Bilingual Education | Early Childhood Education | English as a Second Language | Reading | Special Education
Chair: Mary Robbins (936) 294-3890;
Faculty: Paula Adams, Helen Berg , Leonard Breen, Linda Ellis, Betty Higgins, Sharon Lynch, Joyce McCauley, Margaret McGuire, Barbara Metzger, Melinda Miller, Diana Nabors, Debra Price, Rhonda Richardson, Mary Robbins, Cindy Simpson, Phillip Swicegood, Kay Timme, Nancy Votteler
* Academic Studies/Interdisciplinary Studies B.A., B.S.
* Pending review of The Texas State University System Board of Regents and The Texas Higher Education Coordinating Board.
Highlights
Suggested Minors
Career Opportunities
Student Organizations
Scholarships
Internships
Internships in public schools are permitted only for candidates who already have a baccalaureate
degree. Undergraduate teaching candidates participate in the student teaching block as the
capstone of their professional program sequence.
Required Field Experiences
Candidates for any teaching certificate participate in field experiences in the public schools. Requirements for these activities vary by course and are coordinated by the Field Experience office.
Admission to the Educator Preparation Program
Students seeking initial Teacher Certification will apply for admission to the Educator Preparation Program in their first Education class. Subsequent program specific requirements are explained below.
Admission to the Literacy Block
Candidates for certification EC-4, 4-8, EC-8, and EC-12 must participate in a one-semester 9-hour
literacy block (RDG 370/RDG 380/RDG 390) the semester prior to the methods block. Students
must apply for placement in the literacy block through the Department of Language, Literacy and
Special Populations (LLSP). The LLSP Department determines the eligibility based on criteria
which include admission to the Educator Preparation Program, coursework completed, and dispositions.
Students should consult their program area advisor to determine the process for application
and admission.
Admission to the Special Education Block
Candidates seeking special education certification must apply for the 6-hour Special Education Block (SPD 460/480) through the Department of Language, Literacy and Special Populations. This class is usually taken the semester prior to the methods block. Prerequisites include SPD 231, SPD 331, SPD 377, and SPD 367.
Bilingual Target Language Proficiency Test
Candidates seeking certification in Bilingual Education must demonstrate Spanish language proficiency in reading, writing, and speaking on the Bilingual Target Language Proficiency Test (BTLPT).
Admission to Student Teaching
Student teaching is intended to be the culminating experience in a candidate’s preparation to become a teacher. Candidates should enroll in student teaching the final semester of their preparation program (contact edu_efo@shsu.edu for student teaching information). Candidates registered for nine hours during the student teaching semester are considered to be full-time students.
BSL 236 Multicultural Influences on Learning. This course examines the rich cultural heritages of the United States and their influences on learning. Linguistic dialects, cultural patterns, practices and contributions of various cultural groups are studied in their relation to the educational process. Particular emphasis is given to the cultural groups in the Southwest. Prerequisite: Sophomore standing. Credit 3.
BSL 333 Language Acquisition Theory for Second Language Learners. This course examines language acquisition theories and philosophies related to learning a second language from early childhood to adult. The course also examines the history, rationale, political, community and global perspectives of bilingual education and English as a second language programs. Emphasis is placed on the principles and implementation of how children learn a language or languages, and how educators can develop academic programs and curriculum plans incorporating local, state, and national policies. Field experiences in PK-12 public schools required. Prerequisite: Junior standing. Credit 3.
BSL 430 Language Learning and Literacy Development in Multilingual Students. This course provides an intensive study of the theories of language learning and literacy development for students learning English. Processes and strategies on the development of oral language and reading in the primary language, in particular Spanish, and transitions into English reading are emphasized. Correlations between the fundamental concepts and principles of reading and learning a second language are emphasized. Spanish is often used to teach this course. Field experience in PK-4 public schools required. Taken concurrently with BSL 477. Prerequisite: Junior standing. Credit 3.
BSL 437 Spanish Fluency in the Classroom. This course is designed for persons interested in teaching in a Spanish instructional environment. Terminology specific to the instructional process, curriculum, and community is emphasized. Linguistic and cultural comparisons among different Spanish dialects represented in Texas are examined. The course is taught in Spanish. Prerequisite: Admission to educator preparation program required, field experiences in PK-12 public schools included in this course. Credit 3.
BSL 475 Individual Problems in Bilingual Education and English as a Second Language Programs. This course is designed for persons interested in enhancing educational principles related to current bilingual and English as a second language issues. This course will address specific topics for independent study related to second language learning, methodologies, curriculum, instruction, evaluation, parent/community involvement, program design and field experiences. Credit 3.
