Education

All-Grades Education Major
Elementary Education Major
Secondary Education Major
Special Education Major

Education Endorsements
Education Minors

Education Courses
Special Education Courses
American Sign Language Courses

Professors: Sherry Feinstein, S. VanBockern
Associate Professors: S. Andrews, M. Hallenbeck, M. Soukup
Assistant Professors: J. Ashworth, A. Durr, M. Dyce, C. Gunderson, P. Hanavan, M. Johnson, L. Laurich, K. Mahan, C. Steen
Administrator/Instructor: B. Fiala, Field Placement Officer
Certification Officer: 
M. Soukup

The Teacher Education Program at Augustana offers professional preparation programs for careers in the areas of Elementary Education, Secondary Education, All-Grades Education, Special Education, Sign Language Interpreting, and pre-professional preparation in Communication Disorders. The Teacher Education Program at Augustana College has been accredited by the National Council for the Accreditation of Teacher Education (NCATE) since 1956. All programs leading to initial level certification are approved by the South Dakota Department of Education (SD DOE). It should be noted that periodic changes in the Teacher Education Program occur as state and national accrediting bodies revise their standards.

The conceptual framework for the Teacher Education Program is grounded in a philosophy that integrates the best of Western educational thought, the wisdom of indigenous Native American culture, and emerging research on positive youth development. Known as the Circle of Courage, this conceptual framework empowers teacher candidates with the knowledge, skills, and dispositions to create positive learning environments so that all students can learn. The central premise of the Circle of Courage is that a set of shared values supports a community of learners. Those shared values are belonging, mastery, independence, and generosity. A set of professional competencies, based upon the Interstate New Teachers Assessment and Support Consortium (INTASC) principles, have been identified to guide course content and field experiences, as well as articulate what teacher candidates should know and be able to do upon program completion. The competencies assist teacher candidates in developing a commitment to and a proficiency in their chosen profession. The curriculum and field experiences of the Teacher Education Program are structured to blend the Circle of Courage values into a model for professional behavior. Throughout their program of study, teacher candidates complete course requirements and participate in field experiences designed to facilitate mastery and understanding of the program competencies.

Detailed information regarding the Teacher Education Program can be found online and in various program materials such as the Teacher Education Handbook and the Student Teaching Handbook.

Elementary Education Major:

Required Courses: 30 credit hours plus Student Teaching
EDUC 110 — Foundations of American Education (3 cr)
EDUC 219 — Technology in Education (3 cr)
EDUC 245 — Educational Psychology and Measurement (3 cr)
EDUC 275 — Teach, Learn, and Connect Methods (3 cr)
EDUC 290 — Children's Literature (2 cr)
EDUC 301 — Methods of Teaching Elem and Midd Sch Science (2 cr)
EDUC 320 — Methods of Teaching and Assessing Writing (3 cr)
EDUC 325 — Methods of Teaching and Assessing Reading (3 cr)
EDUC 350 — Teaching of Social Studies in Elem & Midd School (2 cr)
EDUC 355 — Human Relations in Education (3 cr)
EDUC 472 — Student Teaching: Elementary (TBD)
SPED 240 — Teaching in Inclusive Schools (3 cr)

Required Supportive Courses: 47-48 credit hours
ART 290 — Art and Children (3 cr)
Biological Science Course (4 cr)
Physical Science Course (4 cr)
COMM 110 — Introduction to Communication (3 cr)
ENGL 110 — First-Year Composition (4 cr)
ENGL 200 — The Literary Experience: A Genre Approach (Recommended) (3 cr)
GEOG 220 — Geography & Earth/Space Science (2 cr)
GOVT 110 — Introduction to Government (3 cr)
HIST 110 — Introduction to Western Civilization I (3 cr)
HIST 120 — The American Experience to 1877 (3 cr)
–or– HIST 121 — The American Experience since 1877
MATH 113 — Methods of Teaching Elementary & Midd Sch Mathematics (3 cr)
MATH 140 — Quantitative Reasoning (3 cr)
MATH — Additional Math Content course (3-4 cr)
MUSI 230 — Music, Theatre & Dance in the Elementary Classroom (2 cr)
NAST 320 — Native American Social Systems (3 cr)
-or- NAST 352 — History of the Lakota/Dakota
PE 265 — Health, PE and Movement in the Elem & Midd School (1 cr)

