Department Website:


  • Sarah Jane DeHaas, PhD, Martin G. Brumbaugh Professor of Education, Department Chair - ext. 3641
  • Kathleen Biddle, PhD, Professor of Education- ext. 3411

  • Dawn Hayes, DEd, Assistant Professor - ext. 3633

  • Kathleen Jones, PhD, Professor of Education - ext. 3654

  • Dipali Puri, PhD– Assistant Professor of Education - ext. 3640

  • Karen Pletcher - Coordinator of Field Experiences, Certification Officer, and Instructor- ext. 3668

  • Lori Price- Instructor- ext. 3648

  • Eric Yoder – Instructor- ext. 3648

  • Kristin Buonaccorsi, Director of the Early Childhood Education Center - ext. 3400

  • Rebecca Plane, Master Teacher at the Early Childhood Education Center - ext.3402

Juniata College Education Department Mission Statement

The mission of the Juniata College Education Department is to prepare highly qualified educators and human service professionals who are committed to ethical leadership in the global community.   Faculty and students value mutual support and the free and open exchange of thought.  Through collaboration with local education agencies and families, the Department prepares competent professionals who are confident to face challenges, sensitive to diverse learners, skilled in the use of progressive technology and research-based practice, and dedicated to improving the quality of education for all.

NOTE: Teacher certification programs are subject to changes in state and federal regulations.  Entrance to a certification program may include requirements over and above those of the College. Students may apply for formal admission to a certification program after they have met all requirements specified by the Juniata Education department and the Pennsylvania Department of Education, including the following: completed at least 48 credits of college level study that includes six semester hours of college level English composition and literature and six credits of college level mathematics; earned at least a 3.0 GPA;  and  passed required basic skills exams in Math, Reading and Writing on the PAPA or CORE exams or exempted out of the exams through alternative SAT or ACT scores. Title II of the Higher Education Act of 1998 requires that each year all institutions publicize the pass-rate for students who complete a certification program on a yearly basis. Please see the Education Department website for certification requirements and the most current Title II information. The Juniata College Education Department Student Handbook provides current information on all certification requirements, and the Education Department Certification Officer will assist you with questions.

Special programs, facilities, or equipment:

  • Juniata College Early Childhood Education & Tuscarora Intermediate Unit 11 (IU 11) Early Intervention Center (children with special needs)
  • Rural Outreach and Reading Program (ROAR), campus reading clinic for local children

  • Shepherd Higher Education Consortium on Poverty Studies- providing programming and internships in sites around the United States.

  • COMPASS, a worksite mentoring program for high school students with disabilities

  • Strong focus on addressing the individual needs of all PreK-12 students, including students eligible for special education and students with cultural or linguistic diversity

  • Multiple study abroad opportunities including short term and full semester options that provide coursework and field experiences in education.

  • Juniata Instructors of the Future (JIF) Social Club

Programs of Emphasis:

  • PreK-4th Grade
  • PreK-4th and Special Education PreK-8th
  • Secondary Education (7th-12th grade): Social Studies, English, Mathematics, Biology, Chemistry, Earth & Space Science, General Science, and Physics
  • K-12th: Spanish, French, and German
  • Individualized POEs in Child Life, Child Development, and Education Studies

Field Experience:

  • Multiple field experiences in early childhood and public school settings start in the freshman year and continue over four years of study for all teacher candidates.
  • Two-semester student teaching sequence: a part-time pre-student teaching field experience leads to a semester of full-time student teaching placement with the same cooperating teacher


ED-110   Foundations of Education (Fall & Spring; Yearly; 3.00 Credits; S,WK-SI) Discusses the historical and contemporary bases of major political, economic, legal, sociological, and psychological issues affecting public school systems. Students review current issues in education and write a personal philosophy statement. Co-Req: ED-111. Pre-Req or Co-Req: FYC-101 or EN-110 or EN-109.

