Education

This course provides a broad and comprehensive overview of Early Childhood Education. Teacher education candidates are introduced to educational initiatives. Content standards for the content areas are introduced, as are the Rhode Island Early Learning and Development Standards (RIELDS), the Rhode Island Professional Teaching Standards (RIPTS), and the standards for the National Association for the Education of Young Children (NAEYC). Candidates visit early childhood classrooms and have an opportunity to document observing these standards in implementation.

In this course, Early Childhood teacher education candidates examine, integrate, evaluate, and apply information on physical, emotional, cognitive, and social development of children birth through eight years from both multicultural and theoretical perspectives. The major theories and principles of learning and teaching, as well as the relationships among them are also examined, integrated, and applied. Teaching methods, classroom experiences, and other aspects of the teaching learning process are analyzed and evaluated in relation to the theories, their principles, and current research, both in the theories and in child development.

This course affords teacher education candidates the opportunity to reflect on ways to support diversity and equity in early childhood classrooms, write their own cultural and racial autobiography, and design several activities that meet the Rhode Island Early Learning and Development Standards with particular focus on social emotional development and creative arts. Once activities are created, candidates work in a Pre-K classroom one morning each week implementing their activities. This experience contributes to the development of a lifelong commitment to community service and culturally responsive pedagogy. Early Childhood majors of sophomore standing is required.

This course, the continuation of ELC-298, affords teacher education candidates the opportunity to design multiple activities that meet the Rhode Island Early Learning and Development Standards, with particular focus on math and literacy. Once activities are created, candidates work in a Pre-K classroom one morning each week implementing their activities. This experience contributes to the development of a lifelong commitment to community service and culturally responsive pedagogy. Early Childhood majors of sophomore standing is required.

Guided by National Association for the Education of Young Children (NAEYC) standards and Rhode Island Core Standards for English Language Arts/Literacy, this course integrates content, methods, and materials for developing early literacy in young children. The interrelationship of listening, speaking, reading, and writing is stressed. Teacher education candidates are exposed to the components of a comprehensive literacy program and to the development of the various strategies young children employ in developing literacy skills. Topics are examined from a multicultural perspective and attention is given to working with children who are Multilingual Learners. A field component provides teacher education candidates with a culturally diverse environment in which to practice the theories they are learning. Candidates spend two hours a week working in a primary classroom. Acceptance into the Education Department and successful completion of all Rhode Island Department of Education certification testing requirements is required.

This course focuses on understanding the curriculum and methods for developmentally appropriate practice in mathematics, science, and social studies. The use of technology to enhance these content areas is explored. National Association for the Education of Young Children (NAEYC) standards and national, state, and local standards are the foundation for the development of lessons that provide an integrative network for approaching curriculum development. A field component provides teacher education candidates with experience working with children from diverse cultural backgrounds. Candidates will spend two hours a week working in a primary classroom. Acceptance into the Early Childhood Education program and successful completion of all Rhode Island Department of Education certification testing requirements is required.

This course focuses on developmentally appropriate assessment in Early Childhood. Both standardized and teacher-made tools are evaluated as are ways to use results from these measurements to design student learning outcomes (SLO's). Opportunities are provided to enable teacher education candidates to create rubrics and checklists, and to use the data from them to drive instruction. Students study norm and criterion-referenced measurements. The components of portfolio assessment are studied in detail. Teacher education candidates create a portfolio of assessment tools designed to be used to assess a child's learning development. Acceptance into the Education Department and successful completion of all Rhode Island Department of Education certification testing requirements is required.

This course focuses on major mathematical concepts and research-based methodologies for effective mathematics teaching of diverse ear1y childhood student populations, including those who struggle with math. In addition, students will become familiar with the National Council of Teachers of Mathematics (NCTM) math standard, RI Core Standards for Math, and research-based strategies and tools to support children's development of mathematical concepts. Acceptance into the Early Childhood Education program required.

