Certificate programs will be eligible to teach students in grades Pre-K to 4 or 4 to 8 depending on their area of certification.

All students will be required to develop a plan to demonstrate Highly Qualified status as required by federal laws. The department offers the Integrated Program of studies cooperatively with the Department of Early Childhood and Elementary Education, leading to certification in both Special Education and Early Childhood or Middle Level Education.

ALL teacher education students should be in frequent consultation with their academic advisers to make sure they are meeting the appropriate program and certification requirements which will vary depending on a variety of circumstances.

Student Organizations

The Council for Exceptional Children (CEC) is a campus group that is part of an international organization that promotes quality programs for individuals with disabilities. CEC provides a great opportunity to meet fellow special educators and work with individuals of all ages who have disabilities. Some of the CEC activities include:

  • Visiting adults with mental retardation at a local state developmental center
  • Helping with Special Olympics
  • Tutoring at-risk students
  • Scheduling guest speakers to present information about current special education topics
  • Attending a state level CEC conference

Sigma Pi Epsilon Delta is the National Honor Society for special education and rehabilitation majors. After completion of nine semester hours of special education major coursework and two recommendation letters, students may apply to join the honorary. Interested applicants must have earned an overall cumulative quality point average of 3.25 or higher in addition to 50 hours of working with individuals with disabilities. Honor society members support activities for individuals with disabilities in the community.

Best Buddies is an international organization that enhances the lives of people with intellectual disabilities by providing opportunities for one-to-one friendships and integrated employment. At East Stroudsburg University, we match university students and individuals with intellectual disabilities throughout the community in one-to-one friendships.

Rehabilitative Services Student Organization (RSSO) is the organization for majors in Rehabilitative Services. Members of the organization host speakers from adult service agencies and provide services from area rehabilitation agencies. Our organization is also an active supporter of the Pennsylvania Rehabilitation Association, which is the state chapter of the National Rehabilitation Association.

Scholarships

Several scholarship opportunities are available to ESU students majoring in Special Education and Rehabilitative Services:

  • Dr. John Kovalkoski Memorial Scholarship - $230
  • Class of 1937 Scholarship - $830
  • Class of 1938 Scholarship - $670
  • Class of 1940 Scholarship - $410
  • Class of 1942 Scholarship - $450
  • Class of 1945 Scholarship - $500
  • Class of 1954 Scholarship - $550
  • Class of 1955 Scholarship - $620
  • SOAR Scholarship - $500

For application deadlines and procedures, contact the Special Education and Rehabilitation Department at 570-422-3558.

For more information, contact the department by calling 570-422-3558 or visit Stroud Hall, Room 108 570-422-3558 www.esu.edu/sped

Bachelor of Science in Special Education PreK-8 Certification with Dual Certification in PreK-4

  • 135 Semester Hours

  • Program Curriculum Plan

    • (Subject to change by university without notice)

      Freshman Year

      Fall

      PSED 150: Introduction to Teaching All Students

      6

      ENGL 103: English Composition

      3

      General Education Elective

      3

      General Education Elective

      3

      Fitness Elective

      1

      Subtotal

      16

      Spring

      SPED 105: Special Education History and Law

      3

      ECED/SPED 232: Child Development & Cognition

      3

      General Education Elective: MATH 105

      3

      General Education Elective: ENGL (any English Literature)

      3

      General Education Elective

      3

      General Education Elective

      3

      Subtotal

      18

      Sophomore Year

      Fall

      SPED 201 Assessment and Evaluation

      3

      SPED 214 Positive Behavior Support

      3

      General Education Elective: MATH 205

      3

      General Education Elective: PSY 105

      3

      General Education Elective

      3

       

      3

      Subtotal

      18

      Spring

      SPED 21:5 Instructional Planning

      3

      ECED 263: Found. of Early Childhood Education

      3

      General Education Elective: SOC 102

      3

      General Education Elective

      3

      General Education Elective

      3

      General Education Elective

      3

      Subtotal

      18

      Junior Year

      Fall

      SPED 314 Instr. Strats. Students w/Low Incid. Disab.

      3

      ECED 321 Enhancing Language & Cognitive Development

      3

      ECED 322 Family & Community Partnerships

      3

      ECED 323 Intergrating the Curriculum: Projects & Play

      3

      ECED 333 Math I Investigations and Intergrations

      3

      ECED 334 Designing & Managing Early Childhood Literacy Environment

      3

      Subtotal

      18

      Spring

      SPED 313: Instr. Strats. Students w/High Incid. Disab.