ED-111   Foundations of Education Field Experience (Variable; Yearly; 1.00 Credit; S) Provides a classroom experience for students who are interested in education to explore teaching as a career and observe the application of multiple philosophies, theories, and teaching strategies. Corequisite: ED-110

ED-120   Child Development (Fall & Spring; Yearly; 3.00 Credits; S) Provides an in-depth introduction to child development, cognition, behavior, and learning from conception through middle childhood. Using an ecological approach, students examine characteristics of physical, social, emotional, cognitive, and language development at each age; identify typical and atypical development; compare and contrast major theories of development and learning; and explore diverse issues in child development and early education, including gender, culture, language, ability, family, social policy, educational setting, and the influence of heredity and environment. Assignments include readings, research, presentations, and direct observation of young children. Corequisite: ED-121.

ED-121   Child Development Lab (Fall & Spring; Yearly; 1.00 Credit; S) Extends and enhances learning in ED120, Child Development, through authentic classroom opportunities to observe and interact with young children and early education professionals, apply knowledge and understanding of child development and theory, analyze and assess development using formal and informal assessment tools, examine portfolios and Individual Education Plans, monitor student performance, and adapt instruction and interactions to meet individual needs, scaffold learning, and guide behavior. Corequisite: ED120 or permission of the instructor.

ED-130   Adolescent Development (Fall & Spring; Yearly; 3.00 Credits; S) Examines human physical, cognitive, and social-emotional development from preadolescence through emerging adulthood. Topics include: identity, sexuality, and gender issues; emotional and behavioral challenges of adolescence, the impact of culture, language, and disability on adolescents, and the role of family, schools, and peers on development. Enrollment priority in this course is given to Education POEs.

ED-199   Special Topics (Variable; Variable; 1.00-4.00 Credits) Special topics provides students, particularly those not seeking certification, with experience organizing and communicating knowledge in their fields of study. This may be accomplished in public schools or other areas of social/community work, e.g., community health programs or family planning agencies. Note: titles may vary each semester; students may take each course for credit.

ED-201   Educational Technology (Either Semester; Yearly; 3.00 Credits; S) Introduces educational technology and computer systems and their current applications in the classroom. Topics to be covered include office programs, Web 2.0 programs, multimedia programs, course management systems and web-page construction; classroom presentation software; use of assistive technology and software evaluation. Prerequisite: ED-110/111 or ED-120/121 or ED-130.

ED-219   Environmental Education: Past & Future (Variable; Variable; 1.00 Credit; S) Environmental Education is becoming a primary focus and mandated in K-12 schools in Pennsylvania. We'll explore the historical roots, review the standards, review research and prominent researchers in EE, determine the essential elements and find and develop environmental lessons to be incorporated in today's classrooms. Prerequisites: ESS-100 or ED-130.

ED-240   Introduction to Students With Exceptionalities (Fall & Spring; Yearly; 3.00 Credits; S) Introduces the culture of exceptionalities within the public special education system. Historical, philosophical, educational, and legal perspectives will be presented. Students will learn the categories of exceptionalities, general characteristics of individuals with exceptionalities eligibility criteria, and the referral process for special education services. Professional and community resources, inclusion and other current issues will be discussed. Prerequisites: ED110 and ED111 and ED120 and ED121 or ED130.

ED-299   Special Topics (Variable; Variable; 1.00-4.00 Credits) Allows departments to offer courses not normally taught.

ED-300S   Sign Language I (Variable; Yearly; 1.00 Credit; S) Provides the learner with the understanding of the basic signs used by the deaf and hearing-impaired persons. Goals of the class include problems of communicating with the hearing impaired or deaf persons, as well as knowledge of basic sign language and word endings. Prerequisites: ED120 or ED130.

ED-301   Sign Language II (Variable; Yearly; 1.00 Credit; S) Provides the student with a more advanced vocabulary with the linguistic structure of the language and the principles in building ED302. Prerequisite: ED300.

ED-302   Sign Language III (Variable; Yearly; 1.00 Credit; S) Sharpens everyday communication skills. Students will gain the use of rapid finger spelling in combination with the language of signs for proper nouns, names, addresses, and words that have no signs. The class will also provide a further study of the use of possessives, plural tenses, word markers, and appropriate facial expressions and body language in their use of the language signs. Prerequisite: ED301.

