UNDERGRADUATE PROGRAMS:

• Early Childhood Education
• Elementary Education
• Secondary Education
• B.A. with a major in Early Childhood Education

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Secondary Education

• Admission to Teacher Education
• Admission to Clinical Practice
• Illinois Certification Testing System Requirement
• Bachelor of Arts in Early Childhood Education
  • General Education Competencies
  • Professional Education Requirements
• Required Courses
  • Suggested Sequence of Courses
• Elementary Education Program
  • General Education Competencies
  • Area of Undergraduate Competence General Education Courses
  • Professional Education Requirements
  • Required Courses
  • Suggested Sequence of Courses
• Secondary Education Program
  • General Studies
  • Content Studies
  • Pedagogical and Professional Studies
  • Integrative Studies
  • Professional Education Requirements
  • Required Courses
    • Suggested Sequence of Course
• Major Requirements and Endorsements
• Special Certificate (Grades K-12) in Art
• Combined BA/MEd or BS/MEd
• Combined BA/MS SPED or BS/MS SPED Program with Special Education Certification (LBSI)
• Program of Studies
• Courses
  • Education
  • Early Childhood Education Courses
  • Elementary and Secondary Education Courses
  • Special Education Courses

The School of Education offers a major in early childhood education and undergraduate programs in elementary education and secondary education, with an option
for choosing a five year combined bachelor´s and master´s program in special education or early childhood education. These programs are committed to the values of
scholarship, leadership and service. University courses and early field experiences at school sites provide opportunities designed to enable the undergraduate candidate
to acquire the requisite knowledge, skills and dispositions necessary for effective teaching in today´s diverse classrooms.

All undergraduate programs meet the certification requirements of the Illinois State Board of Education. Candidates who plan to teach in other states should consult the certification requirements for those states and should elect courses within their undergraduate program that meet the special requirement of those states. Requirements, regulations and procedures outlined in this bulletin govern teacher certification programs at Dominican University. Candidates wishing to work toward teacher certification should study this bulletin and consult with advisors from the School of Education early in their college careers.

The early childhood teacher education program has three basic elements: (1) general education competency studies that ensure candidates have completed general studies courses and experiences in the liberal arts and sciences and have developed theoretical and practical knowledge; (2) professional and pedagogical studies that
ensure candidates acquire and apply the professional and pedagogical knowledge and skills to become competent to work with all students; (3) integrative studies that ensure candidates learn to integrate general knowledge, academic content and professional knowledge to create excellent learning experiences for all children.

The undergraduate elementary and secondary teacher education programs have four basic elements: (1) general education competency studies that ensure candidates have completed general studies courses and experiences in the liberal arts and sciences and have developed theoretical and practical knowledge; (2) an academic major
selected from one of the university´s departments that ensures that candidates attain competence in the academic content which they plan to teach; (3) professional
and pedagogical studies that ensure candidates acquire and apply the professional and pedagogical knowledge and skills to become competent to work with all students; (4) integrative studies that ensure candidates learn to integrate general knowledge, academic content and professional knowledge to create excellent learning experiences for all children and young people.

Dominican University offers a major in early childhood education at the undergraduate level. The university does not offer an elementary or secondary education major for undergraduate students. These students should choose a major of study from those offered to prepare for teaching in elementary or secondary education.

Admission to Teacher Education

Because the educational background of students entering the certification program differs, some students may need to have an extra semester to complete all requirements. Undergraduate students may enter the certification programs by transferring specific credits from a two-year or four-year approved institution. Transfer students are urged to pass the Illinois Test of Basic Skills prior to coming to Dominican University.

Students who meet the prescribed standard admissions requirements for Dominican University may enter the teacher education program. The student´s first step toward pursuing teacher certification through Dominican is to enroll in Education 200 Foundations of Education. Students may enroll in one professional education course the semester following Education 200 without having been admitted to the teacher education program.

Admission to the teacher education program requires
a grade of ´C´ or better in Education 200, a passing grade on the Illinois Test of Basic Skills and an overall grade point average of 2.50. Students must file a formal application seeking admission to the teacher education program after the above criteria have been met. Specific requirements for application to the program should be
sought from the appropriate program director. The faculty´s acceptance of this application brings the student into teacher education candidacy.

