• Official sealed transcript(s) of undergraduate/graduate coursework
• BA or BS degree in Education or related field, from an accredited college or university
• Personal Statement:
  • Highlighting their professional endeavors, motivations for pursuing their graduate degree in special education, and how they will utilize their degree to enhance their teaching practice upon program completion.
• GPA 3.0
• Three Letters of Recommendation:
  • One must be from the candidate’s building administrator demonstrating support for graduate student or if not currently employed in a school district, a school administrator from their previous field placement.
  • One must be from a faculty member from the candidate’s undergraduate program.
• Resume
• Additional Documents:
  • Required Pennsylvania Clearances
  • Optional: GRE Scores & Current teaching certifications if applicable

• If your first or native language is not English, you must submit scores from either TOEFL or the IELTS. Moreover, in response to the temporary closing of testing centers in countries affected by the COVID-19 pandemic, Bryn Athyn College will accept Duolingo English Test examination results for the 2022-23 application cycle as an alternative to TOEFL and IELTS scores. Only Duolingo English Test scores with subscores will be accepted. The following are the minimum scores accepted:

  • TOEFL score(s): 550 (paper), 80 (internet-based)
  • IELTS score: 6.5
  • Duolingo English Test: 105

  
  How to submit: An official copy of your score report must be sent. Our institution code is 2002 for TOEFL (ETS). IELTS can be delivered to Bryn Athyn College Admissions Office.

1 Credit
How do we move beyond the labels that are required for securing special education services and meet students for who they are as human beings? This course explores the lens through which we view students. It provides tools for helping educators to see the whole student instead of seeing just someone with a disability. By working on our own attitudes and assumptions, we can transform our classrooms into places where students of all abilities can thrive.

This course is designed to provide students with a general understanding of the history of education of individuals with disabilities and the development of special education law and policy over time. It presents current issues and trends highlighting the goals and challenges of special education today. Additionally, a foundation of major disability categories and factors that contribute towards under-and over- representation of diverse students in special education will be addressed.

This course provides the knowledge and skills to form useful, collaborative relationships with families, paraeducators, service providers, and other educators to best serve the needs of children with disabilities. Students will learn to implement federal and state mandates for special education and related services to develop effective school programs. High-Leverage Practices (HLP) related to collaboration will be emphasized. Additionally, students will explore procedures for developing, implementing and evaluating (a) instructional accountability between general and special education personnel and programs, (b) roles and responsibilities (c) interdisciplinary team planning including families (d) coordinating, educating and supervising paraeducators, and (e) general management responsibilities associated with instruction of children and youth with disabilities.

In this course, students will develop an understanding of Social and Emotional Learning (SEL) as an essential consideration in child development. An overview of the concept of Social and Emotional Learning (SEL) and related High-Leverage Practices (HLP) will be provided with an emphasis on developing individualized strategies and establishing a supportive classroom culture.

In this course, standardized and functional assessments are emphasized. Students are introduced to educational assessment procedures, including norm-referenced, criterion-referenced, and curriculum-based assessments. An emphasis is placed on gathering information to answer specific referral questions, and the use of assessment tools, which meet legal and ethical guidelines. Students will learn to measure an individual’s present level of performance, interpret the data and provide recommendations for instruction, by creating assessment driven learning goals and objectives. High-Leverage Practices (HLP) related to assessment are emphasized.

This course introduces the assessment and identification processes for understanding and serving children with high-incidence disabilities. Students will explore initial instructional and behavioral interventions necessary for meeting the needs of children with high incidence disabilities, with a focused introduction to children identified with language-based learning disabilities. Curriculum resources and High-Leverage Practices (HLP) related to instruction will be emphasized for the development and implementation of individualized education plans.

Students will examine the essential components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary development and comprehension and its connection to writing. Students will learn the foundations of the reading process, developmental levels, theories, models, and instructional strategies to support all children’s literacy development, with an emphasis on children identified with language-based learning disabilities.

The focus of this course is to look at models of effective specialized instruction in a variety of content areas, with a particular focus on literacy interventions. Students will study means by which teachers and schools collect assessment data to inform and guide effective instruction for all children, in particular those who experience significant learning challenges. Students will examine the most current research, related High-Leverage Practices (HLP), and various models of both in-classroom and out-of-classroom multi-sensory intervention techniques. Students will identify an area of research related to language-based learning disabilities and explore possible research questions in preparation for SpEd 600 Graduate Capstone.