Secondary (Grades 7-12) and All-Grades (Grades K-12) Education Major:

Teaching majors at the 7-12/Secondary Level include: Biology, Chemistry, Communication, English, Government, History, Mathematics, and Physics. Students should declare Secondary Education (SEED) as a second major.

Teaching majors at the K-12/All-Grades level include: Art, French, German, Music Education, Physical Education, and Spanish; students should declare All-Grades Education (EK12) as a second major. In addition to completing the requirements for the first major, teacher candidates at the secondary and all-grade levels must complete the following courses.

Required Courses: Secondary: 30 credit hours plus Student Teaching;
                                  All-Grades: 27 credits plus Student Teaching
EDUC 110 — Foundations of American Education (3 cr)
EDUC 219 — Technology in Education (3 cr)
EDUC 245 — Educational Psychology and Measurement (3 cr)
EDUC 275 — Teach, Learn, and Connect Methods (3 cr)
EDUC 310 — Secondary School Methods (3 cr) (Offered Fall Semester, Odd Years)
— 310 D English
— 310 E Foreign Language
— 310 F Mathematics
— 310 G Physical Education
— 310 H Science
— 310 I Social Science
— 310 J Communication
— 310 K Art
MUSI 310 — Music Methods – Instrumental
MUSI 311 — Music Methods – Vocal
EDUC 330 — Foundations and Methods at the Middle Level (3 cr) (SEED major only)
EDUC 335 — Literacy in the Content Area (3 cr)
EDUC 345 — Adolescent Development (3 cr)
EDUC 355 — Human Relations in Education (3 cr)
EDUC 470/474 — Student Teaching: All-Grades/Secondary (TBD)
SPED 240 — Teaching in Inclusive Schools (3 cr)

Required Supportive Courses: 6 credit hours
COMM 110 — Introduction to Communication (3 cr)
NAST 320 — Native American Social Systems (3 cr)
–or– NAST 352 — History of the Lakota/Dakota

Special Education Major:

34 credit hours
Students seeking full special education teaching certification must major in Elementary Education or Secondary Education/K-12 (including content area) in addition to the Special Education major.  Other second majors, such as Communication Disorders or Psychology are unlikely to lead to full special education teacher certification.

Required Courses:
SPED 120 — Introduction to Special Education (3 cr)
SPED 236 — Foundations of LD and CI (3 cr)
SPED 257 — Foundations of ASD and EBD (3 cr)
SPED 280 — Practicum-Children and Youth with Disabilities (3 cr)
SPED 301 — IEP Development (3 cr)
SPED 312 — Collaboration and Assessment (3 cr)
SPED 336 — Methods in LD and CI (3 cr)
SPED 357 — Methods in ASD and EBD (3 cr)
     Student Teaching (complete 10 or more credits in as many of the following courses as possible): 
SPED 480 — Special Education: Emotional/Behavior Disorders (TBD)
SPED 481 — Special Education: Cognitive Impairments (TBD)
SPED 486 — Special Education: Learning Disabilities (TBD)
SPED 487 — Special Education: Autism Spectrum Disorders (TBD)

Educateur-Youth Worker Concentration:
A Special Education major with an Educateur-Youth Worker Concentration is designed for students preparing for work with youth with disabilities or at risk in residential child care settings, therapeutic camps, recreational programs, and community youth agencies and does not lead to certification.
     Instead of Student Teaching, complete the following:
SPED 395 — Internship (3 cr)
EDUC 345 — Adolescent Development (3 cr)
Electives from ART, HLTH, NAST, PE, PSYC or SOCI (9-15 cr)
   To be selected in consultation with the department chair.

