GE 6035  Teaching and Supervising Diverse Student Populations.  This course is designed to enhance instructional skills essential to working with Special Needs populations, Talented and Gifted learners, English Language learners, varying cultures and unique student populations based on the emerging aspects of a diverse society. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully teach school students who have connections with topics related to Special Education, Talented & Gifted Education, the English Language Learners, Bi-Lingual Education, Economically Disadvantaged, Gender Issues, and Racial Diversity by understanding their relationship to student achievement and school climate. Graduate students will study the history, programs and legislation of each program as they relate to school and its daily operation. State requirements will be examined as will program requirements falling under the NCLB legislation. Program design will be presented as will its impact upon the school and the process of meeting the educational needs of students. Case studies and practical application of program specifications will be utilized in the study of this course.
GE 6055  Human Development, Communication and Learning.  This course is a comprehensive approach that explores the major theories of learning by tracing their historical development and considers how they relate to modern educational practice.  The course describes learning from early childhood through adulthood using the concept of lifelong learning as the intended goal.  Major learning theories are applied to the development, implementation and evaluation of program growth as it applies to schools. A companion focus of this course includes individual and group behaviors, communication theory, decision-making, conflict resolution and organizational dynamics as they relate to promoting educational change, staff development, innovation and general school improvement.
GE 6155  Design, Development and Assessment of Instruction.  This course is designed to develop a rationale and specific procedures for designing instruction that leads to positive outcomes.  The course blends current instructional design trends with the latest cognitive psychological research on teaching, testing and assessment.  Topics to be considered include current methods of instruction, design and development of teaching, planning tasks, decision-making, testing and assessment and ethical issues that face the evaluator.  Sample evaluation criteria will be provided along with real-life examples and a wealth of ideas for implementing the instructional design/assessment process.
GE 6225  Special Education Law.  Special Education Law is a core course required of all students participating in a certification program for Supervisors of Special Education. This course will provide an intense review of the regulations and major court decisions under the Individuals with Disabilities Education Act (IDEA). Special attention will be given to the Pennsylvania regulations and cases in its jurisdiction. It will also include attention to the corresponding legal developments under Section 504 of the Rehabilitation Act and the American Disabilities Act (ADA). Students will become versed in the procedures leading to the evaluation, identification and program development (IEP process) for children found eligible to receive special education and the provision of a free and appropriate public education (FAPE). 
GE 6247 Action Research  I.  This course will be the first of two required courses in Action Research. Students will engage in the process of reflection, inquiry, and action in their own professional context. This course will assist the students in the development and planning phases of Chapters 1 and 2 of the action research project. Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about organizational change (Reason & Bradbury, 2001). The various roles and skills necessary to be an effective action researcher in the field of education will be discussed alongside of understanding proper research methodologies regarding the creation of a clear, concise research question, finding an appropriate sample population, researching the topic adequately in a graduate level, providing validity of data findings, and conceptualizing results in a manner that brings forth adequate conclusions. Topics include identifying problems to investigate, selecting appropriate research methods, collecting and analyzing data, and drawing conclusions from the research. The major assignment for the course will be the completion of Chapters 1 and 2 undertaken in an educational setting in which the student is engaged in professional practice.
GE 6250 Curriculum and Strategies for Instructing Students With Special Needs.  This course is a comprehensive study of the theories, research-based diagnosis, instructional planning and the organization of instruction for students with diverse learning and physical challenges as well as those students with adaptive and functional needs. The course emphasizes the actual teaching methods and environments for students with special needs, however, it is also about discovering creative and meaningful approaches to ensure that all students reach their maximum potential. Discussions will be about the curriculum chosen to teach, the process of teaching and the values that influence teaching. Content will cover curriculum design, development of programs involving differentiated instruction that involve evidence-based interventions that meet students’ needs; developmental and educational information; integrated learning experiences; specialized adaptations including validated instructional strategies, assistive technology, augmentative communication systems, as well as communication and social alternatives for non-speaking individuals.
GE 6260 Introduction to Transition Services in Special Education.  The purpose of this course is to provide an introduction and overview of programs, services and legal knowledge surrounding the transition of students with disabilities.  A focus on the reasons for transition in relation to IDEA and Indicator 13 will be the basis for the course work.  The formation of Individualized Education Plans using the requirements related to Indicator 13 will be taught and analyzed.  A holistic approach to educating and servicing the population will be  presented with the following principal points highlighted: post secondary education, employment and independent living options, current research surrounding transition and vocation for the population, in depth knowledge of school based and outside agencies surrounding transition and vocation for the population (key players, the cultural and familial factors and their impact on transition planning).
