Educators (Act 48)
Educators (Act 48)
We are now an Act 48 Provider. Please visit the ed2go website for a complete list of classes.
To receive Act 48 hours for credit or non-credit courses, please email elena.lydon@bucks.edu.
ed2go.com/bucks
Pennsylvania Department of Education (PDE) Act 48 Guidelines
Please note that all Act 48 hours will be issued in alignment with the PA Department of Education's Act 48 guidelines.
(Credit: education.pa.gov for use of this information) For a complete listing of the Frequently Asked Questions, click here.
Certificate in Teaching Adults ECPED 1505 C30
This is your invitation to teach others in-person and join in one of the more important functions in life - passing on knowledge and skills to others. It is both an opportunity and a responsibility. Whether you want to teach others or currently teach others, in any setting, either formally or informally, this course is for you. We will give you both the fundamental and advanced information to improve your teaching. Your lead instructor is author of How to Teach Adults, the best-selling book on the subject. The e-book version is included in the course.
Parent Transition from High School to College WSMCE 9040 C20
You will learn the general transition process from the secondary education system to the higher education system for students. The collaboration of the parents, the student and the IEP team will be discussed with the expectations for students and the new role that parents play when students enter the higher education system. Participants will learn how to effectively plan, prepare students and work together for a successful transition for the adult student. Jennifer Osinski, M.Ed., M.S.
Effective IEP Writing Core Competencies for College Skills WSMCE 9041 C20
You will learn the general transition process from the secondary education system to the higher education system for students. The essential core competencies of college will be addressed and how to write effective IEP goals to allow students to gain these skills in addition to fading accommodations and modifications in the IEP for students to have a successful transition to the higher education setting. Jennifer Osinski, M.Ed., M.S.
The Difference Between High School and College IDEA vs ADA WSMCE 9042 C20
You will learn the general transition differences between the secondary education system to the higher education system for students. Specifically, the differences between Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities (ADA). You will learn how each level of education provides support to individuals with disabilities and how to prepare students for the change between the system of entitlement (k-12) to a system of eligibility (higher education). Jennifer Osinski, M.Ed., M.S.
UDL and The Various Learning Styles WSMCE 9043 C20
You will learn the various learning styles for all students and how presentation of material can address these specific needs. You will also be presented with Universal Design for Learning (UDL) general information, frameworks and how to apply it to their curriculum. You will be provided with example of how to apply UDL to their educational practices and presentations to make learning accessible for all students and types of learners. Jennifer Osinski, M.Ed., M.S.
TIME Management Strategies to Support the Neurodivergent Students to Own Their Time WSMCE 9065 C01 & C02
C02/Wed, 7/19 9:00am - 11:00am
6:30pm - 8:30pm
This workshop provides an opportunity to discuss the history of the Neurodivergent Thinker, qualifying the relationship between time and executive function skills and a new perspective on time management strategies in the K-12 classroom. Come and discuss the theory of Time Blindness, the strategies you use in your classroom and the new strategies that may change your perception of Time Management. Deborah Hoelper, M.Ed. BSL-PA
Metacognition Strategies to Support Neurodivergent Students WSMCE 9066 C01 & C02
C02/Wed, 7/26 9:00am - 11:00am
6:30pm - 8:30pm
You will explore the history surrounding neurodiversity and support the participants in developing a definition. The presenter will use video, antidotal stories, and historical timelines as the springboard for discussions. A review of metacognition will be the foundation to introduce universal designed strategies that will support a learner to know more about their learning style and take ownership and agency of “doing better” in course work. Deborah Hoelper, M.Ed. BSL-PA
Adaptive Technology: Immersive Readers & UDL Supporting a Neurodiverse Learning Community WSMCE 9070 C01 & C02
C02/Sun, 8/27 6:30pm - 9:30pm
9:00am - 12:00pm
This workshop provides a history of UD and UDL. The participants will juxtapose the development of UD design and the UDL design with the common goal of removing barriers. The presenter will use video, antidotal stories, and historical timelines as the springboard for discussions. They will explore an example of a UDL resource, Immersive reader and extension Helper Bird that support executive function in neurodiverse classroom and more. The participants will create a classroom activity using Immersive reader and reflect one UDL principle. Deborah Hoelper, M.Ed. BSL-PA
AMERICAN SIGN LANGUAGE 1 RCEGN 8877 C01
6/5 - 8/21
(no class 6/19 & 7/3) 6:30pm - 8:30pm
This class is an introduction to American Sign Language (ASL), one of the primary languages used by the Deaf community in the United States. This class is intended for absolute beginners with no prior knowledge of ASL, and will be taught by a Deaf individual. You will be introduced to ASL grammar, Deaf culture, and the history of Deaf culture and ASL.
*Act 48 Approved
Deaf-Hearing Communication Center (DHCC)
Must purchase book. Approx. cost $85
Title: ASL at Work
ISBN: 978-1-58121-081-1
Direct link to website for textbook: https://www.dawnsign.com/products/details/asl-at-work-student-text-book-and-dvd
AMERICAN SIGN LANGUAGE 2 RCEGN 8881 C01
6/6 - 8/15
(no class 7/4) 6:30pm - 8:30pm
This is the second level of American Sign Language (ASL) classes. This class is intended for beginners with some prior knowledge of ASL – specifically, students who have already taken and passed ASL I or who have been evaluated into this level (in case of students who already have prior knowledge but didn’t take classes with us). In this class, you will continue to learn ASL vocabulary, ASL grammar, Deaf culture, and the history of Deaf culture and ASL. This class is taught by a Deaf individual.
*This course is Act 48 Approved
Deaf-Hearing Communication Center (DHCC)
AMERICAN SIGN LANGUAGE 3 RCEGN 8890 C01
6/7 - 8/16
(no class 7/5) 6:30pm - 8:30pm
This is the third level of American Sign Language (ASL) classes. This class is intended for beginners with prior knowledge of ASL – specifically, students who have already taken and passed both ASL 1 AND ASL 2 or who have been evaluated into this level (in case of students who already have prior knowledge but didn’t take classes with us). In this class, you will continue to learn ASL vocabulary, ASL grammar, Deaf culture, and the history of Deaf culture and ASL. This class will be taught by a Deaf individual.
Deaf-Hearing Communication Center (DHCC)
AMERICAN SIGN LANGUAGE 4 RCEGN 8898 C01
2/2 - 4/6 6:30pm - 8:30pm
This is the fourth level of American Sign Language (ASL) classes. This class is intended for students with prior knowledge of ASL – specifically, students who have already taken and passed ASL 1, ASL 2, AND ASL 3 with us, or who have been evaluated into this level (in case of students who already have prior knowledge but didn’t take classes with us). In this class, you will continue to learn ASL vocabulary, ASL grammar, Deaf culture, and the history of Deaf culture and ASL. This class will be taught by a Deaf individual.
Deaf-Hearing Communication Center (DHCC)
Capstone: Instructional Design Systems and Technology Portfolio WSMCE 9052 C01
This course is the culminating activity in the Instructional Design Systems and Technology certificate program. You will be provided with the structure and guidance needed to design and develop a digital portfolio to display their knowledge and skills in the field of instructional design and technologies. Requirements for the portfolio are the inclusion of student-created instructional materials that reflect Universal Design for Learning (UDL), align instructional objectives and materials, provide meaningful assessments, display solid technical writing skills, and adhere to accessibility and copyright laws. Content for instructional materials is open to student interests and/or employment needs.
Coming Soon