Undergraduate Catalog

Curriculum and Instruction

Interim Chairperson: Dr. Sara D. Simonson
Office: Horrabin Hall 40
Telephone: (309) 298-1961; Fax: (309) 298-2800
E-mail: C-I@wiu.edu
Website: wiu.edu/curriculum

Program Offerings and Locations:

  • Bachelor of Science in Education in Elementary Education: Macomb, Quad Cities
  • Bachelor of Science in Education in Special Education: Macomb

Faculty: Anderson, Campbell, Cheak, Crouch, Dooley, Hanna, Isele, Jensen, Jones, Jorgensen, B.Y. Lee, D. Lee, Logan, Maroney, Massey, Ortmann, Powers, Simonson, Singh, Steward, Stinnett, Szyjka, Witten.

The primary purpose of the Elementary, Early Childhood, and Special Education programs is to prepare candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners. The programs provide students with a foundation of general studies, a scope and sequence of carefully designed professional courses emphasizing exploratory, experiential, student-centered teaching and learning, and extensive experiences observing and working with children in a variety of classroom settings. Field experiences begin early in each program and gradually increase through the senior year, culminating in student teaching.

The Department of Curriculum and Instruction offers two degree programs: the Bachelor of Science in Education with a major in Elementary Education (with options in Elementary Education and Early Childhood Education) and the Bachelor of Science in Education with a major in Special Education.

The Elementary Education option leads to Illinois state licensure in grades one through six in self-contained classroom situations. The Early Childhood Education option leads to licensure for teachers to work with children from birth through grade two. Graduates of this program are qualified to teach in birth to three programs, preschool, and prekindergarten programs for children with special needs, and kindergarten through second grade classrooms.

Students who successfully complete the Special Education major will qualify for licensure as a Learning Behavior Specialist I. Instructional time in the major typically begins in the freshman year and increases through the senior year. Students participate in the assessment and instruction of children with special needs in a variety of classroom settings in the local schools. Sixteen weeks of student teaching are required with the time distributed equally between the elementary and secondary levels. Upon graduation, students will qualify to teach exceptional children K–age 21 as LBS I teachers. All majors must be accepted into the Teacher Education Program (TEP) and must pass all TEP and departmental requirements to continue in the program. Students may complete a dual licensure program for Special Education and Elementary Education.

Honors Curriculum—Academically qualified students in this department are encouraged to complete an honors curriculum in University Honors, Departmental Honors, or General Honors. All Honors students must complete the one-hour honors colloquium (G H 299). General Honors includes General Honors coursework. Departmental Honors includes honors work in the major. University Honors combines Departmental and General Honors. For more information about honors curricula see the Centennial Honors College page of the catalog or visit the Centennial Honors College website at wiu.edu/Honors.

Elementary Education and Early Childhood Selection/Retention Policy

There are two levels of students in the Elementary Education (ELED) and Early Childhood Education (ECH) programs: Pre-ELED/Pre-ECH students and ELED/ECH students.

Pre-ELED/Pre-ECH students: All students who have been accepted into the University and who wish to major in either the Elementary Education or Early Childhood Education program.

  • Pre-ELED/Pre-ECH students at WIU may become ELED/ECH students after full acceptance to the Teacher Education Program (TEP), and with a cumulative GPA of 2.75 and a 2.75 GPA in the major.
  • All students seeking an option in Elementary Education are required to successfully complete the following courses before becoming an ELED student: C&I 110, 170, 270; EIS 202; KIN 360; LLA 313; MATH 260; SPED 210.
  • All students seeking an option in Early Childhood Education are required to successfully complete the following courses before becoming an ECH student: C&I 110; ECH 271, 273; EIS 202; IDT 278; KIN 360; LLA 313; MATH 260; SPED 210, 250.
  • Pre-ELED/Pre-ECH students must establish and maintain a minimum 2.75 cumulative and major GPA to enroll in a freshman- or sophomore-level field experience.
  • The department Selection/Retention Committee will hear appeals from Pre-ELED/Pre- ECH students who are seeking enrollment in courses who have below a 2.75 GPA but not less than a 2.30 GPA.

