Encompasses the identification of physical, emotional, sexual, and substance abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report or provide assistance to victims of abuse; and methods for teaching students about abuse and its prevention. Discusses family dynamics and working with parents and community agencies. Emphasis is on understanding the special learning needs of the abused or neglected child, and how to meet those needs in the classroom. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the differentiated classroom. 55 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Presents a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. Includes a historical perspective along with descriptions of the complex biological, psychological, and social factors that comprise the disease of addiction. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

Presents a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. Includes a historical perspective along with descriptions of the complex biological, psychological, and social factors that comprise the disease of addiction. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Presents a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. Includes a historical perspective along with descriptions of the complex biological, psychological, and social factors that comprise the disease of addiction. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

Presents a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. Includes a historical perspective along with descriptions of the complex biological, psychological, and social factors that comprise the disease of addiction. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

This course focuses on informal assessment measures in the academic and social skills areas and outlines procedures for designing or selecting, administering, and interpreting a variety of measures typically used in schools. The presentation of assessment information to parents and teachers will also be addressed. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals and implement meaningful instructional strategies for effective learning by students with special needs. The focus of the course is on assessment for instructional programming and will outline procedures for designing or selecting, administering, and interpreting a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers is also addressed.

•Students have 6 months to complete course from the time of registration; •You must have a minimum score of 80% on each examination to pass; •This course requires additional writing assignments; •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level) and whether or not these course offerings will meet your district requirements for state certificate re-licensure