Education at Waynesburg University

The Education Department at Waynesburg University strives to prepare teachers who embrace learning and dedicate themselves to service and leadership in the profession. Students can choose to study from a major in early childhood education or a major in elementary/middle education with a variety of focuses in each. We also offer a Secondary Education Certification.

Early Childhood (Pre-K certification)

The Pre-K majors may elect to add an additional certification in special education.

Elementary/Middle (4-8 certification)

The 4-8 certification majors must select from one of the five dual concentration areas

  • Mathematics and English/Language Arts
  • Mathematics and Social Studies
  • Science and English/Language Arts
  • Science and Mathematics
  • Science and Social Studies

Waynesburg University also offers a five-year dual degree program. For students looking to further their education in graduate school, we recommend you check out Waynesburg University's Master of Education Program.

Secondary Education Certification

Students seeking certification to teach at the secondary level (grades 7-12) major in an academic content area: biology, chemistry, English, mathematics or history. At Waynesburg University, the following secondary certification areas are possible:

  • Biology
  • Chemistry
  • English
  • General Science (dual certification with Chemistry)
  • Mathematics
  • Social Studies (major in history)

Students pursuing secondary certification begin their education-related course work and field experiences during the freshman year. Secondary content area majors must formally apply for admission to the Education Department during the spring semester of their sophomore year.

Programs Offered

Early Childhood Education Major

The Early Childhood Education Program is an undergraduate degree designed primarily as a concentration in the education of preschool and elementary age children. The degree program is required for a PreK-4 teaching certification. The program emphasizes the knowledge, skills, and competencies required for successful teaching in the 21st century PreK-4 classroom. Courses focus upon research-based, developmentally appropriate instructional practices. Field experiences are integrated with course work beginning in the freshman year.

Elementary/Middle Education Major

The Elementary/Middle Level Education Program is an undergraduate degree designed primarily as a concentration in the education of upper elementary and middle school students. The degree program is required for a grades 4-8 teaching certification; teacher candidates are prepared as upper elementary teacher generalists and middle level teacher specialists. Students enrolled in this major are required to have two middle level specializations, one of which has to be either Math or Science.

Students may choose from the following five concentrations:

  • English/ Language Arts and Mathematics
  • English/Language Arts and Science
  • Social Studies and Mathematics
  • Social Studies and Science
  • Science and Mathematics.

Field experiences are integrated with course work beginning in the freshman year.

Academic Curriculum

ECE 105. Introduction to Early Childhood 3 credits

This course is designed as a beginning exploration into the study of early childhood education. Students are introduced to all areas of child development: physical, cognitive, social, emotional, and moral. The contexts of family, culture, and community are emphasized. Other topics in the course include: environmental design, learning and developmental theories, curricular approaches, assessment, pedagogical orientations, and ethics. This class requires a field experience.

ECE 106. Creative Arts in Early Childhood 3 credits

Teacher candidates will explore learning and teaching in, about, and through the creative arts. They will gain experience in the various art forms in the context of exploring creative arts pedagogy and curriculum. The learning will be contextualized by observation in early childhood classrooms, wherein teacher candidates will be able to utilize theory and practice, as they design and implement creative arts instruction. This course requires a field component.

ECE 107. Technology in Early Childhood 3 credits

This course will encourage exploration of technological applications for the early childhood classroom. Teacher candidates learn about tools of technology and value their uses in the activities and responsibilities of teaching. Teacher candidates can expect to interact with a variety of technologies which may be medically or therapeutically necessary to meet the needs of students with disabilities in inclusive settings.

ECE 108. Early Literacy Development 3 credits

(formerly ECE 108, Early Literacy Foundations Pre-K-1) The purpose of this course is to provide education students with an understanding of the development of language and literacy skills in young children. The course will emphasize age appropriate lesson design, instruction and assessment. This class requires a field experience.