Transfer Students: All grades on the transfer transcript will count in the calculation of the 2.75 GPA to determine eligibility to become an ELED/ECH/SPED major and enroll in upper-division courses and field experiences.

For additional information about Teacher Education requirements, see the Teacher Education section.

Degree Programs

Bachelor of Science in Education—Elementary Education Option or Early Childhood Education Option

All students seeking the Bachelor of Science in Education with an option in Elementary Education must complete I, II, and III.A below, and the foreign language/global issues requirement for the major#. All students seeking the Bachelor of Science in Education with an option in Early Childhood Education must complete I, II, and III.B below, and the foreign language/global issues requirement for the major#. Students are to meet the University General Education and state licensure requirements, and doing so requires close articulation with their academic advisor. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education may require additional hours.

In accordance with the Illinois State Board of Education licensure rules, all candidates seeking teacher licensure are required by Western Illinois University to obtain a grade of “C” or better in all directed General Education courses, all core courses, and all courses in the option. Note C- is below a C.

  1. University General Education Curriculum: 46 s.h.
    (including ECON 100 or 231 or 232; GEOG 110; HIST 105 or 106; POLS 122; STAT 171; choice of one of the Art, Music, or Theatre General Education courses;
    an elective in Humanities and Fine Arts; and 10 s.h. of science which must include one Biological, one Physical, and one Earth and Space Science course, one of which must be a lab course)
  2. Core Courses: 25 s.h.
    C&I 110; EIS 202, 428; KIN 360; LLA 313; MATH 260; RDG 383†, 433; SPED 210
  3. Options of Study (select A or B)
    1. Elementary Education
      Additional Licensure/Accreditation Requirements: 49 s.h.
      C&I 170 (1 s.h.), 270 (1 s.h.), 370 (1 s.h.), 371 (1 s.h.), 470 (4 s.h.); ELED 410; RDG 384†; SCED 364, 464; SSED 365, 495; MATH 364; EIS 301, 305, 401; SPED 390; Student Teaching (12 s.h.)
    2. Early Childhood Education
      Additional Licensure/Accreditation Requirements: 56 s.h.
      ECH 271, 273, 276, 351, 353, 355, 356, 380 (1 s.h.), 381 (1 s.h.), 410, 474, 480 (3 s.h.); RDG 382†; IDT 278; MATH 362; SCED 352; SPED 250; SSED 354; Student Teaching (12 s.h.)

#The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) an intermediate foreign language requirement; 2) a General Education global issues course; or 3) SSED 495.

†RDG 383 and RDG 384 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement for the Elementary Education option. RDG 382 and RDG 383 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement for the Early Childhood Education option.

Bachelor of Science in Education—Special Education

All students seeking the Bachelor of Science in Education with a major in Special Education must complete I, II, III, and IV below, and the foreign language/global issues requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education will require additional hours.

In accordance with the Illinois State Board of Education licensure rules, all candidates seeking teacher licensure are required by Western Illinois University to obtain a grade of “C” or better in all directed General Education courses, all core courses, and all courses in the option. Note C- is below a C.

  1. University General Education Curriculum: 43 s.h.
    (including a Biological and a Physical Science—one of which must be a lab, POLS 122, HIST 105 or 106, GEOG 110)
  2. Core Courses: 41 s.h.
    SPED 200, 250, 280, 300, 320, 360, 370†, 400†, 405, 415, 417, 420, 430, 440, 445, 460
  3. Content Requirements: 22 s.h.
    IDT 278, 285; MATH 364; RDG 383, 384, 433; SCED 364; SSED 365
  4. Professional Education: 20 s.h.
    1. EIS 202, 301, 401: 8 s.h.
    2. Student Teaching: STCH (K–6), (7–12): 12 s.h.