Candidates are expected to pass all professional education courses with a grade of ´C´ or higher, or the course must be repeated.

Admission to Clinical Practice

Admission to clinical practice is determined on the basis of the candidate´s written application and other records as measured against criteria established by the
Dominican University Teacher Education Committee. The current standards are: (1) a grade point average of 2.75 in the major and a 2.75 overall; (2) two faculty recommendations; (3) a completed application; (4) adequate language skills for teaching; (5) evidence of good character; and (6) documentation of 100 clock hours of field experience completed.

Candidates in clinical practice may not hold a job or enroll in other courses.

Illinois Certification Testing System Requirement

Students seeking admission to the teacher education program must pass the Illinois Certification System´s Test of Basic Skills. Before beginning clinical practice, candidates must pass the content area test in which they seek certification. Candidates must also pass the Assessment of Professional Knowledge Test (APT) before applying for certification.

Tests will be administered six times a year and at no fewer than six sites each time at locations throughout the state. All tests will be administered on Saturdays. Special
arrangements will be made to accommodate persons whose religious convictions prohibit their taking tests on the regularly scheduled test administration date.

Registration materials and information about the tests are available from the Dominican University School of Education office (Lewis Hall, room 234) or from the State
Board of Education, 100 North First Street, Springfield, IL 62777-0001 or from www.icts.nesinc.com.

Bachelor of Arts in Early Childhood Education

The Bachelor of Arts degree in early childhood education is designed to prepare candidates for teaching careers in birth through third grade classrooms, with state certification in early childhood education (Type 04) with an approval for early childhood/special education and for graduate study in early childhood education.

General Education Competencies

Candidates seeking early childhood state certification are required to complete Dominican University´s core curriculum, as well as demonstrate competency in physical science and speech/oral communication. In addition, a field of study consisting of 18 semester hours is required in one of the following areas: art, English, psychology,
sociology or theatre. All of these requirements must be completed with the passing grade of ´C´ or better.

Professional Education Requirements

Dominican requires early field experiences equivalent to 100 clock-hours. These experiences must be completed in an early childhood setting (birth through third grade) that includes students of diverse ethnic, racial and cultural backgrounds and students with exceptionalities.

Required Courses

• Early Childhood Education 200, 300, 301, 303, 381, 382, 384, 386, 430, 494, 495
• Special Education 322 & 356
• Courses taken prior to 1999 are accepted only with special permission from the faculty of the School of Education.

Suggested Sequence of Courses

Year	Semester	Course	Field Experience Hours
Freshman	Fall	ECED 200	10
	Spring	ECED 301	10
Sophomore	Fall	ECED 300 ECED 303	20
	Spring	ECED 386
Junior	Fall	ECED 382 ECED 430 ECED 322	20
	Spring	ECED 381 ECED 384 ECED 356	20 20
Senior	Fall	ECED 494 ECED 495

Elementary Education Program

A student may elect a major in American studies, mathematics, science, humanities or social science, but not communication arts, and prepare for elementary teaching. Major must be in a teachable field for elementary certificate with middle school endorsement.

General Education Competencies

Candidates for elementary certification must meet the Dominican University core curriculum requirements. These will address the NCATE general education competencies with the addition of one course each in the biological and physical sciences. One of these science courses must include a lab. All of these requirements must be completed with the passing grade of ´C´ or better.

Area of Undergraduate Competence General Education Courses

• English Composition: one three or four credit course
• Mathematics: one three or four credit course (Mathematics 130 or above)
• History: One three or four credit course or related seminar
• Philosophy: One three or four credit course or related seminar
• Social Science: One three or four credit course or related seminar
• Science: One three or four credit course in each biological and physical science (one must have a lab)
• Humanities: One three or four credit course or related seminar
• Multicultural /Global: One three or four credit course or perspectives related seminar

Professional Education Requirements

Dominican requires early field experiences equivalent to 100 clock-hours. These experiences must be completed in a variety of school settings providing the prospective teacher with an exposure to different grade levels, teaching styles and subject areas, as well as students of diverse ethnic, racial and cultural backgrounds and students with exceptionalities.