ECE 109. Language Development in Early Childhood Education – 3 credits

Birth-Grade 1 This course will provide teacher candidates an understanding of speech and language acquisition among monolingual and bilingual populations. There is an emphasis on English Language Learners and birth to five students. Some content subject development is discussed using a case study approach to examine real classroom strategies used with very young children.

ECE 111. Typical Atypical Development 0-5 (Cross listed as SPE 111) 3 credits

The purpose of this course is to provide students with an overview of early child development, emphasizing basic foundational issues in early childhood special education as the context for research-based professional response to the numerous factors that may impact development during early childhood. An overview of the history of early childhood special education will be provided and a discussion of evidence-based programmatic interventions in early childhood special education will focus on the importance of partnerships with parents during the early years. Cultural diversity will be included in this discussion. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience.

ECE 112. Typical Atypical Development 6-9 3 credits

(Cross listed as SPE 112) The purpose of this course is to continue the overview of early child development initiated in the preceding course, ECE 111, emphasizing basic foundational issues in early childhood special education as the context for research-based professional response to the numerous factors that may impact development during early childhood. An overview of the history of early childhood special education will be provided and a discussion of evidence-based programmatic interventions in early childhood special education will focus on the importance of partnerships with parents during the early years. Cultural diversity will be included in this discussion. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience.

ECE 205. Language Development in Early Childhood Education – 3 credits

Grade 2-4 † This course will provide pre-service students an understanding of speech and language acquisition among monolingual and bilingual populations. There is an emphasis on English Language Learners and school age students. Some content subject development is discussed using a case study approach to examine real classroom strategies for children in grades 2-4.

ECE 207. Differentiated Reading Instruction Pre-K-4 3 credits

This course will provide teacher candidates the opportunity to examine and study field-based, research-based routines and procedures to manage whole and small group instruction for students in pre-K to 4 using a differentiated instructional approach. An analysis of the various models used to teach children to read will be the starting point for the study of children Pre-K-4 who have difficulty with literacy. There is an emphasis on the assessment and instruction process along with various remedial strategies and methods used by specialists in the field that complement the understanding of the reading process. A field component is required.

ECE 208. Teacher as Researcher 3 credits

This course is a study of educational research through the investigation of current research practices in the field of early childhood. Particular attention will be paid to the types of educational research, interpretation, and the writing skills and processes needed to develop various research forms. This class requires a field experience to conduct research.

ECE 209. Literacy Development in the Elementary Grades 3 credits

(formerly ECE 209, Foundations of Literacy Development – Grades 2-4) The purpose of this course is to provide education students with an understanding of the development of language and literacy skills in elementary school children. The course will emphasize age appropriate lesson design, instruction and assessment. This class requires a field experience.

ECE 305. Instructional Strategies and Interventions for Inclusive Early 3 credits

Childhood Education † The purpose of this course is to review what is known about effective practices for teaching young children with and without disabilities in inclusive settings. Students will discuss methods to create classroom environments that support the learning of all children by tailoring instruction to meet individual learning needs. Incorporating students' interests and needs and actively involving families in the design of curricula will be emphasized. Methods for embedding learning opportunities to support the development of children in the early childhood age range with particular challenges will also be studied. A field placement is required.

ECE 306. Engaging the Young Child in the Learning Process 3 credits

This course leads teacher candidates to consider the interests, needs, and characteristics of young learners, and to incorporate their understanding into aspects of early childhood settings, including classroom design, scheduling, assessment/ evaluation, and teaching styles. The study of curricular methods is the central theme. This class requires a field experience.

ECE 307. Teaching the Language Arts 3 credits

(formerly ECE 307, Foundations of Language Arts Instruction-Pre-K-4) This course is an introduction to planning and implementing classroom instruction in the area of the six language arts: listening, speaking, reading, writing, viewing, and visually representing as a means of communication. Teacher candidates learn to write objectives, select appropriate strategies and media, choose age-appropriate materials and manage instruction and evaluation for Pre-K-4 students. This class requires a field experience.