In this course students will develop skills to implement a comprehensive approach to literacy instruction. Students will explore evidenced-based instructional methods, study strategies, and technology that supports the integration of literacy instruction across the curriculum for children with language-based learning disabilities. An emphasis on supporting this population in inclusive settings through high-leverage collaborative practice will be provided. Additionally, students will explore literature relevant to their research questions formulated in SpEd 513 in preparation for SpEd 600 Graduate Capstone.

This course provides students an opportunity to complete a study on a topic of interest related to language-based learning disabilities. Capstone projects may involve quantitative or qualitative data collection or syntheses of literature. Early in the course, students refine research questions generated in SpEd 513. After questions are clearly delineated, students learn methods of data collection that will assist in answering their questions. Finally, students develop and present their key findings to the class.

This course provides the student with practical experiences as a special education teacher. These experiences include systematically designing and delivering effective, goal-driven instruction, utilizing various sources of student assessment data, creating a safe and responsive learning climate that promote social-emotional learning, and implementing collaboration skills to work with major stakeholders to ensure student learning.

This course provides the student with practical experiences as a special education teacher. These experiences include systematically designing and delivering effective, goal-driven instruction, utilizing various sources of student assessment data, creating a safe and responsive learning climate that promote social-emotional learning, and implementing collaboration skills to work with major stakeholders to ensure student learning.

• Official sealed transcript(s) of undergraduate/graduate coursework
• BA or BS degree ​in Education or related field, from an accredited college or university
• Personal Statement
• GPA 3.0
• Two Letters of Recommendation
• Resume
• Additional Documents:
  • Optional GRE scores & Current Teaching Certifications if applicable

• If your first or native language is not English, you must submit scores from either TOEFL or the IELTS. Moreover, in response to the temporary closing of testing centers in countries affected by the COVID-19 pandemic, Bryn Athyn College will accept Duolingo English Test examination results for the 2022-23 application cycle as an alternative to TOEFL and IELTS scores. Only Duolingo English Test scores with subscores will be accepted. The following are the minimum scores accepted:

  • TOEFL score(s): 550 (paper), 80 (internet-based)
  • IELTS score: 6.5
  • Duolingo English Test: 105
    
    

  How to submit: An official copy of your score report must be sent. Our institution code is 2002 for TOEFL (ETS). IELTS can be delivered to Bryn Athyn College Admissions Office.

2 Credits
This course is designed to introduce the principles of Universal Design for Learning (UDL) and incorporation of assistive technology to accomplish UDL, in meeting needs of all children in an inclusive classroom environment. It will provide hands-on, application experiences to utilize these principles in a variety of settings through multiple strategies and devices. Through the creation of a website portfolio, the course will enable students build a resource of tools for themselves and others.

4 Credits
The focus of this course is to look at models of effective specialized instruction in a variety of content areas, with a particular focus on literacy interventions. Students will study means by which teachers and schools collect assessment data to inform and guide effective instruction for all children, in particular those who experience significant learning challenges. Students will examine the most current research, related High-Leverage Practices (HLP), and various models of both in-classroom and out-of-classroom multi-sensory intervention techniques. Students will identify an area of research related to language-based learning disabilities and explore possible research questions in preparation for SpEd 600 Graduate Capstone.

In this course, students will develop an understanding of Social and Emotional Learning (SEL) as an essential consideration in child development. An overview of the concept of Social and Emotional Learning (SEL) and related High-Leverage Practices (HLP) will be provided with an emphasis on developing individualized strategies and establishing a supportive classroom culture.

Students will examine the essential components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary development and comprehension and its connection to writing. Students will learn the foundations of the reading process, developmental levels, theories, models, and instructional strategies to support all children’s literacy development, with an emphasis on children identified with language-based learning disabilities.

In this course students will develop skills to implement a comprehensive approach to literacy instruction. Students will explore evidenced-based instructional methods, study strategies, and technology that supports the integration of literacy instruction across the curriculum for children with language-based learning disabilities. An emphasis on supporting this population in inclusive settings through high-leverage collaborative practice will be provided. Additionally, students will explore literature relevant to their research questions formulated in SpEd 513 in preparation for SpEd 600 Graduate Capstone.