Secondary Education: K-12 Special Education – Mild-Moderate Cross-Categorical Teacher Certification

Required Courses for the Secondary Education: K-12 Special Education Certification

Foundations for Teaching (15 credits)

Note: The student will select either EDU 500 Classroom/Behavior Management or EDU 529 Positive Behavioral Supports.

  • EDU 500

    Behavior Management Techniques

    3 credits

    This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. The student chooses one approach to classroom/behavior management to explore in depth. Topics and activities apply to all levels, regular and special education, from preschool through secondary.

  • EDU 529

    Enhancing Student Achievement through Positive Behavioral Supports

    3 credits

    This course focuses upon positive school climate and productive behavior of diverse students in inclusive, educational settings. A major component of this course is the study of research-validated practices that support classroom management and school-wide management procedures. A framework of effective behavior supports is applied that maximizes achievement and socialization for school-wide, classroom, and individualized programs. Emphasis is placed upon the teacher’s role in developing and sustaining student motivation, self-regulation, and resiliency. Importance of collaboration with colleagues, administration, family, and community will also be addressed.

  • EDU 541

    Frameworks for Learning

    3 credits

    This course deals with the application of psychological principles that promote the learning of individuals and groups. Knowledge from previous classes is built upon through an emphasis on the application of theories of learning into the classrooms, the importance of meeting individual differences in today’s diverse classrooms, incorporating classroom assessment into the learning process, and the implications for instruction, development, and design.

  • EDU 542

    The Teacher as Leader

    3 credits

    This course will examine the changing role of the teacher in contemporary schools.  Students will learn leadership skills and methods for impacting educational organizations. Students will be introduced to strategies for creating a climate for new ideas.

  • EDU 586

    Studies in Disability and Exceptionality

    This course is based on extensive study in areas of
    disability and society, disability and the media, and the
    civil rights quest of people with disabilities. Students will
    attend speaker forums of experts in disabilities, will be
    involved in meetings of a conference or organized
    advocacy group, and prepare their own presentations on
    appropriate topics to gain multiple perspectives of
    ability/disability and an understanding of exceptionality
    and disability culture.

  • EDU 597

    The Instructional Process

    3 hours

    This course, taken the last semester prior to student
    teaching/field experience, will build upon the previous
    work in the MAT program related to curriculum/
    instructional planning; understanding diverse learners and
    differentiating instruction; the use of technology, behavior
    management; reading strategies, etc. into a coherent
    method for planning, delivering and assessing instruction.
    Candidates will be provided instruction in the
    instructional processes and products needed to complete
    the culminating project for teacher certification.
    Candidates will be required to present a model unit plan
    which incorporates all factors of the instructional process
    and work with a classroom teacher at the appropriate level
    of certification to validate that model.

  • PSY 200

    Developmental Psychology

    3 credits

    A study of the nature of human development across the life span. The course covers the  physical, cognitive, and psychosocial development of the individual for each of the major  developmental periods: infancy, childhood, adolescence, and adulthood. The  psychosocial experience of aging and death is also examined.

Teaching Methods (29 credits)

  • BIO 370

    Methods of Teaching Science in Elementary/Early Childhood

    2 credits

    Application of principles of teaching science on the early childhood and elementary school level; examination of various approaches to presenting hands-on activities. Prerequisites: BIO 108; PHY 108.

  • CIS 103

    Microcomputer Applications in Education

    3 credits

    Provides an introduction to the uses of technology in an educational setting. Emphasis of the course will be on integrating technology with classroom instruction. Students will learn skills related to word processing, spreadsheets and presentations as well as to evolving internet-based technologies. Promoting life-long learning and an understanding of the legal and ethical use of computer/technology resources will be an integral part of the course.

  • EDU 245

    Language Arts Methods

    3 credits

    Exploration of instructional strategies for communication
    skills: listening, speaking, reading, and writing. An
    emphasis on developing creative strategies for oral and
    written language across the curriculum, with special
    attention to lesson planning for same. Prerequisite: EDU
    200 or EDU 531.

  • EDU 333

    Multi-sensory Methods for the Elementary Classroom

    2 credits

    This course will allow students to understand and develop
    strategies for addressing the wide diversity of learning
    styles which they will find in contemporary classrooms.
    Multiple intelligence theory will be introduced, to include
    best ways to meet the needs of students who might be
    artistically, musically, kinesthetically, or otherwise
    motivated. Other theories will be addressed as well in
    order to allow best practice in assisting all students to
    access knowledge, exhibit skills, and express behaviors.
    Prerequisites: EDU 200; EDU 201 or consent of
    instructor;.

  • EDU 355

    Analysis and Correction of Math Disabilities

    2 credits

    Provides techniques for the classroom teacher or the special educator in teaching students who have difficulty learning math through traditional methods. It will concentrate on the structure and accommodations necessary for students with disabilities and/or learning problems with emphasis on both individualized and regular classroom instruction. Prerequisites: EDU 200 or 201; MTH 102 (or equivalent); MTH 350.

  • EDU 373

    Educating toward a Global Perspective

    2 credits

    Prepares students for the social, political, and economic
    realities encountered in culturally diverse regions of the
    world. Students will have opportunities to formulate,
    apply, and evaluate appropriate teaching strategies for
    elementary and middle school classrooms. Prerequisites:
    EDU 200; EDU 263, junior status.