BSL 477 Content Based Learning for Second Language Learners. This course identifies appropriate curricula and teaching strategies to teach reading, language arts, mathematics, science and social studies to second language learners. Principles of current content area curriculum and instructional theory as related to language learning in a bilingual classroom are studied. Spanish is often used to teach this course. Field experiences in PK-4 schools required. Taken concurrently with BSL 439. Prerequisite: Junior Standing Credit 3.
BSL 488 Student Teaching in a Bilingual or ESL Classroom. The student is assigned to student teaching in a bilingual and elementary classroom fulltime for approximately twelve to fourteen weeks. The student is assigned to student teaching in an English as a Second Language classroom or period full-time at the elementary or secondary level for approximately six to seven weeks or one-half day for approximately twelve to fourteen weeks. Prerequisite: Admission to Student Teaching program. Credit 3.
ECE 273 Early Childhood Cognition.The curriculum in the preschool and primary grades is presented with an emphasis on the Texas Essential Knowledge and Skills. The philosophical orientation of early learning and development, classroom arrangements, selection of material and activities, evaluation procedures, and developmentally appropriate practices will be studied. Prerequisite: 30 hours. Credit 3.
ECE 275 Study of Infants, Toddlers, and Young Children.This course is intended to provide a foundation in the basic principles and theories of child development, prenatal development through age 5. Field experience in child care facilities will be required. Prerequisite: 30 hours. Credit 3.
ECE 319 Guidance of Young Children: Field Experience. Students will practice behavior management techniques with children in public school pre-kindergarten or kindergarten classrooms. This course is taken concurrently with ECE 329. Prerequisite: Either ECE 273 or 275. Credit 1.
ECE 323 Curriculum for Early Childhood. This course will prepare teacher candidates in the EC-6 certification program to become successful in teaching in the early childhood grades, EC-3, by using effective models of teaching and learning. Emphasis is placed on ssessment strategies that help strengthen the link between the early childhood grades, EC-3 curriculum and responsive instructional practices for meeting the needs of diverse young children. 10 hours of field experiences in public schools at appropriate levels included in this course. Prerequisite: Junior Standing, EED 374, ECE 273, ECE 275. Concurrent enrollment in EED 323 is required. Credit: 2 hours.
ECE 329 Guidance of Young Children.Classroom and behavior management techniques which are appropriate for young children will be presented with an emphasis on inductive discipline which leads to self-discipline. This course is taken concurrently with ECE 319. Prerequisite: Either ECE 273 or 275. Credit 2.
ECE 363 Working with Families in Diverse Communities. This course is an in-depth study of the relationships between families and schools in diverse communities. Topics addressed in this course include discussions of major theories that support partnerships with parents; models for parent, school, and community partnerships; home, school and community influences on children’s lives; parenting styles; family dynamics; parent education strategies; communication with parents; and the rights and responsibilities of parents, children and teachers. Field experience with young children, their families, and the community will be required. Prerequisites: ECE 273 and SPD 231. Credit 3.
ECE 433 Developmentally Appropriate Programs for Young Children. An in-depth study will be made of developmentally appropriate practices in schools for young children. Appropriate curriculum and instruction, thematic unit development, and a study of the Texas Essential Knowledge and Skills are major areas of emphasis. Field experience is required. Prerequisites: ECE 273, ECE 275 and ECE 319/329. Credit 3.
ECE 475 Problems in Early Childhood Education.This course is designed to permit individual students to study specific areas of interest and need. Prerequisite: Approval of Department Chair. Credit 3.
ECE 486 Student Teaching in the Kindergarten and Pre-kindergarten. Approximately six to seven weeks of student teaching experience in a public pre-kindergarten or kindergarten is provided. Prerequisite: Admission to Student Teaching Program. Credit 3.
ESL 314 Integration of English Language Learning I. This course examines the relationship between language and literacy acquisition of English language learners. Candidates in the EC- 6 certification program learn research-based best practices relating to language and literacy acquisition and apply them to linguistically diverse learners in the public school classroom. Attention is given to second language literacy approaches and strategies in early childhood through sixth grade. Prerequisites: BSL 236, 333. Credit: 1 hour.
ESL 414 Integration of English Language Learning II. This course examines the planning, content, delivery, assessment and modification of sheltered instruction. Attention will be given to selecting instructional materials and strategies, including activities in the area of visual and performing arts, to develop students’ abilities to comprehend and produce English based on appropiate assessment information. Prerequisites: ESL 314. Credit: 1 hour.
ESL 415 Integration of English Language Learning III. The course emphasis is placed on the use of evaluation and continuous assessment to plan and modify instruction for English Language Learners (ELL). Candidates will explore state-mandated policies and legal issues related to ELL as well as assessments appropriate for English Language Learners. Prerequisites: ESL 414. Credit: 1 hour.