ED-303   Issues in Special Education (Spring; Yearly; 1.00 Credit; S) Using case studies, students will analyze, evaluate, and discuss current issues and trends in the field of special education. Topics of discussion include current litigation and legislation, educational policy, popular trends, and contemporary practices as they pertain to individuals with disabilities and the professionals with whom they work. Within course assignments, students will be required to display critical thinking skills in the analysis and synthesis of issues and concepts. Prerequisites: Take ED-110 and ED-111 and ED-240 and ED-343.

ED-312   Language and the Brain (Spring; Yearly; 3.00 Credits; S) Provides an overview of research-based models of language acquisition, both typical and atypical in children. Topics include theories of language acquisition, neurological bases of speech and language, cognitive, perceptual and motor bases of early language and speech,social and communicative bases of early language and speech, language learning and teaching, relationship of language to literacy acquisition, language differences in diverse learners. Prerequisites: ED120, ED121.

ED-313   Language and Brain Lab (Spring; Yearly; 1.00 Credit; S) Extends and enhances learning in ED312 Language and the Developing Brain. Through participation in classroom settings, students will be able to observe and interact with young children in Kindergarten through Grade 2 and public education professionals, apply knowledge and understanding of language development and theory, analyze and assess language development using formal and informal assessment tools, monitor student performance, and adapt instruction and interactions to meet individual needs, scaffold learning, and guide behavior. Prerequisites: ED120 and ED121. Corequisite: ED312.

ED-314   English Language Learners (Either Semester; Yearly; 1.00 Credit; S) Focuses on the historical, legal, and cultural issues pertaining to meeting the educational needs of English language learners. Students are be introduced to research based best practices in instruction and assessment strategies for working with English language learners in the general education classroom setting. Prerequisite: ED120 or ED130.

ED-315   ELL Field Experience (Fall & Spring; Yearly; 1.00 Credit; S) Provide students with 30 hours of field experience and participation in a variety of multi-cultural and multi-lingual environments in order to broadentheir own experiences, prepare to teach English learners, and work with diverse families. Students accumulate required hours throughout their program, but they formally register for course credit during student teaching or their final semester at Juniata College. Prerequisites: ED314. Graded S (satisfactory) or U(unsatisfactory).

ED-330   Language and Literature I K-1st (Fall & Spring; Yearly; 3.00 Credits; CW,S) Emphasizes methodologies of teaching the language arts (listening, speaking, reading, writing, viewing, and visually representing), including the development of these abilities and the provision for ELL students and students with special needs in language learning. The primary purpose of this course is to bring each student to an understanding of communication as the complex, rich, and primary form of human interaction. Prerequisites: ED311 and ED312 or permission of the instructor.

ED-341   Adaptations for Students With Exceptionalities (Spring; Yearly; 4.00 Credits; S,CW) The purpose of this course is to learn how to develop and manage effective inclusive learning environments for students with disabilities at the secondary level. Content will focus on the knowledge and skills necessary to create an instructional environment that communicates challenging expectations to students while utilizing and modifying research based instructional strategies/resources/technologies. Students will learn the critical components of effective collaboration with parents and professionals. Successful completion of a field experience in an educational setting is also a requirement. Prerequisites: ED110, ED111 and ED240.

ED-342   Assessment Learners (Spring; Yearly; 3.00 Credits; S) This course provide in depth knowledge of and skills in assessment as it pertains to students with disabilities, the special education system, and Pre-K through grade 4 education. Historical perspectives as they relate to contemporary assessment practices are highlighted. Focus is placed on selection and administration of assessment tools, scoring, and interpretation of data for early intervention and special education eligibility. Students will be required to write an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP). Prerequisites: ED110 and ED111 and ED120 and ED240 and ED121 or ED130.