Student teaching is a full-time assignment under the supervision of a clinical educator and university supervisor. Opportunities are provided for substantial responsibility for the full range of teaching duties. During this time, the experience component continues to be balanced by periods of analysis and evaluation of the teaching-learning process in a weekly seminar, as well as in individualized conferences with the clinical educator and university supervisor. Teacher education candidates will complete an Impact Project by using baseline data to identify an area of need for students. They will then conduct a relevant research review to identify effective learning strategies and use this information to develop and implement an intervention plan. They will teach a series of intervention activities, conduct formative and summative assessments of the students' learning, and then analyze the data to report the findings and determine the next instructional steps for the student. Acceptance to Student Teaching (see Assessment Handbook) and successful completion of Praxis 5025 is required.

This workshop-format course will provide materials and mentoring to supplement the student teaching experience. It will also help teacher education candidates prepare the portfolio necessary to be recommended to the State of Rhode Island for initial licensure. Through writings, discussion, and a formal Impact Study on their students' learning, candidates will reflect on the impact of the Salve Regina University Mission Statement on their work as educators. As part of the curriculum, students will complete work that addresses the student learning outcomes articulated for the third Core Goal: Refine the Liberal Arts Skills of Inquiry, Analysis and Communication.

This course provides experienced Early Childhood majors with the opportunity to use their teaching, management, creative, and interpersonal skills in the development and implementation of educational programs to service the local community. Teacher education candidates develop a contract that specifies standards and student learning outcomes to be met during the semester. Working under the guidance of a university clinical educator, candidates implement the contract and present a portfolio of work completed. Successful completion of Student Teaching and the recommendation of the University supervisor (see Assessment Handbook) is required.

The focus of this capstone course is to provide intensive reflection on the development of the teacher education candidate as he or she prepares to enter the education profession. Resumes, cover letters, and mock interviews are completed. Community guests and/or former graduates provide advice and practical knowledge to students. Completion of professional portfolio is achieved. Successful completion of Student Teaching is required.

This course permits teacher education candidates to examine a subject area of their choice, whether or not offered in the regular curriculum. Permission of department chair is required.

This one credit elective is open to students from all academic majors. Pathways mentors receive continuous training for mentoring. They work with Rogers High School students for two hours per week. They assist students with homework, regularly scheduled check-ins, teaching/assisting with classes, workshops, and college trips. In addition, Pathways mentors meet for one additional hour per week to prepare instructional materials. Students will learn leadership and near-peer mentoring skills through the use of the NASPA Peer-educator model.

This workshop will focus in enhancing students' Cross Cultural Competency Skills and their ability to see the world from someone else perspective. In addition, the workshop will provide participants with way to explore areas of personal bias and develop effective communication skills for working with diverse individuals within the work environment.

This course is designed for students to explore and analyze the historical context of major issues, concerns, and implications of the impacts that institutional racism has on education in America. Students will explore how institutional racism is reflected in current teaching practices and academic curriculum and explore research-based strategies for teaching to students who are negatively impacted by institutional racism. From a cultural perspective, students will analyze classical and modern theoretic ideologies of teaching and learning to support the diversity reflected in American schools, as well as, to promote social and education reform. This course will lay a robust foundation to help students better understand and practice the department's goals to prepare culturally responsive teachers.

This course is designed for teacher education candidates who seek a greater understanding of mathematical concepts and processes necessary in order to effectively teach mathematics in the K-12 classroom. Teacher education candidates will acquire more in-depth knowledge of the logic of mathematical processes, problem solving strategies, and approaches to promote mathematical thinking.

This course is designed to provide teacher education candidates with basic understandings of the need and value of physical education and health in the school setting.

This course will provide the theoretical foundations of reading and literacy. Students will learn the scientifically based research necessary to understand how reading develops. Through evidence-based effective methods and strategies, students will learn to teach the essential elements of reading. Students will also learn to use assessments to differentiate instruction and design interventions that support all learners.

This 3-credit course allows teacher education candidates the opportunity to explore technology used to teach, reinforce, and enhance student learning in the elementary classroom as well as examining its use in a data-driven classroom. This course fosters skill development in the area of instructional technology and in information processing skills. All teacher education candidates will investigate a wide range of current effective educational technology tools. Teacher education candidates will examine how technology is used to create assessments for the class (formative assessments and summative assessments) and will explore the use of technology to assist in a data-driven classroom. Activities and projects address teacher education candidates' abilities to effectively use technology in instruction and in assessment. The course goals and objectives selected for this course meet the most current technology standards (ISTE) recommended for teacher education candidates by the International Society for Technology in Education (ISTE, 2011) and the Rhode Island Professional Teacher Standard (RIPTS, 2008). Elementary and Elementary/Special Education majors of sophomore or higher academic standing is required.