#The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) an intermediate foreign language requirement; 2) a General Education global issues course; or 3) SSED 495.

†SPED 370 and SPED 400 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement.

Students who wish to work toward licensure in both Special Education and Elementary Education may do so as a Special Education major. Dual licensure students take all required Special Education courses as well as additional elementary content classes.

Course Descriptions

CURRICULUM AND INSTRUCTION (C&I)

110 (Formerly ELED 110) Critical Skills for Professional Educators. (2) Examines characteristics and skills of effective educators, specifically those related to oral communication, human interaction, critical thinking, leadership, and effective use of technology. Includes the development of a personal philosophy of education. Required for Early Childhood Education and Elementary Education options.

170 (Formerly ELED 170) Classroom Observation/ Seminar in Education. (1, repeatable to 2) Observation of an elementary or middle level classroom with accompanying seminars focused on exploration of organization and delivery of classroom instruction. Prerequisite or Corequisite: ELED 110. Graded S/U only.

270 (Formerly ELED 270) Education Field Work Seminar II. (1–2, repeatable to 4) Clinical experience in an elementary or middle level classroom with accompanying seminars focused on exploration of individual characteristics of learners and professional standards for teachers. Transportation not furnished. Prerequisites or Corequisites: C&I 170 and ELED 110. Graded S/U only.

370 (Formerly ELED 370) Education Field Work Seminar I. (1–3, repeatable with no maximum) Supervised practicum of educational experiences in elementary school programs. Students explore and apply learning theories as they tutor one or more elementary or middle grade students. Transportation not furnished. Prerequisites: Fully accepted into Teacher Education Program (TEP) and departmental permission. Graded S/U only.

371 (Formerly ELED 371) Education Field Work Seminar II. (1–3, repeatable to 6) Clinical experience in elementary/middle level classrooms. Students explore and apply learning theories and practices as they observe and participate in daily classroom instruction. Transportation not furnished. Prerequisites: C&I 170, 270, 370;ELED 110; departmental permission; fully accepted into Teacher Education Program (TEP). Graded S/U only.

403 Middle Level Education. (4) Philosophical development of the middle school will be analyzed as well as the advisory role of the middle school teacher for health and social services. Developmentally appropriate curriculum and instructional methods including content area reading instruction and techniques for blending subject matter content relevant to the early adolescent are provided. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 301 or at least one methods course; fully accepted into Teacher Education Program (TEP).

470 (Formerly ELED 470) Senior Field Work/ Seminar in Education. (1–4, repeatable to 6) Supervised practicum in an elementary or middle level classroom with accompanying seminars. Preservice teachers work closely with mentor teachers in planning and implementing instruction, including curriculum integration of technology, guiding student learning, and evaluating student progress in the elementary school curriculum. Transportation not furnished. Prerequisites: C&I 370, fully accepted into Teacher Education Program (TEP), and departmental permission. Graded S/U only.

EARLY CHILDHOOD (ECH)

271 Early Childhood Education. (3) History and philosophy of early childhood education, recent trends, programs, and techniques for education of children, birth through eight years. A minimum grade of C is required of Teacher Education majors.

273 Growth and Development of the Young Child. (3) Social context in which child functions, development within family, social institutions. Pre- and post-natal forces, effects upon child, techniques for dealing with them. A minimum grade of C is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

274 The Young Child as a Learner. (3) The child’s acquisition of language, intellectual, and personality development. Relationship between child’s growth and development, his/her activities outside and within social institutions. A minimum grade of C is required of Teacher Education students. Restricted: early childhood program or departmental permission.

276 (Formerly C&I 476) Parent/Community Involvement. (3) Techniques for working with and involving families/communities, including conferencing skills, newsletters, home-visits, parent education, volunteers, meetings, and other ways to develop open communication and parental and community support. A minimum grade of C is required of Teacher Education students. Restricted: departmental permission.

