Department of Education
The Education Department offers majors leading to Indiana teacher licenses in elementary education, secondary education, and all-grade education, as well as dual licensure programs in elementary and special education (P-12), elementary and teachers of English Learners, and elementary and middle school education. The department also offers Master of Education degree programs (see Graduate and Online Programs).
Huntington University’s teacher education program is accredited by the State of Indiana, and teacher education majors leading to licensure are approved by the Indiana Department of Education. Many surrounding states have cooperative agreements with Indiana that allow individuals with an Indiana license to be licensed to teach in those states. Huntington University is currently accredited by the Council for the Accreditation of Educator Preparation (CAEP).
The goal of the Education Department is to develop teachers who are effective stewards. Stewardship is a biblical concept that fits well with our mandate from the State of Indiana to prepare students for the teaching profession. In the parable of the talents (Matthew 25), Jesus portrays stewards as individuals who are given responsibility for the growth and development of someone else’s assets. The state of Indiana will give graduates of our teacher preparation programs responsibility for the growth and development of one of its most precious assets – its school children.
Teachers act as stewards in four areas. First, as stewards of knowledge, teachers are responsible to society and the culture at large to transmit and make understandable the growing knowledge base that comprises school curricula. Second, as stewards of learner development, teachers have a responsibility to parents and to the students themselves to guide learners in their intellectual, social, emotional, and moral development. Third, as stewards of classroom and school environments, teachers have a responsibility to administrators, parents, and the community to provide the best possible conditions for student learning. Finally, as stewards of instruction, teachers have a responsibility to teach the various disciplines with the most effective methods and with integrity and thoroughness.
These four areas of stewardship correspond to and support national and state teaching standards. Huntington University teacher education graduates understand the conceptual framework provided by this “Teacher as Effective Steward” model. Additionally, Huntington University teacher education graduates are effective communicators in spoken and written language and are thoroughly grounded in both general education and the content of the subject areas they will be teaching.
Assessment Checkpoints
The Teacher Education Program relies on continuous assessment and includes four checkpoints.
Checkpoint 1: Admission to the Program. Occurring typically during Year 2, students apply to be admitted into the Teacher Education Program. To apply to the program, students submit an online application package that includes: references, an autobiography, a statement of experience with diversity, and a limited background check. During the sophomore year, students must also register to take and pass the Praxis Core Academic Skills for Educator Test in the areas of reading and mathematics as part of the application process for acceptance in the Teacher Education Program. To be accepted into the program, all students must receive a passing score of 156 or higher on the reading test and a passing score of 150 on the mathematics test. If a student can provide appropriate documentation of an ACT score of 24 or higher OR an SAT score of 1170 or higher, the Praxis requirement may be waived. Admission to the program also requires a cumulative GPA of 2.5 or above for all college level work, a successful interview with program faculty, positive recommendations, positive feedback from course faculty and clinical educators from early practicum experiences, and approval of the Teacher Education Program Committee (TEP). Successful completion of this checkpoint is required prior to enrolling in junior level methods courses.
Checkpoint 2: Teacher Candidate Progress Assessment and Application for Student Teaching. At the conclusion of Year 3’s fall semester, the Teacher Candidate’s progress is assessed by the Education Department Faculty and reviewed by the Teacher Education Program Committee. At this time, appropriate success must be demonstrated in methods coursework as well as within the candidate’s clinical experiences for the semester. This is measured through various key assessments, an informal dispositional review, recommendations from Clinical Educators, and overall recommendations from Teacher Education Program Faculty. A GPA check is noted at this time and candidates are encouraged to maintain a 3.0 GPA or higher in the major; however, a minimum of 2.5 is considered appropriate for an overall cumulative GPA. The Teacher Education Program Committee votes to recommend the Teacher Candidate for continuation in the Teacher Education Program or continuation with probation. Teacher Candidates recommended for probation continue to the following spring semester as a Teacher Candidate but are required to successfully complete a developed probation plan and pass Checkpoint 3 in order to continue to Year 4. At this point, Teacher Candidates will apply for Student Teaching. The online application includes the Candidate’s Philosophy of Education to be reviewed by their future Clinical Educator when being placed for Student Teaching.