ED-343   Differentiated Instruction (Fall; Yearly; 3.00 Credits; S) The purpose of this course is to develop skills for the development and management of effective inclusive learning environments at the Pre-K through Grade 4 level. Content will focus on the strategies necessary to create an instructional and social environment that communicates challenging expectations to students while utilizing and modifying research based instructional strategies/resources/technologies to address individual learning needs. Focus is placed on strategies for establishing positive relationships with students, parents, and professionals. Prerequisites: Take ED-120, ED-121, and ED-240. Corequisite: ED-401.

ED-350   Science Methods (Spring; Yearly; 3.00 Credits; S) This course is for Education students seeking certification in the Pre-K-Grade 4 program and is intended to address the learning needs and best practices for teaching math, science, and technology to Pre-K-4th grade students in the 21st-century classroom. The primary focus of this course will be in the sciences but will include the integration of math, technology, and engineering. We explore science and the process of teaching science to elementary students using students' natural curiosity. The main vehicle of exploration will be an inquiry approach as we discover STEM learning the way we want our students to experience it. Prerequisites: ED-110/111, and ED-120/121 or ED-130. ED-130 may be taken as an alternate prerequisite for ED120/121 only.

ED-370   Practicum in EC Education (Fall & Spring; Yearly; 1.00-3.00 Credits; S) A field experience designed for students seeking early childhood certification. This course is especially desirable for students who have done or will do practicums at the elementary level. Requires sophomore standing and instructor permission.

ED-390   Field Experience in Elementary Education (Fall & Spring; Yearly; 1.00-3.00 Credits; S) A field experience in which students apply theory previously learned in the classroom in a practicum situation. This practicum is not the normal student teaching that is required for certification. Prerequisites: ED110, ED120 and ED121. Note: Available by permission only.

ED-392   Field Experience in Secondary Education (Fall & Spring; Yearly; 1.00-3.00 Credits; S) A field experience in which students apply theory they have learned in a middle or high school setting. This practicum is not the normal student teaching that is required for certification. Available by permission only. May be repeated up to a maximum of 9 credits.

ED-395   Field Experience in Early Childhood Education (Fall & Spring; Yearly; 1.00-3.00 Credits; S) A field experience designed for students seeking Pre K-4 certification. This course is especially desirable for students who have done or will do field experiences at the elementary level. Prerequisites: ED120 and ED121. Course may be repeated up to a total of 3 credits. Available by permission only.

ED-396   Practicum in Special Education (Fall & Spring; Yearly; 1.00-3.00 Credits; S) A field experience primarily designed for students seeking special education certification or interest in education studies. This course provides students with opportunities to gain more experience working with students with special needs in a variety ofeducational settings. Prerequisites: ED341 Available by permission only.

ED-398   Methods for Foreign Language Education (Fall; Yearly; 4.00 Credits; S,CS) This course is for students interested in teaching foreign languages or English as a foreign language or second language (ESL). This course provides a thorough introduction to contemporary theories and methods of language pedagogy. Students seeking K-12 certification in foreign languages may take this course instead of ED420 after completing study abroad. It may also be taken by those students who have an interest in teaching English abroad. International students who are here for a semester or a year should also consider taking this course. Prerequisites: ED110 and ED111 and ED130 and ED240 and ED341.

ED-399   Special Topics (Variable; Variable; 1.00-4.00 Credits) Allows the department to offer courses not normally taught. Note: Titles vary each semester; students may take each special topics course for credit.

ED-401   Junior Field Experience (Fall; Yearly; 1.00 Credit; S) ED-401 is a comprehensive field experience. Students complete at least 4 hours/week of field experience, Prerequisites: ED-120, ED-121, and ED-240. Corequisite: ED-343.

ED-402   Content Area Literacy (Variable; Yearly; 1.00 Credit; S) Provides an in-depth introduction to multiple literacies and their effects on today's 21st Century classrooms. Topics include current research on information literacy, comprehension strategies, teaching ideas, and best practices in content area literacy. Students plan for instruction using the PA Standards Aligned System (SAS). Students pursuing secondary education certification are required to take this course. Prerequisites: ED 240 and junior or senior standing or instructor permission.