351 Science and Math for Young Children in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing science and math curriculum for young children, birth to preschool. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP). Corequisite: ECH 380.

353 Methods for Teaching Social Studies & Creative Expression in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing social studies and creative expression curriculum when teaching young children, birth to preschool age. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP). Corequisite: ECH 380.

355 Organization and Administration of the Preprimary Learning Environment. (2) Principles and practices of classroom design, scheduling, curricular integration, and material selection in preprimary settings. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP).

356 The Learning Environment: Kindergarten and the Primary Grades. (2) Principles and practices of classroom design, scheduling, curricular integration, and material selection in kindergarten and the primary grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP).

357 Strategies to Support Social/Emotional Growth in Young Children. (3) Strategies that promote positive development of young children’s interpersonal, dispositional, and behavioral skills as listed in various Illinois learning standards, birth–second grade. An overview of current behavior management systems as well as their legal aspects will also be covered. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

358 Infant/Toddler Environment. (3) Characteristics of high-quality caregivers, curriculum, indoor/outdoor space, scheduling, and material selection to support infants’ and toddlers’ development within family and group settings. Course requirements include 36 hours of hands-on practicum in an infant/toddler classroom. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

380 Field Work in Early Childhood Education I. (1–3, repeatable to 6) Clinical experience in preprimary early childhood settings. Students explore and apply learning theories and practices as they observe and participate in daily classroom activities/instruction. Prerequisites: ECH 271, 273, 274, departmental permission, fully accepted into Teacher Education Program (TEP). Corequisites: ECH 351 and 353. Graded S/U only.

381 Field Work in Early Childhood Education II. (1–3, repeatable to 6) Clinical experience in primary grade early childhood settings. Students explore and apply learning theories and practices as they observe and participate in daily classroom activities/instruction. Transportation not furnished. Prerequisites: ECH 271, 273, 274, 380, departmental permission, fully accepted into Teacher Education Program (TEP). Graded S/U only.

410 Senior Seminar in Early Childhood. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisite: ECH 480. Corequisites: STCH 459 and 460. Graded S/U only.

474 Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required. A minimum grade of C is required of Teacher Education majors. Restricted: early childhood program or departmental permission. Prerequisites: ECH 271, 273, 274, 380, fully accepted into Teacher Education Program (TEP).

480 Field Work in Early Childhood Education III. (1–4, repeatable to 6) Clinical experience in pre-primary and primary grade early childhood classrooms. Students explore and apply learning theories and practices as they observe, participate, and teach daily in the classroom. Transportation not furnished. Prerequisites: ECH 271, 273, 274, 380, 381, departmental permission, fully accepted into Teacher Education Program (TEP). Graded S/U only.

EDUCATION (EDUC)

239 Pre-Teacher Education Program Admittance. (0, repeatable with no maximum) Students pursuing teacher licensure are required to take this course in the semester they plan to be fully accepted in the Teacher Education Program (TEP). Students must meet established departmental criteria for admittance to TEP. Graded S/U.

339 Pre-Student Teaching Clearance. (0) Students pursuing teacher licensure are required to take this course prior to their student teaching semester. Students must meet established criteria for departmental clearance to student teach. Prerequisites: Full admittance to the Teacher Education Program (TEP). Graded S/U.

469 Pre-Licensure Clearance. (0) Students pursuing teacher licensure are required to take this course in the semester they student teach. Students must meet criteria established by the department in order to be recommended for licensure. Prerequisite: departmental clearance to student teach. Corequisite: Student Teaching (STCH). Graded S/U.

ELEMENTARY EDUCATION (ELED)

410 Senior Seminar in Elementary Education. (1) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisites: fully accepted into Teacher Education Program (TEP) and C&I 470. Corequisites: STCH 459, 460, 461, or 462. Graded S/U only.

