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Deborah  Hartman - Cedar Crest College. Allentown, PA, US

Deborah Hartman

Instructor | Cedar Crest College

Allentown, PA, UNITED STATES

Instructor of Education at Cedar Crest College

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Biography

Deborah W. Hartman joined the Education Department as a full-time instructor after completing her public school experience as the Executive Director of Special Education for the Allentown School District. During her 19 years as an administrator in a large urban district, she supervised a full continuum of services including: pre-kindergarten through 12th grade special education programs, gifted education services, Section 504 plans, alternative education, incarcerated youth programs, and specialized services including: speech, deaf/hard of hearing, blind/vision support, occupational therapy, and school psychology services.

Deborah worked in conjunction with the Pennsylvania Department of Education serving as a state-level trainer with the Instruction Support Team initiative and the Student Assistance Programs. She has also served as a state compliance peer monitor assessing Districts’ compliance to the implementation of state and federal regulations of the Individuals with Disabilities Education Act (IDEA). Her background also includes the evaluation of Charter School applications and their adherence to the mandates of Charter School services. Deborah has worked closely with legal counsel regarding student hearings and has testified, as an expert witness, in federal and state level courts.

As a teacher, Deborah has taught preschool, elementary, middle and high school levels as both the regular and special education teacher. She was an educational diagnostician and worked in conjunction with school psychologists in evaluating and designing educational services for students with disabilities.

Deborah has completed coursework at Penn State University earning her the status as a National Writing Project Fellow as well as accomplishing coursework in the Reading Instruction for Special Education (RISE) program. She has also taken coursework in applied behavioral analysis at East Stroudsburg University and at the Eden Institute in Princeton, NJ. Deborah has provided numerous presentations on a range of topics including: assessment and data analysis, special education regulations, instructional practices, behavior management, functional behavioral analysis, budget planning, universal design for learning, transition planning, response to intervention, inclusionary practices and the implementation of legally compliant special education services and programs.

Industry Expertise (2)

Education/Learning Training and Development

Areas of Expertise (7)

Administration Special Educational Practices in Schools Classroom Management Inclusion and Diversity Co-Teaching Behavioral Analysis Direct Instruction

Accomplishments (3)

Board Certified Special Education (professional)

2014-01-21

National Board Certification in Special Education

PA Supervisor of Special Education Certificate (professional)

2002-09-01

certificate

PA Teaching Certificate Elementary & Special Education (professional)

1974-01-17

Certificate

Education (3)

East Stroudsburg University : Certification, Supervision of Special Education 2002

Kansas State University: MS, Administration and Foundations/Special Education, 1978

Kutztown University: BS, Elementary and Special Education 1974

Affiliations (5)

  • Association for Supervision and Curriculum Development
  • Council for Exceptional Children
  • Pennsylvania Association for Elementary and Secondary School Principals
  • Technical Advisory Service for Attorneys
  • American Academy of Special Education Professionals

Languages (1)

  • English

Style

Courses (23)

SPE 220 Evidence-based Approaches

This course focuses on the use PA Academic Core Standards and Anchors, and information from formative, summative, and local assessments to design instruction for students with specific learning disabilities (SLD). This course will explore the diagnostic process and specific evidence and research-based instructional strategies to support all learners, including the SLD learner. Students will apply assessment data to lesson planning, re-teaching, and unit planning

SPE 242/243 The Exceptional Child

SPE 242-This course provides the prospective teacher with a functional understanding of the various types of exceptional children and legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of sp¬¬ecial education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course will expressly focus on the special education process and the exceptional child at the pre-school and elementary level; including the transition process from early intervention to school age programming. This course is aligned with the Pennsylvania Framework for Special Education, Pre K – 8th grade, Program Guidelines PA Department of Education (PDE). SPE 243-This course provides the prospective teacher with a functional understanding of the various types of exceptional children and the legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course will expressly focus on the special education transition process and the development of IEPs that meet transition requirements, including coordinated, measurable, annual IEP goals that will reasonably enable students to meet post-secondary outcomes. This course is aligned with the Pennsylvania Framework for Special Education, 7th -12th grade, Program Guidelines PA Department of Education (PDE).