Education Endorsements and Minors:

 

English as a New Language (ENL) Minor:

21 credit hours
EDUC 245 — Educational Psychology (3 cr)
EDUC 355 — Human Relations in Education (3 cr)
EDUC 360 — Foundations of English as a New Language (3 cr)
EDUC 370 — Literacy for English Language Learners (3 cr)
EDUC 380 — English as a New Language Methods (3 cr)
CMDS 201 — Language Development (3 cr)
-or – ENGL 269 — English Grammar
Modern Foreign Language (3 cr)
(FREN 110, GERM 110, SPAN 110, or other as approved)

K-12 ENL Endorsement:

27 credit hours
Required Courses: 18 credit hours
EDUC 355 — Human Relations in Education (3 cr)
   (Must include English Language Learner Practicum)
EDUC 360 — Foundations of English as a New Language (3 cr)
EDUC 370 — Literacy for English Language Learners (3 cr)
EDUC 380 — English as a New Language Methods (3 cr)
CMDS 201 — Language Development (3 cr)
-or – ENGL 269 — English Grammar
Modern Foreign Language (3 cr)
(FREN 110, GERM 110, SPAN 110, or other as approved)
Required Courses if not previously completed:
EDUC 245 — Educational Psychology (3 cr)
EDUC 399  — Independent Study: English Language Learner Practicum (TBA)
Practicum, internship or student teaching inclusive of K-12 Learners (TBA)

Kindergarten Endorsement:

EDUC 231 — Kindergarten Education (3 cr)
EDUC 473 — Student Teaching: Kindergarten (TBA)

Middle School Endorsement:

EDUC 330 — Foundations and Methods at the Middle Level (3 cr)
EDUC 345 — Adolescent Development (3 cr)
EDUC 471 — Student Teaching: Middle School (TBA)
In addition, students are required to complete coursework in the subject area of the endorsement (see below), and a methods course specific to the content area of the endorsement.
Language Arts: 6 credits of composition / grammar, 3 credits of reading, EDUC 310D
Mathematics: 12 credits of math content coursework, including EDUC 310F
Science: One course in physical science, one course in earth/space science, one course in biological science and EDUC 310H
Social Science: One course in history, one course in Government, one course in Geography, and EDUC 310I

Reading Minor:

24 credit hours
EDUC 219 — Technology in Education (3 cr)
EDUC 290 — Children’s Literature (3 cr)
EDUC 320 — Methods of Teaching and Assessing Writing (3 cr)
EDUC 325 — Methods of Teaching and Assessing Reading (3 cr)
EDUC 335 — Literacy in the Content Area (3 cr)
EDUC 370 — Literacy for English as a New Language (3 cr)
COMM 110 — Introduction to Communication (3 cr)
ENGL 110 — First-Year Composition (4 cr)

Sign Language Studies Minor:

18 credit hours
ASL 101 — Foundations in Deafness (3 cr)
ASL 110 — American Sign Language I (3 cr)
ASL 111 — American Sign Language II (3 cr)
ASL 210 — American Sign Language III (3 cr)
ASL 211 — American Sign Language IV (3 cr)
     One elective chosen from the following courses:
INTR 334 — American Sign Language V (3 cr)
INTR 360 — ASL Linguistics and Sociolinguistics (3 cr)
ASL or INTR 397 — Special Topics Courses

Special Education Minor:

15 credit hours
SPED 120 — Introduction to Special Education (3 cr)
SPED 236 — Foundations of LD and CI (3 cr)
SPED 257 — Foundations of ASD and EBD (3 cr)
SPED 280 — Practicum-Children and Youth with Disabilities (3 cr)
SPED 336 — Methods in LD and CI (3 cr)
-or – SPED 357 — Methods in ASD and EBD
 

Education Courses:

EDUC 110 — Foundations of American Education (Area 3.3) (3 credits)
This introductory foundations course in education will examine the quest for equality of educational opportunity in today’s society. Students explore the foregoing in relationship to the historical and philosophical roots of education in today’s democratic society. This course, intended for pre-service teachers, will explore the knowledge, skills and dispositions that effective teachers have while providing a comprehensive, foundational background of the education field and teaching as a profession. Course includes an early field experience. Offered Every Semester, Including Interim.