Checkpoint 3: Teacher Candidate Progress Assessment. At the conclusion of Year 3’s spring semester, the Teacher Candidate’s progress is assessed by the Education Department Faculty and reviewed by the Teacher Education Program Committee. At this time, appropriate success must be demonstrated in methods coursework as well as within the candidate’s clinical experiences for the semester. This is measured through various key assessments, an informal dispositional review, recommendations from Clinical Educators, and overall recommendations from Teacher Education Program Faculty. A GPA check is noted at this time and candidates are expected to maintain a 3.0 GPA or higher in the major; however, a minimum of 2.5 is considered appropriate for an overall cumulative GPA. The Teacher Education Program Committee votes to recommend the Teacher Candidate for continuation in the program. Teacher Candidates are also encouraged to begin taking licensing exams at this time, prior to Student Teaching. If a Teacher Candidate is not recommended to continue and/or has failed to complete their probation plan successfully, they are dismissed from the program.
Checkpoint 4A: Teacher Candidate Progress Assessment. At the conclusion of the semester prior to the Student Teaching Experience, the Teacher Candidate’s progress is assessed by the Education Department Faculty and reviewed by the Teacher Education Program Committee. At this time, appropriate success must be demonstrated in coursework, an informal dispositional review, as well as within the candidate’s clinical experiences for the semester. This is measured through various key assessments, an informal dispositional review, recommendations from Clinical Educators, and overall recommendations from Teacher Education Program Faculty. A GPA check is noted, again, at this time and candidates are expected to maintain a 3.0 GPA or higher in the major; however, a minimum of 2.5 is considered appropriate for an overall cumulative GPA. The Teacher Education Program Committee votes to recommend the Teacher Candidate for Student Teaching.
Checkpoint 4B: Teacher Candidate Progress Assessment and Culmination. At the completion of the Student Teaching Experience, the Teacher Candidate’s progress is assessed by the Education Department Faculty and reviewed by the Teacher Education Program Committee. At this time, appropriate success must have been demonstrated in both the Student Teaching Experience and ED 440 Topics and Problems in Education. This success is measured through various key assessments, including a formal CPAST Evaluation, recommendations from Clinical Educators, and recommendations from the Teacher Candidate’s HU Supervisor. Teacher Candidates are required to complete an Exit Interview Survey and are recommended to Indiana’s Department of Education for licensing upon (a) completion of their degree, (b) received a 2.5 cumulative GPA and 2.5 GPA in the licensing area, (c) received a C+ or higher in student teaching, (d) received no grade less than C- in any course required for licensing, and (e) passed the Praxis exam(s) required for each licensing area.
Students who wish to prepare for education-related occupations other than teaching may, with permission of the director of teacher education, do so by substituting designated courses for those in the licensing program and completing a major in education (for elementary education majors) or the secondary subject area.
Major in Elementary Education
This major is designed for students wishing to prepare for teaching in an elementary school setting. Required professional education courses for the major in elementary education are ED 212, 236, 242, 272, 295, 332, 336, 362, 377, 382, 384, 386, 388, 397, 398, 420, 440, and 450; SE 232 and 325; and either HS 211 or 212. As part of the general education program, the student must complete BI 111/L; PH 111/L; MA 111 and 112; and PY 111.
The Indiana Department of Education requires elementary education majors to have an additional content area in their degree program. Students may fulfill this requirement by completing a dual licensure program (recommended) or by completing the following courses in the Fine Arts Concentration: AR 115, 212; MU 115; TH 115; and six additional hours from among AR 101, 107, 225, TH 212, and any MU A or MU P course for which the prerequisites are met. TE 233 Foundations of TESOL/ELs is a highly recommended elective.
Dual Licensure Majors:
Any elementary education major completing one of the dual licensure programs (Special Education (P-12), Teachers of English Learners, and Middle School Education) described in the following sections fulfills the concentration requirement by completing additional course work in another content area.
Major in Elementary and Special Education (P-12)
This major is designed for students who are interested in being able to teach at the elementary level (K-6) in a regular classroom setting and also be able to work with exceptional students at any grade level. Students who complete this major will be eligible for the regular elementary license (K-6) as well as special needs: mild intervention license (P-12). Required professional education courses for the major in elementary and special education are ED 212, 236, 242, 272, 295, 332, 336, 377, 382, 384, 386, 388, 397, 398, 420, 440 and 450 (seven weeks); SE 232, 233, 325, 328, 397, 422, 424, 434, and 450 or 460 (seven weeks); and either HS 211 or 212. As part of the general education program, the student must complete BI 111/L; PH 111/L; MA 111 and 112; and PY 111. The junior block practicum and the student teaching experience (14 weeks) are divided equally between a regular classroom and a special education setting.
