The Master of Education prepares teachers to work with students from different cultures and to include contributions of diverse groups into the curricula they teach. These 30-credit degree programs emphasize a Christian philosophy and can be combined with several areas of certification.
EDU500 - A Christian Perspective on the Social and Philosophical Foundations of Education
This course looks at the social and philosophical foundations of education from a distinctly Christian point of view. It aims to give a historical perspective to modern education by an in-depth study of significant contributors to educational theory.
EDU505 - Teaching Techniques for Low Incidence Students
A hands-on experience in techniques for teaching the multi-handicapped and severely retarded. Specialized techniques will include behavior management, task analysis, using adaptive equipment and prosthetic devices, prompting and cuing, augmentative communication systems, positioning and handling, and inclusion techniques. Students will complete 10 hours of field experience. (Prerequisite: EDU 501 or permission of instructor)
EDU535 - Urban Education
This graduate seminar is designed to enable students to examine major issues in urban education from historical, political, economic, and social perspectives. Students read, research, and critique commentaries on some of the enduring concerns affecting urban communities and schools, explore contemporary impediments to educational equity, and discuss solutions posited by leading scholars in the field.
EDU602 - Reading and Learning Differences
This course will focus on the physiological, psychological, sociological, neurological, and educational factors contributing to literacy acquisition and cautions about labeling children and youth. Students will explore various theories, research findings, and diagnostic procedures along with portfolio assessment. A resource file will be developed for future use. The student will be guided in writing an Individual Educational Plan (IEP), diagnostic with remediation procedures, for student(s) with severe learning disabilities related to literacy. Students will demonstrate understanding of the components and procedures adopted by PSSA. The student is expected to conduct reading assessments and write a case study on a youngster including an IEP. (Prerequisite: EDU 600 or 601 or 603)
EDU635T - Research Design: TESOL/Reading/Special Education
This graduate level course is designed to introduce students to fundamental concepts and methods of descriptive and inferential statistics as they apply to educational research. These fundamental statistics concepts include sampling, experimentation, variability, distribution, association, causation, estimation, confidence, hypothesis testing, regression and correlation, and t-tests. The course is also designed to introduce students to the knowledge base, processes, experiences, and skills involved in designing and conducting research studies in education and the social sciences. The course will provide a survey of quantitative, qualitative and mixed research methods, as well as opportunities for students to critically examine educational research studies in general and language research studies in specific, employing a variety of such methods. Students will apply course content toward the conceptualization and completion of an empirical study on a selected topic. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.
EDU683 - Evaluation and Assessment of Exceptional Students
This course is directed to those students who wish to be certified in special education. The course will extend the student's understanding and knowledge of the assessment and evaluation processes and examines how we use these processes to create an appropriate individualized educational plan (IEP). Students will also work with creating effective Educational Reports (ER), Behavior Plans, Transition Programs and other reports and documents necessary to keep schools in compliance with state and federal guidelines.
EDU684 - Inclusive Education with Field Experience
This course examines the concept of inclusion and what it means to both the special educator and the general educator. Students will learn to use effective inclusion strategies in the general education classroom and examine the various ways special and regular educators can work effectively together. Students will have 10 hours of field experience in inclusive education settings.
EDU685 - Emotional and Behavioral Disorders with Field Experience
This course is designed to provide teachers who wish to be certified in special education with the tools necessary to work with students with emotional and behavioral disorders. Participants will examine the various causes and theories for these disorders. There will be an additional focus on recognizing these disorders and managing them in the inclusive classroom using various positive behavior interventions and other appropriate methods. This course requires 10 hours of volunteer time with students with emotional and behavioral disabilities.
EDU686 - Autistic Spectrum Disorders with Field Experience
This course is directed toward those students who wish to be certified in Special Education. It will be an overview of the characteristics and learning traits, classification systems, assessment strategies, approaches and interventions related to students with autism. Emphasis will be placed on the different disorders on the spectrum including Asperger's Syndrome. Students will be given the tools needed to work with families and agencies to develop a comprehensive program that meets the individual needs of their students. Students will have a 10 hour field experience in a facility that services students on the Autism Spectrum.
EDU687 - Early Intervention with PDD and Other Exceptionalities with Field Experience
This course is an advanced course directed towards those students seeking certification in special education. It will examine early intervention for those children thought to have PDD (Pervasive Developmental Disorder) and other exceptionalities. We will look at the importance of early intervention and the different methods and strategies for working with these students. Emphasis will be placed on writing Individual Family Service Plans (IFSP), working with families and agencies, and designing appropriate intervention programs. Students will have 10 hours of field experience in early intervention settings.
EDU688 - Transition and Working with Families and Agencies
This course will examine aspects of the transition process from infancy to post secondary. Self-determination will be explored as well as career adn vocational education. Different types of transition assessments and checklists will be examined. The course will help teachers become aware of the importance of working with families and community agencies to ease the process and bring about positive results.