445 Honors/Seminar in Elementary Education. (2, not repeatable) Reading, research, writing, and discussion on educational topics to be announced in advance. Normally, a service learning project and a seminar presentation will be required. Prerequisites: C&I 170 or ECH 273; enrollment in the Centennial Honors College.

LITERATURE LANGUAGE ARTS (LLA)

311 Literature for Young Children. (3) A survey of literature for children birth through grade three. Selecting books in various genres through critical analysis and evaluation is emphasized. A minimum grade of C is required of Teacher Education majors. Prerequisite: 2.50 cumulative GPA.

313 Children’s Literature. (3) Survey of literature for children preschool through grade 6 with emphasis on critical analysis and evaluation of books in various genres. A minimum grade of C is required of Teacher Education majors. Prerequisite: 2.50 cumulative GPA.

367 Language Arts in the Middle Level. (3) A study of communication skills: listening, speaking, reading, writing, and vocabulary; a comparison of current teaching methods and materials; and emphasis on the language arts as the core of the middle grades curriculum. A minimum grade of C is required of Teacher Education majors. Prerequisite: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

443 (Cross-listed with ENG 443) Creative Uses of Literature for Children and Young Adults. (3) Presents the development of effective programs in informal and formalized interpretive experiences for children and young adults, emphasizing individual creativity and sources for materials. Not open to students with credit for ENG 443. Prerequisite: LLA 313.

READING (RDG)

382 Literacy Development: Birth through Preschool. (3) Methods and content for fostering and assessing literacy development in children from birth through the preschool years, adopting these methods to meet the individual needs of diverse groups of children, and applying these methods in child care and preschool settings. A minimum grade of C is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: ECH 271, 273, 274; LLA 311; fully accepted into Teacher Education Program (TEP).

383 Literacy Instruction in the Early Grades. (3) Introduction to developmentally appropriate methods for teaching and assessing reading, writing, speaking, and listening in early elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and applying these methods in a classroom. A minimum grade of C is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: LLA 311 or 313 or departmental approval; fully accepted into Teacher Education Program (TEP).

384 Literacy Instruction in the Intermediate Grades. (3) A focus on methods of literacy instruction and assessment appropriate for intermediate/middle level classrooms, with adaptations to meet the individual needs of diverse groups of children and opportunities to apply these methods in a classroom. A minimum grade of C is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: LLA 313 or departmental approval; RDG 383; fully accepted into Teacher Education Program (TEP).

387 Literacy Instruction in Content Areas. (2) This course develops an understanding of principles of reading, writing, and oral communication instruction needed to scaffold comprehension of content area texts. It includes a focus on academic language and the identification of language demands embedded in instruction. Not open to Elementary, Early Childhood, Bilingual/Bicultural, or Special Education majors. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 210 and EIS 301; grade of C or better in all prerequisite courses.

388 Disciplinary Literacy Instruction in the Middle Grades. (3) Focuses on disciplinary literacy development in the middle grades. Includes vocabulary, comprehension, writing to learn, and study strategies for disciplinary teachers. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

432 Introduction to Corrective Reading in the Early Childhood Years. (3) Methods and content for assessing and instructional procedures for correcting the reading and writing difficulties of primary-aged children in the regular classroom setting. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 382, 383, and LLA 311 or 313; fully accepted into Teacher Education Program (TEP).

433 Introduction to Corrective Reading. (3) A course emphasizing group and individual identification and instructional procedures for corrective reading in the elementary school. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 301, LLA 313, RDG 383, and RDG 384, or departmental approval; fully accepted into Teacher Education Program (TEP).

434 Literacy Assessments and Interventions for the Middle Level. (3) Focuses on methods for datadriven decision making, formative and summative assessments and problem-solving processes to monitor student progress. Multi-Tiered Systems of Support will provide the basis for possible interventions for readers in the middle school grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 388 and 433.