ECE 405. Literacy: Differentiation and Remediation 3 credits

(formerly ECE 405, Instructional Strategies for Teaching Reading - Pre-K-4) This course will provide teacher candidates the opportunity to examine and implement research-based strategies, routines and procedures to manage whole and small group instruction for PreK-4 students using a differentiated instructional approach. The course will emphasize the data-based instructional decision making process along with the implementation of various remedial strategies and methods to support students in the acquisition of literacy skills. A field component is required.

ECE 406. Early Math Foundations Pre-K-4 3 credits

This course is a study of concepts and effective teaching strategies in early childhood mathematics Pre-K-4. Curriculum, teaching, learning, assessment and technology will be addressed. Teacher candidates will become experts in mathematics concepts and apply those best practices in the classroom. This class requires a field experience.

ECE 407. Social Studies Methods Pre-K-4 3 credits

This course uses an interdisciplinary approach to the teaching of social studies in an early childhood program. Methods to teach the skills used by social scientists to analyze and evaluate human behavior will be adapted for use with children Pre-K-4. This class requires a field experience.

ECE 408. Science Methods Pre-K-4 3 credits

This course emphasizes the study of teaching models and instructional practices. The development and design of processed based activities for the teacher of early childhood science is examined. The investigation of scientific attitudes and inquiry, problem-solving, creative and critical thinking skills necessary for effective early childhood level science instruction occurs. This class requires a field experience.

ECE 495. Special Topics 3 credits

Topics reflective of current theories and practices in early childhood education will be decided upon at the time the student chooses to do a special topics course.

ECE 497. Independent Study 1-6 credits

Independent research on current problems in the field of early childhood and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

ECSPE 409. Early Childhood/Special Education Student Teaching 12 credits

Student teaching in grade PreK-4 under the sponsorship of a certified teacher with supervision shared by host teacher and Waynesburg University faculty. Pass-Fail grade. Prerequisite: Final approval of the Education Department.

ECSPE 415. Early Childhood/Special Education Student Teaching Seminar 2 credits

This course will reflect contemporary issues ad initiatives a beginning teacher will face. These issues and initiatives will include, but not be limited to, planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, knowledge of diverse learners, certification, and professional portfolio development. The course will be taken concurrently with ECSPE 409.

EDU 105. Teaching as a Profession † 1 credit

This course will provide an introduction to the teaching profession. Content is centered on current educational issues and trends. The student will examine the characteristics and traits associated with the professional educator and the teaching profession. Course content will also include the requirements that all students must meet in order to become certified as a teacher in Pennsylvania including admission into Waynesburg University teacher certification program. Alternative career options for students interested in working with youth will also be presented.

EDU 215. Teaching the English Language Learner PreK-8 3 credits

This course will explore the instructional needs of the PreK-grade 8 English Language Learner. The course will emphasize assessment, lesson design and instructional strategies and supports for students who are English Language Learners.

EDU 255. Tutor Training 1 credit

Interdisciplinary in approach, this course is designed to train students in skills to support, mentor and tutor students. Students will develop a tutor portfolio and will participate in opportunities for practical application as well as observation. Drawing from all academic disciplines, topics will include communication skills, learning styles, study skills, learning processes, diversity issues, organizational skills, learning theory, learning disabilities, reading comprehension and student need assessment. Upon successful completion of this course, students will meet the guidelines and standards specified for certification by the College Reading and Learning Association and the National Tutoring Association.

EDU 256. Peer Education 1 credit

A comprehensive training designed to empower students with the core training to educate, confront, listen to and help peers make healthy lifestyle choices. Students will learn about a variety of issues relevant to college living, and will learn to present programs on one or more of these topics. Admission to course is based on faculty/ staff recommendation and interview with instructor.