In this course, teacher education candidates examine, integrate, evaluate, and apply information on physical, cognitive, emotional and social development of children and adolescents from both multicultural and theoretical perspectives. The major theories and principles of learning and teaching, as well as the relationships among them, are also examined, integrated and applied. Teaching methods, classroom experiences and other aspects of the teaching-learning processes are analyzed and evaluated in relation to the theories, their principles, and current research both in theories and in child development. Expectations and activities planned in this course are geared to application which demonstrates understanding of the theories and understanding of how knowledge of child/adolescent development impacts instruction. Teacher education candidates are introduced to the Rhode Island Professional Teaching Standards (RIPTS) and The International Society for Technology for Education (ISTE) Standards for Educators. Sophomore or higher academic standing is required.

This course is designed to provide an overview of children's literature. Books of fiction, poetry, the traditional literature of the fairy tale, fable, myth and legend, and materials in the nonfiction areas of science, biography, and history will be evaluated. Multicultural literature is explored across genres. Standards for the selection of books will be considered. Writing is an integral component. Sophomore or higher academic standing is required.

This course affords teacher education candidates the opportunity to acquire mentoring skills in order to assist children in greatest need to develop appropriate academic strategies as well as affective and psychosocial skills. Candidates develop an awareness of culturally responsive pedagogy through this field experience. In the process, many teacher education candidates realize a commitment to the lifelong pursuit of community service. Requirements include weekly seminar participation and a total of 15 hours of tutoring/mentoring per semester. Elementary and Elementary/Special Education majors of sophomore or higher academic standing is required.

This course is designed for tutors and mentors to develop effective multicultural strategies to help their K-12 students from diverse populations improve and/or gain effective learning strategies and positive attitudes about themselves. In the process, students realize a commitment to the lifelong pursuit of community service. Requirements include seminar participation and a total of 15 hours of tutoring/mentoring per semester. Elementary and Elementary/Special Education majors of sophomore or higher academic standing is required.

In this course teacher education candidates examine, integrate, apply and evaluate Social Studies methods, content, resources, and materials for teaching at the elementary school level. Both practical and theoretical perspectives on the teaching and learning of Social Studies are explored. The goals and thematic strands of the National Council of Social Studies and standards embedded in Rhode Island Core Standards are studied and applied. There is emphasis on planning and teaching with a multicultural and global perspective on citizenship education leading to active involvement of children in the classroom, school, community, and beyond. Teacher education candidates' experiences include using inquiry, cooperative learning, primary sources, children's literature, technology, the arts, and hands-on activities. Appropriate assessment and evaluation strategies are integrated throughout the course. Field experiences provide opportunities for candidates to demonstrate attainment of social studies teaching skills through creating and teaching an integrated thematic unit in an elementary classroom. Acceptance into the Education Department and successful completion of Praxis II #5001, Multiple Subjects Test is required.

This course integrates content, methods, and materials for instruction in elementary literacy and language. Teacher education candidates develop an understanding of the functional role of listening, speaking, reading, writing and viewing in all curriculum areas. The Rhode Island Core Standards for English Language Arts/Literacy are utilized in this course. Topics include creating a community of learners in a literacy rich environment and delivery of a balanced literacy program with a focus on teaching phonemic awareness, phonics, fluency, and vocabulary and text comprehension. The role of assessment is examined from the emergent through fluent levels of reading and writing. Emphasis is placed on communication skills and their integration in the entire elementary education curriculum. Field experiences provide concrete opportunities for teacher education candidates to demonstrate application of content and strategies discussed in the class with a diverse population.