EDUC 219 Technology in Education (3 credits)
This course will emphasize the interplay of three primary forms of knowledge: content, pedagogy, and technology. Technology-enhanced projects demonstrating learning activities that encourage all students to communicate, collaborate, create and think critically will serve as the primary focus for the course. The national technology standards in education will be underscored throughout the course. Learners extend their knowledge of learning theory to the application of educational technology, as they explore and implement ways to translate theory to practice. Offered Every Semester, Including Interim.

EDUC 231 — Kindergarten Education (3 credits)
Included in this course is a major study of curricula used in kindergartens. Techniques of instruction will be demonstrated and practiced. Materials appropriate for kindergarten children will be emphasized. Offered Interim, Odd Years.

EDUC 245 — Educational Psychology and Measurement (3 credits)
This course examines learning theories and their application to the classroom. It includes the study of human development in the cognitive, emotional, social, and moral domains, the transfer of learning, motivation theories, and individual differences. Also, it provides an understanding of measurement and evaluation specifically focusing on descriptive statistical tools, standardized and teacher-made tests and grading practices. Recommended Corequisite: EDUC 275; Prerequisite: EDUC 110; Offered Every Semester.

EDUC 275 — Teach, Learn, and Connect Methods (Area 2.1B) (3 credits)
This course is centered on best practice teaching methods and is required of all majors seeking teacher certification. The basic content of the course includes instruction in National Board for Professional Teaching Standards, lesson planning and delivery, multiple assessment strategies and creating exemplary classroom environments. Students will be assigned to a 35 hour practicum in an area school.  Recommended Corequisite: EDUC 245; Prerequisite: Sophomore Standing; Offered Every Semester.

EDUC 290 — Children's Literature (2 credits)
At the heart of best practice literacy instruction is a comprehensive understanding of literature for children. This course is an in-depth survey of children's literature grounded in transactional, sociocultural, and reader response theories of reading. Students will read and respond to fiction and nonfiction texts and consider their uses for instruction in K-8 classrooms. Topics include critiques of literary quality and cultural depictions, teaching with graphic novels, technology and literature, the role of nonfiction in classrooms, award-winning books, and the development of ways to use culturally diverse literature. Prerequisite: Admission to Teacher Education Program. Offered Every Semester.

EDUC 301 — Methods of Teaching Elementary and Middle School Science (2 credits)
This course is designed to give students practical experience in teaching biology at the elementary and middle school level. Students are expected to demonstrate various teaching methods, learn to use scientific equipment common to classrooms, provide feedback to peers, and reflect on their own professional development as science teachers. The course integrates biology content knowledge and teaching skills, and integrates hands-on learning from a constructivist perspective. A practicum experience is required. Prerequisite: EDUC 275; Pre or Corequisite: BIOL 110. Offered Every Semester.

EDUC 310D — Secondary and Middle School Methods: ENGLISH (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310E — Secondary and Middle School Methods: FOREIGN LANGUAGE (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310F — Secondary and Middle School Methods: MATHEMATICS (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310G — Secondary and Middle School Methods: PHYSICAL EDUCATION (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310H — Secondary and Middle School Methods: SCIENCE (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310I — Secondary and Middle School Methods: SOCIAL SCIENCE (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310J — Secondary and Middle School Methods: COMMUNICATION (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 310K — Secondary and Middle School Methods: ART (3 credits)
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis.   Prerequisites: Admission to Teacher Education; Offered Fall Semesters, Odd Years.

EDUC 320 — Methods of Teaching and Assessing Writing (3 credits)
This course integrates writing theory and practice for teachers. Topics include writing development, research on writing, curriculum development, local, state and national standards for writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in K-8 classrooms. A practicum experience is required. Prerequisites: Admission to Teacher Education and EDUC 290; Corequisite: EDUC 325; Offered Every Semester.