      3

      REED 314: Found. of Rdg. for the Developing Child

      3

      ECED 411: Arts for the Developing Child

      3

      ECED 414: Social Studies for the Developing Child

      3

      General Education Elective

      3

      Fitness Elective

      1

      Subtotal

      16

      Senior Year

      Fall

      REED 315/SPED 315

      3

      ECED 332: Language Arts for Academic Success

      3

      SPED 351: Collaboration of Inclusion

      3

      ECED 412: Math for Academic Success

      3

      ECED 413: Science for the Developing Child

      3

      ECED 420 Advocacy, Leadership and Collaboration

      1

      Subtotal

      16

      Spring

      ECED 331: Teacher as Researcher

      3

      SPED 420: Student Teaching

      6

      ECED 430

      6

      Subtotal

      15

      Total Credits

      135

      For more information, contact the department by calling 570-422-3558 or visit www.esu.edu/sped

Special Education Pre-K-8 Certification with Dual Certificate in Middle-Level (4-8)

  • About the Programs

    • Special Education
    • Integrated Special Education and Elementary Education
    • Special Education Pre-K-8 with Dual Certification in Pre-K-4
    • Special Education Pre-K-8 with Dual Certification in Middle Level (4-8)

    Special Education is an exciting and rewarding field and one that is also challenging and demanding. ESU is renowned for producing outstanding special education teachers who improve the lives of individuals with disabilities.

    The Special Education Dual Certification programs at ESU prepare special education teachers to teach children with mild to severe mental and physical disabilities and to work with parents, general educators, and related service personnel. ESU's Special Education programs reflect the latest research into best practices and a conceptual framework that develops educators who are reflective and deliberate decision makers.

    In February 2010, the Dual Special Education programs received the highest level of praise from Pennsylvania's Department of Education (PDE) for developing outstanding programs to prepare special educators to teach Pre-Kindergarten (Pre-K) through 8th grade. PDE also recommended these programs as models for other universities to follow.

    Graduates of the Special Education/Dual Certification programs will be eligible to teach either students in Pre-K through 4th grade or 4th through 8th grades in addition to teaching students with disabilities in Pre-K through 8th grade. Requirements will vary based on program entry and completion dates. Check with the department for details.

    Are you interested in...

    • Working with children and youth who have various disabilities
    • Becoming involved in the academic, behavioral, and social development of the students
    • Teaching students life skills and providing career counseling

    Choose Special Education Dual Certification Programs at ESU

    • Qualified, experienced faculty
    • Small class size
    • Practical experience

    Is a Special Education Dual Certification Program a career path for me?

    Career Potential

    • Special education teacher
    • Early Intervention teacher
    • Elementary school teacher
    • Secondary school teacher
    • Middle school teacher
    • Teacher's assistant
    • Child care worker
    • Transition coordinator

    More detailed career information is available from the department.

    Program Features:

    135 Semester Hours (includes 18 credit content area concentration)

  • Program Curriculum Plan

    • (Subject to change by university without notice)

      Freshman Year

      Fall

      PSED 150: Introduction to Teaching All Students

      6

      General Education Elective MATH 105

      3

      ENGL 104: English Composition

      3

      General Education Elective- HIST 141

      3

      Fitness Elective

      1

      Subtotal

      16

      Spring

      SPED 105: Special Education History and Law

      3

      General Education Elective: ENGL 188

      3

      General Education Elective: BIOL 105

      3

      General Education Elective: MATH 205

      3

      General Education Elective: HIST 111

      3

      Fitness Elective

      1

      Subtotal

      16

      Sophomore Year

      Fall

      SPED 201: Assessment and Evaluation

      3

      SPED 214: Positive Behavior Support

      3

      General Education Elective: MATH 110 General Statistics

      3

      General Education Elective: POLS 211

      3

      Major Concentration #1

      3

      General Education Elective: Humanities (Fine or Perf. Arts, Foreign Language or Philos.)

      3

      Subtotal

      18

      Spring

      SPED 215: Instructional Planning

      3

      SPED 244/PSED 244: Adolescent Psychology

      3

      General Education Elective: ENGL 190

      3

      General Education Elective: MATH 130 (Math, SS, Eng. Con.) or GE: MATH 135: (Science con only)

      3

      General Education Elective: CHEM 115

      3

      Major Concentration #2

      3

      Subtotal

      18

      Junior Year (Co-Department Admittance)

      Fall

      SPED 314: Instr. Strats. Students w/Low Incid. Disab.

      3

      General Education Elective: PHYS 105

      3

      General Education Elective: ECON 111

      3

      General Education Elective: GEOG 120

      3

      Major Concentration #3

      3

      Major Concentration #4

      3

      Subtotal

      18

      Spring

      SPED 313: Instr. Strats. Students w/High Incid. Disab.