Major in Elementary Education and Teaching English Learners
This major is designed for students wishing to prepare for teaching in an elementary school setting (typically grades K-6) and work in specialized EL programs in P-12 classrooms. Required professional education courses for the major in elementary education and teaching English Learners (ELs) are ED 212, 236, 242, 272, 295, 332, 336, 362, 377, 382, 384, 386, 388, 397, 398, 420, 440, and 450; SE 232 and 325; TE 233, 234, 235, and 396; CO 322/MI 321; and either HS 211 or 212. As part of the general education program, the student must complete BI 111/L; PH 111/L; MA 111 and 112; and PY 111.
Majors in Elementary and Middle School Education
These majors are designed for students wishing to prepare for teaching in the elementary grades and at the middle school level (typically grades K-9). Students completing one of the majors will take: ED 212, 236, 242, 272, 295, 311, 332, 336, 362, 377, 382, 384, 386, 388, 397, 398, 420, 440, and 450 or 460; SE 232 and 325; either HS 211 or 212; and courses to complete one of the following: To complete the content area in Middle School Language Arts, students will complete ED 332, 336; TE 233; EN 121, 151; two courses from EN 311, 321, and 455; CO 215; and ED 273. To complete the content area in Middle School Mathematics, students complete MA 111, 112, 151, 165, 171, and 351. (TE 233 Foundations of TESOL/ELs is a highly recommended elective.) To complete the content area in Middle School Science, students complete TE 233; BI 111/L; CH 111/L; PH 111/L; and two of BI 241/L, BI 271, BI 422/L, CH 141/L, or ES 211/L. To complete the content area in Middle School Social Studies, students complete TE 233; HS 115, 116, 211, 212, 261; PY 111; two from EB 211, SO 111, SO 141, or PS 111. As part of the general education program, each student must complete BI 111/L; PH 111/L; MA 111 and 112; and PY 111.
Majors in Secondary Education: Middle School and High School Education
Majors for which students may be licensed to teach at the middle school and high school level (typically grades 5-12) include agricultural, biology, chemistry, English, mathematics, and social studies. Candidates completing the social studies program can be licensed in geographical perspectives, government and citizenship and historical perspectives. Students in the social studies program can also complete additional coursework to add licensing in economics, psychology and sociology. The requirements for completion of the University major are available in the catalog sections for the respective subject area departments.
Professional education courses required of those wishing to teach at the middle school and high school level include PY 111 to be taken in the freshman year; ED 212, 236, 296, and SE 232 to be taken in the sophomore year; ED 311, 320, and 364, to be taken in the junior year; ED 410 (subject specific), ED 440, and 460 during the senior year (Agricultural Education, Chemistry Education, English Education, History Education and Mathematics Education majors must also take ED 377). TE 233 Foundations of TESOL/ELs is a highly recommended elective for students in a secondary education program.
Majors in All-Grade Education
Professional education courses required for those seeking P-12 licensing in music or visual arts, include PY 111 to be taken in the freshman year; ED 212, 236, and SE 232 to be taken in the sophomore year; either ED 362 or 364 to be taken in the junior year; and ED 440, and 450 or 460 during the senior year. Students in the music education major also complete MU 234, MU 325, and either MU 427 or MU 429. ED 377 Integration of Technology in the Classroom and TE 233 Foundations of TESOL/ELs are highly recommended electives for students in an all-grade education program.
Professional Semester for Student Teaching
Students must plan schedules carefully in order that the final semester may be devoted to the student teaching experience. Students must make application for placement in student teaching during the first semester of the junior year.
To be allowed to student teach, students must have success-fully completed Checkpoints 1 and 2. Students enrolled in the professional semester should not take any other courses or be involved in other experiences that may detract from student teaching.
The student teaching experience necessarily follows the schedule of the school where the teaching is being done rather than the University calendar. Students must make arrangements for their own transportation and adjust to the school’s schedule as they move into the role of teaching professionals.
Students who wish to pursue careers teaching in overseas schools are encouraged to contact the Education Department Office for more information.