GE 6262 Assessment Models for Transition and Vocation.  This course is designed to provide students with a breadth of knowledge and skills related to vocational assessment models and paradigms for transition, post-secondary education and vocation opportunities.  Students will explore various types of informal and formal assessments used to determine appropriate and individualized transition for students with disabilities.  Students will be given the opportunity to create action plans for how school based services should mirror the outcomes of said assessments for individuals with disabilities.  Practical school based approaches like post-secondary resources, community based instruction, task analysis, social skills and functional curriculum will be researched and discussed.  In addition, students will be provided with an overview of vocational models for young adults with disabilities.  Models of current vocational opportunities will be explored, including, securing competitive employment, internships, supported employment, habilitation, job coaching and development. 
GE 6264 Transition and Vocational Curriculum for School Based Services.  Students will learn to view transition and vocational goals and instruction for the population through the lens of Universal Design.  The least restrictive environment will be the focus as students learn how to modify general education curriculum while creating opportunities for the population to engage in goal driven tasks in the inclusive setting.  Students will be asked to create embedded instruction of transitional and vocational skills based on case studies and federally mandated general education curriculum.  A focus on the following will be included as students will be expected to actively plan a practical approach supported by research in educating the population: self determination, student directed IEPS, use of personal hand held devices, student self monitoring, planning backwards by design to align curriculum with transition planning, and a triage approach to transition planning with a student centered focus.
GE 6268 Interagency Knowledge and Collaboration.  The purpose of this course is to examine the various facets of collaboration involved in planning and creating opportunities for transition and vocation.  Collaboration among the school based team, intermediate unit paraprofessionals and outside agencies will be analyzed and discussed.   Students will be asked to research a variety of outside services and agencies that extend beyond the classroom, while also exploring ways in which professionals can match students in the population with appropriate agency support and independent access of said support.  In addition to support available for employment, medical and independent living, students will discover agencies, organizations and current research surrounding social and leisure development for the population.   Focus will be placed on using the Internet, blogs, and other tech savvy sources as a means and way to convey opportunities to the population and family, as well as a vehicle to bring greater collaboration and synergy to all teams involved in the process.   
GE 6270 Applied Behavior Analysis and Positive Behavior Supports. The purpose of this course is to provide class participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior support for students with special needs.  Emphasis will be placed on understanding the communicative function of challenging behaviors, the teaching of new skills that make challenging behavior unnecessary for the learner, and the prevention of the reoccurrence of challenging behaviors. The course will include functional behavior assessment and positive behavior support as a foundation of appropriate behavioral intervention in keeping with the Reauthorization of the Individual with Disabilities Education Act.
GE 6280 Technology and Universal Design for Special Education Students.  The state of technology as we enter the new millennium allows for “easy access” in a “user friendly” environment.  The rationale for this course focuses on the goal of preparing thoughtful and responsive educators who can take on the unique challenges inherent in the diversity of today’s classroom.  To ensure a free and appropriate education for all students, teachers must enter the classroom equipped with the content knowledge, diverse instructional strategies, technology integration skills, and knowledge of assessment and evaluation protocols. 
This course is designed to be an introductory survey course for educators in the application of assistive technology in the general education and special education classroom settings.  Students will learn about the continuum of AT devices, universal design for learning, curriculum adaptations and integration strategies, and assessment and evaluation protocols.  Additional discussions will include action plan development related to systemic implementation strategies for support the use and integration of assistive technology in the school setting.
GE 6282 Assistive Technology: Devices and Services.  This course provides a look at high and low technology utilized by students with a wide range of educational, physical, and communication needs.  A wide range of augmentative communication devices will be investigated along technology uses for access to environments and curriculum.  This course is designed to cover the range of devices as it related to education for communication, vocation, recreations, curriculum and leisure.  Comparison of human and system performances as well as details the development of system interfaces.
GE 6284 Assistive Technology Planning, Collaboration, and Implementation.  The course investigates a team approach to implementation of Assistive Technology for student and classroom use.  Establishment of the team and the process will be outlined to develop assessment, training and implementation guidelines for IEP driven goals.
GE 6288  Assistive Technology Capstone. The Capstone Course in Assistive Technology is designed to engage students in a variety of assistive technology activities that will expand expertise and place application on content learned in previous courses.  Students will work cooperatively with one or more on site mentors as well as the college supervisor.  Action Research will be an integral part of the Capstone Course, as will the design of the multi-media presentation.  A rigorous instructional plan of experiences will stimulate the learner to engage in both responsible self-directed and mentor directed learning opportunities
GE 7020, 7021, 7022, 7023 Field Experience: Educational Leadership.  The Delaware Valley College 360/300 (Pennsylvania/New Jersey) hour field experience is designed to provide the student with significant opportunities in the workplace to synthesize and apply the knowledge obtained through coursework, and to develop and practice the skills associated with being a competent administrator. The administrative field experience needs to afford the student with sound experiences in accordance with the state competencies established for principal certification.