EDUC 325 — Methods of Teaching and Assessing Reading (3 credits)
This course integrates reading theory and practice for teachers. Topics include reading development, research on reading, curriculum development, local, state, and national standards for reading, formative and summative reading assessments, and classroom methods for teaching reading in K-8 classrooms. A practicum experience is required. Prerequisites: Admission to Teacher Education and EDUC 290; Corequisite: EDUC 320; Offered Every Semester.

EDUC 330 — Foundations and Methods at the Middle Level (3 credits)
This course addresses the philosophy and pedagogy of middle school instruction and student learning in the 21st century. Students will compare and contrast the middle school model with junior high schools, analyze the developmental characteristics of young adolescents and the learning environments in which adolescents learn best, and develop appropriate curriculum, instruction, and assessments for young adolescent learners. Course includes a field experience providing students with an opportunity to practice and reflect on their views of instruction and student learning at the middle level. Prerequisite: Admission to Teacher Education; Offered Fall Semester.

EDUC 335 — Literacy in the Content Area (3 credits)
This course is designed to acquaint students with the basic theories and methods of content area literacy instruction and emphasizes the practical application of theory and methods to the content areas at the middle and secondary level. Topics to be covered include compehension development, study skills, metacognitive awareness, schema activation, instructional frameworks, purposeful reading/learning, critical thinking, vocabulary, word recognition, writing, questioning, and discussion skills as well as current trends and issues such as differentiation, materials selection, and classroom management. Prerequisite: Admission to Teacher Education; Offered Every Semester.

EDUC 345 — Adolescent Development (Area 1.2) (3 credits)
Adolescence is a crucial transition period from childhood to adulthood. This course will examine adolescent development and issues within the context of the physical, cognitive, affective, and social domains. Focus will be on the adolescent’s self development with particular reference to relationships in the family, school, peer groups, and community. An eight hour diversity experience is required in this course. Only students seeking certification for middle school and secondary education may apply towards Area 1.2.  Prerequisite: Admission to Teacher Education; Non-Majors may Register with Instructor’s Permission; Offered Every Semester.

EDUC 350 — Teaching of Social Studies in the Elementary and Middle School (2 credits)
Students will build the knowledge, skills and attitudes to become an effective and competent teacher and learner of social studies. Students will be introduced to the philosophy, objectives, basic methods, instructional strategies and materials used in teaching social studies in the elementary and middle school with attention given to recent trends. Students will learn how to integrate children's literature into the social studies curriculum as a tool to teach democracy and social justice. This course includes a field experience providing students the opportunity to create and present literacy based social studies lessons in K-8 classrooms. Prerequisites: Admission to Teacher Education; Offered Every Semester.

EDUC 355 — Human Relations in Education (3 credits)
This class will provide pre-service teachers an understanding of "...multicultural education as embedded in a sociopolitical context and as antiracist and basic education for all students that permeates all areas of schooling, and that is characterized by a commitment to social justice and critical approaches to learning" (Neito, 2000). This course investigates the values, culture and characteristics associated with persons of diversity. Dehumanizing biases including, but not limited to, sexism, racism, ageism, and religious bigotry will be discussed. Systems of attitude, behavior and oppression will be examined with particular reference to education in a pluralistic society. The course will develop multicultural competence in educators along with skills in interpersonal relations and group facilitation. Offered Every Semester, Including Interim.

EDUC 360 — Foundations of English as a New Language (3 credits) 
This course will provide a foundational background and knowledge base to the historical, legal, and theoretical frameworks of education for English Language Learners (ELLs). The course will focus on acculturation issues for ELLs and the basics on how language works. This course will also help prepare you to be knowledgeable about culture, content and learning and be disposed to meet the needs of diverse learners in your classroom. Offered Every Fall Semester.

