PreK-4 Education with PreK-12 Special Education

A major in PreK-4 Education with PK-12 Special Education is meant to prepare students for a career as a highly qualified PreK-4 teacher with dual certification in PK-12 Special Education in Pennsylvania. To earn state teaching certification, students must meet all of the teaching competencies and certification requirements set by the Pennsylvania Department of Education.

PreK-4 Education with PK-12 Special Education Major, the following coursework is required:

• 89 credits of Required Coursework
• 37 CORE Credits
• A minimum number of 126 credits are required for the degree, the last 30 of which, and 50% of the major, must be earned at La Roche University. Developmental course work does not count toward the minimum number of required credits for graduation.

NOTE: Education majors enter La Roche as a candidate for the teaching certification programs. In order to become an Official Education Major, students must complete the following requirements by the time they earn 60 total credits (including transferable credits):

• Overall GPA of at least 3.0           
• Security Clearances within the past six months
  • PA Child Abuse History Clearance
  • PA State Police Criminal Record Check
  • FBI Fingerprinting Check
• Basic Skills Requirement
  • Passing scores for Reading, Writing, and Math exams (could include eligible scores from SAT, ACT, PAPA, and CORE)

Summary of Requirements

Education Requirements: 43 credits

• EDEL2000

  FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

  EDEL2000
  FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

  Credits (Min/Max): 3/3

  This course will focus on the foundations of PreK-4 education and explore the different learning environments that are optimal for young children. Students will gain insight into the philosophy and objectives of the PreK-4 curriculum and be introduced to theories and instructional strategies that can be used in teaching the various subject areas. The course will provide an overview of relevant content for educating students from preschool through grade four.

  PREREQUISITES:

  EDUC1010

• EDSP2015

  INTRO TO HIGH INCIDENCE DISABILITIES

  EDSP2015
  INTRO TO HIGH INCIDENCE DISABILITIES

  Credits (Min/Max): 3/3

  This course provides students an opportunity to explore foundations of special education in the United States including: characteristics of each disability category, legislation, over-representation of diverse students, academic and functional needs of students with disabilities, individual learning differences, least restrictive environment, implications for a Standards Aligned System, collaboration and transition. Students will develop an understanding of Accommodations and Adaptations for inclusive environments.

  PREREQUISITES:

• EDSP2025

  LEARNING ENVIRONMENTS AND BEHAVIOR MANAGEMENT

  EDSP2025
  LEARNING ENVIRONMENTS AND BEHAVIOR MANAGEMENT

  Credits (Min/Max): 3/3

  This course will introduce students to behavior and misbehaviors of students in the school setting, types of misbehavior roles, establish a classroom management plan that will reflect their consideration of students with disabilities, problem solving, conflict resolution, assessing appropriate and problematic behaviors while establishing opportunities for students with diverse backgrounds to interact and share in cooperative learning groups, problem solving to achieve common goals. "Application Models" will be the framework used to demonstrate the approaches used by pioneers as well as 21st century researchers and educators.

  PREREQUISITES:

  EDSP2015

• EDSP3015

  INTRO TO LOW INCIDENCE DISABILITIES

  EDSP3015
  INTRO TO LOW INCIDENCE DISABILITIES

  Credits (Min/Max): 3/3

  This course is designed to prepare students with the skills necessary to effectively teach individuals with severe disabilities, identify the relationships of organizations to school systems, laws and policies that are related to the implementation of specialized health care in the educational setting, and demonstrate the knowledge and understanding of individuals so as to develop effective instructional plans that will contribute to effective programs.

  PREREQUISITES:

• EDUC1010

  INTRO TO EDUCATION AND FIELD EXPERIENCE

  EDUC1010
  INTRO TO EDUCATION AND FIELD EXPERIENCE

  Credits (Min/Max): 3/3

  This course provides students with an introduction to the teaching profession. Students will learn the qualifications for becoming an effective and ethical educator. Current programming and educational topics will be explored. Classroom observations in a variety of settings and grade levels are required.

  PREREQUISITES:

• EDUC2010

  INITIAL FIELD EXPERIENCE

  EDUC2010
  INITIAL FIELD EXPERIENCE

  Credits (Min/Max): 2/2

  This initial field experience course will provide students with the opportunity to observe and reflect on elements within various classroom environments. This experience will allow the student to interact with the learners in a variety of ways, develop knowledge of effective educational practices, and demonstrate professionalism in an educational setting. Seminars will be included with this course in which students will assess, evaluate, and discuss the field experience.