EDU 305. Environmental Education 2 credits

This course is designed to give students a hands-on classroom experience that focuses on environmental education activities and resources. Students will actively engage in various activities designed to enhance their present educational experience. This course includes a service field component.

EDU 408. Field Experience in Education 1-12 credits

This course is a supervised field experience for students who may need additional clinical experience prior to student teaching or this course may take the place of student teaching for previously certified candidates. This field experience may be required of undergraduate students enrolled in education programs or postbaccalaureate certification candidates. Permission of the instructor.

EDU 416. Student Teaching K-12 14 credits

Student teaching in both elementary school and secondary school under the sponsorship of regular classroom teachers at both levels with supervision shared by host teachers and Waynesburg University faculty. Pass-fail grade. Prerequisite: Final approval of the Education Department.

EDU 417. Problems in Teaching Art in the Public Schools 2 credits

This course will explore some of the current issues beginning art teachers face in the classroom. Pertinent issues include moving from planning to teaching, differing learning styles, and how to create adaptive and inclusive teaching strategies, demonstrating teaching competency, art education portfolio development and review, assessment approaches, art room environment and management, and school law.

EDU 475. Advanced Faith and Learning Integration 3 credits

In the spirit of the mission of Waynesburg University, this course intends to provide junior and senior level students with an unparalleled opportunity to integrate the Bible materials and its history of interpretation to the academic disciplines. Students who wish to engage in this level of theological reflection on vocation should consult with both their academic advisors and with the Chair of the Biblical and Ministry Studies Major Program. See page 116 for further information. This course will not substitute for senior capstone/research courses required in the majors. Prerequisites: Junior or Senior standing; three credits in BMS courses; 3.0 minimum grade point average. (Offered when interest is expressed and departmental resources permit.)

EDU 495. Special Topics 3 credits

Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the instructor.

EDU 497. Independent Study 1-6 credits

Independent research on current problems in the field of education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

MSE 107. Instructional Technologies and Computer Applications for the 3 credits

Middle Level Classroom This class will encourage exploration of instructional technologies and computer applications for the middle level classroom (4-8). Teacher candidates will learn to use and evaluate types of technology and computer applications to enhance classroom lesson design and instruction. This course fulfills the General Education Computer Literacy Requirement.

MSE 205. Middle Level English Language Learner 3 credits

Strategies for meeting the instructional needs of English language learners in grades 4-8.

MSE 206. Middle Level Educational Psychology † 3 credits

A study of cognitive, developmental, and motivational theory as it applies to middlelevel students. Required field experience.

MSE 305. Middle-Level Curriculum † 3 credits

An introduction to the middle-level curriculum with an emphasis on lesson and unit planning, including testing and evaluation and classroom management. Required field experience.

MSE 306. Middle Level Science Methods 3 credits

An introduction to planning and implementing classroom instruction including writing objectives that are consistent with PDE Science Anchors and Standards, selecting appropriate strategies and technologies, managing instruction and assessment. MSE 306 includes the above description as applied to the teaching of science to the middle level learner (4-8). Required field experience.

MSE 307. Middle Level Reading and Language Arts Methods 3 credits

A research-based course designed to prepare teacher candidates for planning and implementation of classroom reading instruction in grades 4-8. Field experience is required.

MSE 308. Middle Level Social Studies Methods 3 credits

A social science approach to the teaching of social studies in the middle level classroom. Interdisciplinary themes found in social studies curriculum will be examined. Methods to teach the skills used by social scientists to analyze and evaluate human behavior will be adapted for adolescents in grades 4-8. Required field experience.

MSE 309. Middle Level Math Methods 3 credits

A study of the concepts and effective teaching strategies in middle level mathematics with a concentration on grades 4-8. The curriculum is aligned with state-mandated standards and anchors and the standards and principles from the National Council of Teachers of Mathematics (NCTM). This course will follow the NCTM belief that "Every student must be taught by qualified teachers who have a sound knowledge of mathematics and how children learn mathematics and who also hold high expectations for themselves and their students." The students will become expert in mathematical concepts and then apply them to best practice in the classroom. Curriculum, teaching, learning, assessment and technology will be addressed. Required field experience.