This three-credit course enables teacher candidates to develop the content knowledge and skills needed to create and employ successful mathematics instructional methods with elementary students in grades 1-6 to meet the appropriate mathematics standards as identified in the Rhode Island Core Standards for Mathematics. All teacher candidates will demonstrate content mastery in the area of mathematics. For the field experience portion of this course, all pre-service teachers will design and implement standards-based lessons and assessments for elementary students' learning in mathematics based on the High Quality Curriculum Materials adopted by the district where they are placed. For each lesson, pre-service teachers will engage in the full cycle of instruction and formative assessment by analyzing student work to identify students' understandings and misconceptions and plan for next instructional steps. Attention will be given to differentiation of instruction especially with regard to the needs of elementary students from diverse cultural/ethnic backgrounds, students who are multilingual learners, as well as those with special needs. Acceptance into the Education Department is required and 2.75 minimum GPA.

This three-credit course enables teacher candidates to meet the appropriate science standards as identified in the Next Generation of Science Standards as well as the Rhode Island Professional Teaching Standards. The course aims to develop and enhance students' pedagogical skills, content knowledge, and classroom management abilities within the elementary classroom. For the field experience portion of this course, students will design and implement standards-based lessons and assessments for science and engineering design in alignment with district science curriculum. This hands-on, inquiry-based approach to teaching science gives teacher candidates the opportunity to design engaging lessons that promote student centered learning while still addressing the needs of all students. Acceptance into the Education Department is required and 2.75 minimum GPA.

This course introduces students to the most current approaches to teaching English as a second language. Drawing on contemporary research, the course will focus on creating optimal learning environments that engage, motivate, and support English learners (ELs) through meaningful and age/level appropriate activities. This hands-on course provides practical strategies and ideas for designing and teaching effective language lessons that integrate reading, writing, listening and speaking.

Student Teaching is a full-time assignment under the supervision of a clinical educator and a university supervisor. Student teachers will have opportunities for substantial responsibility with the full range of teaching duties. During this time, the experience will be balanced by periods of analysis and evaluation of the teaching-learning process in a weekly seminar, as well as in individualized conferences with the clinical educator and university supervisor. Student teachers will complete an Impact Project by conducting a relevant research review to identify effective learning strategies on an instructional topic. They will teach a series of lessons on the topic, conduct formative and summative assessments of the students learning, identify students who require remedial instruction, and develop and enact a plan for remediation. Acceptance into the Education Department and successful completion of Praxis II #5001, Multiple Subjects Test is required.

This workshop-format course will provide information and mentoring to supplement the student teaching experience. It will also help teacher education candidates prepare the portfolio necessary to be recommended to the State of Rhode Island for initial licensure. This course, in conjunction with EDC-431 Elementary Student Teaching, serve as the capstone experience for all education majors. Through writings, discussion, and a formal Impact Study on their students' learning, candidates will reflect on the impact of the Salve Regina University Mission Statement on their work as educators. As part of the curriculum, students will complete work that addresses the student learning outcomes articulated for the third Core Goal: Refine the Liberal Arts Skills of Inquiry, Analysis and Communication. Senior academic standing in the Elementary Education program (see Assessment Handbook) is required.

In-depth investigation of a specific research topic in education. Topic and credit to be determined by the faculty member who is acting as research advisor. Sophomore academic standing and permission of instructor are required.

In-depth investigation of a specific research topic in education. Topic and credit to be determined by the faculty member who is acting as research advisor.

This course permits teacher education candidates to examine a subject area of their choice, whether or not offered in the regular curriculum. Permission of department chair is required.

This course is designed to instruct teacher education candidates in the use of methods and materials in teaching students to strengthen their literacy skills within the various content areas of the middle and secondary school curriculum. Attention to instructional procedures and literacy strategies as well the diverse needs of students including Multilingual Learners will be part of this course. Technology for teaching and for learning will be explored as it relates to the enhancement of student learning.

In this course, teacher education candidates examine, integrate, evaluate, and apply information on physical, cognitive, emotional and social development of children and adolescents from both multicultural and theoretical perspectives. The major theories and principles of learning and teaching, as well as the relationships among them, are also examined, integrated and applied. Teaching methods, classroom experiences and other aspects of the teaching-learning processes are analyzed and evaluated in relation to the theories, their principles, and current research both in theories and in child development. Expectations and activities planned in this course are geared to application which demonstrates understanding of the theories and understanding of how knowledge of child/adolescent development impacts instruction. Teacher education candidates are introduced to the Rhode Island Professional Teaching Standards (RIPTS) and The International Society for Technology for Education (ISTE) Standards for Educators. Sophomore or higher academic standing is required.