ED-403   Math Methods: PreK-6 (Fall & Spring; Yearly; 3.00 Credits; S) Math is all around us and an early start in conceptual mathematics will promote understanding and problem solving for young learners. This course is designed to introduce appropriate teaching strategies that highlight both NAEYC and NCTM standards for the mathematical development of the child (Prek-6). Prerequisites: ED120 and ED121.

ED-410   Families and Teachers Education (Spring; Yearly; 3.00 Credits; S,CS) Promotes understanding of family systems theory and the central role families play in the development of young children. While exploring their own beliefs and values, students examine family diversity and the impact of socioeconomic status, culture, language, lifestyle, and ethnicity on child development. The course focuses on developing effective interpersonal communication skills and strategies to establish culturally sensitive, nurturing relationships among teachers, children, and families. Students learn to build effective partnerships with families and community agencies through home visitation, assessment, case study, portfolio development, leading family workshops, and community involvement. Note: Practicum required.

ED-411   Reading Difficulties (Fall; Yearly; 2.00 Credits; S) This course provides an in-depth review of the literature concerning language-based learning disabilities. The course will address assessment and intervention strategies for struggling readers and writers in early and middle childhood. Formative, summative, benchmark, and diagnostic measures will be addressed as they relate to classroom intervention. Research-based intervention strategies will be analyzed within the perspective of meeting the needs of learners with diverse learning profiles and etiologies for their language-based academic difficulties. Topics included are early identification, research-based assessment and intervention, authentic assessment strategies for diverse learners and ELL's, technology to support instruction. Prerequisites: ED120 and ED121 or ED130 and ED212. Corequisites: ED412.

ED-412   Reading Difficulties Lab (Fall; Yearly; 1.00 Credit; S) This formal experience requires pre-service teachers to participate in an after school reading clinic for children in grades K through five who are identified as at-risk or struggling readers. Formal and informal assessment tools will be applied and used in decision making for research-based interventions. Communication with in-service teacher mentors and parents will be emphasized. Pre and post measures of achievement will be applied. A formal case report will be completed. Prerequisites: ED120 and ED121 or ED130 and ED212. Corequisites: ED411.

ED-413   Rural Outreach & Reading (Fall & Spring; Yearly; 1.00 Credit) The Rural Outreach and Reading course offers an opportunity for education students to provide data driven reading interventions for primary school children who are struggling in reading and related language skills. Juniata students provide research-based interventions in small group and one-to-one settings two afternoons each week. Juniata Students complete readings related to the intervention, submit reflections, and provide reports of assessment and response to intervention.

ED-419   Pre-Student Teaching Field Experience (Either Semester; Yearly; 1.00 Credit; S) Secondary pre-student-teaching practicum is a required 80-hour minimum practicum in the linked placement where you will be going for student teaching. Students should plan to spend four consecutive hours in their placement each week.Reliable transportation is REQUIRED. Co-Requisite: ED-420.

ED-420   General Secondary Methods (Spring; Yearly; 3.00 Credits; S,SW-ER) General Secondary Methods & Ethics in Education: This teacher education course is an overview of general methods for teaching secondary students. It also includes Disciplinary Literacy to help students meet the PA Core Standards. It will also address ethics in education and force students to rethink and challenge the current educational systems. Pre-Req: FYC-101 or EN-110 or EN-109;Co-Req: ED-419.

ED-423   Secondary Education Field Trip (Spring; Yearly; 1.00 Credit; S) Secondary Education Field Trip (1 credit): Join in an interdisciplinary course that will design and execute a field trip for local secondary students. This is a practical application course that will highlight the importance of field trips and provide an opportunity for designing and executing a successful field trip.

ED-430   Language and Literacy (Fall; Yearly; 3.00 Credits; S,CW) Three themes are woven throughout the course: helping students develop as strategic readers and writers; research-based best practices in teaching; and managing the classroom and curriculum for literacy instruction. The course will begin with a review of the reading and writing process and the principles of effective teaching of reading, based on the IRA/NCTE Standards for the English Language Arts. Emphasis is placed on meeting the individual learning needs of all the children and on application of the PA Academic Standards for Reading, Writing, Speaking, and Listening standards. Pre-Requisite: ED-310 (optional).

