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B.A. in Education with a Specialization...
Summary of Requirements
Requirements for a Major in Elementary Education
Applicants who are interested in Elementary Education are admitted to our department. Applicants must meet the admission requirements for full admission into Elementary Education to enroll in the professional sequence of the teacher education degree programs. The admission process includes two steps:
1. Pre-Admission Review: Applicants must:
162 or better
Applicants who are interviewed by the Program committee will either:
1. Be accepted into the program
2. Not accepted into the program — applicants who are not accepted can re-apply the following semester.
For continuation in a teacher education program, an education major must maintain a cumulative degree average of 2.75 or better, with a B or higher in education courses and a C+ or better in all pre-major, pre-professional and related elective courses.
Required pre-major courses (9 credits)
To be taken in freshman or sophomore year:
An overview and study of contemporary trends, problems, and issues in general education in terms of educational philosophies, types of educational programs, the relation of education to the individual and society, and curriculum and instruction. Some consideration of the relevance of regular education to special education and education of deaf and hard of hearing students. Discussion of organizations and agencies related to education.
An introduction to the major features of languages and to the structure, use, and variation in the sign languages and sign systems commonly used in the United States. The course will cover four major topics: (1) Language: The nature and definition of languages, the uniqueness of language, and contrasts between language and other forms of communication; (2) Language and Culture: The role of language in human society, with special focus on language acquisition, language identity, and bilingualism; (3) American Sign Language Structure: A survey of the major features of the linguistic structure of ASL. Topics are: Phonology: the structure of the physical signals; Morphology: the basic structure and composition of meaningful units of ASL; Syntax: word order and nonmanual syntactic signals in ASL sentences; (4) Language Variation: Language variation and language contact in the deaf community, including discussions of contact varieties of signing and systems for representing English.
Qualifying performance on the English assessment or screening and passing ASL screening.
An introduction to the scientific study of human behavior, providing an overview of the major issues, methods, and contributions of psychology. Content areas include development, language, learning, cognition, physiological psychology intelligence, and abnormal and social psychology.
GSR 102 or the equivalent
Required major and related courses (64-65 credits total)
Pre-professional Component (18-19 credits)
This course is designed to provide students with a foundational understanding of the theories, research and literature in the area of language and literacy acquisition and learning. Students will examine their own beliefs and processes related to language and literacy acquisition and learning. This course will prepare students for subsequent courses that address literacy teaching and learning in the classroom and the home courses.
EDU 250 and LIN 101
The course addresses the application of psychological principles to the educational setting. Topics include learning theory, cognition and memory, individualized instruction, human development, intelligence, creativity, exceptionality, motivation, discipline, and measurement and evaluation.
This course is the first part of a two-semester course sequence with MAT 172. This course is designed for prospective early childhood and elementary school teachers. The contents of this course include concepts and theories underlying early childhood and elementary school mathematics. The students will explore the ''why'' behind the mathematical concepts, ideas, and procedures. Topics include problem solving, whole numbers and numeration, whole numbers operations and properties, number theory, fractions, decimals, ratio and proportion, and integers.
GSR 104 or the equivalent, or permission of the department chair. This course is not open to mathematics majors.
This course is the second part of a two-semester course sequence with MAT 171. This course is designed for prospective early childhood and elementary school teachers. The contents of this course include concepts and theories underlying early childhood and elementary school mathematics. The students will explore the ''why'' behind the mathematical concepts, ideas and procedures. Topics include rational and real numbers, introduction to algebra, Euclidean and solid geometry, statistics, and probability.
MAT 171. This course is not open to mathematics majors.
In this course, students will examine major models of human development across the lifespan. Biological and psychological approaches will be used to examine physical, cognitive, and social development from conception to death. Specific attention will be paid to cultural and ethnic diversity in development.
C or better in PSY 101 or Psychology major or minor.
This course examines physical, emotional, social, cognitive, and language development from conception to the end of childhood. We will analyze the complexity of factors that contribute to developmental outcomes, including transactions between genetic and environmental factors. Developmental theory and research evidence will be used to address the well-being of children in the US and around the globe, with specific attention to inequities related to race, class, language, and culture.
C or better in PSY 210 or EDU major
Professional Component (43 credits)
Must be accepted to the Education program to enroll in these courses [See Admission Requirements above]
In this course, the Undergraduate Education program students spend at least 36 hours serving and aiding teachers in a public school program. This course will address integrating content (Language Arts and Social Studies) and require students to apply what is learned in the previous coursework to practicum situations in school sites. Regular group seminars are held to discuss, analyze, and reflect on educational topics related to teaching. This course prepares students for a subsequent student teaching experience.
An Approved Student Teaching Application and permission of the department.
This course will familiarize students with the nature and importance of curriculum in education for diverse students from K-12. The course also provides an initial experience in integrated curriculum planning with respect for diversity. Current theories of assessment, curriculum, instruction, and learning across diverse educational settings and cultures are applied in the classroom laboratory settings. Content assessment and evaluation that reflect individual differences in the candidate areas(s) of study are emphasized.