467 Critical Literacy for the Middle Level. (3) Focuses on the integration of 21st century technology competencies in the exploration and application of project-based learning. Middle level literacy teaching candidates’ knowledge of literacy content, concepts, and skills are assessed through engagement in this process. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 384 and 388; C&I 403.

468 Teaching Reading in Secondary School and College. (3) A theory-based course that translates knowledge and research concerning reading at the junior high, senior high, and college level into recommendations for effective instruction, and focuses on the various kinds of reading programs that exist at the post-elementary level. A minimum grade of C is required of Teacher Education majors.

SCIENCE EDUCATION (SCED)

352 Methods for Teaching Science PreK–2nd Grade. (3) Methods and content for planning, implementing, and assessing science curriculum when teaching children in the primary grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP).

364 Introductory Science Methods. (3) Introduces the nature of science and science education by exploring various issues and approaches relevant to elementary science instruction. Emphasis is placed on contemporary programs which stress direct experience and activity-based learning. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

464 Integrating Science Through Inquiry. (3) Demonstrates how teachers can utilize the processes of inquiry to integrate the various science disciplines— physical, life, earth, and environmental—to provide appropriate science learning experience in the elementary and middle level classroom. A minimum grade of C is required of Teacher Education majors. Prerequisites: SCED 364; fully accepted into Teacher Education Program (TEP).

465 Middle Level Science Methods. (3) Methods and content for deepening teacher candidate understanding of how the practices of inquiry are applied in the major science disciplines. Provides appropriate learning experiences specific to the middle level classroom. Prerequisites: SCED 364, BIOL/GEOL 181, or PHYS/ GEOG 182; fully accepted into Teacher Education Program (TEP).

489 Energy Education. (3) Course designed to provide content information on basic energy concepts. Topics include forms and sources of energy, renewable and nonrenewable energy resources, changes in energy forms, energy conservation, historical development of energy use and current technology related to present day energy use. Energy curricula will be examined through discussions, presentations, inquiry-based activities, and possible field trips to energy producing locations. Prerequisite: senior standing or bachelor’s degree.

SOCIAL STUDIES EDUCATION (SSED)

354 Methods for Teaching Social Studies PreK– 2nd Grade. (3) Methods and content for planning, implementing, and assessing social studies curriculum when teaching children in the primary grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP).

365 Teaching Our Heritage. (3) Develops the conceptual base for teaching the understanding of our heritage including the role of cultural diversity, change over time, place, government, production, and distribution. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

390 Methods of Teaching Middle Level Social Studies. (3) Designed to aid the prospective middle level social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

439 Foundational Methods of Teaching Secondary Social Studies. (3) Designed to aid the prospective secondary social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 210 and EIS 301; grade of C or better in all prerequisite courses.

449 Innovative Strategies for Teaching Social Studies. (3) Designed to aid the prospective secondary social studies teacher in planning for differentiated instruction; providing for inquiry-based learning; using a variety of strategies that support comprehension of text, critical thinking, and problem solving; and analyzing student learning. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 303, EIS 305, SSED 439, and either ENG 366 or RDG 387; grade of C or better in all prerequisite courses.

495 Teaching with a Global Perspective. (3) (Global Issues) Develops the conceptual base for teaching the understanding of global connections including those dealing with social, environmental, economic, technological, and individual cultural dimensions. Field component required. A minimum grade of C is required of Teacher Education majors. Prerequisites: SSED 439 or 365; fully accepted into Teacher Education Program (TEP).

SPECIAL EDUCATION (SPED)

200 Introduction to Special Education. (3) Historical foundations of Special Education including litigation, legislation, models, theories, and philosophies. Introduction to professional ethics, conduct, and professional growth and reflection. A minimum grade of C is required of Teacher Education majors. Corequisite: SPED 280.

210 (Formerly SPED 310) The Exceptional Learner. (2) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. For non-majors only. A minimum grade of C is required of Teacher Education majors.

