Undergraduate Catalog

Education

Director: Dr. Eric C. Sheffield
Office: Horrabin Hall 115
Telephone: (309) 298-1183; Fax: (309) 298-2222
E-mail: soedu@wiu.edu
Website: wiu.edu/coehs/education

Program Offerings and Locations:

  • Bachelor of Science in Education in Bilingual/English as a Second Language Education: Macomb, Quad Cities
  • Bachelor of Science in Education in Educational Studies: Macomb
  • Bachelor of Science in Education in Elementary Education: Macomb, Quad Cities (Elementary Education option only)
  • Bachelor of Science in Education in Middle Level Education: Macomb
  • Bachelor of Science in Education in Special Education: Macomb
  • Minor in Educational Studies: Macomb
  • Minor in Middle Level Literacy Teaching: Macomb
  • Minor in Teaching English to Speakers of Other Languages: Macomb, Quad Cities, Online

For student learning outcomes, please see wiu.edu/provost/learningoutcomes.

Faculty: Anderson, Barr, Birnbaum, Cheak, Cody, G. Daytner, K. Daytner, Delany- Barmann, Godwyll, Hasebe, Hyde, LaPrad, Lee, Logan, Mansfield, Montalvo, Paciotto, Rouse, Rockwood, Saddler, Sheffield, Sheng, Singh, Stevens, Stinnett, Szyjka, Wiseley, Witten, Wolff, Yager.

Pre-Service Teacher Education

The School of Education offers the professional education sequence of coursework required of Teacher Education candidates. The sequence includes EDS 202 “Multicultural and Social Foundations of Education,” EDS 301 “Cognition, Development, and Motivation in Academic Settings,” EDS 305 “Measurement and Assessment of Learning in Academic Settings,” EDS 306 “Learning and Development in the Adolescent Grades” (middle level), and EDS 401 “Educational Law and Policy.” Preservice field experiences for most secondary education programs are also provided by the School. Basic graduate support courses in history and philosophy of education, educational research, literacy, special education, educational administration, educational assessment, sociology of education, classroom management, and educational psychology are offered for students seeking teacher licensure at the post-baccalaureate level.

Bilingual/English as a Second Language Major (Bilingual Education Track, ESL Track)

Qualified bilingual/ESL teachers are in high demand throughout the state and nation. The School of Education offers an undergraduate major in Bilingual/English as a Second Language Education. Students select one track (Bilingual or ESL) while also completing the requirements for the elementary education licensure. Students will be granted state approval for the Bilingual Education endorsement and/or ESL endorsement through the Illinois State Board of Education. To complete the Bilingual Education track and endorsement, students will also be required to pass the state target language proficiency exam (Spanish).

Central advising for bilingual/ESL/elementary majors is maintained in Horrabin Hall 40. Secondary majors should consult with the secondary education advisor in Horrabin Hall 40, as well. For further information, contact Dr. Gloria Delany-Barmann, program coordinator, in the School of Education.

The School of Education offers five degree programs: the Bachelor of Science in Education with a major in Bilingual/English as a Second Language Education, the Bachelor of Science in Education with a major in Educational Studies, the Bachelor of Science in Education with a major in Elementary Education (with options in Elementary Education and Early Childhood Education), the Bachelor of Science in Education with a major in Middle Level Education, and the Bachelor of Science in Education with a major in Special Education. The primary purpose of the Elementary, Early Childhood, Middle Level Education, 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 Early Childhood Education option has two tracks from which a student can choose. One track leads to Professional Education Licensure to teach children; graduates are qualified to teach in birth to grade three programs and classrooms, preschool, and prekindergarten programs for children with special needs. The second track (nonlicensure/ ECH Gateway Credential) leads to the completion of Gateway credentials, rather than teaching licensure; graduates are qualified to teach children outside of a classroom, such as day care centers and pre-kindergarten programs.