EDUC 370 — Literacy for English Language Learners (3 credits)
This course is focused on exploring ideas for promoting literacy (reading, writing, speaking, listening, & viewing) development in K-12 ELLs. Topics such as language acquisition theory, classroom organization, teaching strategies and assessment procedures will be explored and considered as they apply to K-12 ELLs. This course will prepare you to be knowledgeable about culture, content, and learning and to be disposed to select/adapt curriculum and pedagogy to meet the needs of diverse learners. Offered Every Interim.

EDUC 380 English as a New Language Methods (3 credits)
This course will explore ways to teach and integrate the skills of reading, writing, listening and speaking in K-12 content-area classrooms for English Language Learners (ELLs). Students will consider a variety of best practice pedagogical and instructional approaches, strategies and assessment techniques. Course will include specific attention to the Sheltered Instruction Observation Protocol or SIOP. Class discussion will also focus on how to create and sustain a positive learning environment for ELLs. Offered Every Spring Semester.

EDUC 470 — Student Teaching: All-Grades (credits TBD)
Provides the opportunity for the student in art, modern world languages (French, German or Spanish), music and physical education to engage in observation and actual teaching in a K-12 setting under the direction and supervision of qualified classroom teachers. Grading System: S/U only.  Prerequisite: Completion of all Coursework Required for Major and Certification; Offered Every Semester.

EDUC 471 — Student Teaching: Middle School (credits TBD)
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified teachers. Grading System: S/U only.  Prerequisite: Completion of all Coursework Required for Major and Certification; Offered Every Semester.

EDUC 472 — Student Teaching: Elementary (credits TBD)
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S/U only.  Prerequisite: Completion of all Coursework Required for Major and Certification; Offered Every Semester.

EDUC 473 — Student Teaching: Kindergarten (credits TBD)
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S/U only.  Prerequisite: Completion of all Coursework Required for Major and Certification; Offered Every Semester.

EDUC 474 — Student Teaching: Secondary (credits TBD)
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Grading System: S/U only.  Prerequisite: Completion of all Coursework Required for Major and Certification; Offered Every Semester.

EDUC 197, 297, 397 — Topics in Education (2-4 credits)

EDUC 199, 299, 399 — Independent Study (1-4 credits)

EDUC 470-474 *  Student teaching is considered a full-time experience. The minimum length of time any student will spend student teaching is 12 weeks. Students should register for 1 credit hour for each week of student teaching, thus, the minimum number of credit hours any student will register for student teaching is 12 credit hours. Students, however, may complete more than 12 weeks of student teaching and register for more than 12 credit hours if they are pursuing teaching endorsements or double majors. While most students will be able to complete their student teaching within the parameters of the regular semester, students pursuing double majors or those with multiple endorsements, will find that their student teaching will carry over into or start in the Interim term. The Field Placement Coordinator will determine the number of credit hours each student should register for and will confirm this upon receipt of the student teacher roster to ensure that the credit hours registered for are in accordance with Departmental and College policy. Any deviations will be brought to the attention of the Registrar’s Office and will be corrected. 
 

American Sign Language Courses:

ASL 101 — Foundations of American Deaf Culture (3 credits)
This course provides insight into the culture of the Deaf and Hard of Hearing and provides an understanding of the historical and philosophical trends in the Deaf Community with an overview of the psychological, emotional, vocational and educational status of the Deaf and Hard of Hearing. Included will be an introduction to the schools, organizations, and professional personnel involved in the education of the Deaf and Hard of Hearing at the local, state and national levels. Offered Every Fall Semester.

ASL 110 — American Sign Language I (Area 3.4) (3 credits)
This course will emphasize the student’s development of receptive and expressive skills in ASL. In addition, the student will also learn functional vocabulary and how to utilize conversational techniques in ASL. The student will develop skills to recognize and express spatial relationships, use appropriate facial expressions and body movements, to visualize objects and use classifiers. Communication functions, vocabulary, grammar and cultural aspects of the Deaf community will be introduced and studied throughout the course. Offered Every Fall and Interim Semester.