MSE 315. Middle Level English Methods 3 credits

A research-based course designed to prepare teacher candidates for planning and implementation of English/Language Arts instruction in grades 4-8. Field experience is required.

MSE 405. Elementary/Middle Student Teaching Practicum 2 credits

Concentrated field experience in grades 4-8 under the sponsorship of a regular classroom teacher with supervision shared by host teacher and Waynesburg University faculty. This course will be taken concurrently with MSE 406.

MSE 406. Elementary/Middle Student Teaching Seminar 2 credits

This course will reflect contemporary issues and initiatives a beginning teacher will face. These issues and initiatives will include, but not be limited to, planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, knowledge of diverse learners, certification, and professional portfolio development. The course will be taken concurrently with MSE 407.

MSE 407. Elementary/Middle Student Teaching 12 credits

Student teaching in grades 4-8 under the sponsorship of a certified teacher with supervision shared by host teacher and Waynesburg University faculty. Pass-Fail grade. Prerequisite: Final approval of the Education Department.

MSE 495. Special Topics 3 credits

Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the instructor.

MSE 497. Independent Study 1-6 credits

Independent research on current problems in the field of education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

SED 107. Instructional Technologies and Computer Applications 3 credits

for the Secondary Classroom This class will encourage exploration of instructional technologies and computer applications for the secondary classroom (7-12). Teacher candidates will learn to use and evaluate types of technology and computer applications to enhance classroom lesson design and instruction. This course fulfills the General Education Computer Literacy Requirement.

SED 205. Secondary English Language Learner 3 credits

Strategies for meeting the instructional needs of English language learners in grades 7-12.

SED 206. Secondary Educational Psychology † 3 credits

A study of cognitive, developmental, and motivational theory as it applies to secondary students. Required field experience. SED 305. Secondary Curriculum † 3 credits An introduction to the secondary level curriculum with an emphasis on lesson and unit planning, including testing and evaluation and classroom management. Required field experience.

SED 306. Secondary Science Methods 3 credits

An introduction to planning and implementing classroom instruction including writing objectives that are consistent with PDE Science Anchors and Standards, selecting appropriate strategies and technologies, managing instruction and assessment. SED 306 includes the above description as applied to the teaching of science to the secondary learner (7-12). Required field experience. † indicates a special fee is charged 212

SED 308. Secondary Social Studies Methods 3 credits

A social science approach to the teaching of social studies in the secondary classroom. Interdisciplinary themes found in social studies curriculum will be examined. Methods to teach the skills used by social scientists to analyze and evaluate human behavior will be adapted for adolescents in grades 7-12. Required field experience.

SED 309. Secondary Math Methods 3 credits

A study of the concepts and effective teaching strategies in secondary level mathematics with a concentration on grades 7-12. The curriculum is aligned with state-mandated standards and anchors and the standards and principles from the National Council of Teachers of Mathematics (NCTM). This course will follow the NCTM belief that "Every student must be taught by qualified teachers who have a sound knowledge of mathematics and how children learn mathematics and who also hold high expectations for themselves and their students." The students will become expert in mathematical concepts and then apply them to best practice in the classroom. Curriculum, teaching, learning, assessment and technology will be addressed. Required field experience.

SED 315. Secondary English Methods 3 credits

The study of contemporary language arts curricula and instructional practices in the secondary level classroom. Required field experience.

SED 405. Secondary Student Teaching Practicum 2 credits

Concentrated field experience in grades 7-12 under the sponsorship of a regular classroom teacher with supervision shared by host teacher and Waynesburg University faculty. This course will be taken concurrently with SED 406.