The Educational Studies major is a non-licensure program designed for students who want to work in education-related fields but seek careers in non-school settings. These settings include corporate training programs, education-related businesses, government agencies, research organizations, adult learning programs, nonprofit organizations, prisons, libraries, museums, religious organizations, private recreational settings, international teaching programs, social and behavioral sciences, mental health facilities, residential centers for senior citizens or individuals with disabilities, and educational-related publishing houses. Upon graduation, students will have a versatile degree which positions them for a variety of education-focused career paths working with children, youth, and adults.

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 School are encouraged to complete an honors curriculum in University Honors, Honors in the Major, or General Honors. All Honors students must complete the one-hour honors colloquium (G H 299). General Honors includes General Honors coursework. Honors in the Major includes honors work in the major. University Honors combines Honors in the Major and General Honors. View more information about honors curricula 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; EDS 202; LLA 313; MATH 260; PETE 360; 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; EDS 202; IDT 278; LLA 313; MATH 260; PETE 360; 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—Bilingual/English as a Second Language Education

All students seeking the Bachelor of Science in Education with a major in Bilingual/ English as a Second Language Education must complete I, II, and III.A or III.B below, and the foreign language/global issues requirement for the major#. All students will complete the requirements for the Elementary Education licensure in addition to completing the Bilingual and/or the ESL endorsement. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.* In addition to completing their Bilingual/ESL endorsement, students will also complete licensure requirements for Elementary Education.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement 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. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Curriculum: 46 s.h.
    (including ECON 100, 231, or 232; GEOG 110; HIST 105 or 106; POLS 122; STAT 171; an Art, Music, or Theatre course; 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: 15 s.h.
    EDS 427, 435, 453, 457, 458
  3. Tracks (Select A or B) : 12–15 s.h.
    1. Bilingual Education Track
      1. EDS 430: 3 s.h.
      2. Required Study Abroad with minimum of 12 s.h. University credit
        EDS 361 or Study Abroad courses that substitute for coursework required for the major. These courses will depend upon university setting.
        Note: If the student can pass the Target Language Proficiency Exam while in junior-level standing, the student may opt out of .the Study Abroad requirement.
      3. Foreign Language (select a or b): 9 s.h.
        1. Spanish
          SPAN 325 or 326; SPAN 320, 327, or 401; SPAN 449
        2. Other State-Approved Language
          Select 9 s.h. in 300- or 400-level coursework in chosen language
    2. English as a Second Language Track
      1. EDS 440, 447; ENG 471; F L/EDUC 439: 12 s.h.
      2. Required Study Abroad (as outlined in Bilingual Education track, III.A.2) or SSED 495: 3 s.h.
  4. Additional Licensure Requirements
    1. Additional Bilingual Field Experience: EDS 303: 2 s.h.
    2. Additional Elementary Education Licensure Requirements: 35 s.h.
      C&I 470 (3); PETE 360; SPED 210, 390; MATH 260, 364; RDG 383†, 384†, 433; SCED 364, 464; SSED 365
    3. Pre-Professional Education: EDS 301, 305, 401: 7 s.h.
    4. Student Teaching (16 weeks): 12 s.h.

# The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement [see Foreign Language/Global Issues Requirement; 2) a General Education global issues course; 3) any major’s discipline-specific global issues course; or 4) an approved Study Abroad program.

* Because the student will be qualifying for both a license and endorsement, and meeting the requirements of two state-approved programs, the total will exceed 120 s.h.

† RDG 383 and RDG 384 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement.

Bachelor of Science in Education—Educational Studies

All students seeking the B.S.Ed. in Educational Studies must complete I, II, III, IV, and V below, and the foreign language/global issues requirement for the major. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.

  1. University General Education Curriculum: 43 s.h.
  2. Core Courses: 33 s.h.
    EDS 100, 201, 204, 310, 311, 405, 440, 490; ENG 381†
  3. Directed Electives: 15 s.h.
    Select 15 s.h. from the following courses: HS 400; MGT 349; MKTG 327; RPTA 235, 367, 370, 424; SPED 210
  4. Any Approved Minor: 16 s.h.
  5. Open Electives: 13 s.h.