Required Courses

• Education 200, 310, 320, 353, 360,369, 386, 461, 490, 495, and Special Education 322 and 356
• Education 455 is recommended but not required.
• Theology 385 Teaching Religion: Theory and Practice is recommended but not required for students preparing to teach in Catholic elementary schools.
• Education 310, 353, 360, 369, 386, 461, 490, 495
• Special Education 322 and 356 must be taken at Dominican.
• Courses taken prior to 1999 are accepted only with special permission from the School of Education faculty. All professional education requirements must be fulfilled prior to clinical practice. The grading scale for all courses except Education 490 Clinical Practice-Elementary Seminar is A-F. Clinical Practice-Elementary is graded on a pass/fail scale.

Suggested Sequence of Courses

Year	Semester	Course	Field Experience Hours
Freshman	Fall	Education 200	10
	Spring	Education 310 or 312
Sophomore	Fall	Education 320 Education 360	15 20
	Spring	Education 461 Education 386	15
Junior	Fall	Special Education 322 Education 353	20
	Spring	Special Education 356 Education 369	20
Senior	Fall	Education 490 Education 495

Secondary Education Program

The secondary education program has changed in response to state mandates. The changes noted in this bulletin take effect in September 2004. Candidates mid-way through the program should consult with the secondary education advisor for appropriate accommodations to the new requirements.

Dominican has Illinois state-approved teacher preparation programs in the following areas only: art, biology, chemistry, English, French, Italian, mathematics, social science and Spanish.

Teacher preparation for secondary certification requires coursework in four specific areas.

1. General Studies

   The foundation requirements and core curriculum requirements of the university meet this requirement. All of these requirements must be completed with the passing grade of ´C´ or better.

2. Content Studies

   An academic major in the academic disciplines named above.

3. Pedagogical and Professional Studies

   Foundation courses and accompanying field experiences introduce the candidate to the professional world of education.

4. Integrative Studies

   Candidates apply educational theory to course work during the junior and senior years by focusing on clinical practice in middle and secondary schools through courses in special education, methods of teaching in a discipline and clinical practice.

Professional Education Requirements

Dominican requires early field experiences equivalent to 100 clock-hours. These experiences must be completed in a variety of school settings, providing the prospective
teacher with an exposure to different grade levels, teaching styles and subject areas, as well as students of diverse ethnic, racial and cultural backgrounds and students with exceptionalities.

Required Courses

• Education 200, 310, 315, 320, 353, 386, 400-406, 491, 496
• Special Education 322 and 356
• Courses taken prior to 1999 are accepted only with special permission from the School of Education faculty. All professional education requirements must be fulfilled prior to clinical practice. The grading scale for all courses except Education 491 Senior Seminar-Secondary is A-F. Education 496 Clinical Practice-Secondary is graded on a pass/fail scale.

Suggested Sequence of Courses

Year	Semester	Course	Field Experience Hours
Freshman	Fall	Education 200	10
	Spring	Education 310
Sophomore	Fall	Education 353 Education 320	20
	Spring	Education 386 Education 315	15
Junior	Fall	Special Education 322	20
	Spring	Special Education 356 Education 400-406	35
Senior	Fall	Education 491 Education 496

Major Requirements and Endorsements

The State of Illinois requires 32 semester hours in a given field to teach a major. Information regarding endorsements or approvals on your certificate may be obtained
from your education advisor or the registrar.

Special Certificate (Grades K-12) in Art

A program for Special Certificate (grades K-12) is available for art majors. Instructional strategies and clinical practice on both the elementary and secondary levels are
required for this certificate. Otherwise, all requirements are the same as those listed under secondary education.

Combined BA/MEd or BS/MEd

Undergraduate students interested in becoming certified early childhood teachers have the option of applying for the combined BA/MEd or BS/MEd. This program allows candidates to obtain a Bachelor of Arts or Bachelor of Science degree and a Master of Education degree with Type 04 (Early Childhood) certification in approximately five years. Candidates complete a BA or BS program in a state-approved undergraduate major and begin the graduate program in early childhood education the semester after graduation from the undergraduate program.

As undergraduates, candidates need to complete Education 200 or be accepted into the undergraduate teacher education program. Candidates must also take ECED 300, 301 and 386 as part of their undergraduate program.

Candidates apply for the combined BA/MEd or BS/MEd program no later than the second semester of their junior year. Once accepted into the combined program, candidates are eligible to take two graduate level courses in the MEd early childhood program in their senior year. The remainder of the program is completed following graduation from the undergraduate college.