ASL 111 — American Sign Language II (Area 3.4) (3 credits)
This course will emphasize the student’s further development of receptive and expressive skills in ASL. The student will also expand their sign vocabulary base and become more familiar with conversational techniques in ASL. The student will develop skills to recognize and express spatial relationships, use appropriate facial expressions and body movements, to visualize objects and use classifiers. Communication functions, vocabulary, grammar and cultural aspects of the Deaf community will be discussed and studied throughout the course. Prerequisite: ASL 110; Offered Every Spring Semester.

ASL 210 — American Sign Language III (3 credits)
This course will cover common communication situations such as describing and identifying objects, exchanging personal information about life events, and giving specific locations. The course will also discuss the proper ways to describe and identify things using classifiers and non-manual markers. Communication functions, vocabulary, grammar and cultural aspects of the Deaf community will be covered throughout the course. Prerequisite: ASL 111; Offered Every Fall Semester.

ASL 211 — American Sign Language IV (3 credits)
This course will focus on classifiers and spatial relationships, working on identifying and describing things and giving directions. The course helps students to enhance ability to talk about events using appropriate time and space relationships. Goals include improving facial expression, classifiers, and other vital storytelling/conversation components. Students will develop their expressive skills through a series of presentations (in-class and on-video) on various topics encompassing skills covered. Prerequisite: ASL 210; Offered Every Spring Semester.

ASL 197, 297, 397 — Topics in Education of the Deaf and Hard of Hearing (2-4 credits)

ASL 199, 299, 399 — Independent Study (1-4 credits)
Special topics in all aspects of the education of deaf and hard of hearing individuals. Individuals work in an on-campus or an off-campus project. Prerequisite: Consent of the Department Chair.
 

Special Education Courses:

SPED 120 — Introduction to Special Education (3 credits)
This course provides a survey of current knowledge on individuals with disabilities. It is a course requirement for all Special Education minors and majors and is also recommended as a supplemental course for those planning on working with people with special needs (i.e., Sociology, Psychology, OT, and PT minors/majors).  Content includes historical factors, legislation, characteristics, educational strategies, existing and emerging technologies, assessment, and support services for individuals with disabilities ranging from mild to severe. Students examine various areas of exceptionality, including learners with cognitive impairments, emotional/behavioral disorders, visual impairments, hearing impairments, speech and/or language disorders, autism, physical impairments and other health impairments. Offered Every Semester.

SPED 236 Foundations of LD and CI (3 credits)
During the learning disabilities (LD) portion of the course, students will study the cognitive, linguistic, social, and educational characteristics of children and adolescents with specific learning disabilities.  The course will include a historical overview of the field of LD and a focus on dyslexia and attention deficit hyperactivity disorder.  The course also will include an orientation to research-based teaching strategies and an electronic practicum.  The cognitive impairments (CI) portion of the course will examine various disabilities in which a cognitive impairment may be present, such as fragile X, fetal alcohol syndrome, cerebral palsy, and others.   Students will learn how a cognitive impairment impacts physical, educational, and psychological development.  The array of services needed across the lifespan to promote inclusion in schools and society will be discussed.  A field experience will be included. Offered Every Semester.

SPED 240 — Teaching in Inclusive Schools (3 credits)
This course is required for all elementary, secondary and K-12 education majors who do not have a major or minor in Special Education. The course provides information on the characteristics of students with disabilities, special and general education service delivery models, and making adaptations that support inclusion of students with disabilities in education settings.  A 15-hour field experience is required. Prerequisite: EDUC 275; Offered Every Semester.

SPED 257 — Foundations of ASD and EBD (3 credits)
This course is a requirement for all Special Education minors and majors and is also recommended for those who plan on working with students with emotional/behavioral disorders (i.e., Psychology and Sociology majors).  During the emotional/behavioral (EBD) portion of this course, students will discuss the social, behavioral, emotional and educational characteristics of children and adolescents with ODD, CD, ADHD, and other related subcategories of EBD. The autism (ASD) portion of the course will examine the history, etiology, screening, and evaluation process ASD.  Students will understand the characteristics of ASD and how the sensory system can be impacted.  Strategies to develop and enhance communication and socialization skills across the life span to ensure inclusion of individuals with ASD will be discussed. Offered Every Semester.