Admission to the program or permission of the program director.
This course is designed to familiarize students with various educational technologies. Students will learn how to use, troubleshoot, and integrate technology into their instruction. Emphasis will be on presentation, collaboration, and organization of technology tools to support student learning.
Pre- or co-requisite: EDU 600 or equivalent
This course prepares teacher candidates with the basic techniques for observing, documenting, and interpreting the development and behavior of young diverse learners from PreK to 12th grade. Candidates will apply their knowledge in child and adolescent development to utilize child observation and assessment strategies and documenting methods to gather information on development and learning and to make inferences for education planning based on the information gathered. The emphasis in this course also includes culturally relevant and equitable assessment strategies.
This course for teacher candidates specializing in elementary education provides an integration of literacy theory and research, content-based instructional practices, and assessment and evaluation cycles for diverse learners including ASL-English bilingual learners, English Language Learners (ELL), struggling readers and writers, and students with disabilities. In this course, candidates will expand knowledge and appreciation for literature, model communication in written, oral and/or through-the-air expression, comprehend, analyze, and evaluate a range of print and non-print media appropriate for use in elementary settings; and experience and reflect on effective practices in literacy teaching and learning in elementary settings.
EDU 600; EDU 311 or EDU 601; and admission to the program or permission of the program director.
This course provides the elementary education majors with the necessary content and methodology for developing a complete language arts program at the elementary school level, which includes the six modes of language: reading, writing, listening, speaking, viewing, and visually representing.
EDU 600; and pre- or co-requisite: EDU 631
This course concentrates on curriculum trends, teaching techniques, and appropriate media for teaching social studies in today's elementary schools. The course stresses the specific learning skills required for the study of history, geography, economics, citizenship, and social problems, with a focus on the National Council for the Social Studies curriculum standards for kindergarten through grade six.
Pre- or co-requisite: EDU 600
In this course, teacher candidates will learn about the current curriculum, contents, materials, and methodologies utilized by educators in the elementary school science classroom. The teacher candidates will explore methodological principles and apply them by developing lesson plans, science portfolio, activities, and projects. Observation, laboratory activities and participation in a field experience are included in the course. The teacher candidates will learn science by doing science using (FOSS) Full Option Science System.
Pre- or co-requisites: EDU 600; admission as a candidate to the Department of Education or permission of the program director.
This course is the final professional experience in the elementary education programs and is a required field experience in a school classroom for a period of at least ten weeks under the supervision of the classroom teacher (cooperating teacher) and a University Supervisor. During the course, the teacher candidate will take responsibility for planning, teaching, and evaluating all aspects of the classroom program. A required seminar is held weekly on campus for purposes of common problems and/or concerns, and exchange of useful teaching experiences.
An approved student teaching application and permission of the Program Director.
Students will learn about the current curriculum, content, materials, and methodologies utilized by educators in the elementary school mathematics curriculum. Students will explore methodological principles and apply them by developing lesson plans, a mathematics portfolio, activities, and projects. Observation, laboratory activities and participation in a field experience are included in the course. Students will learn mathematics by doing mathematics using Childhood Education International (ACEI) & Elementary Education Standards and Supporting (EESS).
Pre- or co-requisites: EDU 600 and admission to the program or permission of the program director.
An in-depth study of children's literature primarily for early childhood and secondary education majors. Focuses on the evaluation, selection, and sharing of children's and young adult books in instructional settings. Participants will read, respond to, and evaluate picture books and chapter books of various genres. Emphasizes the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children's and young's adult literature in schools.
This course is designed to familiarize students with the identification of exceptional children in terms of developmental needs, interpretation of assessment data, development and evaluation of appropriate intervention strategies for the regular classroom teacher, and legislation in special education. This course will prepare teacher candidates to work with children and youth with a broad range of disabilities and educational needs. Topics will include understanding disability; understanding principles of legislation and curriculum and instruction; establishing positive learning environments; and working collaboratively.
Admission to the program or permission of the program director
The student teaching seminar is a capstone course in which student teachers in the Undergraduate Education Program meet regularly as a group to discuss, analyze, reflect upon and resolve classroom issues that occur during their full-time internship experiences with hearing students. This course is designed to be taken in tandem with Student Teaching. Students will be participating in student teaching at various clinical sites every weekday for 10 weeks. Educational topics related to assessment, classroom management, certification, portfolio development, and related areas are covered in depth.
EDU Elective Requirements (3 credits)
Choose one course:
This course examines various forms of oppression by looking across different cultures and communities, then examines possible parallels occurring within the deaf community.
DST 101 or GSR 103
This course will introduce students to the field of Disability Studies. As an emerging interdisciplinary field of study, Disability Studies does not approach disability as a ''medical condition, but as a human condition'' (Charlton). Instead of studying the causes and rehabilitation of persons with disabilities, we will explore the historical, social, political, religious, philosophical, and cultural influences that ''construct'' the category of ''disability.'' We will also examine how persons with disabilities construct their own meanings and identities.