ESL 478 Teaching English as a Second Language. The course identifies current instructional methods and approaches to teaching English as a second language to nonnative speakers of English beginning at the early childhood level through adult. Principles and concepts of second language learning, linguistic contrasts between English and other languages, and the instructional processes are emphasized. Field experience in PK-12 schools required. Prerequisite: Junior Standing. Credit 3.
RDG 031D Developmental Reading. An intense study of vocabulary, text organization, comprehension and other reading. Strategies to develop criteria reading skills. Instruction is delivered through a combination of class lectures and individual Reading Center tutorials.
RDG 131 Strategies for College Reading and Thinking. Students will learn and practice strategies and skills necessary to read and think critically at the college level. Course focus is on reading in all academic disciplines, especially those with heavy reading content. Two hour class and on hour computerized tutorial. Credit 3.
RDG 235 Literacy Processes of Culturally and Linguistically Diverse Populations. The fundamental concepts, principles, and conflicts of second language learning and teaching. Effective instructional approaches for students of diverse cultural and linguistic backgrounds are learned and applied. The use of multiethnic literature in the classroom is a special focus of this course. Credit 3.
RDG 275 Literacy as a Foundation for Learning Students examine their personal literacy development and their philosophical assumptions underlying literacy instruction in order to build a basis for the theories and practices provided in the advanced reading courses. Credit 3.
RDG 370 The Teaching of Reading.The fundamental concepts and principles of reading instruction and focus on the developmental stages of reading. Word attack, comprehension, study strategies and other aspects of a balanced literacy program are learned and applied. Must be taken concurrently with RDG 390 and RDG 380. Field experiences in PK-12 public schools required. Advance departmental approval required. Admission to educator preparation program required. Credit 3.
RDG 380 Literacy Assessment and Instruction. Students will administer and interpret varied assessment tools as well as select and implement appropriate instructional techniques to plan and conduct effective classroom literacy instruction. Field experiences in PK-12 public schools required. Must be taken concurrently with RDG 370 and RDG 390. Advance departmental approval required. Admission to educator preparation program required. Credit 3.
RDG 383 Content Area Reading in the Middle Grades. This course focuses on using reading and writing as tools for learning in all academic areas, i.e. math, science, social studies, in grades 4-8. Credit 3.
RDG 385 Vocabulary and Word Study in the Middle Grades.Students will explore phonemic awareness, decoding skills, and vocabulary. Specifically included in the study are phonic generalizations, structural analysis, word derivations and etymology, and strategies for technical and other specialized vocabularies. Credit 3.
RDG 390 The Teaching of Language Arts. Focus on the developmental stages of writing and the interrelated language processes
of listening, speaking and reading and writing. Pre-service teachers will explore
theories and instructional practices in the elementary school language arts program.
Must be taken concurrently with RDG 370 and RDG 431. Field experiences in PK-
12 public schools required. Advance departmental approval required. Admission to
educator preparation program required. Credit 3.
RDG 393 Emergent and Beginning Literacy. Language and cognitive development, listening, speaking, reading, and writing theories and instructional practices with children from birth to grade 3. Credit 3.
RDG 420 Content Area Reading Grades EC-6. This course focuses on using reading and writing as tools for learning in all academic areas, i.e. math, science, social studies in the elementary classroom. Prequisites: RDG 370, 380, 390. Concurrent enrollment in EED 434, 435, 436, 427, MLE 375, and ESL 414 is required.Credit: 2.
RDG 471 Reading and Language Arts in the Middle Grades. This course focuses on the uniqueness of middle grade students, middle school structures and explore literacy theories and activities that meet these needs and structures. Prerequisites: RDG 370, 380 and 390. Credit 3.
RDG 475 Individual Problems in Reading.Designed for students interested in extending conceptual knowledge in literacy issues. This course addresses special topics and independent study related to methodologies, curriculum, assessment, and language processes. Advance Departmental Approval Required. Credit 3.
RDG 492 Content Area Reading and Writing. Students will learn to determine pupils’ needs and abilities in content area reading and writing through the use of assessment instruments and will plan instructional strategies appropriate to their needs within specific secondary teaching fields. Field experiences in PK-12 public schools required. Prerequisites: EED/ SED 374. Credit 3.
SPD 231 Introduction to Special Education.This survey course presents case studies of students with special needs, historical perspectives of special education, recommended educational approaches, and current models and issues in special education. Field experiences in PK-12 public schools and various appropriate field placements required. Admission to educator preparation program required. Credit 3.