  PREREQUISITES:

• EDUC2015

  INTEGRATING THE ARTS THROUGHOUT THE CURRICULUM

  EDUC2015
  INTEGRATING THE ARTS THROUGHOUT THE CURRICULUM

  Credits (Min/Max): 1/1

  This course will present strategies and teaching techniques for integrating the arts throughout the curriculum. Students will develop an understanding of elements and principles of the arts. Students will consider how a classroom environment can support the arts and humanities.

  PREREQUISITES:

• EDUC2020

  TEACHING SOCIAL STUDIES

  EDUC2020
  TEACHING SOCIAL STUDIES

  Credits (Min/Max): 3/3

  This class focuses on effective instructional strategies for teaching social studies in an inclusive classroom. Students will become familiar with the learning standards and thematic strands of social studies identified by the National Council for the Social Studies, which include the disciplines of geography, history, economics, and civics and government. Emphasis will be on organizing subject matter and translating it to children through a variety of instructional methods. An integral part of the course will be a field experience placement, which will allow the student to connect theory to practice.

  PREREQUISITES:

• EDUC2025

  EDUC2025
  

  Credits (Min/Max): /

  PREREQUISITES:

• EDUC2030

  INTEGRATING HEALTH AND WELLNESS THROUGHOUT THE CURRICULUM

  EDUC2030
  INTEGRATING HEALTH AND WELLNESS THROUGHOUT THE CURRICULUM

  Credits (Min/Max): 1/1

  This course will present strategies and teaching techniques for integrating health, safety and physical activity throughout the curriculum. Students will develop an understanding of the elements and principles of health and wellness. Students will consider how a classroom environment can support the physical, motor and social-emotional development of children.

  PREREQUISITES:

• MATH2000

  MATHEMATICS FOR LIBERAL ARTS

  MATH2000
  MATHEMATICS FOR LIBERAL ARTS

  Credits (Min/Max): 3/3

  As in-depth exploration of the applications of various types of mathematics, with an emphasis on problem solving skills. Writing skills are an integral part of this course. The connecting of mathematical ideas with other subject areas will be emphasized. These areas will include: art, biology, chemistry, coding, computers, demographics, fiction, genetics, logic, management, marketing, music, philosophy, physics, politics, psychology, and social planning. The discussion of original source documents will be an integral part of this course.

  PREREQUISITES:

  MATH1010

• MLED2000

  ENGLISH LANGUAGE LEARNERS IN THEMULTICULTURAL CLASSROOM

  MLED2000
  ENGLISH LANGUAGE LEARNERS IN THEMULTICULTURAL CLASSROOM

  Credits (Min/Max): 3/3

  This course introduces the most important principles and practices for teachers of children with home languages other than English. Students examine the implications of cultural and linguistic variation for English Language learners. We focus on how educators work in the classroom, the school, and the community to support these learners' language development and academic learning.

  PREREQUISITES:

• PSYC1021

  INTRO TO PSYCHOLOGY

  PSYC1021
  INTRO TO PSYCHOLOGY

  Credits (Min/Max): 3/3

  This survey course introduces students to several critical areas of psychology. Throughout the course, there is an emphasis on the scientific method, its application to psychology, and the insights gained from scientific research. The interactions among biological processes, cognitive and emotional responses, sociocultural forces, and behavior are examined. Included are such diverse topics as: health, stress, and coping; consciousness, sleep and dreams; effects of psychoactive drugs on behavior and health; psychological disorders; social psychology; types of learning and behavior management, information processing approaches including memory, encoding and retrieval; and the relationship of the nervous system to thought, feelings, and behaviors.

  PREREQUISITES:

• PSYC2022

  CHILD DEVELOPMENT

  PSYC2022
  CHILD DEVELOPMENT

  Credits (Min/Max): 3/3

  This course provides students with a comprehensive introduction to the field of developmental science with emphasis on the period from conception through middle childhood. The course approaches development by making use of both historical and contemporary scientific theory and investigates the major domains of development--biological, cognitive, social and emotional-from a chronological perspective.

  PREREQUISITES:

  PSYC1021 or PSYC1021H

• PSYC2061

  EDUCATIONAL PSYCHOLOGY

  PSYC2061
  EDUCATIONAL PSYCHOLOGY

  Credits (Min/Max): 3/3

  This course provides an introduction to educational psychology, the science of learning and teaching. Students will be exposed to the research methods used in psychological science, theoretical approaches to cognitive development and learning, and applications of those theories to understanding student behavior in the context of the school environment.

  PREREQUISITES:

  PSYC1021 or PSYC1021H

• SOCL3027

  FAMILY RELATIONS

  SOCL3027
  FAMILY RELATIONS

  Credits (Min/Max): 3/3

  A sociological analysis of the family with emphasis on historical trends and contemporary family life in the United States. The study includes family relationships and functions, family disorganization and change, with an overview of the family as a major social institution.