DST 101 or ASL 125
This course focuses on anti-bias education for those desiring to work with children and families from birth through adulthood. The course will introduce and expand on the four core goals of anti-bias education, starting with recognizing our own bias. The course will also embrace anti-racism and anti-racist principles as a component of anti-bias education. Students will gain the initial skills to apply anti-bias and anti-racist education pedagogy and practice in their own lives and in their professional careers with children and families.
The diverse beliefs of nations and classes, world divisions, and the racial rivalry reflected in various systems of law and politics all give changing meaning to such phrases as human rights and fundamental freedoms. This course will look at these rights and freedoms within the different belief systems, world divisions, and racial rivalries. Special attention will be given to the deaf communities in United States and their struggle to achieve full human rights and freedom.
This course will cover the history of disability in the United States from the early nineteenth century to the present, focusing on two important eras. The period of industrialization, from the late nineteenth century through the 1920s, will receive the most attention, as the status of people with disabilities changed most dramatically and having a disability led to stigmatization. This course will examine closely the disability civil rights era from the 1960s to the 1990s when disability rights advocates gained more visibility and federal laws and programs began to focus on disability civil rights issues. The course content will focus on three themes: Perceptions of disability and how those perceptions of disability change over time, as well as the socioeconomic status of people with disabilities; the role that people with disabilities have played in American history and the actions they have taken to affect their position in society; and Federal policies and laws related to disability issues, and how they have changed over time.
This course will cover teaching and leading theories and techniques necessary for planning and delivering physical activities and wellness programs that foster health enhancing active participation, within a comprehensive school environment. Emphasis is given to the principles of motor development; assessment techniques; and the psychomotor, cognitive, psychological, and social developmental needs of children of various ages, diversity, and abilities. Also included is an overview of the many education, community, and government organizations that provide and advocate for health enhancing physical activity participation.
PER 202, 203, 205, 232 and PER Majors Only; or Early Childhood Education Majors; or permission of the instructor.
The course includes scientific principles, and teaching methodology necessary for the modification of physical education programs, sport, or recreational activities to meet the developmental needs and capabilities of students with diverse abilities. Emphasis is given to the principles of motor development; assessment techniques; developmental needs; psychomotor, cognitive, psychological, and social characteristics of individuals with various disabilities; legal requirements; resources for participation in community sport and recreation programs; and developing appropriate instructional and behavioral strategies for an inclusive or adapted activity learning environment.
PER 232, 341, PER Majors Only, and Senior Standing; or permission of instructor.
This course provides students an opportunity for examination of personal attitudes, stereotypes, biases, and misconceptions that affect ethnic-competent professional practice. Attention is given to increasing students' knowledge, understanding, appreciation, and sensitivity to diversity, oppression, and racism, and the implications of each for social work and other human services. While the course addresses the cognitive and conceptual aspects of learning, primary emphasis is on the affective process. In addition to learning about racism, discrimination, power/powerlessness, and ethnocentrism, students participate in experiential groups and role play. These exercises provide opportunities to explore new ways of thinking, feeling, and responding to people who experience discrimination or oppression because of their race, ethnic background, gender, age, disability, or sexual orientation, or because they are deaf or hard of hearing.
Students will complete field experiences in conjunction with the courses below. These field experience hours do not count in the summary of requirements for the specialization. Students will be required to pay a fee for suitability background checks prior to their initial field experiences in the program. The courses with field experiences include:
EDU 631: 30 clock hours
Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles
Standard 1: Learner Development:The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.
Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.
Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.
Standard 4: Content Knowledge:The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.
Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.
Standard 7: Planning for Instruction:The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.
Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.
Standard 10: Leadership, Advocacy, and Collaboration:The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
Standard 11: Technology:The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.
Gallaudet University is accredited by the Middle States Commission on Higher Education (MSCHE) and recognized by the U.S. Department of Education as a Title IV approved institution. The Gallaudet University B.A. Education: Early Childhood Education, Elementary Education, or Secondary Education program is accredited by the Council for the Accreditation of Teacher Preparation (CAEP) organization. The program is also approved by the District of Columbia State Education Agency (SEA) and licensed by the National Association of State Directors of Teacher Education and Certification (NASDTEC). In compliance with the U.S. Department of Education and the District of Columbia Higher Education Licensure Commission (HELC) requirements for participation in the National Council for State Authorization Reciprocity Agreement (NC-SARA), Gallaudet University provides information pertaining to this program and teacher educator licensure within each of the U.S. states and territories. This program is designed to meet the educational requirements for teacher educator licensure in the District of Columbia. If your intent is to secure licensure outside of Washington, D.C., then BEFORE beginning Gallaudet University's program, use the drop-down list below and select the state or territory in which licensure is intended. This will help you determine whether Gallaudet has obtained confirmation from the state or territory to formally identify whether the Gallaudet B.A. Education: Early Childhood Education, Elementary Education, or Secondary Education program meets, does not meet or cannot be confirmed as meeting the educational requirements for licensure.
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B.A. in Education with a Specialization in Elementary Education
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