Minor in Exceptional Populations
The minor in exceptional populations offers students an opportunity to receive knowledge, understanding, and experience working with exceptional populations. Students who complete the minor are trained to work with exceptional populations in agencies outside the school system such as churches, mental health agencies, social service agencies, etc. Students may earn a minor in exceptional populations by completing 22 hours from the following courses: SE 111, 232, 233, 328, 422, 434; ED 236 and 395SP; and PY 221.
Certification in Teaching English Learners (ELs)
Any education major may add an additional certification in teaching English Learners (ELs) to their teacher’s license. The certification in teaching ELs will equip graduates to work more effectively with ELs in their classrooms or to work in specialized EL programs in a P-12 setting. The certification in teaching ELs is a teacher-licensing program that is only available for teacher education majors. Currently licensed teachers may also add the certification in teaching ELs to their existing license. To receive certification in teaching ELs, students must complete TE 233, 234, 235, 396, and CO 322/MI 321. (See Teaching English to Speakers of Other Languages for course descriptions.)
Courses in Education
Students observe the daily routines and activities of employed professionals and see how skills and knowledge acquired in class are applied in the education field.
Prerequisite: Consent
The historical, philosophical and sociological foundations of education are explored in this course. The effects that theoretical developments and research have on curriculum and the role of the teacher are studied. Students are introduced to the Teacher as Effective Steward" model and encouraged to develop their own philosophy of education in response to that model."
This course must be taken before the junior year.
Applications of theories of teaching, learning, development and measurement to classroom environments are explored. This course also examines qualities of classroom interaction, particularly related to instructional processes, motivation of students and classroom management.
Identical with PY 236.
Prerequisite: PY 111
This course is an introduction to professional preparation for teaching literacy in the early childhood setting. The student will explore the sound-symbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process. The student will also study the linguistic and cognitive basis of reading as it relates to the developmental needs of the young child.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
This course explores methods and strategies appropriate for teaching reading in the elementary school setting. Selection, organization, and use of materials aligned to The Science of Reading will be emphasized. Students will complete a field experience to reinforce reading methodologies.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
This course acquaints students with various types of literature for adolescents, theories of supporting reading in secondary classrooms and using reading as a communication device. The course addresses literacy issues, required vs. open reading, pleasure reading and methods for integrating reading into the secondary curriculum.
Identical with EN 273.
Prerequisite: ED 236
Students will do at least 30 hours of observation and participation in a K-6 classroom. Reflections related to these classroom experiences will be required.
Prerequisites: ED 212 or ED 236 or SE 232 or concurrent
Students will do at least 30 hours of observation and participation in a middle school or high school classroom. Reflections related to these classroom experiences will be required.
Prerequisites: ED 212 or ED 236 or SE 232 or concurrent
This course, first in a sequence of secondary methods, addresses adolescent development along with an introduction to the concept of cultural proficiency. Middle school philosophy and curriculum provides the context for developing instructional strategy, traditional assessment forms and techniques for enhancing secondary reading. A 30-hour field experience is required.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
This course explores methods and strategies appropriate for the earl childhood setting. Selection, organization and use of materials will be emphasized.
Prerequisites: ED 236, 242 and acceptance into the Teacher Education Program
This course gives the secondary education candidate experience developing instructional strategies appropriate for high school curriculum with an emphasis on performance based learning and assessment. In addition, classroom management, student learning style, writing across the curriculum, along with further exploration of cultural proficiency will be addressed.
Prerequisites: ED 311 and acceptance into the Teacher Education Program
This is a course designed to introduce the various reading approaches that are found in the classroom. Principles, practices and problems will be addressed. Emphasis will be on knowledge of phonics, textbooks and various reading programs that students will encounter as they teach in the early and middle childhood settings.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
The reading difficulties of individuals are studied, with attention placed on the administration and interpretation of classroom assessment measures. Emphasis is given to addressing the needs of all readers in the classroom.