For more information on this program, contact the director of the graduate and undergraduate early childhood education programs.

Combined BA/MS SPED or BS/MS SPED Program with Special Education Certification (LBSI)

Undergraduate students interested in becoming certified special education teachers have the opportunity to apply for the combined BA/MS SPED or BS/MS SPED program. This program allows candidates to obtain a Bachelor of Arts or Bachelor of Science degree and a Master of Science in special education with Type 10 LBSI certification in special education in approximately five to six years. Qualified candidates complete their Bachelor of Arts or Bachelor of Science degree program with an
undergraduate major and begin the graduate program in the semester following their graduation from the undergraduate program. Students interested in the combined
BA/MS SPED or BS/MS SPED program may also choose to seek certification in elementary or secondary education at the undergraduate level or choose to only work toward certification in special education (completed at the graduate level).

During their undergraduate program, candidates take Education 200, apply for acceptance into the teacher education program and, if accepted, take the foundation courses in education. They then apply for the combined BA/MS SPED or BS/MS SPED program in their junior year. If accepted, they may enroll in one graduate special education program course each semester of their senior year. The remaining graduate course work is taken in the semesters following their undergraduate graduation. For more information on this program, contact the director of the graduate program in special education.

Program of Studies

All students considering a career in education must take Education 200 prior to any other professional education courses. All candidates must take Special Education 322 Collaborative Instruction of Exceptional Youth, and Special Education 356 Collaboration and Adaptation in General Education Settings as part of their professional
education course work.

Education Courses

200. FOUNDATIONS OF EDUCATION (3)

This course introduces candidates to the world of professional education. Candidates come away with an initial understanding of the foundations of education: sociological, economic, legal, governance and financial, and their influence on teaching today. This general survey course is designed to help them make an informed decision about whether to continue in teacher preparation. Ten field experience hours are required.

Early Childhood Education Courses

300. CHILD GROWTH AND DEVELOPMENT (3)

The purpose of the course is to serve as a comprehensive introduction to the principles and basic concepts of typical and atypical child growth and development. The course integrates the physical, cognitive and social dimensions of a child´s life from prenatal development through pubescence. Special emphasis is given to the growth and development of young children aged birth through eight years. Candidates apply theory to practice through 20 field experience hours.
Prerequisites: Education 200 and admission to the teacher education program

301. HISTORY AND PHILOSOPHY OF EARLY CHILDHOOD EDUCATION (3)

In this course, candidates focus on the historical and philosophical aspects of early childhood and special education as related to contemporary society. Candidates study key individuals, movements and curricula, and apply a multicultural and inclusive approach to the study of both formal and informal education of all young children. Candidates apply theory to practice through 10 clinical hours.
Prerequisites: Education 200 and admission to the teacher education program

303. CHILD, FAMILY AND COMMUNITY RELATIONS (3)

The purpose of this course is to assist candidates in developing the necessary skills to work cooperatively with families and community members. This starts with the understanding that all young children are fully functioning members of a diverse and multicultural school, family and community. In this case, candidates
gain insight into family perspectives and experiences by examining the social, economic, legislative and technological impacts on children and families, including
families with special needs children. They evaluate existing support services and service delivery models in the school and community with respect to diversity,
exceptionality, and family health and well being with a particular emphasis on strategies to promote and ensure effective communication, collaboration and consultation between home, school and community.
Prerequisite: Education 200 and admission to teacher education program

381. METHODS OF TEACHING READING FOR THE YOUNG CHILD (3)

In this course, candidates focus on the developmentally appropriate instructional methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Recent research, philosophical and theoretical views and issues related to emergent literacy, and quality children´s literature are explored. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation of curricular modifications
for exceptional children are covered. Candidates apply theory to practice through 20 clinical hours.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program

382. INSTRUCTIONAL METHODS OF CURRICULUM AND ORGANIZATION IN THE EARLY CHILDHOOD CLASSROOM (3)

In this course, candidates focus on the developmentally appropriate instructional methods and materials for teaching the creative and expressive arts in diverse and inclusive early childhood settings. Areas such as music, movement, storytelling, creative writing, poetry and art are considered. Candidates examine procedures forplanning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation of curricular modifications for exceptional children are covered.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program