# The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement [see Foreign Language/Global Issues Requirement]; 2) a General Education global issues course; 3) any major’s discipline-specific global issues course; or 4) an approved Study Abroad program.

† ENG 381 fulfills the Writing Instruction in the Disciplines (WID) graduation requirement.

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. Students in the Licensure track of the Early Childhood Education option will complete student teaching; students in the Non-Licensure track will complete an internship instead of student teaching. 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 rule, all candidates seeking a Professional Education License or endorsement 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. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  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: 14 s.h.
    C&I 110; EDS 202; MATH 260; RDG 383†; SPED 210
  3. Options of Study (select A or B)
    1. Elementary Education
      Additional Licensure/Accreditation Requirements: 60 s.h.
      C&I 170 (1 s.h.), 270 (1 s.h.), 370 (1 s.h.), 371 (1 s.h.), 470 (4 s.h.); EDS 301, 305, 401, 428; ELED 410; LLA 313; MATH 364; PETE 360; RDG 384†, 433; SCED 364, 464; SPED 390; SSED 365, 495; Student Teaching (12 s.h.)
    2. Early Childhood Education
      1. Additional Licensure/Accreditation Requirements: 50 s.h.
        ECH 271, 273, 276, 277, 354, 355, 356, 357, 359, 380 (1 s.h.), 381 (1 s.h.), 480; LLA 311; MATH 362; NUTR 203; RDG 382†, 432; SCED 352; SPED 250, 392; SSED 354
      2. Select one of the following:
        1. Licensure
          ECH 410; STCH 459 (12): 12 s.h.
        2. Non-Licensure
          ECH 481: 10–12 s.h.

# The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement [see Foreign Language/Global Issues 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—Middle Level Education

All students seeking the Bachelor of Science in Education in Middle Level Education must complete I, II, and III below, and the foreign language/global issues requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement 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. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Curriculum: 43 s.h.
    (To include ECON 100*, 231*, or 232*; GEOG 110*; HIST 105* or 106*; POLS 122*; STAT 171*; 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: 48 s.h.
    C&I 110, 170, 270, 370, 403, 470; EDS 202, 305, 306, 401, 428; RDG 384†, 388; SPED 210, 390; STCH 462
  3. Emphases: 29 s.h.
    Choose one of the following emphases:
    1. Literacy Endorsement Emphasis
      1. Students may elect to take one of the following instead of GEOG 110 (no additional s.h.; see I. University General Education Curriculum): ENG/WS 301; ENG 348; ENG 358: 0 s.h.
      2. One of the following: ENG 200, 201, 202, 206; BC&J/ENG 290: 3 s.h.
      3. Minor in Middle Level Literacy Teaching: 24 s.h.
      4. Open Electives: 2 s.h.
    2. Mathematics Endorsement Emphasis
      1. Minor in Middle Level Mathematics Teaching: 24 s.h.
      2. Open Electives: 5 s.h.
    3. Science Endorsement Emphasis
      1. Directed General Education courses (see I. University General Education Curriculum)
        1. BIOL/GEOL 181*: 4 s.h.
        2. GEOG/PHYS 182*: 4 s.h.
      2. Minor in Middle Level Science Teaching: 24 s.h.
      3. Open Electives: 2 s.h.
    4. Social Studies Endorsement Emphasis
      1. ANTH 110*: 3 s.h.
      2. HIST 105* or 106*: 3 s.h.
        Note: Students must take the course not used to satisfy requirements in I. University General Education Curriculum)
      3. Minor in Middle Level Social Studies Teaching: 24 s.h.
      4. Open Electives: 2 s.h.

# The foreign language/global issues graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement [see Foreign Language/Global Issues Requirement; 2) a General Education global issues course; 3) ENG 358 [Literary Endorsement emphasis]; or 4) ANTH 110 [Social Studies Endorsement emphasis].

* Course may count as part of the 43 semester hours of University General Education Curriculum.

† RDG 384 fulfills the Writing Instruction in the Disciplines (WID) graduation requirement.