In this course, teacher education candidates reflect upon their cultural and racial identities in order to support adolescent students in diverse classrooms. In the process, many candidates realize a commitment to the lifelong pursuit of culturally responsive and antiracist pedagogy. Requirements include weekly seminar participation and a total of 15 hours in their field placement per semester. Secondary Education majors/minors of sophomore or higher academic standing is required.

In this course, teacher education candidates continue to reflect on aspects of their social identities while assisting secondary educators and diverse secondary students. Candidates learn to analyze curriculum and continue to develop intercultural competence. Requirements include weekly seminar participation and a total of 15 hours of tutoring/mentoring per semester. Secondary Education majors/minors of sophomore or higher academic standing is required.

This course introduces students to the most current approaches to teaching English as a second language at the Secondary level. Drawing on contemporary research, the course will focus on creating optimal learning environments that engage, motivate, and support English learners (ELs) through meaningful and age/level appropriate activities. This hands-on course provides practical strategies and ideas for designing and teaching effective language lessons that integrate reading, writing, listening and speaking.

This course develops teacher education candidates' proficiency in designing standards-based curriculum and standards-driven instruction. Candidates will learn about, and practice curriculum planning, instructional methodology, and assessment strategies based on current and widely accepted research in these areas. As they design, implement, and assess learning experiences, candidates will model and integrate technology to support instruction and student learning.

The clinical experience is linked to SCD-320 and enables teacher education candidates to observe in local classrooms for evidence of the elements of the RIDE lesson plan. Candidates are required to write formal reflections for each observation. Candidates will also engage in and reflect upon initial teaching experiences, employing principles and methodology learned in SCD-320. Requirements include weekly seminar participation and a total of 15 hours of classroom field experience per semester. Acceptance in the Education Department is required.

This clinical experience is linked to SCD-323: Curriculum, Instruction and Assessment in the Secondary School II. Teacher education candidates will gather and analyze evidence of student learning for the purpose of designing lessons that are responsive to diverse student needs. Candidates will become increasingly proficient in instructional and assessment strategies having a positive impact on student learning. Candidates will engage and reflect upon teaching experiences, employing principles and methodology learned in SCD-323. Requirements include weekly seminar participation and a total of 15 hours of classroom field experience per semester. Acceptance into the Education Department is required.

Teacher education candidates will continue to develop and expand upon the knowledge, skills and professional dispositions addressed in SCD-322: Curriculum, Instruction and Assessment in the Secondary School I. Candidates will collect and analyze student work and classroom-based data sources used to inform instructional practice and differentiate instruction. Candidates will develop and demonstrate the ability to design, implement and assess culturally responsive learning experiences that provide all students the opportunity to achieve state and professional standards. Candidates will further develop utilizing technology that support instruction and student learning. Acceptance into the Education Department is required.

This course offers in-depth study selected from areas of general current interest in the educational field. Permission of department chair is required.

This course will help the teacher education candidate learn how to "create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation" (RIPTS #6). The teacher education candidate will learn strategies to facilitate the creation of a classroom environment conducive to the learning needs of all students with an emphasis on proactive management strategies. Through extensive review and discussion of relevant literature, the course will focus on the need for high expectations, legal and ethical considerations, self-awareness, social and emotional learning and socio-cultural considerations. Candidates will also create a comprehensive classroom environment plan. Classroom field experience is required.

This workshop format course will provide materials and mentoring to supplement the student teaching experience and aid the teacher education candidate in job exploration. It will also help candidates prepare the portfolio necessary to be recommended to the State of Rhode Island for initial licensure. Additionally, this course, in conjunction with SCD-441: Secondary Student Teaching, serve as the capstone experience for all education majors. Through writings, discussion, and a formal Impact Study on their students' learning, candidates will reflect on the impact of the Salve Regina Mission Statement on their work as educators. As part of the curriculum, students will complete work that addresses the student learning outcomes articulated for the third Core Goal: Refine the Liberal Arts Skills of Inquiry, Analysis and Communication. Acceptance in the Education Department is required.

This course provides a 60-hour practicum experience prior to student teaching. Experience in the classroom is critical to the professional development of teachers. The overall goal of this course is to help the student integrate formal course work, educational theory, and the professional teaching standards with real teaching experiences in his or her discipline. The practicum provides an opportunity for the teacher candidate to become familiar with the educator, the students, the classroom environment, and school policies prior to the student teaching experience. Students will apply teaching skills specifically to their content area and develop a unit of study to implement during the student teaching experience. The practicum seminar is a discipline-specific teaching course. This course will also address the candidates' concerns regarding school policies and procedures, lesson planning and classroom management. Acceptance into the Education Department is required.

This 15-week experience is a full-time assignment under the supervision of a clinical educator, a university supervisor from the teacher education candidate's content area, and an education department supervisor. Opportunities are provided for substantial responsibility for the full range of teaching duties on the secondary level. During this time, the experience component continues to be balanced by periods of analysis and evaluation of the teaching-learning process in a weekly seminar, as well as in individualized conferences with the various supervisors. Additionally, this course, in conjunction with SCD-432: Secondary Student Teaching Seminar Capstone, serve as the capstone experience for all education majors. Through writings, discussion, and a formal Impact Study on their students' learning, candidates will reflect on the impact of the Salve Regina Mission Statement on their work as educators. As part of the curriculum, students will complete work that addresses the student learning outcomes articulated for the third Core Goal: Refine the Liberal Arts Skills of Inquiry, Analysis and Communication. Acceptance into the Education Department and successful completion of all Rhode Island Department of Education certification testing requirements is required.

This workshop introduces the characteristics of the autism spectrum and provides strategies and instructional techniques to employ in teaching students along the autism spectrum.

This elective course provides the opportunity to work with adults with developmental delays. Training is provided prior to working with these adults. Assistance in the planning and implementation of the experiences is provided throughout the course.

This course introduces exceptionalities in early childhood through high school settings. The impact of the exceptionality on how individuals learn is discussed in relation to learning styles, teaching styles, and service delivery models. The field of Special Education is reviewed including an historical perspective, laws, legislation, identification, instructional strategies, and family issues. Field experience and sophomore or higher academic standing is required.

Students in this course are introduced to the basic principles of the acquisition of language, and the impact of disabilities on such acquisition. Strategies for working with children with disabilities whose language and communication are impacted are presented. The use of technology to enhance communication is reviewed. Intercultural practices are considered, and aspects of second language acquisition are introduced. Field experience and sophomore or higher academic standing is required.

This course addresses the social/emotional and behavioral aspects of teaching and learning. Strategies for developing and managing classrooms, teaching positive behavior and responding to students' behavioral needs are explored. Positive Behavior Supports and Functional Behavioral Assessments are presented. Field experience and sophomore or higher academic standing; and Education, Education/Special Education or Early Childhood majors is required.

This course integrates special education theory with special education practice that takes place in an intensive resource setting or other appropriate service delivery model of childhood special education in grades Preschool - Kindergarten of an urban school district. Research based high- leverage practices (HLP) including explicit instruction and strategies for working with children with social/emotional and behavioral challenges are emphasized. Emergent literacy, reading, spelling, and writing interventions are presented. The field provides learning opportunities to study and implement individual family service plans (IFSPs) and individualized education plans (IEPs). Close supervision and feedback are given to teacher candidates as they practice the Special Education HPLs of explicit instruction and social/emotional/behavioral practices and culturally responsive teaching.

This course integrates special education theory with special education practice that takes place in a substantially separate classroom grades 1-6. Research based high-leverage practices (HLPs) including explicit instruction and strategies for working with children social/emotional and behavioral challenges are emphasized. Reading, spelling, and writing interventions are presented. The field experience provides learning opportunities to study and implement individualized education plans. Close supervision and feedback are given to teacher candidates as they practice the Special Education HLPs of explicit instruction and social/emotional/behavioral practices and culturally responsive teaching. Acceptance into the Education Department and successful completion of Praxis II #5001, Multiple Subjects Test is required.

This course integrates special education theory with special education practice that takes place in an inclusive classroom in an urban school district. Special education high leverage practices (HLP) with an emphasis on math interventions and technology are presented. The components of a legally accurate IEP are studied. The field experience provides focused learning opportunities in early childhood classrooms to manage transitions in small and whole group, engage in data collection using informal assessments to improve instructional decision making, and use technologies, culturally responsive teaching, play-based strategies, and UDL to deliver interventions.

This course integrates special education theory with special education practice that take place in inclusive settings in grades 1-6. Research based high-leverage practices (HLPs) including teaching metacognitive strategies and intensive instruction are emphasized. The field experience provides learning opportunities to manage transitions in small and whole group, engage in data collection using informal assessments, incorporating technology, culturally responsive teaching, and UDL. Math interventions are presented. Acceptance into the Education Department and successful completion of Praxis II #5001, Multiple Subjects Test is required.

This course emphasizes principles and procedures of developmental and educational assessment of students in grades 1-6 (mild/moderate disabilities). The development, selection, administration, and interpretation of formal and informal assessment devices are reviewed in relation to legal and instructional decisions. Response to intervention is examined. Acceptance into the Education Department and successful completion of Praxis II #5001, Multiple Subjects Test is required.

This course focuses on effective communication skills built on mutual understanding and respect amongst school personnel, families, and community agency personnel. Cross-cultural communication is studied and partnering with families with children with mild/moderate disabilities is emphasized. Community resources are also explored, and opportunities are provided for engaging families at elementary schools, community events and parent organization meetings. Acceptance into the Education Department or Special Education minor is required (see Assessment Handbook).

This course explores the nature of the challenges young children may encounter in literacy. Assessment and research-based literacy instruction will be examined. Issues related to teaching in diverse classrooms will be a major focus. Acceptance into the Education Department or Special Education minor (see Assessment Handbook) is required.

This course explores varied strategies for working in inclusive classrooms with young children with diverse learning needs. Modifications and accommodations will be examined. Interventions and progress monitoring routines (executive functions) will be explored. Autism spectrum disorders, as well as varied disabilities, will be studied. Acceptance into the Education Department or Special Education minor (see Assessment Handbook) is required.

This elective course provides students with an introduction to American Sign Language. Background information on hearing impairments is also presented.

This elective course follows American Sign Language I. Students further develop their skills in American Sign Language.

This course offers in-depth study selected from areas of interest or need in the field of Special Education. Permission of department chair is required.

Student Teaching is a full-time assignment under the supervision of a cooperating teacher and a university supervisor. Opportunities are provided for substantial responsibility for the full range of special education services. During this time the experience component continues to be balanced by periods of analysis and evaluation of the teaching-learning process in a weekly seminar, as well as individualized conferences with the clinical educator and university clinical educator. Teacher education candidates will provide evidence of impact on student learning through a data driven instruction project. Also, candidates will develop a student driven service-learning project. Both this course and Special Education Student Teaching (SED-432) serves as the capstone experience for all education majors. Through writings, discussion, and a formal Impact Study on their students' learning, candidates will reflect on the impact of the Salve Regina Mission Statement on their work as educators. As part of the curriculum, students will complete work that addresses the student learning outcomes articulated for the third Core Goal: Refine the Liberal Arts Skills of Inquiry, Analysis and Communication. Acceptance into the Education Department and successful completion of all Rhode Island Department of Education certification testing requirements is required.

This workshop is taken concurrently with special education student teaching. It will provide materials and mentoring to supplement the student teaching experience. It will also help teacher education candidates prepare the portfolio necessary to be recommended to the State of Rhode Island for initial licensure. Weekly discussions will focus on current topics and needs in the special education setting. Feedback for growth in providing instruction for student learning will be a strand throughout the seminar. Student Teaching (SED-411) serve as the capstone experience for all education majors. Through writings, discussion, and a formal Impact Study on their students' learning, candidates will reflect on the impact of the Salve Regina Mission Statement on their work as educators. As part of the curriculum, candidates will complete work that addresses the student learning outcomes articulated for the third Core Goal: Refine the Liberal Arts Skills of Inquiry, Analysis and Communication. Senior standing in the Special Education program is required (see Assessment Handbook).

This course is intended to permit individual teacher candidates to examine in depth a subject area related to Special Education that is not offered in the regular curriculum. Permission of department chair is required.