384. TECHNIQUES AND METHODOLOGIES IN THE EARLY CHILDHOOD EDUCATION CLASSROOM (3)

In this course, candidates focus on the developmentally appropriate instructional methods and materials for teaching mathematics, science and social studies in
diverse and inclusive early childhood settings. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation for curricular modifications for exceptional children are covered. Candidates apply theory to practice through 20 clinical hours.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program

386. EARLY CHILDHOOD SPEECH AND LANGUAGE (3)

In this course, candidates study various theories and stages of typical and atypical speech and language development at the early childhood level. As a result of
demonstrations and observations, candidates familiarize themselves with speech and language screening and diagnostic processes for young children. They also explore a variety of direct and indirect language stimulation techniques and learn how to create an environment that supports language acquisition for all young children.
Prerequisites: Education 200 and admission to the teacher education program

430. EARLY CHILDHOOD EDUCATION ASSESSMENT (3)

In this course, candidates address specific assessment techniques for use with all young children from birth through third grade, including young children with
disabilities. The course emphasizes formal and informal techniques and strategies needed for making decisions regarding individual and group development, diagnosis and placement, learning, curricula, and instructional approaches and modifications appropriate for all young children and their families. Candidates examine specific formal, diagnostic instruments and interpret data from case studies, as well as explore considerations unique to the assessment of young children.
Prerequisite: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program.

460. INTEGRATING TECHNOLOGY INTO THE EARLY CHILDHOOD CLASSROOM (4)

This is an introductory course using a hands-on approach to integrating developmentally appropriate technology into the instructional and administrative aspects of teaching in early childhood settings. Candidates study word processing, spreadsheets, databases, the Internet and World Wide Web, developing Web pages, and evaluating and utilizing developmentally appropriate instructional software.
Prerequisites: Education 200 and admission to the teaching education program, basic keyboarding skills and rudimentary computer skills.

494. CLINICAL EXPERIENCE IN EARLY CHILDHOOD EDUCATION (10)

The purpose of this clinical experience is to assist the candidates in applying their theoretical and methodological knowledge and skills to the diverse and multicultural early childhood classroom. During clinical practice candidates engage in a guided, full-time teaching experience in an early childhood classroom, under the cooperation and supervision of a mentor teacher and university field supervisor. Clinical practice consists of the candidate observing the students, the environment and the cooperating teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups and as a whole class. Candidates in this course are concurrently enrolled in the early childhood clinical practice seminar.
Prerequisite: Admission to clinical practice

495. CLINICAL EXPERIENCE SEMINAR IN EARLY CHILDHOOD EDUCATION (2)

The purpose of this weekly seminar is to encourage candidates to collegially discuss the demands, challenges and rewards of clinical experience in early childhood education. Candidates discuss experiences and explore ways to continue meeting student needs. This seminar also serves as a platform for bridging the candidate´s university experience to the early childhood profession. Candidates explore job search and employment, continued professional development, promoting positive change in educational contexts, professional organizations, and professional advocacy. To demonstrate this bridging, candidates complete their professional portfolios, which align with Illinois State Standards. Candidates in this course are concurrently enrolled in the early childhood clinical experience.
Prerequisite: Admission to clinical practice Elementary and Secondary

Education Courses

299. SERVICE LEARNING (1)

Taken in conjunction with a regularly listed education course, this fourth credit option course includes a minimum of 30 hours of community service, in an educational setting, and theological reflection.

310. HISTORY AND PHILOSOPHY OF AMERICAN EDUCATION (3)

In this course, candidates study the historical and philosophical aspects of American education as a basis for understanding the contemporary importance of schools in the national and community life of a diverse society. Listed also as American Studies 311.
Prerequisite: Education 200

312. HISTORY AND PHILOSOPHY OF CHILDHOOD EDUCATION (3)

In this course, candidates focus on the historical and philosophical aspects of early childhood and special education as related to contemporary society. Candidates study key individuals, movements, and curricula, and apply a multicultural, multidisciplinary and inclusive approach to the formal and informal education of all young children. Candidates apply theory to practice through 10 clinical hours. Listed also as ECED 301.
Prerequisite: Education 200 and admission to the teacher education program

315. CLASSROOM ASSESSMENT (3)

This course focuses on assessment as a means of supporting the continuous development of all students in 6-12 classrooms. Assessment strategies will be examined as they relate to the instructional process.
Prerequisites: Education 200, 310 and 320 and admission to the teacher education program