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 rule, all candidates seeking a Professional Education License or endorsement 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. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Curriculum: 43 s.h.
    (including a Biological and a Physical Science—one of which must be a lab, GEOG 110, HIST 105 or 106, POLS 122, STAT 171)
  2. Core Courses: 37 s.h.
    SPED 200, 250, 280, 300, 320, 360, 370†, 400†, 405, 410, 415, 417, 420, 430, 460
  3. Content Requirements: 23 s.h.
    MATH 260, 364; RDG 383, 384, 433; SCED 364; SSED 365
  4. Professional Education: 20 s.h.
    1. EDS 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) a designated foreign language requirement [see Foreign Language/Global Issues 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.

Minors

Minor in Educational Studies: 18 s.h.
  1. EDS 100, 201, 204, 310: 12 s.h.
  2. Directed Electives: 6 s.h.
    1. Select 3 s.h. from the following courses:
      EDS 311, 405, 440
    2. Select 3 s.h. from the following courses:
      ENG 381; HS 400; MGT 349; MKTG 327; RPTA 235, 270, 367, 424; SPED 210
Minor in Middle Level Literacy Teaching: 24 s.h.
  1. ENG 299, 433; RDG 433, 434; LLA 367: 15 s.h.
  2. Directed Electives: 9 s.h.
    1. ENG 303 or RDG 467
    2. Six additional course hours (any combination) from English (ENG) in either Forms or Social Justice major categories, Bilingual/English as a Second Language Education, or Reading (RDG)

Note: This minor is offered in conjunction with the major in Middle Level Education. By itself, this minor will not be sufficient for education endorsement purposes.

Minor in Teaching English to Speakers of Other Languages (TESOL): 18 s.h.
  1. EDS 427, 435, 457, 458: 12 s.h.
  2. Select two courses from EDS 440, 447, 453: 6 s.h.

Course Descriptions

CURRICULUM AND INSTRUCTION (C&I)

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 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: C&I 110. Graded S/U only.

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 110 and 170. Graded S/U only.

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 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 110, 170, 270, 370; departmental permission; fully accepted into Teacher Education Program (TEP). Graded S/U only.

403 Middle Level Education. (3) The middle school concept will be examined from multiple perspectives relative to the role of the teacher. Topics include advisory, thematic instruction across core content areas, exploratories, and instructional considerations for social, cognitive, and psychosocial development of adolescent students. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301 or 306; fully accepted into Teacher Education Program (TEP); restricted departmental permission.

445 (Formerly ELED 445) Honors Seminar. (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.

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 Introduction to Early Childhood Education. (3) An overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and basic values in the field. Considerations for diversity of culture, language, race, social-economic status, gender, ethnicity, and ability will be included. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

273 Young Child Growth and Development. (3) A foundation course in theory and principles of the developmental continuum pre-natal through age 8, including an in-depth study of physical, social/ emotional, cognitive, language, and aesthetic development; an exploration of child development within a socio-cultural context. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission. IAI: ECE 912.

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 Parent/Community Involvement. (2) 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.

277 Observation and Assessment in Early Childhood Education. (3) Intensive examination of informal, formal, developmentally appropriate assessment strategies for young children, birth through age 8, to identify and meet individual children’s needs, including children in need of specialized services, plan curriculum, and communicate with parents, through administration practices. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or 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.

354 (Formerly ECH 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). Corequisites: ECH 355 and 380.

355 Planning and Environment for the Pre-Primary Child. (2–3) This course focuses on the principles and practices of classroom design, scheduling, material selection, the concept and application of integration of all content areas into a cohesive curriculum, and program evaluation in pre-primary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisites: ECH 354 and 380.

356 Planning and Environment for the Primary Child. (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, 355; fully accepted into Teacher Education Program (TEP).

357 Strategies to Support Social/Emotional Growth in Young Children. (2) 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).