Prerequisites: ED 332 and acceptance into the Teacher Education Program
This course will focus on helping teacher candidates for grades K-9: understand and use appropriate assessment strategies; develop the ability to collect and use assessment data as a means of improving student learning; be familiar with the administration and use of common national, state and local standardized assessment measures.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
This course will focus on helping teacher candidates for grades 5-12: understand and use appropriate assessment strategies; develop the ability to collect and use assessment data as a means of improving student learning; be familiar with the administration and use of common national, state and local standardized assessment measures.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
Students consider theories and rationale for integration of technology within the classroom. Emphases are on integrated lesson planning, technological adaptation for students with exceptionalities, in addition to further development of the candidates' technological knowledge and skills applicable to the teaching profession.
Consideration is given to the aims, content and organization of social studies concepts appropriate for the elementary school student. Unit and daily lesson planning, as well as exploration of textbooks and other resources, is emphasized.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
This course acquaints students with various methods and materials for the teaching of functional and creative writing, handwriting, grammar, punctuation and spelling in elementary school settings. Exploration of language development, oral composition and listening skills is included.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
Students learn to use discovery techniques as part of an integrated approach to the teaching of topics in physical, biological and earth conservation sciences. The use of trade books, visuals and commercial curriculum projects is explored.
Prerequisites: BI 111/L or CH 111/L or PH 111/L; ED 236 and acceptance into the Teacher Education Program
Students learn to use problem solving, communication, reasoning and connections as part of an integrated approach to the teaching of elementary school mathematics. Learning resources, including trade books, textbooks, manipulatives, computer curriculum resources and teacher-made instructional aids, are explored.
Prerequisites: MA 111 or MA 112, ED 236 and acceptance into the Teacher Education Program
This course provides experience observing and working with exceptional populations in one of a variety of settings relevant to student interest. Taken during the junior or senior year.
Prerequisites: SE 232 and 233
Practicum in some aspect of education designed to give student practical, directed experience.
Prerequisite: Consent
An extensive, four-week, all morning field experience in a K-6 classroom for those students in the fall methods block (ED 272, 382, 384). This field experience will take place during the last four weeks of the semester.
Prerequisites: ED 272, 382, and 384 concurrent
An extensive, four-week, all morning field experience in a K-6 classroom for those students in the spring methods block (ED 316, 386, 388). This field experience will take place during the last four weeks of the semester.
Prerequisites: ED 386, 388, and SE 325 concurrent
Special topics in education for teachers and other professional educators.
Prerequisite: Consent
This seminar, designed as the agricultural education candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on agricultural education/IDOE standards, national teacher standards and respective professional organizations as well as the three-part agricultural education program model, including classroom and lab learning, FFA and SAEs. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least ten consecutive days of teaching.
Prerequisite: AE 320
This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on language arts/English IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320
This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on mathematics IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320
This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on science IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320
This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on social studies IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320
Students will investigate a number of different theories and techniques which will enable them to develop strategies for maintaining a successful teaching and learning environment. Emphasis will be on positive classroom management as well as planning for discipline.
Prerequisite: SE 325 or MI 221
Current issues, teaching techniques, classroom management and other topics which change in response to trends in education will be discussed. This course is taken during the student teaching semester and includes initial and final professional portfolio assessments.
Prerequisites: Admission to teacher education program and approved application for student teaching
All-day classroom experience in local elementary schools for 14 weeks. The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University. Overseas and special education student teaching experiences involve additional placements and reduction of time and credit for ED 450 experience. Students teaching overseas will spend seven weeks in an ED 450 placement for five credit hours and seven weeks overseas (ED 455) for five credit hours. Special education student teachers will spend seven weeks in an ED 450 placement for five credit hours and seven weeks in a special education setting (SE 450 or 460) for five credit hours.
Prerequisites: Admission to teacher education program, approved application for student teaching, and appropriate Indiana Core Assessment scores
All-day classroom experience in an overseas elementary school for up to seven weeks. This experience is to be paired with a seven-week experience in ED 450 (five credit hours).
Prerequisites: ED 450 (concurrent) and consent
All-day classroom experience in local secondary schools for 14 weeks. The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University. Overseas student teaching experiences involve additional placements and reduction of time and credit for ED 460 experience. Students teaching overseas will spend seven weeks in an ED 460 placement and seven weeks overseas (ED 465).
Prerequisites: Admission to teacher education program, approved application for student teaching, and appropriate Indiana Core Assessment scores
All-day classroom experience in an overseas secondary school for up to seven weeks. This experience is to be paired with a seven-week experience in ED 460 (five credit hours).
Prerequisites: ED 460 (concurrent) and consent
An individualized study of a problem, a research paper or a project related to the education field.
