Education

Introduces the exceptionalities and related topics in the field of special education including definitions, prevalence, assessment, and intervention. It includes discussion of strategies for facilitating students’ independence, learning, social connections, and self-advocacy skills. Curriculum emphasizes the philosophical and practical applications of valuing students’ abilities and diversity and collaborating with educators and families. It will explore curriculum modifications and accommodations, problem-solving strategies, and transition issues. Ten hours of field work are required in this course. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Investigates the philosophical, historical, and social/cultural character of education in the U.S. It is intended to be an examination of how schools function organizationally. Discussions will include the role of education, system philosophy, and trends that have shaped contemporary education; field observations are included. This course is a concentration requirement for both Special Education and Education Associate Degree programs. It is intended to be the first in a series of learning experiences for those interested in careers as teachers. Ten hours of classroom observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

This course will focus on the knowledge and skills necessary for supporting students with challenging behaviors in various learning environments, using the framework of positive behavioral supports. Students will gain knowledge of the basic assumptions about the context, function, and role of behavior. Students will learn to use a variety of positive behavior intervention techniques to control targeted behavior, support learning, and maintain the attention of students. Ten hours of field observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Predicated on legislative requirements such as the Individuals with Disabilities Education Act, this course considers theories and issues in the context of inclusive instructional settings. Students will develop an understanding of the various legal and ethical requirements as well as effective instructional strategies for curriculum adaptation and delivery within the context of federal and N.H. state special education and education laws and procedures.

Focuses on practical instructional strategies for designing developmentally appropriate and challenging learning experiences based on the unique needs of individual learners. Students use differentiated instruction and universal design for learning as frameworks for designing lessons that meet the needs of diverse learners. Methods for adapting instruction and supporting students through modifications, accommodations, and assistive technology are explored. Students will collect a repertoire of evidence-based strategies for identifying and addressing the reading, writing, math, and study skills of students with disabilities. Through field experience, students have the opportunity to observe in the classroom and gain practical experience planning, delivering, adapting, and reflecting on a series of individualized lessons. Ten hours of field work are required. Ten hours of field observation required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Presents the theory and strategies for effective integration of technology resources and technology-based methods of instruction and assistive technology designed for students with disabilities. A background of mediated instruction will be provided along with a review of the qualities and benefits of technology options, including assistive technology, available to instructional settings. Opportunities to apply instructional delivery using common forms of media, multimedia, computers, and specialized programs for students with disabilities will be integral to this course, in addition to contemplation of future issues of integration of technology and matters of time and place of the learning experience.

Focuses on methods for integrating explicit instruction of effective reading comprehension strategies into content area teaching. Before, during, and after reading strategies that will help students to comprehend challenging content area reading material will be introduced and practiced. Mentor texts will be used to demonstrate text structure and make the connection between reading and writing in the content areas. Students will learn strategies for motivating and engaging students with reading, modeling effective reading and writing strategies, guiding comprehension, facilitating metacognitive discussions, and teaching vocabulary and study skills. Methods for assessing and developing skills in reading, writing, listening, and speaking will be explored. Methods for differentiating and accommodating for struggling readers and writers including the use of assistive technology will also be explored.

Focuses on designing appropriately challenging learning experiences based on curriculum standards and individual needs. Students will learn strategies for direct and indirect instruction, supporting self-directed and collaborative learning, and promoting critical thinking and problem solving through questioning. Classroom management strategies that promote student engagement and a positive learning climate will be explored. Students will learn how to select, design, conduct, interpret, and use the results of formative and summative assessments. Use of the common core state standards in the planning, instruction, and evaluation process will be examined. 10 hours of classroom observation are required. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Offers candidates a professional forum for researching, reviewing, and discussing socio-cultural contexts and topics in language teaching and education. In the course candidates will develop a broad-based understanding of cross-cultural education and discover appropriate practices and techniques for the multi-cultural classroom. The course is a requirement for all Education candidates.

Focuses on assessing and addressing student literacy skills. Students will learn about the language development process and demonstrate their ability to use a variety of assessments to identify the language skills and needs of individual learners. Using data driven, collaborative decision making, students will plan appropriate interventions. Research-based methods for teaching phonics, vocabulary, spelling, fluency, reading comprehension, and writing will be explored. Students will learn how to guide readers and writers in developing effective strategies for reading, writing, speaking, and listening. Authentic, evidence-based, differentiated instruction linked to the common core standards will be emphasized. 

Practical experience in a learning environment. The student spends a minimum of 45 hours per semester in a supervised assigned learning environment and participates in a weekly seminar. In the instructional environment, students will work with individuals and groups and develop and deliver an instructional unit. This is a concentration requirement for the Associate in Science in Education program.

Designed to assist student educators in constructing a favorable learning environment for their English language learners with regard to reading and literacy in the content area. Appropriate literacy strategies, instruction and assessments will be evaluated, and various aspects of first and second language acquisition will be examined. All aspects of second language development will be considered such as phonemic awareness, vocabulary, fluency, comprehension, and writing. Approaches for assisting young and older learners with reading comprehension will be addressed, and students will learn to adjust language instruction to meet the developmental literacy needs of the language learners from various socio-cultural, educational, and linguistic backgrounds.

Students will have weekly opportunities to work as one-on-one content tutors with English language learning needs to develop an understanding of language-learning needs and to increase educator effectiveness in improving student skills. Assessing and tracking English language learner progress will be explored. There will be a 20-hour service learning component wherein students will support ESOL learners and their community. This course is required for those in the TECP: ESOL Certification programs. Others must have permission from the TECP director or the director of cross-cultural education. A $25 fee will be assessed to all students to cover the cost of clinical practice.

Explores the history, philosophy, principles, organization, and operation of career and technical education in the U.S. Students will develop a functional understanding of the role and responsibilities of a professional career and technical educator. This course will provide the participant with the foundation and skills needed to design, implement, and manage a curriculum in career and technical education. Identification of resources and occupational analysis, derivation of content, formulation of objectives, defining measurable learning outcomes, and the selection and development of activities and evaluation methods will be explored.