320. EDUCATIONAL PSYCHOLOGY (3)

This course is a study of the teaching of learning. Theories of learning, motivation, cognitive and moral development and intelligence are presented with a central focus on how teachers apply theoretical foundations in pedagogy, curriculum development and classroom management to enhance learning for all students. Twenty field experience hours are required.
Prerequisites: Education 200, 310, and admission to the teacher education program

353. INTEGRATING TECHNOLOGY INTO THE CURRICULUM (3)

This course uses a hands-on approach to integrating technology into educational settings. Candidates create instructional tools for meeting the needs of diverse learners and administrative tools for communications and managing classroom responsibilities. Candidates also explore techniques for enabling K-12 students to use technology for academic purposes. This course also includes evaluation of instructional software and Web-based resources, and the effective integration of technology instructional units. Students develop Web sites and Web quests.
Prerequisites: Education 200, Computer Information Science 120 and acceptance into the teacher education program.

360. READING AND THE OTHER LANGUAGE ARTS (3)

This course includes a study of K-8 instructional strategies and techniques in literacy development that includes word recognition and vocabulary, reading comprehension, writing, and oral communication for K-8 students. It draws upon a research base with an emphasis on application in the classroom. Standards-based lessons, children´s literature, use of media and technology, classroom organization for reading, and consideration of diverse student populations are included. Twenty field experience hours are required.
Prerequisites: Education 200, 310, 320, and acceptance into the teacher education program

369. MATHEMATICS AND SCIENCE FOR THE ELEMENTARY AND MIDDLE SCHOOL TEACHER (3)

This course provides candidates with a vision and understanding of elementary and middle school mathematics and science curricula through requirements including writing lesson plans, designing level-appropriate math/science units, strategies and techniques for meeting the needs of diverse learners in a multicultural society, and differentiated instructional approaches in classrooms to accommodate the needs of students with exceptionalities. The curricula reflect the standards of the National Council for Teachers of Mathematics, the National Science Teachers Association and the Illinois Learning Standards. Twenty field experience hours are required.
Prerequisites: Education 200, 310, 320, and acceptance into the teacher education program

386. EDUCATION IN A DIVERSE SOCIETY (3)

This course asks candidates to examine the challenges and opportunities of teaching in a diverse society. The central factors of diversity are examined as they affect students in grades P-12. Candidates create instructional teaching units adapted to diverse learners. Fifteen field experience hours are required.This course does not satisfy the multicultural core requirement.
Prerequisites: Education 200, 310, 320 and admission to the teacher education program

400. INSTRUCTIONAL STRATEGIES FOR TEACHING SCIENCE IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces candidates to teaching methodologies, safety issues, assessment techniques and curricular issues as they pertain to the teaching of science for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisite: Junior status; semester prior to student teaching.

401. INSTRUCTIONAL STRATEGIES FOR TEACHING ENGLISH IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of English for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisite: Junior status; semester prior to student teaching.

402. INSTRUCTIONAL STRATEGIES FOR TEACHING ART IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of art for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisite: Junior status; semester prior to student teaching.

403. INSTRUCTIONAL STRATEGIES FOR TEACHING MATHEMATICS IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of mathematics for students preparing for initial certification. Thirty-five field experience hours are required.
Prerequisite: Junior status; semester prior to student teaching.

404. INSTRUCTIONAL STRATEGIES FOR TEACHING MODERN FOREIGN LANGUAGE IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of modern foreign language for
candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisite: Junior status; semester prior to student teaching

406.INSTRUCTIONAL STRATEGIES FOR TEACHING SOCIAL STUDIES IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of social science for candidates
preparing for initial certification. Thirty-five field experience hours are required.
Prerequisite: Junior status; semester prior to student teaching

455. INTERNSHIP IN READING INTERVENTION (1)

This internship provides undergraduate candidates with experience in personalized instruction as they tutor struggling readers in the Hephzibah Reading Academy at Dominican University. Candidates conduct individual assessment, choose materials and plan lessons under the guidance of practicing classroom teachers and academy administrators. Candidates also prepare a report on each child for the Hephzibah Children´s Association.