SPE 245 Field IV

Prospective teachers spend three hours per week in an inclusive and/or special education early childhood, middle, or secondary classroom. Emphasis is placed on observation and participation related to the application and content in domain special education courses (SPE 342/542, SPE 243/543, SPE 320/520, and SPE 344/544) including examining curricula content, effective teaching strategies, collaboration, adaptations and modifications. Students will observe the implementation of IEPs under the supervision of a cooperating mentor teacher. Students will also participate in four class sessions to process the field experience and discuss related research studies related to inclusion and ethical practices. Students will respond to guided questions through the development of a comprehensive journal related to their Field Experience.

SPE 250 Subject Area Content Access

This course will address the skills, knowledge and competencies necessary to meet the needs of students with disabilities in the content area classroom. Students will explore the current theory and practice of working with students with learning, emotional, and behavioral disorders in the Least Restrictive Environment (LRE). Students will learn to plan effectively for possible accommodations and/or modifications which may be necessary to implement effective instructional practices needed to make content accessible to students with learning disabilities.

SPE 310 Intensive Reading, Writing and Mathematics

Students will be provided an overview of research-based practices that offer intensive reading, writing, and math interventions designed for students who do not respond to the core curriculum. This course includes a review of the Response to Intervention (RtI) framework, diagnostic assessment methods, progress monitoring, and research-based instructional strategies that support reading, writing, and math standards. This course will review the neuropsychological causes of dyslexia, dysgraphia, and math disabilities and effective supporting interventions. In addition, the course will address principals and standards of reading and math instruction as identified by the National Reading Panel and the National Council of Teachers of Mathematics (NCTM), respectively.

SPE 315 Pervavise Developmental Disorders

This course will explore the communication and social and relationship issues faced by individuals with Autism Spectrum Disorders (ASD) and investigate the best practices and programs for increasing academic achievement for students on the spectrum. This course will discuss issues of identification, placement, and evidence-based approaches instructional strategies found effective for students with ASD. This course includes the major theoretical perspectives of applied behavior analysis, developmental and social-relational approaches, and the theoretical approach of research-based strategies such as TEACCH and other strategies that demonstrate strong evidence-based findings.

SPE 333 Screeening, Assessment IEP Development

This course will emphasize screening, diagnostic and the progress monitoring assessment process. Various approaches to assessment will be explored including: norm–referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. The process and procedures for special education eligibility determination, including the response to instruction and intervention framework and the secondary transition processes (7th-12th) will be taught.

SPE 344 Adaptations, Accommodations Assistive Technology

Today’s educational world is inclusive and diverse. This course will introduce educators to the range of expectations required to accommodate the special education and Section 504 qualifying students. Historical and legal aspects of special education will be reviewed including the evaluation and individual educational plan process. Research-based practices to support students with high and low incidence disabilities will be explored through journal reviews. Students will design, modify lesson plans, and prepare a research review in an area of linked interest to this course. Prerequisite: SPE 243 and EDU 150.

SPE 346 Collaborative Partnerships

This course explores the collaborative practices of teamwork that facilitates inclusive practices in the classroom through hands-on, interactive activities. Students are introduced to best practice strategies. They will build collaborative skills, models of co-teaching structures, communication patterns and strategic planning. Students will also implement models of collaboration that will enhance the participation of special education students within the general education environment.
Prerequisite: SPE 344.

SPE 347 Classroom Management

Intrinsic to a well-run classroom is a classroom based on the theoretical constructs of a positive behavior support plan. This course focuses on school-wide, classroom, and individual behavioral approaches appropriate for the regular and special education environments. Emphasis will be placed on a mastery of functional behavioral assessment methods and the development of individual behavioral plans.