      3

      REED 340: Teaching Reading in the Middle School

      3

      ELED 350: Teaching Methods in Middle School

      3

      General Education Elective: Humanities(Fine or Perf. Arts, Foreign Language or Philosophy)

      3

      Major Concentration #5

      3

      Major Concentration #6

      3

      Subtotal

      18

      Senior Year

      Fall

      REED/SPED 315: Scaff. Lang. & Literacy for Students w/Disab.

      3

      SPED 351: Collaboration for Inclusion

      3

      REED 350: Teaching Reading to Communities of Div.

      3

      ENGL 412: Teaching of Writing in the Secondary

      3

      ELED 450: Seminar in Middle Level Methods

      3

      General Education Elective: Humanities: (Fine or Perf. Arts, Foreign Language or Philos.)

      3

      Subtotal

      18

      Spring

      ELED 431: Student Teaching in Middle Level Education

      6

      PSED 430: Student Teaching in Secondary, Middle School and Jr. High School

      6

      ____499 1 credit in area of concentration

      (HIST 499, ENG 499, PHYS 499, or MATH 499)

      1

      Subtotal

      13

      Total Credits

      135

      Teacher education program requirements have been changed to reflect new certification rules for students applying for certification after December 31, 2012.

      For more information, contact the department by calling 570-422-3558 or visit www.esu.edu/sped

      Department Admissions

      Please refer to the section The College of Education in this catalog for specific requirements for admission into teacher education. Majors should meet regularly with their academic adviser in order to discuss and monitor major requirements and procedures for admission into each program. Information on requirements and procedures on admittance are available in the Department Student Handbook available in the department office.

      Student Teaching

      Two semesters of student teaching are required for certification in SPED. Students must have a 3.0 or higher GPA prior to graduation from ESU to be certified in the State of Pennsylvania.

Faculty

Course Descriptions

  • SPED 105 Special Education History and Law (3)

    • The purpose of this course is to develop a foundation of understanding of the past and present perspective of individuals with disabilities and how this history had led to special education legislation and law. The course will develop knowledge about the nature and needs of learners with exceptionalities and their families, recognition of the existing and emerging models of services and the educational law supporting the individual's rights to an appropriate education. All students are required to complete 20 hours of field experience. Proof of appropriate clearances is required. Prerequisite: PSED 150

  • SPED 201 Assessment and Evaluation in Special Education (3)

    • This course emphasizes the legal, ethical and procedural issues involved in the assessment process in special education. Basic measurement procedures, the referral to placement process, administration of formal/informal measures, and instructional planning concepts in general and special education will be addressed. Prerequisite: SPED 105.

  • SPED 210 Learning Disabilities: Theory into Practice (3)

    • This course considers service delivery options, etiologic factors, and characteristics of students with specific learning disabilities. Metacognitive approaches to diagnosis and intervention are explored with emphasis on adapting instruction for diverse learning styles of individuals with learning disabilities in general and special education settings. Prerequisite: SPED 105.

  • SPED 214 Positive Behavior Support (3)

    • This course addresses all elements of effective classroom management which emphasizes behavior reduction strategies that are consistent with a positive behavioral support approach. All elements of conducting a functional assessment in developing a behavioral support plan for school and/or employment settings are addressed. (Cross-listed with SPRE 214.) Prerequisite: SPED 105.

  • SPED 215 Instructional Planning in Special Education (3)

    • This course addresses the planning process for students with high and low incidence disabilities and gifted and talented for multiple school settings within the continuum of services. Lesson planning, unit planning, IEP/IFSP planning and writing are key elements developed in this course with an emphasis on collaboration with other teaching and non-teaching staff members. Students are required to participate in an on-campus tutoring. Prerequisite: SPED 105, 201, 214.

  • SPED 290 Special Topics (Semester hours arranged)

    • These courses address the needs of groups of students or are offered on a trial basis in order to determine the demand for and the value of introducing them as a part of the university curriculum.

  • SPED 311 Etiology and Diagnosis of Individuals with Exceptionalities (3)

    • This course is a study of the causative factors of high and low incidence atypical cognitive, physical, psychological, medical and psychosocial conditions of children and adults. Emphasis is placed on the development of diagnostic skills and the recognition of diagnostic criteria in the clinical setting. Collaboration and teaming in the clinical, classroom and service agency are examined. Prerequisite: SPED 105.

  • SPED 313 Curriculum and Instruction for Students with High Incidence Disabilities (3)

    • This course addresses curriculum development and instructional approaches for students with high incidence disabilities, with an emphasis on academic and behavioral education in multiple school settings within the continuum of services. Students will apply a systematic approach to planning and delivery of instruction, which includes assessment data to create instructional programs within the general curriculum, comprehensive evaluation strategies, and generating instructional decisions based on assessment and performance data. Students choose, evaluate and construct instructional materials. There are 15 hours of fieldwork which are required. Prerequisite: SPED 105, 201, 214, Department Screening.