  PREREQUISITES:

Education Requirements: Official Major Status Required: 46 credits

• EDEL4075

  STUDENT TEACHING & SEMINAR (PK-4)

  EDEL4075
  STUDENT TEACHING & SEMINAR (PK-4)

  Credits (Min/Max): 6/6

  This course provides PreK-4 teacher candidates with the opportunity to incorporate various strategies and techniques learned from the methods courses to implement effective instruction for all learners during an eight-week supervised student teaching placement in a PreK-4th grade classroom. Under the direct supervision of a cooperating teacher and a university supervisor, the student teacher will have the opportunity to teach in all the subject areas and demonstrate the instructional practices and methods related to the developmental level of their students, based on a standards aligned system. The student teacher will reflect on their experiences and participate in student teaching seminars.

  PREREQUISITES:

  EDUC4005

• EDSP3010

  LITERACY INSTRUCTION AND INTERVENTIONS FOR DIVERSE LEARNERS

  EDSP3010
  LITERACY INSTRUCTION AND INTERVENTIONS FOR DIVERSE LEARNERS

  Credits (Min/Max): 3/3

  This course provides the foundation for teaching reading according to PA learning standards for students with a broad range of abilities and diverse cultural backgrounds. The course emphasizes research-based instructional approaches and interventions for Middle and Secondary level students including word level instruction, text level comprehension, reading-writing connection, and assessment. A field experience is a required component of this course.

  PREREQUISITES:

• EDSP3025

  EFFECTIVE INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH DISABILITIES

  EDSP3025
  EFFECTIVE INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH DISABILITIES

  Credits (Min/Max): 3/3

  The Instructional Strategies Course identifies and implements instructional strategies for all individuals with disabilities by evidenced-based methods, specialized resources, multiple instructional approaches, appropriate adaptations and technology, integrating student initiated learning opportunities and experiences into ongoing instruction. Teach learning strategies and modify the pace of instruction within and across curricula, demonstrate efficient differentiated instruction, efficient planning, coordination, and delivery for effective instruction required for inclusive settings.

  PREREQUISITES:

  EDSP2015

• EDSP3035

  SPECIAL EDUCATION PRACTICUM

  EDSP3035
  SPECIAL EDUCATION PRACTICUM

  Credits (Min/Max): 2/2

  This course provides a special education field experience placement and seminar based on the Effective Instructional Strategies course. The student will be assigned a class or a small group of students where he/she will create and implement lessons weekly according to the students’ IEP, learning needs, and PA learning standards. The student will demonstrate and promote effective strategies for teaching children of all ability ranges in his/her lessons plans and teaching. The student will spend one period a week teaching in a classroom. This will be accompanied with a seminar focusing on the plans and teaching that is implemented weekly.

  PREREQUISITES:

  EDSP2015

• EDSP3040

  EVALUATION AND ASSESSMENT

  EDSP3040
  EVALUATION AND ASSESSMENT

  Credits (Min/Max): 3/3

  This required course for all education majors will explore the instructional purposes for a variety of assessment strategies, such as: authentic, screening, diagnostic, formative, benchmark, and summative assessments. Future teachers will learn how to interpret assessment data, such as standardized test scores and norms, and will practice how to communicate assessment results to educational stakeholders, while considering legal and ethical issues related to assessment data, such as maintaining confidentiality. Future teachers will also create sample assessments that target academic standards and assessment anchors within subject areas, in order to measure mastery of the curriculum in more than one way.

  PREREQUISITES:

  EDUC1010

• EDSP4010

  TRANSITION PLANNING FOR SECONDARY STUDENTS WITH DISABILITIES

  EDSP4010
  TRANSITION PLANNING FOR SECONDARY STUDENTS WITH DISABILITIES

  Credits (Min/Max): 2/2

  The focus of this course is to prepare the Special Education Teacher Candidate with an authentic overview of the transition process for secondary students with disabilities through field experience, informational sessions, and interactive online coursework. The course emphasizes evidence-based best practices with a focus on self-determination and self-advocacy to help students plan and prepare for life after high school in the areas of post-secondary education, employment and independent living.

  PREREQUISITES:

• EDSP4015

  DEVELOPMENT OF THE IEP AND INCLUSION IN LEAST RESTRICTIVE ENVIRONMENT

  EDSP4015
  DEVELOPMENT OF THE IEP AND INCLUSION IN LEAST RESTRICTIVE ENVIRONMENT

  Credits (Min/Max): 3/3

  The focus of this culminating course is to prepare the student teacher with a realistic overview of teaching special education in Pennsylvania. The student will create an IEP, become familiar with Inclusion and collaboration, write reflections based on current issues/trends in special education, participate in discussions, create useful artifacts, discuss significant court cases, and understand Transition. The student will also comprehend the special education continuum of services available to the identified student.