SED 406. Secondary Student Teaching Seminar † 2 credit

This course will reflect contemporary issues and initiatives a beginning teacher will face. These issues and initiatives will include, but not be limited to, planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, knowledge of diverse learners, certification, and professional portfolio development. The course will be taken concurrently with SED 407.

SED 407. Secondary Student Teaching 12 credits

Student teaching in grades 7-12 under the sponsorship of a certified teacher with supervision shared by host teacher and Waynesburg University faculty. Pass-fail grade. Prerequisite: Final approval of the Education Department.

SED 495. Special Topics 3 credits

Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the instructor.

SED 497. Independent Study 1-6 credits

Independent research on current problems in the field of education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

SPE 111. Typical Atypical Development 0-5 3 credits

The purpose of this course is to provide students with an overview of early child development, emphasizing basic foundational issues in early childhood special education as the context for research-based professional response to the numerous factors that may impact development during early childhood. An overview of the history of early childhood special education will be provided and a discussion of evidence-based programmatic interventions in early childhood special education will focus on the importance of partnerships with parents during the early years. Cultural diversity will be included in this discussion. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This course requires a field experience.

SPE 112. Typical Atypical Development 6-9 3 credits

The purpose of this course is to continue the overview of early child development initiated in the preceding course, SPE 111, emphasizing basic foundational issues in early childhood special education as the context for research-based professional response to the numerous factors that may impact development during early childhood. An overview of the history of early childhood special education will be provided and a discussion of evidence-based programmatic interventions in early childhood special education will focus on the importance of partnerships with parents during the early years. Cultural diversity will be included in this discussion. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This course requires a field experience.

SPE 208. Instructing Young Children with Mild/Moderate Disabilities 3 credits

The purpose of this course is to review evidence-based practices in meeting the learning needs of young children with high incidence disabilities including those identified as having or at-risk for learning disabilities, emotional-behavior disorders, or high functioning autism spectrum disorder (ASD). Linking assessment, goal development, intervention and evaluation, the course assumes a prevention and first tier intervention stance towards high incidence disabilities by providing pre-service teachers with research-based strategies to address areas of concern in academic and social domains. The strategies to be reviewed in the course are designed to be delivered in a variety of early childhood settings in order to support children's development and help them reach appropriate goals. This course requires a field placement.

SPE 209. Introduction to Exceptional Individuals 3 credits

(Cross-listed as PSY 209) This course is designed to introduce pre-service candidates to the philosophical, legal, historical foundations of the education of exceptional students. Exceptional is used by educators to describe any individual whose physical, mental, or behavioral performance deviates substantially from the norm, either higher or lower. In this course, exceptional students will include individuals with disabilities and/or giftedness. A study of the models and theories of typical/atypical growth, behaviors and the current identification criteria used to describe the characteristics of exceptional learners will be emphasized. This course requires a field experience.

SPE 305. Teaching Young Children with Severe Disabilities 3 credits

Students will learn and become familiar with a wide range of instructional strategies to facilitate the academic success of children with low incidence or severe disabilities. They will learn to use multiple instructional strategies for all students to integrate social, behavioral and academic learning into daily routines and activities, including individual, small group, and whole group instruction based on levels of need. Students will also learn to identify and use specialized resources in order to implement specially designed instruction for individuals with severe disabilities, including adaptations and technology. This course requires a field experience.

SPE 306. Teaching Young Children with EBD 3 credits

The purpose of this class is to provide pre-service teachers with a variety of researchbased practices for managing a range of challenging behaviors in early childhood settings while providing them with strategies for instructing children who have emotional/ behavioral difficulties. The course emphasizes the premise that caring relationships provide a powerful tool when used in conjunction with evidence214 based practices when formal behavioral interventions plans are needed. Students will learn to implement behavioral interventions based on functional analyses of behaviors. Teaching social skills within the context of peer interactions and play will be discussed. The importance of collaborating with families and other professional to address children's learning needs will also be emphasized. This course requires a field experience.