SPE 348 Low Incidence Disabilities

This course focuses on evidence-based effective instruction for low incidence disabilities. Students will be provided an overview of classification, learning characteristics, and research-based techniques relevant to the education of students with moderate to severe disabilities. An emphasis will be on examining assessments, planning instruction and implementing curriculum for students with significant cognitive delays and multiple disabilities. Students will review peer-reviewed, research-based practices to support students with low incidence disabilities.

SPE 375 Special Eduaction STudent Tachinge

This is the capstone experience for the candidate seeking the special education certificate. The candidate must have already earned a general education teaching certificate (PreK-4th, 4th-8th, 7th-12th content area) or a reading specialist certificate. Or, the candidate can earn the special education certificate concurrently to the general education teaching certificate (dual certificate). The student spends half a semester working under the mentorship of a special education professional. The college supervisor will observe the candidate weekly and conference with the candidate and mentor teacher with the goal of fostering the development of knowledge, skills and values taught within the special education teacher program. The director of student teaching and field experiences arranges practicum assignments well in advance. The student should, therefore, check with her advisor during the junior year to obtain the due date for internship applications. The student teacher is responsible for transportation arrangements and expenses in getting to the assigned practicum site. Please note that during the spring term, the student teacher will be expected to teach during the College spring break. If a student is a resident student, she may remain in the resident hall but will be responsible for her own meals. Students will spend half of the semester working under the supervision of a special education professional in a special education classroom environment, an included classroom context, or the combination of both. Weekly observations and conferencing with the college supervisor will foster the development of the knowledge, skills and values learned in coursework in special education. There is a $200.00 cooperating mentor teacher honorarium charged for this course.

SPE 510 Intensive Reading, Writing and Mathematics

Students will be provided an overview of research-based practices that offer intensive reading, writing, and math interventions designed for students who do not respond to the core curriculum. This course includes a review of the Response to Intervention (RtI) framework, diagnostic assessment methods, progress monitoring, and research-based instructional strategies that support reading, writing, and math standards. This course will review the neuropsychological causes of dyslexia, dysgraphia, and math disabilities and effective supporting interventions. In addition, the course will address principals and standards of reading and math instruction as identified by the National Reading Panel and the National Council of Teachers of Mathematics (NCTM), respectively.

SPE 515 Pervasive DEvelopmental Disorder

This course will explore the communication and social and relationship issues faced by individuals with Autism Spectrum Disorders (ASD) and investigate the best practices and programs for increasing academic achievement for students on the spectrum. This course will discuss issues of identification, placement, and evidence-based approaches instructional strategies found effective for students with ASD. This course includes the major theoretical perspectives of applied behavior analysis, developmental and social-relational approaches, and the theoretical approach of research-based strategies such as TEACCH and other strategies that demonstrate strong evidence-based findings.

SPE 520 EVidence-Based Approaches

This course focuses on the use PA Academic Core Standards and Anchors, and information from formative, summative, and local assessments to design instruction for students with specific learning disabilities (SLD). This course will explore the diagnostic process and specific evidence and research-based instructional strategies to support all learners, including the SLD learner. Students will apply assessment data to lesson planning, re-teaching, and unit planning.

SPE 533 Screening, Assessment, IEP Development

This course will emphasize screening, diagnostic and the progress monitoring assessment process. Various approaches to assessment will be explored including: norm–referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. The process and procedures for special education eligibility determination, including the response to instruction and intervention framework and the secondary transition processes (7th-12th) will be taught