  PREREQUISITES:

  EDSP2015

• EDSP4070

  SPECIAL EDUCATION STUDENT TEACHING & SEMINAR (PK-12)

  EDSP4070
  SPECIAL EDUCATION STUDENT TEACHING & SEMINAR (PK-12)

  Credits (Min/Max): 6/6

  The Special Education Student Teaching Course is designed to allow teacher candidates an opportunity to apply skills learned in professional practice, human development, learning environments, instructional strategies, instructional planning, diversity, adaptations and accommodations, collaboration, behavior management, assessment, and transition in a 7-12 grade special education placement. Under the supervision of a school district cooperating teacher(s) and a La Roche University supervisor, the teacher candidate will design, implement and evaluate lessons that appropriately address the IEP goals and meet the PA Academic Standards and Assessment Anchors. Student teachers will demonstrate skills that include, but are not be limited to: differentiated instruction, universal design, collaborative teaching, transition planning and research based data driven instruction to meet the needs of all students.

  PREREQUISITES:

  EDSP4015

• EDUC3005

  PRIMARY LITERACY METHODS AND PRACTICUM

  EDUC3005
  PRIMARY LITERACY METHODS AND PRACTICUM

  Credits (Min/Max): 3/3

  This course provides the foundation for teaching literacy aligned with the Pennsylvania Standards for students in the primary grades with a broad range of abilities and cultural backgrounds. The focus is on evidence-based literacy instruction around the essential components of literacy: oral language, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. An integral part of this course will include a practicum in a primary grade (PreK-2nd grade) classroom.

  PREREQUISITES:

• EDUC3010

  PRIMARY MATH METHODS AND PRACTICUM

  EDUC3010
  PRIMARY MATH METHODS AND PRACTICUM

  Credits (Min/Max): 3/3

  This course provides an exploration of the principles for teaching primary math concepts according to guidelines provided in the Pennsylvania Standards and by the National Council of Teachers of Mathematics. Teacher candidates will become proficient in using math manipulatives to help students learn mathematical concepts. An integral part of this course will be a practicum, where teacher candidates will be placed in a primary classroom (PreK-2nd grade) in order to connect theory with practice.

  PREREQUISITES:

• EDUC3020

  INTERMEDIATE LITERACY METHODS AND PRACTICUM

  EDUC3020
  INTERMEDIATE LITERACY METHODS AND PRACTICUM

  Credits (Min/Max): 3/3

  This course provides the foundation for teaching literacy aligned with the Pennsylvania Core Standards for students in the intermediate grades with a broad range of abilities and cultural backgrounds. The focus is on evidence-based literacy instruction around the following essential components of literacy: phonics, fluency, vocabulary, comprehension, and writing. An integral part of this course will be a practicum, where teacher candidates will be placed in an intermediate classroom (3rd-6th grade) in order to connect theory with practice.

  PREREQUISITES:

• EDUC3025

  INTERMEDIATE MATH METHODS AND PRACTICUM

  EDUC3025
  INTERMEDIATE MATH METHODS AND PRACTICUM

  Credits (Min/Max): 3/3

  This course provides an exploration of the principles for teaching intermediate math concepts according to guidelines provided in the Pennsylvania Math Standards and Assessment Anchors and by the National Council of Teachers of Mathematics. Teacher candidates will become proficient in using math manipulatives to help students learn mathematical concepts. An integral part of this course will be a practicum, where teacher candidates will be placed in an intermediate classroom (3rd-6th grade) in order to connect theory with practice.

  PREREQUISITES:

• EDUC3030

  INQUIRY BASED SCIENCE METHODS AND PRACTICUM

  EDUC3030
  INQUIRY BASED SCIENCE METHODS AND PRACTICUM

  Credits (Min/Max): 3/3

  The goal of this course is to prepare teacher candidates with an understanding of science content related to the Pennsylvania Science Standards and provide experience with using an inquiry-based approach to plan and teach science lessons. An integral part of this course will be a practicum, where teacher candidates will be placed in a classroom within their certification grade span in order to connect theory with practice.

  PREREQUISITES:

• EDUC4005

  EDUCATIONAL PARTNERSHIPS AND PROFESSIONALISM

  EDUC4005
  EDUCATIONAL PARTNERSHIPS AND PROFESSIONALISM

  Credits (Min/Max): 3/3

  This course will offer teacher candidates the opportunity to identify community resources that can be shared with multiple stakeholders in order to support families and children. Teacher candidates will learn strategies and techniques for working with families to keep them informed of their child’s progress in meaningful and culturally responsive ways. Teacher candidates will also participate in a variety of professional development opportunities.

  PREREQUISITES: