Teaching All Learners – Elementary Education/Special Education Course Descriptions

An introduction to the profession of teaching. Learning experiences are structured both in and out of the classroom with the purpose of assisting the college student in making career decisions relative to the profession, e.g., to teach or not, at which level, and in which subject area. Both content and field experiences are aligned with the missions of Grace College and the School of Education. A grade of B- or better is required to continue on toward candidacy status. Three hours.

A study of the learner at all grade levels and the many factors affecting learning, including but not limited to, theories of learning, environment, heredity, cultural impact, discipline, classroom management, exceptionalities, and development. The measurement of academic aptitude and achievement is also covered. Practical application is stressed. Prerequisite: SED 1000. Three hours.

This course is designed for prospective teachers, elementary or secondary, and any interested persons working with children at home or in social agencies. The intent is to develop an introduction to children with exceptionalities and practical strategies to assist these children, especially in an educational setting. This course will examine the types of exceptionalities, the laws that apply to them, as well as adaptations and special services that are provided to them in a regular classroom setting and in alternative educational settings. Prerequisite: SED 1000. Three hours.

The course consists of cooperative teaching and learning. The instructor’s role is that of a facilitator, rather than a “giver” of knowledge. There are lectures, small and large group discussions of readings and related information, writing, and research focusing on issues of diversity in schools. To better appreciate the influence of culture on behavior and values, students explore their own diversity through written and/or group discussions and inquire into the cultural diversity of school populations in Indiana and surrounding regions. Among the topics included in this study are multicultural education, social classes and socioeconomic status, ethnicity and race, gender, religion, language, community involvement, curriculum, justice, privilege, and other relevant topics that relate to multicultural concerns. Prerequisite: SED 1000. Three hours.

This course provides you with a theoretical, research-based background for classroom instructional and assessment strategies you will be implementing in your teaching. Key issues discussed will include how people learn, instructional planning, how we successfully assess student learning, and how our instruction and assessment strategies can lead to improved student learning and increased motivation to learn. Prerequisite: SED 1000 & SED 2200. Three hours.

The purpose of this course is to develop a working knowledge of responsive instruction by applying differentiation strategies and Universal Design for Learning (UDL) principles. Students will learn to promote all students’ development, learning, and success through ongoing assessment that informs instruction. Multi-tiered systems within the general education setting will be explored. Students will learn technology skills and culturally responsive teaching to enhance student learning. Prerequisites: SED 2600, and candidacy status. Three hours.

This course presents best practices in classroom assessment, environment, and behavior management. Topics include relationship development, organization of the classroom learning environment, classroom procedure development, and approaches for managing individual and large group student behaviors. Various strategies to instruction and assessment will be explored. Candidates will develop lessons utilizing formative and summative assessment tools. Candidates will understand how these assessments inform the teaching and learning process. Prerequisites: candidacy status. Three hours.

This course is an introduction to critical thinking 1 as a fundamental process instrumental in applying philosophy to the craft of teaching. Various topics that deal with classroom concerns, student teaching experiences are discussed each week. Topics include: school law, interviewing, résumé construction, best practices, and classroom management. Candidates will complete the TWS designed to help the teacher education candidates continue their development as reflective practitioners by systematically documenting and analyzing student learning. This course is an introduction to critical thinking2 as a fundamental process instrumental in applying philosophy to the craft of teaching. The course is a systematic study of the philosophy of education and the ethics that undergird the profession. Both secular and Christian philosophical views are examined. Candidates also integrate elements of a chosen set of philosophical beliefs to sharpen their competence as a professional. Candidates interact with key stakeholders associated with the craft of teaching. Describing the work of moral practice is part of the activities of the course. Prerequisite: All SED course work completed, additional school requirements me. Three hours.

Includes full-time teaching experience for an entire semester as well as a seminar for majors during the experience. This course deals with a variety of topics and issues especially germane to candidates who are about to enter the teaching profession. Each candidate enrolled in this course will be required to complete a Teacher Work Sample and earn a passing score of C or higher. Prerequisites: All SED course work completed, additional school requirements met. Nine hours.

This course is designed to meet the National Council of Teachers of Mathematics (NCTM) standards for Elementary Teachers and the Indiana Department of Education Academic Standards for Teacher Preparation. It is designed so that teachers “know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics, probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data”. This is a math class, not a methods class. The goal of this course is to study and apply various mathematical topics in order to satisfy the objectives stated by the NCTM and Indiana Academic Standards including the Praxis Elementary Education Assessment.

This course begins by introducing candidates to the definition of the Science of Reading (SoR) using the Reading League’s SoR Defining Guide. Candidates analyze the National Reading Panel Report and reflect on how the five main components of reading recognized in the report relate to the reading process. Candidates are introduced to the language centers in the brain and how language and visual regions are utilized throughout the reading process. This course emphasizes phonological awareness, the alphabetic principle, phonics, and fluency. Code emphasis instruction is understood and practiced. A structured literacy plan is utilized to apply knowledge in a clinical tutoring format supervised by the course professor. Perquisites: candidacy status.. Three hours.

The content of this course builds on previous learning from SED 3310. This course includes an understanding of the Simple View of Reading and Scarborough’s Reading Rope. Connections between fluency, listening comprehension, vocabulary and reading comprehension are understood. Interactive read alouds are utilized in fieldwork as an evidence-based practice for increasing the language comprehension strand of reading. The second half of the course focuses on developmental writing instruction. Sedita’s (2019) Writing Rope and Ehri’s Phases of Reading and Spelling Development anchor writing instruction coursework. Subscription to Chalk & Wire is required. Prerequisites: SED 3310, and candidacy status. Three hours.

The content of this course builds from previous learning in SED 3310 and SED 3320. Candidates will understand reading difficulties and how the difficulties relate to the fourpart processor for word recognition. The MTSS process is introduced with the study and practice of explicit and systematic interventions utilizing encoding and decoding strategies. Candidates analyze data from Curriculum Based Measures and write a structured intervention plan aligned to the Science of Reading. Candidates will also grow in their understanding of explicit vocabulary and comprehension instruction. Candidates will apply knowledge through tutoring and in the elementary classroom setting. In addition, there are fifteen hours of clinical work in an elementary classroom. Candidates will teach whole class and small group literacy lessons. Prerequisites: SED 3310, SED 3320, candidacy status. Three hours.

Candidates spend Wednesday mornings in K-6 classrooms teaching whole and small group lessons. Candidates will foster learning through interactive read aloud, guided reading, and writing lessons. Candidates are supervised by college faculty and K-6 classroom teachers.

This course exposes students to philosophies and instructional strategies used to teaching math to elementary students. There will be a concentration on collecting ideas, activities, materials, and resources for teaching math. Opportunities to teach math in an elementary school setting will also be provided. Prerequisites: SED 1110, SED 2200, SED 2600, candidacy status. Three hours.

This course dives into the unique world of elementary science, health, and physical education. Each content area poses unique challenges for teachers in today’s classrooms. An educator’s unique role allows them to pique interest and foster curiosity in these often-overlooked content areas. As a part of this class, candidates will explore the learning process and student achievement in each specific content area. Focus on inquiry-based instructional planning and delivery will develop the candidates’ ability to plan and deliver standards based, data driven differentiated instruction that engages ALL students in the science, health and physical education curricula. Candidates will dig into resources including technology as they apply to driving content and process learning. The classroom environment, management system, and assessment tools specific to each content field will be identified and applied. K-6 content standards for science, health and physical education will be reviewed. Candidates will be engaged in focused instruction and application of STEM based educational practices. Prerequisites: SED 2200, SED 2600, candidacy status. Three hours

This course of study investigates various teaching techniques, learning theories, and curriculum materials necessary to teach social studies. Music, visual arts, dance, and drama will provide the base to create evidence-based methods of teaching and integrating of the arts within the elementary classroom. Course content is based on the Indiana Academic Standards, Core Standards, and Pearson Professional Tests. Individual and group units of study are prepared. Prerequisites: SED1000, SED 2200, SED2600, candidacy status. Three hours.

Methods of Language Arts is considered the literacy application capstone course. This course reviews knowledge from SED 3310, 3320, and 3330. The course includes an understanding of Core Reading Programs. Candidates review samples of Core Reading Programs using a SoR lens. Candidates learn how to strengthen lessons using explicit instruction strategies. Candidates showcase their learning in a Core Curriculum project. Candidates spend one full day a week in a clinical setting planning and teaching reading, writing and word work plans in an elementary classroom. Prerequisites: SED 2200, SED 2600, candidacy status. Three hours.

Candidates participate in the analysis, planning, and instruction of language arts curriculum to elementary students with and without exceptional needs. Candidates spend Mondays in K-6 classrooms teaching within a rich literacy framework. Candidates analyze data and teach whole and small group lessons. Candidates are supervised by college faculty and K-6 classroom teachers.

This course explores major themes and tensions in U.S. history, focusing on citizenship, chronological thinking, and historical inquiry. The curriculum covers politics, major movements, the relationship between the U.S. and other nations, and includes the study of Paleo-Indian cultures. Three hours.

An introductory study of historical, political, and socio-cultural influences in special education. Students will develop an understanding of the implications of special education policy for learners with exceptional needs. Practices covered include least restrictive environment, response to intervention, and the IEP process. Prerequisite SED 2400. Three hours.

This course focuses on providing mild intervention to the K-6 student with learning and behavioral needs. This includes educational organization, curricular modifications, and research-based instructional strategies. Students learn to individualize instruction based on the individualized education plan. Students have the opportunity to apply course knowledge through applied learning experiences. Prerequisite: SED 2400 and SED 2410. Three hours.

This course deals with issues of definition, incidence, and prevalence. Classification systems are identified along with key conceptual models. Planning procedures and strategies are identified for student behavior management. Prerequisite: SED 2400, SED, 2420, candidacy status. Three hours.

The purpose of this course is to teach prospective teachers the skills necessary to work collaboratively with other school professionals to support students with special needs within the general education setting. This course provides a study of the integration of special education in the regular classroom setting. Service delivery models are identified and explored. Collaborative procedures, inclusionary practices, special services, and instructional modifications are discussed to support and meet the needs of students with special needs in general education classes. Prerequisite: SED 2420. Three hours.

This course is designed to focus upon the practical application of various types of assessment tools used in schools along with first-hand knowledge about administering tests, interpreting test results, writing comprehensive reports, making recommendations from the data gathered, and presenting those results to parents/case conference committee members in a clear, concise, and understandable manner. This course has two components. The first component presents an overview of the most important concepts, statistics, and terms one needs to know to understand the assessment process. The second component takes a candidate step-by-step through the assessment process as it occurs with the school setting. Candidates will be required to administer a battery of achievement tests to an elementary (no lower than Grade 2), school age student which will include scoring tests, interpreting results, writing a comprehensive report of test results, and recommending accommodations, modifications, and/or “scientific, research based” interventions for the teacher and/or parent based upon the child’s test results. The candidate must also meet with the instructor to provide feedback results, as if giving them to a parent. Prerequisite: SED 2400, SED 2420, candidacy status. Three hours.

This course addresses topics in secondary special education. The focus of this course will be on transition models, individualized transition plans, assistive technologies, and instructional strategies specific to secondary students with disabilities needing mild intervention. Students will explore inter agencies, community, and vocational services that support transition into adulthood. 36-hour practicum in secondary special education is also required. Prerequisite SED 2420. Three hours.

This course provides an in-depth study of the cognitive, social, communication, and learning characteristics and development of students with intense or complex support needs. These exceptionalities include moderate and severe cognitive disabilities, severe emotional disorders, multiple disabilities, orthopedic impairments, autism, and traumatic brain injury. Academic, communication and functional needs as related to disabilities are explored. Etiology, definitions, and diagnostic criteria as well as federally mandated eligibility requirements are explored. Discussion focuses on implications for instruction, intervention, and related services for individuals with significant disabilities. These implications are studied through significant historical, social, political, cultural and legal perspectives. Also includes application of professional and ethical practice within the field of special education. Three hours.

This course will employ an evidence-based approach to assessment, instruction, and intervention for students with significant disabilities. Students will learn to move from research to practice by developing a broad and comprehensive understanding of formal and informal assessments and interpretation of assessment data with an emphasis on formative assessment and progress monitoring. Application of knowledge and understanding will be expected through individualized program planning and implementation of effective instruction that aligns to alternate academic standards and meets the unique needs of individuals with significant disabilities. Instruction and intervention development with a focus on language and communication needs is an overarching theme in this course. Prerequisite SED 5450. Three hours.

Designed as an exploration of key components in meeting the complex needs of individuals. Students learn and apply principles of positive behavior interventions and supports, understand the implications of health issues related to significant disabilities, and learn to use augmentative and assistive technology to meet communication needs. Prerequisite SED 5460. Three hours.

A study of the transition needs for individuals with significant disabilities and the collaborative strategies necessary to meet those needs as they occur across the life span. This course teaches students how to assess and support the transition needs of students and their families through the federally mandated transition planning process. Students apply these skills through case study, writing a transition plan, and developing curriculum that focuses on postsecondary outcomes. Topics of interagency collaboration, curriculum development, cultural competency, and community-based instruction are explored. Prerequisite SED 5470. Three hours.

Field-based experience in a school setting that requires intense intervention and supports. Practicum is under the direction of a faculty member. Prerequisite SED 5480. Three hours.