SPE 542-543 The Exceptional Child

This course provides the prospective teacher with a functional understanding of the various types of exceptional children and legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of sp¬¬ecial education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course will expressly focus on the special education process and the exceptional child at the pre-school and elementary level; including the transition process from early intervention to school age programming. This course is aligned with the Pennsylvania Framework for Special Education, Pre K – 8th grade, Program Guidelines PA Department of Education (PDE). This course will address the student learning outcomes (SLOs) for the Cedar Crest College’s Education Department Graduate Program. SPE 543-This course provides the prospective teacher with a functional understanding of the various types of exceptional children and legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course will expressly focus on the special education transition process and the development of IEPs that meet transition requirements, including coordinated, measurable, annual IEP goals that will reasonably enable students to meet post-secondary outcomes. This course is aligned with the Pennsylvania Framework for Special Education, 7th -12th grade, Program Guidelines PA Department of Education (PDE). This course will address the student learning outcomes (SLOs) for the Cedar Crest College’s Education Department Graduate Program.

SPE 544 Adaptations, Accommodations, Assistive Technology

Today’s educational world is inclusive and diverse. This course will introduce educators to the range of expectations required to accommodate the special education and Section 504 qualifying students. Historical and legal aspects of special education will be reviewed including the evaluation and individual educational plan process. Research-based practices to support students with high and low incidence disabilities will be explored through journal reviews. Students will design, modify lesson plans, and prepare a research review in an area of linked interest to this course.

SPE 546 Collaborative Partnerships

This course will explore the theory and practice of professional teamwork to facilitate inclusionary school practices. This course is appropriate for special education, general education, related services, and other support staff. Participants will be introduced to best practice strategies to building collaborative relationships for including students with disabilities in general education classrooms. Context, process, and content of collaborative partnerships strategies for adults and students are presented.

SPE 547 Classroom Management

Intrinsic to a well-run classroom is a classroom based on the theoretical constructs of a positive behavior support plan. This course focuses on school-wide, classroom, and individual behavioral approaches appropriate for the regular and special education environments. Emphasis will be placed on a mastery of functional behavioral assessment methods and the development of individual behavioral plans.

SPE 548 Low Incidence Disabilities

This course focuses on evidence-based effective instruction for low incidence disabilities. Students will be provided an overview of classification, learning characteristics, and research-based techniques relevant to the education of students with moderate to severe disabilities. An emphasis will be on examining assessments, planning instruction and implementing curriculum for students with significant cognitive delays and multiple disabilities. Students will review peer-reviewed, research-based practices to support students with low incidence disabilities.

SPE 550 Subject Area Content Access

This course will address the skills, knowledge and competencies necessary to meet the needs of students with disabilities in the content area classroom. Students will explore the current theory and practice of working with students with learning, emotional, and behavioral disorders in the Least Restrictive Environment (LRE). Students will learn to plan effectively for possible accommodations and/or modifications which may be necessary to implement effective instructional practices needed to make content accessible to students with learning disabilities.

SPE 575 Special Education Student Teaching

This is the capstone experience for the candidate seeking the special education certificate. The candidate must have already earned a general education teaching certificate (PreK-4th, 4th-8th, 7th-12th content area) or a reading specialist certificate. Or, the candidate can earn the special education certificate concurrently to the general education teaching certificate (dual certificate). The student spends half a semester working under the mentorship of a special education professional. The college supervisor will observe the candidate weekly and conference with the candidate and mentor teacher with the goal of fostering the development of knowledge, skills and values taught within the special education teacher program. The director of student teaching and field experiences arranges practicum assignments well in advance. The student should, therefore, check with her advisor during the junior year to obtain the due date for internship applications. The student teacher is responsible for transportation arrangements and expenses in getting to the assigned practicum site. Please note that during the spring term, the student teacher will be expected to teach during the College spring break. If a student is a resident student, she may remain in the resident hall but will be responsible for her own meals. Students will spend half of the semester working under the supervision of a special education professional in a special education classroom environment, an included classroom context, or the combination of both. Weekly observations and conferencing with the college supervisor will foster the development of the knowledge, skills and values learned in coursework in special education. There is a $200.00 cooperating mentor teacher honorarium charged for this course.

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