PreK-4 Teacher Education/Special Education

A major in PreK-4th/Dual Certification is meant to prepare students for a career as a highly qualified PreK-4 Elementary Education teacher with dual certification in Special Education. For state certification, students must meet all the competency standards set by the Pennsylvania Department of Education.

To successfully complete the PreK-4/Dual Certification major, the following coursework is required:

• 15 credits of Major Requirements
• 82 credits of Education requirements
• 40 CORE credits
• A minimum of 137 credits are required for the degree, the last 30 of which must be completed at La Roche College. Developmental coursework does not count towards the minimum number of credits required for graduation.

Summary of Requirements

Education Requirements: 82 credits

• EDEL2000

  ORIENTATION TO PreK-4 EDUCATION |

  EDEL2000
  ORIENTATION TO PreK-4 EDUCATION |

  Credits (Min/Max): 3/3

  This course will focus on the historical development of PreK-4 education and explore the different learning environments that are optimal for student learning of all ability ranges and from different cultures. The student will gain insights into the philosophy and objectives of the PreK-4 curriculum and be introduced to various instructional strategies that can be used in teaching the various subject areas. It will examine and analyze the various curriculum components of the different educational designs for educating students from when students are teachable through grade four. This class should be taken in conjunction with Observation I so that students can relate theory to practice in the classroom.|

  PREREQUISITES:

  EDUC1010

• EDEL2010

  OBSERVATION 1 (PreK) |

  EDEL2010
  OBSERVATION 1 (PreK) |

  Credits (Min/Max): 2/2

  This class will provide the student with the opportunity to work with a teacher in a pre-school setting/classroom. This field work will coincide with the classes of Child Development, Educational Psychology, and Orientation to PreK-4 Education. This will allow the student to connect the theory gained in these classes to practice in the early childhood classroom according to PA learning standards. Field Experience: 36 total hours (6 hours Stage 2 and 30 hours Stage 3 field experience).|

  PREREQUISITES:

• EDEL2020

  OBSERVATION II (K-4) |

  EDEL2020
  OBSERVATION II (K-4) |

  Credits (Min/Max): 2/2

  This course will provide the student with the opportunity to work with a teacher in a kindergarten to fourth grade classroom. This field work will allow the student to connect the theory gained in Child Development, Educational Psychology, and Orientation to PreK-4 Education classes to practice in the classroom according to PA learning standards. Seminars will be in integral part of the class to discuss what the student is observing, provide additional support, and theory to the student. Field Experience: 36 total hours (6 hours Stage 2 and 30 hours Stage 3 field experience).|

  PREREQUISITES:

  EDEL2000

• EDEL2030

  METHODS OF TEACHING HEALTH & PHYSICAL EDUCATION-PREK-4TH GRADE|

  EDEL2030
  METHODS OF TEACHING HEALTH & PHYSICAL EDUCATION-PREK-4TH GRADE|

  Credits (Min/Max): 2/2

  The course will focus on the importance of proper health and physical activities, according to the Pennsylvania early learning standards, for PreK-4th grade students of all ability ranges and from different cultures in an inclusive classroom. Students will be provided with introductory experiences in physical education, health, and assessment of student performance. Students will design and practice teaching methods for physical education/health activities for the PreK-4 grades. An integral part of this course will be a field experience in a variety of classrooms across the PreK-4 grade span to observe teachers presenting physical education/health lessons. Field Experience: 4 hours of Stage 1 Field Experience.|

  PREREQUISITES:

  EDEL2000

• EDEL3015

  CREATIVE THINKING: METHODS OF INTEGRATING ART/MUSIC THROUGHOUT THE PREK-4 CURRICULUM

  EDEL3015
  CREATIVE THINKING: METHODS OF INTEGRATING ART/MUSIC THROUGHOUT THE PREK-4 CURRICULUM

  Credits (Min/Max): 2/2

  This class will present strategies and teaching techniques for integrating art and music across the curriculum, aligned with the Pennsylvania early learning standards, for students in the PreK-4 grades of all ability ranges and from different cultures in an inclusive classroom. Students will be provided with introductory experiences in art and music and assessment of student performance. Students will design and practice teaching methods to incorporate art and music into content areas across the PreK-4 curriculum. An integral part of this course will be a field experience in a variety of classrooms across the PreK-4 grade span to observe teachers who incorporate art and music into their lessons. Field Experience: 4 hours of Stage 1 Field Experience.|

  PREREQUISITES:

  EDEL2000

• EDEL3025

  METHODS OF TEACHING WRITING PREK-4 |

  EDEL3025
  METHODS OF TEACHING WRITING PREK-4 |

  Credits (Min/Max): 2/2

  This course will provide opportunities for you to learn how to teach PreK-4 students to learn to write for a variety of purposes, based on the Pennsylvania academic standards and assessment anchors. You will learn how to use backwards-design to create lessons that focus on student growth areas, and how to assess writing samples to inform further instruction. In this process you will also learn how to improve your own writing so that you can serve as a model for your students. You will be expected to demonstrate model handwriting for printing and cursive.|

