Instruction in this course focuses on the techniques, methods, and materials that can be used in effectively diagnosing reading difficulties/deficiencies and strengths in children in the PreK-6 setting. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver reading instruction to a PreK-6 child. As part of the service learning component for the course, students will be required to serve as a tutor for a K-6 grade child enrolled in the College?s Reading Clinic. A formal case study must be completed by students based upon this clinical experience.
A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social and physical handicaps into the least restrictive educational environment. Requires 30 hours of observation/participation in the elementary and/or secondary school classroom.
This course provides a comprehensive study of the characteristics of specific learning disabilities and intellectual disabilities. Specific learning disorders related issues (e.g., medical aspects, assessment, early identification and intervention, learning and teaching theories, reading, oral language, writing, math, social and emotional behavior and study skills) and related teaching methods will be studied. The course also provides extensive study on understanding the characteristics of mental retardation, teaching and training approaches for school children with mental retardation. This course requires 20 hours of a field experience working with children with cognitive disabilities.
This course is designed to provide information on balanced reading instruction in grades Pre-K-6. Specific topics addressed will include: theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). Students enrolled in this course are required to complete 30 hours of field experience in a K-6 classroom setting.
A study of literature for readers from grades six through twelve with presentation of appropriate bibliographies, indexes, review sources, and teaching methods. The course is required for English majors seeking licensure for teaching in grades 6-12 and for all students seeking licensure for teaching in grades 6-12 and for all students seeking licensure in library science. The course may not be used to satisfy general education requirements.
A study of American education including the history of education and the major philosophical and sociological forces affecting education, with emphasis on contemporary issues, problems, and patterns relative to curriculum design and development in American schools, as well as an introduction to a teacher?s role in understanding and developing collaborative relationships with their students? families to support students? physical, cognitive, and social development. Attention is also given to the legal status of teachers and students with respect to federal and state regulations. Requires 20 logged hours of observation in an elementary and/or secondary school setting.
The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, etc.). Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and concepts. This course requires 30 hours of field experience in a 6-12 school setting.
This course is designed to provide information for integrating the study of the language arts (listening, speaking, reading, and writing) with the study of children's literature in a K-6 classroom setting. Specific topics addressed will include: understanding the theoretical foundations for integration, selecting and evaluating children's literature, identifying categories of children's literature, utilizing children's literature across the curriculum, constructing thematic units, conducting activities for sharing and responding to literature (through read-alouds, shared reading, and guided reading activities, etc.), guiding children through the writing process, constructing listening and speaking activities, and assessing children's success with the language arts.
- Teacher: Elizabeth Dotson-Shupe