250 Language Development and Exceptional Individuals. (2) Normal language development from birth through age 21, children’s progression through language development stages at differing rates, and the effects of disabilities on language development. Course will include effects of cultural and linguistic diversity on language development. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 200.

280 Field Work in Special Education. (1, repeatable to 2) Educational experiences acquired in practical service situations. Repeatable in different settings with permission. Graded S/U only. Corequisite: SPED 200.

300 Characteristics of the Learner. (3) Development of cognitive, emotional, physical, social, and communication skills of students with disabilities. Practices that support the intellectual, social, and personal growth of all students. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 200.

320 Learning Environment. (3) Exploration of individual and group motivators and behavior management techniques. Strategies for creating learning environments that promote positive social interaction and active engagement in learning. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 200.

350 Collaborative Relationships and Transition. (3) Factors that promote effective communication and collaboration with individuals, parents, families, and school and community personnel. Elements of effective transition of students with disabilities across age span. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 300.

360 Health Issues of Special Needs Students. (2) Introduction to health issues of children with disabilities. Includes basic knowledge of common medical conditions, treatment, effects on physical, cognitive, emotional, social, and educational behaviors; basic skills for physical accommodation; and roles and responsibilities in identifying, assessing, and providing services. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 200 and 300, or permission of instructor.

370 Assessment. (4) Educational assessment processes and strategies to support instructional planning for students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 280, 320; ENG 180 and 280; fully accepted into the Teacher Education Program (TEP).

383 Field Work in Special Education. (1) Pre-student teaching clinical experiences in Special Education under supervision of a department instructor and a certified Special Education teacher. A minimum grade of C is required of Teacher Education majors.

390 Differentiating Instruction for Learners with Special Needs. (2) Introduces and provides practice in using various strategies, including Universal Design for Learning, collaboration, Response to Intervention, and Positive Behavior Interventions and Supports, to help general educators serve learners with special needs in their classrooms. Not open to Special Education majors. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 305 or equivalent, a reading/ literacy course, and a methods course in the major; grade of C or better in all prerequisite courses.

400 Planning for Instruction. (3) Instructional planning, design, and adaptations to support the learning of students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370.

405 Moderate to Severe Disabilities. (3) Assessment techniques and planning for the unique learning, social, behavioral, health, and transition needs of students with moderate to severe disabilities will be addressed. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370 with a grade of C or better.

415 Behavior Seminar. (2) Prepares teacher candidates to make data-driven decisions to proactively address and modify student behaviors across school settings. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370 with a grade of C or better. Corequisite: SPED 430 or 445.

417 Collaboration and Co-Teaching. (2) Factors and processes that promote effective communication and collaboration between school professionals, between the school and families, and school and community services are addressed. Theories and practice in models of co-teaching are included. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370; fully accepted into the Teacher Education Program (TEP).

420 Instructional Delivery—Pre-K–Elementary Level. (3) Instructional strategies to encourage inquiry, problem solving, and critical thinking. Best practices in providing access to general curriculum for Pre-K– Elementary students with disabilities through inclusion or modified curriculum. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 384; SPED 400, 460.

430 Fieldwork in Special Education: Elementary. (3) Clinical experiences in planning, implementation, and assessment of instruction with students with disabilities in the elementary grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 384; SPED 400, 460.

440 Instructional Delivery—Secondary Level. (3) Research-based practices to encourage critical thinking skills and access to the general curriculum for secondary students with disabilities. Transition planning and instruction for students with mild to moderate disabilities. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 420 and 430; or permission of instructor.

445 Fieldwork in Special Education: Secondary. (3) Clinical experiences in the planning, implementation, and assessment of instruction with students with disabilities in secondary settings. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 420 and 430; or permission of instructor.

460 Fieldwork in Special Education. (1) Experience in the planning, implementation, and assessment of developmentally appropriate instruction of students with disabilities in different settings. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 370.