SPED 280 — Practicum: Children and Youth with Disabilities (3 credits)
This field experience requires 75 hours of observation and direct participation in a school or agency setting that serves children, adolescents or adults with disabilities. Students are required to reflect upon and document their experiences through journals, case studies and artifacts. The practicum is supervised and requires pre-registration clearance. Grading System: S/U only. Offered Every Interim.

SPED 301 — IEP Development (3 credits)
This course focuses on conceptualizing and developing high-quality Individualized Education Programs (IEP’s) for students with mild and moderate disabilities.  Students will use assessment data from case studies for drafting, revising, and finalizing annual review and three-year re-evaluation IEP’s that meet the requirements of state and federal special education legislation.  It is suggested that this course be taken after at least one special education methodology course.  Offered Every Spring Semester.

SPED 312 — Collaboration and Assessment (3 credits)
This course acquaints students with the instruments and procedures used when identifying and evaluating students with disabilities.  Basic test and measurement concepts will be applied to the administering, scoring, and interpreting of commonly used assessment instruments.  Communication, consultation, and collaboration among educators, related service providers, paraprofessionals, and parents will be discussed. Offered Fall Semester.

SPED 336 — Methods in LD and CI (3 credits)
During the learning disabilities (LD) portion of the course, emphasis will be given to research-based intervention strategies for serving children and adolescents with specific learning disabilities in the areas of reading, written language, and mathematics.  A review of current research and practices will be pursued in order to provide a perspective of the field for special educators and classroom teachers.  The course will emphasize practice with research-based teaching strategies and will include a practicum.  The cognitive impairments (CI) portion of the course will emphasize the instructional methods and techniques used when teaching students with cognitive impairments in self-contained and inclusive settings.  Major course topics will include arranging educational environments, utilizing chaining and prompting systems, managing challenging behaviors, developing a functional curriculum, and writing IEP’s for students with cognitive impairments.  A field experience will be included. Offered Fall Semester.

SPED 350 — Reclaiming Troubled Children and Youth (3 credits)
Principles and procedures for educating and treating children and adolescents with social, emotional, and behavioral problems. A comprehensive psycho educational approach to behavior management, crisis intervention and creating relationships that foster the development of competent, caring individuals. Offered Every Spring Semester.

SPED 357 — Methods in ASD and EBD (3 credits)
During the autism spectrum (ASD) portion of the course students will learn evidence-based practices such as discrete trial teaching, social stories, pivotal response training, and video modeling. Students will become familiar with Boardmaker, a computer-generated program, to create visual supports for students. Various assistive technology and voice output devices will be discussed.  A field experience will be included. The emotional/behavioral (EBD) portion of the course focuses on principles of prevention and intervention designed for youth with EBD. A psycho-educational approach that is grounded in relationships, building resilience, trauma informed care, behavior management, crisis intervention, and creating encouraging environments serves as the foundation of the course. A field experience will be included. Offered Spring Semester.

SPED 480-486 — Student Teaching: Special Education (TBD)
Students seeking K-12 special education teacher certification will participate in advanced field experiences in their areas of specialization while under the supervision of qualified teachers. Students must meet all of the requirements set forth in the Teacher Education Handbook. Grading System: S/U only.

SPED 480 — Student Teaching: Special Education (TBD)
Emotional/Behavior Problems.  Offered Every Semester.

SPED 481 — Student Teaching: Special Education (TBD)
Cognitive Impairments.  Offered Every Semester.

SPED 486 — Student Teaching: Special Education (TBD)
Learning Disabilities.  Offered Every Semester.

SPED 487 — Student Teaching: Special Education (TBD)
Autism Spectrum Disorders.  Offered Every Semester.

SPED 395, 495 — Internship (3-6 credits)

SPED 199, 299, 399 — Independent Study (1-4 credits)
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project. Prerequisite: Consent of the Department Chair.