SPD 331 A Study of Emotional and Behavioral Disorders.This course provides a study of the defining characteristics, systems of assessment and classification, theories of causality, and interventions for students with Emotional
and Behavioral Disorders. Prerequisites: SPD 231 and Sophomore standing. Credit 3.
SPD 332 Behavioral Principles. This course examines basic behavioral principles including reinforcement, punishment, stimulus control, and measurement of behavior. Specific procedures are presented for establishing new behavior, increasing desirable behavior, and decreasing undesirable behavior for individuals with disabilities. Ethical considerations also are addressed. Credit 3.
SPD 333 Behavioral Assessment, Intervention and Evaluation. This course provides the interventionist with the techniques for designing, implementing, and evaluating behavioral interventions appropriate for individuals with Autism
and related disabilities. Ethics of behavioral interventions will also be discussed.
Prerequisite SPD 332. Credit 3.
SPD 334 Behavioral Intervention and Research Methods. All of the elements of single-subject research design are examined, providing practical information for assessing, designing, implementing, and evaluating behavior analytic techniques and curriculum for educating children with autism and related disorders. Ethics for practicing Behavior Analysts will also be examined. Prerequisite: SPD 332 and 333. Credit 3.
SPD 367 Student-Centered Planning and Learning in Special Education.Emphasis is placed on the selection of assessment strategies, teaching methods, lesson planning, use of technology, and the preparation of instructional materials appropriate for students with special needs. Field experiences in PK-12 public schools required. Prerequisite: SPD 231. Credit 3.
SPD 377 A Study of Learning and Learning Disabilities.Learning disabilities are examined with a focus on history, definition, causation, teaching methods and inclusive practices. Emphasis is placed on the appropriate
selection of assessment and teaching strategies, lesson planning, and use of technology for students with special needs. Prerequisites: SPD 231 and Junior standing. Credit 3.
SPD 378 Behavioral Intervention and Family Involvement in Special Education. This course addresses a variety of instructional techniques that can be utilized to change, maintain, increase, or decrease individual and group behaviors. Proactive behavioral intervention techniques from a variety of theoretical models are examined. Behavioral change strategies emphasize functional assessment principles, positive behavioral supports, and self-management. The basic principles, tools, and techniques of communicating with parents of children with disabilities and implementing parent education programs also are addressed. Prerequisites: SPD 231 and Junior standing. Credit 3.
SPD 438 Diagnostic Assessment of Exceptional Children and Youth. An overview of formal and informal assessment for special education is provided. This course includes basic concepts of measurement, assessment of academic achievement, screening tools, diagnostic testing, review of individual and group intelligence tests, perceptual skills, sensory acuity and adaptive behavior. Prerequisites: SPD 231, 331, and 377. Credit 3.
SPD 460 Study of Cognitive and Low Incidence Disabilities. This course includes a study of the characteristics and needs of students with mental retardation and low incidence disabilities. Topics include appropriate curriculum methods and instructional needs for all ages, life span issues, vocational, and transition issues. Twenty (20) hours of field placement required. This course must be taken concurrently with SPD 480. Prerequisites: SPD 231, SPD 331, SPD 367, SPD 377. Credit 3.
SPD 474 Individual Problems in Special Education. Designed to permit individual students to study specific areas of interest and need. Prerequisite: Approval of Department Chair. Credit 3.
SPD 478 Behavioral Intervention and Family Involvement in Special Education. This course addresses a variety of instructional techniques that can be utilized to change, maintain, increase, or decrease individual and group behaviors. Proactive behavioral intervention techniques from a variety of theoretical models are examined. Behavioral change strategies emphasize functional assessment principles, positive behavioral supports, and self-management. The basic principles, tools, and techniques of communicating with parents of children with disabilities and implementing parent education programs also are addressed. Prerequisites: SPD 231 and Junior standing. Credit 3.
SPD 480 Collaborative Partnerships Across the Lifespan.This course is designed to equip the prospective teacher with the collaborative skills needed in inclusive school and community environments. Areas that are emphasized include adaptations for instruction, transition planning, vocational/career education, and assistive technology. Twenty (20) hours of field placement required. This course must be taken concurrently with SPD 460. Prerequisites: SPD 231, SPD 331, SPD 367, SPD 377. Credit 3.
SPD 490 Learning and Instruction for Young Children with Disabilities. This course provides opportunities for students to demonstrate competencies by working with young children with disabilities under the supervision of a qualified teacher. This course provides experiences in designing individual instructional plans, assistive technology, data collection, and instructional adaptations. Field experiences in PK-12 public schools required. Prerequisite: SPD 231 and Junior standing. Admission to educator preparation program required. Credit 3.