359 Art and Movement for Children Ages 2–8 Years Old. (2) Focuses on planning for four areas of art (visual arts, drama, music, and dance/kinesthetic) and physical education/activity for children ages 2–8, incorporating how culture influences the arts, importance of environment, and adaptations to include all children. A minimum grade of C- is required of Teacher Education majors. Prerequisite: 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, departmental permission, fully accepted into Teacher Education Program (TEP). Corequisites: ECH 354 and 355. 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, 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. (4) Clinical experience in pre-primary early childhood classrooms. Students work closely with mentor teachers in planning, implementing, and assessing instruction in all curricular areas. Student will complete a practice edTPA. Transportation not furnished. Prerequisites: ECH 271, 273, 380, 381, departmental permission, fully accepted into Teacher Education Program (TEP). Graded S/U only.

481 Early Childhood Internship. (10–12) A culminating, 14-week, center-based clinical experience in the student’s major area(s) of specialization under the supervision of a department faculty member and a senior teaching professional. Transportation not furnished. Prerequisites: ECH 271, 273, 277, 354, 355, and 380. 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.

EDUCATIONAL STUDIES (EDS) Formerly EDUCATIONAL AND INTERDISCIPLINARY STUDIES (EIS)

Courses transferred to Western Illinois University from other institutions need to be evaluated for equivalency. Evaluation forms are available in Horrabin Hall 99. Courses from two-year institutions are not accepted as satisfying 300/400 level courses.

100 Introduction to Educational Studies. (3) Introduction to out-of-school education settings. Students explore learning spaces like zoos/museums, early childhood centers, team sports, and nonprofit organizations, and how teaching and learning occurs in informal settings. Identification of career paths for educators outside the classroom.

121 (Formerly FCS 121) Introduction to Life Span Development. (3) (General Education/Human Well-Being) Growth and development of the individual throughout the life span and family life cycle within the context of the family and community.

201 Educational Psychology—Human Growth and Development. (3) Explores human growth and development from conception through adulthood, emphasizes relationship of developmental characteristics and experiences to the teaching/learning process. Field experiences are required. Prerequisite: EDS 100.

202 (Formerly EIS 202) Multicultural and Social Foundations of Education. (3) A study of the social, linguistic, and cultural factors that affect the educational experiences, practices, and environments in America. This course broadens students’ understanding of the diverse pluralistic nature of the contexts that either enhance or negate one’s educational experience. Field experience—10 hours required. A grade of C- or above must be earned for teacher licensure.

204 Diversity Issues in Educational Studies. (3) Surveys cultural and socioeconomic diversity issues in informal learning environments, including demographic change, access and equity concerns, stereotype threat, socialization to learning, and other relevant topics. Prerequisite: EDS 100.

301 (Formerly EIS 301) Cognition, Development, and Motivation in Academic Settings. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development. A grade of C- or above must be achieved in EDS 301 for teacher licensure. Prerequisite: A grade of C- or above in EDS 202, the equivalent transfer course, or junior standing.

303 (Formerly EIS 303) Classroom Management and Field Work in Academic Settings. (2–3) Introduction to understanding and analyzing the learning environment as it relates to classroom and behavior management. Students will participate in supervised practicum in off-campus educational settings (public, private, or title programs) as part of professional preparation in Teacher Education. C- grade or above is required. Transportation not provided. Prerequisite: 2.50 cumulative and major GPAs; EDS 301 with a grade of C- or better; and admission to Teacher Education Program prior to enrolling in EDS 303. (See EDS 301 above for additional prerequisites.)

304 (Formerly EIS 304) Field Work in Educational and Interdisciplinary Studies. (1, repeatable to 2) The second supervised practicum in off-campus PK–12 educational settings as part of professional preparation in Teacher Education. C- grade or above is required. Transportation not provided. Prerequisites: Full acceptance into the Teacher Education Program (TEP) and must have completed EDS 303 with a grade of C- or better. Candidates are required to have already completed a methods course or be concurrently enrolled in a methods course at the time of enrollment in EDS 304.

305 (Formerly EIS 305) Measurement and Assessment of Learning in Academic Settings. (2) An introduction to the language and principles of assessment, measurement theory, and assessmentrelated issues (reliability, validity, etc.) within education grounded in a cognitive theoretical framework that views assessment as the integration of observation, interpretation, and cognition. A grade of C- or above must be achieved in EDS 305 for teacher licensure. Prerequisites: C- or better in EDS 202, EDS 301, and SPED 210.