ED-432   Social Studies Methods (Fall; Yearly; 3.00 Credits; S) Focuses on standards, current trends, materials, and teaching methods used in the early childhood and elementary education social studies curriculum. Students review social studies materials and trade books, select and organize content for teaching units, practice teaching strategies, and learn to individualize instruction. Focus is placed on an integrated and active approach to learning.

ED-433   Pre-Student Teaching Seminar (Fall; Yearly; 1.00 Credit; S) Students complete two half-day practicum visits each week in their upcoming spring semester student teaching placements and meet for a one-hour seminar each week to discuss current issues. Assignments include but are not limited to a weekly reflection journal, orientation to your school packet, observation reports, attendance, and participation. Prerequisites: ED-310 (optional). Corequisites: ED-430.

ED-440   High Incidence Disabilities (Fall; Yearly; 3.00 Credits; S) This course focuses on academic instruction for students with learning disabilities,attention deficit hyperactivity disorder, specific language impairment and mild intellectual disablilities. Topics include systematic teaching, co-teaching, language arts and mathematics instruction, content area instruction and strategy instruction. Prerequisites: ED240.

ED-441   Low Incidence Disabilities (Variable; Yearly; 4.00 Credits; S) Examines research-based practices for instruction and behavior management for students with low incidence disabilities, specifically severe cognitive impairments, low vision and blindness, autism, spectrum disorder, physical or health disabilities, and traumatic brain injury. Students complete a practicum in a low incedence classroom setting allowing them to apply concepts and techniques discussed in class. Students complete a series of assignments in the practicum setting Case studies, guest speakers, and field trips are included in this seminar format course. Prerequisites: Senior standing or permission of the instructor.

ED-442   Social,Emotional,Behavior (Fall; Yearly; 3.00 Credits; S) This course focuses on specific instructional and behavioral research based strategies for students with social, emotional, and behavioral disabilities. Emphasis is placed on school-wide behavior and classroom management systems designed to prevent inappropriate behaviors and promote appropriate and desirable behaviors. Students will learn empirical strategies and procedures for making the general curriculum accessible to students and the role of general and special education teachers in effectively addressing student needs. A major component of this course is the importance of promoting self-determination to facilitate independent learners. Prerequisites: ED240 and ED343.

ED-450   Student Teaching (Fall & Spring; Yearly; 14.00 Credits; S,SW-LE) Student teaching is the capstone experience for students preparing for certification to teach in their content area(s). Students synthesize and apply knowledge of developmental theory, content, and teaching methodology as they design, implement, and evaluate learning experiences in an intensive internship in the classroom. Co-requisite: ED-451. NOTE: Must have completed all clearances and requirements and have access to reliable transportation. Secondary level student teaching is in the fall semester; PreK-4th grade level and language education student teaching are in the spring semester.

ED-451   Student Teaching Seminar (Fall & Spring; Yearly; 1.00 Credit; S) In conjunction with student teaching, students attend weekly seminars that are led by the college supervisors. These meetings focus on professional topics and allow students to reflect upon and share their student teaching experience. In addition, students develop interviewing techniques, become familiar with employment seeking strategies, and develop a portfolio that includes but is not limited to a resume, a philosophy of education statement, lesson plans, and documentation of professional experiences. Corequisite: ED450.

ED-452   Dual Certification Student Teaching (Summer; Yearly; 6.00 Credits; S) The purpose of this course is to provide an additional student teaching experience for individuals who are seeking certification in more than one certification area. In order to enroll the student must have successfully completed all requirements including student teaching in another certification area or who hold Pennsylvania certification in another area. Prerequisite: ED450. Note: Students must enroll in summer school and pay for 6 credits.

ED-494   Internship/Need Paperwork (Variable; Variable; 2.00-9.00 Credits; S) See catalog.

ED-495   Internship Seminar (Variable; Variable; 2.00-6.00 Credits; S) See catalog.