SPE 307. Teaching Young Children with Learning Disabilities 3 credits

The purpose of this class is to provide pre-service candidates with a variety of research that looks at the developmental indicators that are early signs of problems (or learning disabilities) in young children. Accumulating research shows the importance of early identification of young children who show signs of learning difficulties and the value of providing early interventions. This course requires a field experience. SPE 308. Teaching Young Children with Developmental Disabilities 3 credits The purpose of this course is to provide an overview of the knowledge and skills needed to be effective in teaching young children with developmental disabilities and autism spectrum disorders. This course requires a field experience

SPE 309. Intensive Instructional Interventions in Reading, Writing, 3 credits

and Math This course is designed to prepare pre-service students to plan, organize, and adapt instruction in the curricula areas of reading, writing and mathematics. The use of a consultative and collaborative approach known to facilitate the success of Pre-K-4 students with disabilities in inclusive education programs is emphasized. A field component is required for completion of class.

SPE 315. Assessment in Early Childhood 3 credits

Students will gain knowledge and skills in identifying, administering, interpreting and planning instruction for learners with special needs based on each of the following assessment components: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Course content is based on PDE Special Education program specific guidelines for PreK-8. Strategies for conducting authentic informal assessments to monitor children's progress in order to inform practice will also be discussed.

SPE 316. Assessment in the Inclusive Classroom 3 credits

This course is a study of student assessment practices. Student assessment practices will include cognitive, affective and psychomotor testing through selected-response and constructed response item guidelines for both formative and summative assessments; students will interpret formal test data and relate it to PSSA testing as well as understand and interpret individual testing profiles to plan instruction and to evaluate instructional strategies

SPE 325. Instructional Strategies in the Inclusive Classroom 3 credits

The purpose of this course is to review what is known about effective practices for teaching children with and without disabilities in inclusive settings. Students will discuss methods to create classroom environments that support the learning of all children by tailoring instruction to meet individual learning needs. Incorporating children's interests and needs and actively involving families in the design of curricula will be emphasized along with methods for embedding learning opportunities to support the development of children with particular learning challenges will also be described. A field placement is required.

SPE 405. Issues and Trends in ECE/SPE Seminar 3 credits

This course will be offered in seminar format and will aid teacher education candidates who must learn to identify and conduct themselves as members of the profession. They need to know and use ethical guidelines and other professional standards related to Pre K – 4 best practices. Candidates must value collaboration with other professionals and become informed advocates for sound educational practice and policies. (PDE, pre-K- 4 program guidelines). Additionally, teacher candidates will be able to advocate for high quality, child-centered teaching practices.

SPE 406. Communication and Collaboration in ECE/SPE 3 credits

This course will enable teacher candidates to gain a greater understanding of the importance of collaboration and communication between educational stakeholders in order to ensure maximum educational success for young students with special needs. This course is designed to help teacher candidates learn to relate to families and children of diverse backgrounds, cultures, and abilities in order to create successful home school partnerships.

SPE 495. Special Topics 3 credits

Topics reflective of current theories and practices in special education will be decided upon at the time the student chooses to do a special topics course.

SPE 497. Independent Study 1-6 credits

Independent research on current problems in the field of special education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

Education

Debra Clarke

Chairperson for the Education Department - Assistant Professor of Education


Education
Frank Pazzynski

Associate Professor of Education


Education
Julia Bausman

Assistant Professor of Education


Education
Kelley Solomon

Assistant Professor of Education


Education
Yvonne Weaver

Field Placement Coordinator and Certification Officer


Education

Testimonials The education program is challenging enough that I never feel bored. Every day I become more and more excited to become a teacher. If you want an amazing education and a time filled with friendship and experiences that will help you grow as a person, I strongly suggest Waynesburg University.
Bonnie Strang, sophomore English, secondary education (creative writing) major

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