306 (Formerly EIS 306) Learning and Development in the Adolescent Grades. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to the adolescent’s experience in academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development in the context of adolescence. A grade of C- or above must be achieved in EDS 306 for teacher licensure. Prerequisites: C- or better in EDS 202 and SPED 210.

310 Learning, Cognition, and Motivation in Educational Settings. (3) An introduction to the state of knowledge in contemporary educational psychology. Topics include contemporary perspectives on learning, cognition, human motivation, instructional planning, and instructional strategies. Prerequisite: EDS 100.

311 Assessment and Evaluation in Educational Settings. (3) An introduction to the language and principles of assessment, program evaluation, and research methodology within education. Emphasis placed on identifying, gathering, and interpreting meaningful sources of information/data for effective decision-making in educational settings. Prerequisite: EDS 100.

321 (Formerly FCS 321) Preparation for Marriage and Family. (3) Study of factors associated with marital happiness and success including mate selection, changing roles in marriage through the life cycle, and adjustment to conflicts.

361 (Formerly EIS 361) Field Study Abroad. (1–12) Field study project in international setting. The student submits a written report and fulfills other requirements set up by the instructor. Prerequisite: Bilingual/English as a Second Language Education major.

401 (Formerly EIS 401) Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. A grade of C- or above must be earned for Teacher Education. Prerequisite: full acceptance into Teacher Education Program (TEP); a grade of C- or better in EDS 301.

405 (Formerly EIS 405) Designing/Managing Learning Environments. (3) Examines the elements that foster an effective learning environment. Emphasis is placed on strategies that promote student engagement and a sense of community in educational settings. Prerequisites: prior or concurrent pre-student teaching instructional field experience, concurrent student teaching, or permission from the instructor.

427 (Formerly EIS 427) Foundations of Education for Culturally and Linguistically Diverse Populations. (3) An introduction to the historical, political, social, and educational issues that have contributed to policy regarding public school services for language minority populations. Clinical experience of 15 hours required.

428 (Formerly EIS 428) English Language Learners and Bilingualism: Theory, Policy, and Practice. (3) (Global Issues) This course supports current and future educators in constructing a foundation of the critical elements in the education of ELLs that include: second language acquisition, culture and diversity, policies and law, ELL family involvement, language development standards, advocacy, and assessment. Prerequisite: EDS 202 or permission of instructor; clinical experience of 15 hours.

430 (Formerly EIS 430) Methods and Materials for Teaching in Bilingual Programs. (3) Acquaints students with methodology and materials, with instruction in the preparation of audio and visual teaching aids, lesson plans, behavioral objectives, and the inquiry teaching methods for the bilingual/ESL classroom. Portion of content presented in Spanish. Clinical experience—15 hours required. A grade of C- or higher must be earned for Teacher Education.

435 (Formerly EIS 435) Cultural Studies of Second Language Learners in the Classroom. (3) The study of historical and contemporary social and cultural issues affecting selected ethnic groups, with particular emphasis on the impact of culture, learning, and schooling on second language learners in U.S. schools. Clinical experience—15 hours required.

440 (Formerly EIS 440) Sociolinguistics. (3) Exploration of foundational work in the field of sociolinguistics and current issues in the field. This course will emphasize the culture-language interface at the level of social relationships with special emphasis on educational settings. Prerequisite: ANTH 110 or EDS 202 or equivalent; clinical experience of 15 hours.

447 (Formerly EIS 447) Teaching of Listening, Speaking, and Pronunciation to English Language Learners. (3) Students examine the articulation of English sounds, the rules that govern their use in speech, and explore ways of applying this knowledge to the teaching of pronunciation. Additional emphasis will be on teaching listening/speaking strategies in the TESOL environment. Prerequisite: EDS 458.

453 (Formerly EIS 453) Assessment of Bilingual and ESL Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing; multicultural, bilingual, ESL, language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of intelligence testing; assessment in classroom. Clinical experience of 20 hours required.