  • SPED 314 Curriculum and Instruction for Students with Low Incidence Disabilities (3)

    • This course addresses curriculum development and instructional approaches for students with significant, low incidence disabilities, with an emphasis on functional education in school and community based settings. Students will apply a systematic approach to planning and delivery of instruction, which includes person centered planning and general case instruction. 15 hours of fieldwork is required. Prerequisite: SPED 105, 201, 214, Department Screening.

  • SPED 315 Scaffolding Language and Literacy Development for Students with Disabilities (3)

    • This course, which is cross-listed as REED 315, prepares pre-service special education teachers to provide effective literacy instruction to students with mild to severe language, reading, and writing disabilities. The course emphasizes research-based assessment and instructional techniques that scaffold the development of language and literacy skills for students with disabilities. IEP elements related to assessing skills, planning goals, and monitoring progress for students with language and literacy disabilities, elements related to their Individualized Education Plans (IEPs) are featured. This course is required for students seeking certification in Special Education. Prerequisites: SPED: All required 100 and 200 level SPED courses; PREK-4th Program: REED 314; Middle School Program: REED 340 and prior or concurrent enrollment in REED 350; Professional and Secondary Education Program: Prior or concurrent enrollment in REED 350; Speech-Language Pathology: SPPA 105.

  • SPED 351 Collaboration for Inclusion (3)

    • This course examines research-based effective practices that promote successful inclusion for students and adults in school and community settings. The course will also explore the functions of collaboration and consultation with co-teachers and other school personnel. Collaboration, co-teaching, cooperative learning, adaptations/modifications, differentiated instructional delivery models and practical philosophical approaches to collaboration for inclusion are explored as well as legal and ethical issues related to inclusive practices will be explored. Weekly field experiences in a Professional Development School will emphasize the application of course content and instructional theories to teaching. Prerequisites: All Sped/Integrated/area of concentration students must complete all required 200 level classes as well as department screening prior to enrollment. Non-major students must have permission of instructor.

  • SPED 420 Student Teaching in Special Education - Part I (12)

    • This course entails fifteen weeks of guided teaching of individuals with exceptionalities. Prerequisite: Departmental approval which is obtained when all requirements described under the Student Teaching section in this catalog have been completed, a minimum of 2.8 cumulative average in the major.

  • SPED 421 Professional Practicum I (2)

    • The Professional Practicum meets on a regularly scheduled basis. On-site seminars may be conducted by the university supervisor, including the presence of all on-site or neighboring-site student teachers. The topics governing the content of each Practicum session are representative of immediate student teacher needs regarding his/her professional growth and development. Corequisite: SPED 420.

  • SPED 430 Student Teaching in Special Education - Part II (12)

    • This course entails fifteen weeks of guided teaching of individuals with exceptionalities. Prerequisite: Departmental approval which is obtained when all requirements described under the Student Teaching section in this catalog have been completed, a minimum of 2.8 cumulative average in the major.

  • SPED 431 Professional Practicum II(1)

    • The Professional Practicum meets on a regularly needs basis. On-site seminars may be conducted by the university supervisor, including the presence of all on-site or neighboring-site student teachers. The topics governing the content of each Practicum session are representative of immediate student teacher needs regarding his/her professional growth and development. Corequisite: SPED 430.

  • SPED 452 Together: Mainstreaming in the Schools (3)

    • The purpose of the workshop is to cause meaningful interaction of special and regular education teachers. The interaction will enable them to review and to develop positive models for their particular schools that allow for exceptional and non-exceptional children to learn together, to respect each other, to know each other. A major emphasis will be devising through group interaction, a plan for implementation of mainstreaming in the particular schools. Since this course is also offered for graduate credit, a differentiation in requirements may be made. The course is cross-listed with ELED 452 or PSED 452. Prerequisites: Upper division standing, SPED 105.

  • SPED 453 Creative Materials and Methods with Exceptional Individuals (3)

    • This course is offered for graduate or undergraduate credit. At the undergraduate level this course is designed for pre-professionals and paraprofessionals training to work with individuals with severe and multiple disabilities in the classroom or in a rehabilitative setting. Emphasis is on the construction and use of free and inexpensive household, institutional, and classroom resources for use with regular teaching materials.

  • SPED 485 Independent Study (Semester hours arranged)

    • This course consists of directed research and study on an individual basis.

  • SPED 486 Field Experience and Internship (14) (Semester hours arranged)

    • This course consists of at least one field experience placement with populations having physical or mental disabilities in various agencies, developmental centers, rehabilitation facilities, and the like that serve the needs of that population throughout the tri-county area. Assignments in other geographical areas will be utilized by the department when deemed appropriate. Field experience supervision will be provided by the faculty of Special Education and Rehabilitation.