Prerequisite: Consent
A field experience in education which provides an opportunity for the student to apply theoretical knowledge in a practical setting. Student maintains close cooperation with the supervisory personnel in the field.
Prerequisite: Consent
Courses in Special Education
This course will introduce the student to American Sign Languages (ASL). It will explore the history and culture behind the language and will cover proper fingerspelling and signing techniques, as well as signing etiquette. A great deal of time will be spent learning vocabulary and practicing ASL in a conversational setting. This course is directed toward students with no previous experience with, or knowledge of, ASL.
Students observe the daily routines and activities of employed professionals and see how skills and knowledge acquired in class are applied in the special education field.
Prerequisite: Consent
This course provides an overview of the developmental, behavioral, intellectual and educational characteristics of students with disabilities. Early intervention, identification and placement as well as appropriate adaptations for diverse learners in inclusive classroom settings will be emphasized. In addition, the special methodologies related to the instruction of gifted and talented students are addressed.
Identical with PY232.
Prerequisite: PY 111
This course focuses on special education as a profession. Emphasis will be placed on historical, philosophical and legal foundations of special education. The rights and responsibilities of parents, students, educators and other professionals as these relate to students with exceptional needs will also be studied. Programming options and ethical practices for mild interventions will be emphasized.
Identical with PY 233.
Prerequisite: PY 111
Explores how teachers can develop responsive, personalized and differentiated classrooms by attending to the learning needs of diverse individuals. Students will learn to develop multiple avenues to learning for student growth and success.
Prerequisites: ED 236 and acceptance into the Teacher Education Program
This course focuses on planning and managing the teaching and learning environment for students with mild disabilities. The use of functional behavioral assessment and its use in developing behavior intervention plans for students with mild disabilities will be explored. Legal implications, including applicable laws, rules and regulations regarding the dissemination and implementation of behavior plans, will be discussed. Emphasis will be placed on strategies to foster and teach social skills to those students with mild disabilities.
Prerequisite: ED 236
Practicum in some aspect of special education designed to give student practical, directed experience.
Prerequisite: Consent
An extensive, four-week, all morning field experience in a K-6 special education setting for those students in the methods block. This field experience will take place during the last four weeks of the semester.
Prerequisites: SE 232 and 233; concurrent with the special education block courses (SE 422 and 434)
Emphasis in this course will be on characteristics of children who have mild disabilities and the methods and materials used for intervention. A variety of strategies that facilitate student success in the least restrictive environment will be discussed. Additionally, modifying curriculum and environments to ensure student success will be stressed. The use of direct instruction and assessment of instruction to plan instructional objectives for the exceptional learner will be discussed along with the connection between daily planning and the individual education plan.
Prerequisites: SE 233 and acceptance into the Teacher Education Program
This course focuses on the multiple forms of assessment and record keeping. Emphasis will be placed on selection, use and interpretation of a wide variety of formal and informal assessments and effective ways of communicating that information to parents and colleagues. Additional emphasis will be placed on using assessment to plan, modify and deliver instruction. The relationship between assessment, placement and individual education plans will be explored.
Prerequisites: ED 236, SE 233 and acceptance into the Teacher Education Program
This course focuses on communication and collaborative partnerships that will contribute to success for the exceptional child across the full spectrum of services available for mild intervention. Emphasis is placed on the importance of ongoing relationships between the special educator and parents, families and agencies to support the education of the child. The process of conducting team meetings and ethical considerations dealing with confidential information will be explored.
Prerequisite: SE 233
All day experience in a special education setting for seven weeks (to be paired with a seven-week experience in ED 450). The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.
Prerequisites: Admission to the teacher education program, completion of mild intervention content coursework, approved application for student teaching, and appropriate Indiana Core Assessment scores
All day experience in a special education setting for seven weeks (to be paired with a seven-week experience in ED 450). The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.
Prerequisites: Admission to the teacher education program, completion of mild intervention content coursework, approved application for student teaching, and appropriate Indiana Core Assessment scores
An individualized study of a problem, a research paper or a project related to the special education field.
Prerequisite: Consent
A field experience in special education which provides an opportunity for the student to apply theoretical knowledge in a practical setting. Student maintains close cooperation with the supervisory personnel in the field.
Prerequisite: Consent