457 (Formerly EIS 457) Methods and Materials of Teaching English Language Learners. (3) Analysis of language learning processes of bilingual children. The appropriate order for learning basic skills in two languages will be discussed and techniques of teaching English as a second language will be introduced and practiced. Clinical experience—15 hours required. A grade of C- or higher must be earned for Teacher Education.

458 (Formerly EIS 458) Linguistics for the Teacher of English Language Learners. (3) The study of linguistics applied to teaching limited-English-speaking students. Includes English and non-English phonology, syntax, analysis, and application of linguistic theory. Clinical experience—20 hours required.

490 Educational Studies Internship. (9–12) Field experience provides for practical application of knowledge and theory in an approved setting that provides learning experiences/programs as part of their mission. Supervised work will focus on the educational aspects of the work of the facility or organization. Prerequisites: junior or senior status, majoring in Educational Studies, all Core courses completed with an average of at least C (2.00) with no course below C- (1.67), and approval of departmental committee and internship coordinator.

499 (Formerly EIS 499) Special Problems in Education. (1–4, repeatable with no maximum) An independent study of a theoretical or applied problem in education. An opportunity for the undergraduate to broaden understanding and skills in the profession through research and experience.

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.

LITERATURE LANGUAGE ARTS (LLA)

311 Literature for Young Children. (2) A survey of literature for children birth through grade two. Selecting books in various genres through critical analysis and evaluation is emphasized. A minimum grade of C- is required of Teacher Education majors. Prerequisite: fully accepted into the Teacher Education Program (TEP).

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. (2) Focuses on both methods and content for fostering and assessing literacy development in children from birth through the preschool years in a variety of settings. The course will address the diverse needs of preschool children through differentiation. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisite: LLA 311.

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/English as a Second Language, or Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 210 and EDS 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. (2) 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, K–8th Grade. (3) A course emphasizing group and individual identification and instructional procedures for corrective reading in primary-aged, elementary grades, and middle level. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301, LLA 313, RDG 383, and either RDG 384 or RDG 584*, or departmental approval; fully accepted into Teacher Education Program (TEP). (* If taking RDG 433G.)

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; fully accepted into the Teacher Education Program (TEP).

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; fully accepted into the Teacher Education Program (TEP).

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 PreK through second grade. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271 and 273; 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).

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 PreK through second grade. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271 and 273; 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 Methods of Teaching Middle Level and High School Social Studies. (3) Designed to aid the prospective middle and high school 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 EDS 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: EDS 303, EDS 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 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 or 210.

280 Field Work in Special Education. (1, repeatable to 2) Educational experiences acquired in practical service situations. Repeatable in different settings with permission. Corequisite: SPED 200. Graded S/U only. 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. IAI: ECE 913.

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.

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).

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: EDS 305 or equivalent, a reading/ literacy course, and a methods course in the major; grade of C- or better in all prerequisite courses.

392 Strategies and Procedures for Exceptional Children Ages Birth to Five. (2) Focuses on the use of co-teaching models and assistive technology as well as writing plans to best serve all children, age birth to five. Collaboration between educational fields (special education and early childhood education) will be addressed. Not open to Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 354, 355; SPED 210; fully accepted into Teacher Education Program (TEP).

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.

410 Senior Seminar in Special Education. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Graded S/U only. Prerequisites: SPED 420 and 430; fully accepted into the Teacher Education Program (TEP). Corequisite: STCH 430 or 431.

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 in Special Education— Pre-K–12. (4) Research-based instructional practices to encourage inquiry, problem-solving, and critical thinking. Best practices in providing access to general curriculum for Pre-K–12 students with disabilities through inclusion, modified instruction, and transition planning for students with disabilities. A minimum grade of C- is required of Teacher Education majors. Prerequisites: RDG 384; SPED 400, 460.

430 Fieldwork in Special Education: Pre-K–12. (4) Clinical experience in planning, implementation, and assessment of instruction with students with disabilities in elementary and secondary settings. 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.