  • EDU 549

    Foundations of Reading Instruction

    3 hours

    Study of the foundations of reading pedagogy, practice,
    theory, and research. This graduate course addresses
    concepts of emerging literacy, comprehension of narrative
    and expository texts, use of literature and text media,
    interactions between reading and writing, development of
    vocabulary and decoding, classroom organization, and
    various forms of formal and informal assessment.

  • EDU 551

    Literature-Based Reading for Diverse Learners

    3 hours

    An exploration of quality, authentic books for young
    people from pre-kindergarten through the middle school
    years. Participants will explore a range of literature for
    young people and develop ways to adapt literature to the
    numerous cultures and customs found among students in
    school settings.

  • EDU 553

    Assessment and Teaching of Students with Reading Difficulties

    3 hours

    A review of tests and instruments such as cognitive
    achievement, informal, and affective are used to assess
    students with reading difficulties. A reading case report
    based on documented strengths and needs of a student
    with reading disabilities is developed. Analysis and
    remedial teaching processes to address those needs are
    practiced. Prerequisite: EDU 549.

  • FCS 119

    Essential Concepts for Health andFitness

    3 credits

    Introduction to health issues related to physical, psychological, and social well-being. The course allows students to learn and practice critical thinking skills important in the management of health and fitness.

  • MTH 350

    Methods of Teaching Mathematics inthe Early Childhood and Elementary School

    3 credits

    Methods for teaching the real number system, diagnostic mathematics and remedial methods, probability, statistics, geometry, metric system, algebra, applications of computer to mathematics education. Education certification majors only. Prerequisite: MTH 102 or (MTH 104 and MTH 106).

Specialty Courses (15 credits)

Note: The student will select either EDU 595 Counseling Techniques or EDU 596 Counseling and Collaborating with Diverse Populations.

 

  • CDS 105

    Speech and Language Development of the Normal and Exceptional Child

    3 credits

    A study of the development of speech and language in the
    normal and exceptional child with a consideration of
    factors that contribute to or impair development.
    Multicultural issues will be introduced.

  • EDU 505

    Introduction and Methods of Teaching Cross-Categorical Disabilities

    4 hours

    This course provides a basic understanding of the nature
    of disabilities to include learning disabilities, behavior
    disorder, intellectual disabilities and physical impairment
    and other health impairments. Similarities and
    differences of disability conditions will be addressed
    along with implications of working with various
    disabilities in cross-categorical settings. In addition, this
    course provides procedures and strategies for teaching
    students with cross-categorical disabilities.

  • EDU 520

    Transition/Career Education for Students with Disabilities

    3 credits

    This course assists teachers in understanding the tasks necessary to allow for a smooth transition of students with disabilities from the K-12 educational environment to the
    world of work or post-secondary vocational or academic education. Emphasis will be placed upon the collaboration of educators with other agencies that can assist in this
    effort.

  • EDU 592

    Assessment of Ability andAchievement

    3 hours

    Study of tests and measurements with emphasis on technical qualities, standardized and  classroom test construction, cognitive and affective assessment, legal and ethical issues. Includes analysis and practical experience with diagnostic contemporary instruments. Prerequisite: EDU 200.

  • EDU 595

    Counseling Techniques

    3 hours

    This course is designed to assist practitioners in working
    with exceptional students along with their parents and
    families. The effects of exceptionality upon individual
    and family dynamics are emphasized. Students are
    introduced to counseling techniques and a variety of
    professional communication skills.

  • EDU 596

    Counseling and Collaborating with Diverse Populations

    3 credits

    This course focuses on the educational professional’s ability to become an effective counselor, collaborator, and consultant in support of students whose differences may impact their social and/or academic performances. The participant develops understanding of the unique nature of children and the families and increases one’s repertoire of communication skills to support productive interactions. Models of collaboration and consultation are studied as they support effective communications with diverse populations. Areas of diversity emphasized are those of students and families with disabilities, those with language, ethnic and cultural differences, and those of low socio-economic status.

Clinical Experiences (13 credits)

  • EDU 531

    The Contemporary Classroom

    3 credits

    This course offers an intensive overview of the contemporary classroom. The student will  observe classrooms at the level of certification sought and reflect on those observations. Students will gain an understanding of the overall context of the classroom and its  relationship to the role of education in society. The course is calculated to assist post-BA students, aspiring to enter the teaching profession, to arrive at an informed decision regarding this career choice. Thirty (30) hours of observation are required in addition to class attendance. Background Check Required.

  • EDU 455

    Student Teaching in Mild-Moderate Cross-Categorical Special Education

    Minimum of eight weeks of full-day sessions in directed observation and teaching in classrooms for students with disabilities in a special education setting, to include conferences with cooperating teachers and college supervisors. Special Education candidates, pursuant to receipt of elementary certification, will also enroll for at least four credit hours (six weeks) of elementary experience. Students may earn additional credits for additional weeks in the classroom, with a limit of sixteen credits for the combined placements. Prerequisite: Admission to teacher certification candidacy. FA, SP
    Background Check Required EDU 456 Student Teaching at the Middle School Level* A minimum of twelve weeks of full-day sessions in directed observation and teaching in a middle school setting, to include conferences with principals, cooperating teachers, and college supervisors. Students may earn additional credits for additional weeks in the classroom, with a limit of 16 credits for the combined placements. Prerequisite: Admission to teacher certification candidacy. Background Check Required

Contact Us

Questions? Contact the Office of Graduate Admission and Professional Studies: (314) 863-2220 | gradstudies@fontbonne.edu