  PREREQUISITES:

  EDEL2000

• EDEL3035

  METHODS OF TEACHING READING PREK-4 |

  EDEL3035
  METHODS OF TEACHING READING PREK-4 |

  Credits (Min/Max): 3/3

  This course provides the foundation for teaching reading according to PA academic standards and assessment anchors for PreK through grade 4, for students with a broad range of abilities and diverse cultural backgrounds. The focus is on research-based instruction around the Five Big Ideas of Reading: fluency, comprehension, vocabulary, phonemic awareness and the alphabetic principle. Strategies for dealing with struggling readers will be emphasized, and you will learn to differentiate your reading instruction for students reading above-, on-, and below-level. This will be exciting, intense, hands-on work that will teach you to understand reading in a whole new way.|

  PREREQUISITES:

  EDUC1010

• EDEL3045

  TEACHING READING & LANGUAGE ARTSPRACTICUM PREK-4 |

  EDEL3045
  TEACHING READING & LANGUAGE ARTSPRACTICUM PREK-4 |

  Credits (Min/Max): 2/2

  This course provides a weekly supervised practicum and seminar. This offers a supportive, scaffolded, first step into teaching. Students will be teaching reading and language arts in a PreK-4th grade level classroom. Instructional topics will be assigned by classroom mentor teachers. Topics will address the grade-level standards for reading, writing, speaking and listening. Practicum students will use assessment information to design lessons, and differentiate instruction to meet student needs. Throughout the practicum, students will be able to demonstrate effective reading and language arts instruction, and promote skill development in early elementary students. The primary objective of this course is for students to practice planning and implementing standards-based reading and language arts instruction that is very interactive, and differentiated for student strengths and needs. Field Experience: 15 hours of Stage 3 Field Experience

  PREREQUISITES:

  EDEL3035

• EDEL3055

  METHODS OF TEACHING SOCIAL STUDIES PREK-4 |

  EDEL3055
  METHODS OF TEACHING SOCIAL STUDIES PREK-4 |

  Credits (Min/Max): 3/3

  This class will provide the pre-service PreK-4 teacher with strategies and techniques for teaching social studies in a heterogeneous inclusive classroom according to PA early learning standards and the National Council for the Social Studies thematic strands, 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 methods which address different learning styles. An integral part of the course will be a field placement experience in a PreK-4 classroom. This field placement will allow the student to connect theory to practice and provide an experience of working with children. Field Experience: 10 hours of Stage 3 field experience (teaching Junior Achievement)

  PREREQUISITES:

• EDEL4035

  METHODS OF TEACHING SCIENCE PREK-4 |

  EDEL4035
  METHODS OF TEACHING SCIENCE PREK-4 |

  Credits (Min/Max): 3/3

  This class will provide the pre-service PreK-4 teacher with strategies and techniques for teaching science in a heterogeneous inclusive classroom according to PA learning standards and the National Science Teachers Association utilizing a 'hands-on' approach. Emphasis will be on organizing subject matter including environment and ecology, life sciences, physical sciences, and earth and space science, and translating it to children through the students' participation in various methods of learning. The student will present a demonstration lesson utilizing the inquiry lesson plan format to his/her peers. An integral part of this course will be a field experience in a PreK-4 classroom. This field placement will allow the student to connect theory to practice and provide an experience of working with children. Field Experience: 10 hours of Stage 3 field experience

  PREREQUISITES:

  EDUC1010

• EDEL4040

  METHODS OF TEACHING MATH PREK-4 |

  EDEL4040
  METHODS OF TEACHING MATH PREK-4 |

  Credits (Min/Max): 3/3

  This course provides the theoretical base of principles for teaching math according to PA learning standards and the National Council of Teachers of Mathematics to students from infancy through grade 4, inclusive of special needs and gifted children. It will enable the student to learn mathematical concepts, skills, and problem solving methods through the use of manipulatives and be able to demonstrate this knowledge through demonstration lessons to his/her peers. Through the experiences provided, the student will gain knowledge in the various strategies for the use of these manipulatives, the selection of effective materials and techniques, and diagnostic procedures.|

  PREREQUISITES:

  EDEL2000

• EDEL4045

  TEACHING MATH PRACTICUM PREK-4 |

  EDEL4045
  TEACHING MATH PRACTICUM PREK-4 |

  Credits (Min/Max): 2/2

  This course provides a weekly supervised practicum and seminar based on the Methods of Teaching Math course. The student will be assigned a class or a small group of students where he/she will diagnose the students' needs and then create and implement lessons weekly according to PA learning standards that focus on the diagnosis found. The student will be able to 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 in a classroom teaching and this will be accompanied with a seminar focusing on the plans and teaching that is implemented weekly. Field Experience: 15 hours of Stage 3 Field Experience

  PREREQUISITES:

  EDEL4040

• EDEL4060

  INTEGRATING CURRICULUM & INSTRUCTION |

  EDEL4060
  INTEGRATING CURRICULUM & INSTRUCTION |

  Credits (Min/Max): 3/3

  In the final stages of preparing participants to enter the teaching profession, this class acts as the capstone of the program prior to student teaching. This course will offer the participants opportunities to connect the various methods courses and strategies learned. Participants will learn and practice ways to integrate different subject areas into a cohesive unit using projects, and to provide cognitively engaging instruction for students of many ability levels and learning styles in an inclusive setting. As always, instruction will be planned according to PA learning standards. The course will also address the duties of the teaching profession that extend beyond daily instruction, which includes providing opportunities to learn and practice strategies for working with families and keeping them engaged in their children's education. Participants will invest significant professional development hours in preparing the assignments of this course, including some materials useful during student teaching.