461. CONTENT AREA READING, SOCIAL STUDIES AND ASSESSMENT (3)

This course includes a study of instructional strategies and techniques for reading, writing and research in the content areas. Candidates apply these techniques to social studies materials and develop lessons for teaching both content and literacy strategies. Content area trade books, and assessment tools and techniques for diagnosis, instructional planning and evaluation of achievement are investigated.
Prerequisites: Education 360 and acceptance into the teacher education program

490. CLINICAL PRACTICE SEMINAR: ELEMENTARY AND MIDDLE (2)

This seminar meets in conjunction with clinical practice during the semester that clinical practice is completed. The purpose of the seminar is to provide candidates with an opportunity to examine and discuss the experiences of their clinical practice and to connect those experiences to the framework of their academic preparation. A variety of issues relevant to the professional educator are topics of seminar meetings. Course work includes the completion
of a presentation portfolio.
Prerequisite: Admission to clinical practice

491. SENIOR SEMINAR, MIDDLE AND SECONDARY (2)

This seminar is held during the professional semester inwhich the candidate is engaged in full-time clinical practice. Seminar meetings provide opportunities for
shared reflection on clinical practice experiences, avenues for professional development, and a transition to teaching in the middle and secondary schools of Illinois.
Prerequisite: Admission to clinical practice

495. CLINICAL PRACTICE, ELEMENTARY AND MIDDLE (10)

This is a full-time guided experience in an assigned elementary or middle school. Candidates concurrently enroll in the accompanying Senior Seminar. This course is taken on a pass/fail basis. Fall semester only.
Prerequisite: Admission to clinical practice

496. CLINICAL PRACTICE, SECONDARY AND MIDDLE (10)

This is a full-time guided experience in an assigned middle or secondary school in the candidate´s major field for one full semester. Under the supervision of a mentor teacher, the candidate engages in all aspects of teaching. This course is taken on a pass/fail basis. Fall semester only.
Prerequisite: Admission to clinical practice.

Special Education Courses

SEDU 322. EXCEPTIONAL STUDENTS: CHARACTERISTICS AND THE SPECIAL EDUCATION PROCESS (3)

In this course, candidates study the psychology and characteristics of exceptional students from preschool through high school. They learn how to assess services for such students in a variety of school settings. Candidates consider the impact of disabilities on development, learning and communication processes. A major portion of this course focuses on the special education process including laws, rules, regulations, procedural safeguards as well as the development of IEP´s and Behavior Management Plans. Candidates become familiar with their role in working with exceptional students, their families, and special education service providers. Twenty field experience hours are required.

SEDU 356. COLLABORATION/ADAPTATION IN GENERAL EDUCATION SETTINGS (2)

In this course candidates examine the importance and process of collaboration with family, classroom teachers, para-educators, and other school and community personnel in integrating individuals with disabilities into various social and learning environments. Candidates study the process of examining the learning environment and classroom demands combined with the learning characteristics of the student for the purpose of selection of appropriate strategies and materials. Candidates investigate techniques for modifying instructional methods, curricular materials and the environment as well as modification of state and local assessments as well as use of behavior management plans. Specific attention is given to effective co-teaching practice including effective communication, collaboration, co-planning and conflict resolution skills. Fostering positive interactions between students with and without disabilities is addressed. Candidates practice collaboration through involvement in collaborative exercises and projects within this course.

SEDU 357. EXCEPTIONAL CHILDREN IN THE FAMILY AND COMMUNITY CONTEXT (4)

The purpose of this course is to assist candidates in developing the necessary skills to work cooperatively with families and community members especially in addressing the needs of children with special needs. This starts with an understanding that all young children with special needs are fully functioning members of a diverse and multicultural school, family and community. In this class candidates gain insight into family perspectives and experiences by examining the social, economic, legislative, and technological impacts on children and families with a focus on children with special needs. They evaluate existing support services and service delivery models in the school and community with respect to diversity, family health and well being, special education and specialized instruction. A particular emphasis is placed on strategies to promote and ensure effective communication, collaboration and consultation between home, school and community. Topics addressed include, but are not limited to: the acceptance/grieving process of parents when a child is diagnosed with a disability, the impact on siblings of the child with a disability, parent rights, the process of developing Individual Family Service Plans, and inclusion of young children with disabilities.
Prerequisites: ECE 200 and acceptance into the teacher education program