ED-499   Special Topics (Variable; Variable; 1.00-4.00 Credits) Allows the department to offer subjects not normally taught. Prerequisites vary by title.

ED-501   Foundations of Special Education (Variable; Yearly; 3.00 Credits) Special education professionals apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. This course provides an overview of exceptionality in children/youth from birth to 21 years of age. Students will gain foundational knowledge of the field, professional ethical principles, and practice standards to inform special education practice.

ED-502   Special Education Law (Variable; Yearly; 3.00 Credits) This course provides a breadth and depth of information on special education law including: (1) a comprehensive overview of the history of special education, (2) pertinent court cases that impacted legislation, and (3) current legislation that secures access and rights for children and youth with exceptionalities and their families. IDEA (Individuals with Disabilities Education Act) and its principles will be a key focus.

ED-503   Understanding the Research in Special Ed (Variable; Yearly; 3.00 Credits) In this course students critically examine and interpret the current research in order to identify and subsequently utilize best practices in the classroom. Both qualitative and quantitative techniques are reviewed. Students review the professional literature and share findings with a learning community that embraces professional development.

ED-504   Supporting Students w/Behavioral Needs (Variable; Yearly; 3.00 Credits) This course provides an overview of strategies that promote social, emotional, and behavioral growth of students while fostering a welcoming and safe classroom environment that encourages positive behavior through the use of responsive and preventative measures. Students will learn to conduct functional behavioral analyses and apply principles of PBIS (Positive Behavioral Interventions and Supports) to deliver evidence-based interventions that support positive behaviors.

ED-505   Assessment: Using Data to Drive Decisns (Variable; Yearly; 3.00 Credits) First, this course provides an overview of the special education process outlining how a child or youth is identified for services. Second, this course introduces students to a variety of assessment tools that are reliable, valid, and minimize bias. Students learn to create, administer, and score assessments and subsequently use this information to inform instruction, practices, and programming. Ethical practices and considerations are discussed.

ED-506   Effective Instruction for All (Variable; Yearly; 3.00 Credits) This course focuses on designing and delivering effective instructional strategies. Content will focus on understanding the unique needs and learning differences of all individuals and using this to inform practices and programming. In addition to an explicit and systematic approach, topics will include active student engagement, motivation, opportunities to respond, self-regulation, and grouping for instruction. Students will also learn to align standards to ensure access to the general education curriculum for all.

ED-507   Science of Reading (Variable; Yearly; 3.00 Credits) This course provides an in-depth review of the literature on structured literacy instruction that supports typical readers as well as students who struggle to acquire the literacy skills that are essential to success in school and life. Students will explore the body of work that exists on the Science of Reading (SOR) which is based upon an emerging consensus from multidisciplinary research that supports and explains the importance of explicit, systematic, and sequential instruction to support students' acquisition of literacy skills. The SOR framework for understanding reading development and disability will be utilized.

ED-508   Culturally Responsive Teaching (Variable; Yearly; 3.00 Credits)

ED-509   Low Incidence Disabilities (Variable; Yearly; 3.00 Credits) In this course students will learn evidence-based strategies to work with learners with low-incidence disabilities, severe/multiple disabilities, and/or complex communication needs. Instructional strategies focusing on functional academics, social skills, prosocial behaviors, communicative competence, among other areas will be discussed. Additional topics include positive behavior supports, assistive technologies, AAC (Augmentative and Alternative Communication), and collaborative partnerships with families.

ED-510   Capstone in Special Education (Variable; Yearly; 3.00 Credits) Students engage in a culminating project that demonstrates the content knowledge and skills they learned throughout their program. Students identify and implement a best or emerging evidence-based practice and then collect baseline and intervention data to determine intervention effectiveness. By the end of the course, students produce a capstone paper and share their research within a learning community via a presentation. This course should be taken toward the end of the program. Pre-req: ED-501, ED-502, and ED-503

ED-TUT   Education Teaching Assistant (Variable; Variable; 1.00-3.00 Credits) Teaching Assistant