  PREREQUISITES:

  EDEL2000

• EDSP2015

  INTRO TO HIGH INCIDENCE DISABILITIES, ACCOMODATIONS, & ADAPTATIONS|

  EDSP2015
  INTRO TO HIGH INCIDENCE DISABILITIES, ACCOMODATIONS, & ADAPTATIONS|

  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, CLASSROOM& BEHAVIOR MANAGEMENT, ACCOMMODATIONS & ADAPTATIONS|

  EDSP2025
  LEARNING ENVIRONMENTS, CLASSROOM& BEHAVIOR MANAGEMENT, ACCOMMODATIONS & ADAPTATIONS|

  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, METHODS & PRACTICUM|

  EDSP3015
  INTRO TO LOW INCIDENCE DISABILITIES, METHODS & PRACTICUM|

  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:

• 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

  PREK-8 SPECIAL EDUCATION MENTORING |

  EDSP3035
  PREK-8 SPECIAL EDUCATION MENTORING |

  Credits (Min/Max): 2/2

  The focus of this field experience course is to prepare the perspective student teacher with an authentic encounter of teaching special education prior to their actual placement. The student will participate in a special education classroom for eight (8) - five (5) hour sessions, create a weekly journal, develop meaningful lessons plans, prepare an observational case study, create a summative portfolio, and be responsible for the various forms. The major emphasis of the class will concentrate on providing the student with a realistic experiential comprehension of special education in the school age setting.|

  PREREQUISITES:

  EDSP2015

• EDSP3040

  EVALUATION & AUTHENTIC ASSESSMENT WITHIN A STANDARDS ALIGNED SYSTEM|

  EDSP3040
  EVALUATION & AUTHENTIC ASSESSMENT WITHIN A STANDARDS ALIGNED SYSTEM|

  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

• EDSP4015

  DEVELOPMENT OF THE IEP & INCLUSION IN LEAST RESTRICTIVE ENVIRONMENT|

  EDSP4015
  DEVELOPMENT OF THE IEP & 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

• EDSP4065

  SPECIAL ED STUDENT TEACHING & SEMINAR |

  EDSP4065
  SPECIAL ED STUDENT TEACHING & SEMINAR |

  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 PreK-8th grade special education placement. Under the supervision of a school district cooperating teacher(s) and a La Roche College 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

• EDUC1010

  INTRO TO EDUCATION & FIELD EXPERIENCE |

  EDUC1010
  INTRO TO EDUCATION & FIELD EXPERIENCE |

  Credits (Min/Max): 3/3

  The purpose of this course is to serve as an introduction to the teaching profession. Students will explore the qualifications for becoming an effective teacher, and will observe classroom teachers across grade levels. Current trends and conditions of education will also be studied. A field experience is a required component of the course.|

  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

Major Requirements: 15 credits

• BIOL1001

  LIFE SCIENCE (SLSC1011) |

  BIOL1001
  LIFE SCIENCE (SLSC1011) |

  Credits (Min/Max): 3/3

  An introductory course directed toward the development of an answer to the question: What is life? The course explores various life processes and the human person's position in the total scheme. Emphasis is placed on current scientific discoveries. This course is not open to science majors. Cross-listed with SLSC1011|

  PREREQUISITES:

• GEOG3013

  GEOGRAPHY & WORLD AFFAIRS (INST3013) |

  GEOG3013
  GEOGRAPHY & WORLD AFFAIRS (INST3013) |

  Credits (Min/Max): 3/3

  An overview of various regions of the world and the environmental conditions to which people adapt. Racial, linguistic, religious and economic groupings of people will be stressed. Current world events are examined to develop knowledge about historical, geographic, climatic, political and religious environments which people inhabit. Cross-listed with INST3013 |

  PREREQUISITES:

• HIST1010

  US HIST 1607-1865 FOUNDATIONS OF A REPUBLIC |

  HIST1010
  US HIST 1607-1865 FOUNDATIONS OF A REPUBLIC |

  Credits (Min/Max): 3/3

  A study of the history of the United States from 1607 to 1865. This course traces the development of the United States from the earliest European settlers to the formation of a republic, noting the events, people and ideas involved in the struggle to achieve that end. Particular emphasis is given to colonial America, the American Revolution, the constitutional process of 1789, Native Americans and slavery. |

  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

• 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: