Elementary, Early Childhood and Special Education

PROGRAM DESCRIPTION:

Life in today’s classrooms is full of excitement, challenges, and a commitment to serving all learners. At Seton Hall University, in the College of Education and Human Services, we offer an integrated program with dual certification in elementary and special education. This program provides candidates with extensive foundational knowledge about a broad range of learners as well as opportunities for applied practice in diverse field settings. Candidates may also add an early childhood certificate by requesting a field placement in a PreK-2^nd setting. We have received national recognition for our work in elementary and special education by ACEI (Association for Childhood Education International) and CEC (The Council for Exceptional Children). This program is referred to as the ESED program.

We also offer a dual degree program in special education with a concentration in speech-language pathology. The undergraduate program requires a major in special education, a liberal art major, as well as a liberal art core, and eighteen credits in preparatory courses in speech and language pathology. If candidates maintain an overall GPA of 3.0 during the undergraduate portion of the program, they are entitled to automatic admission to the graduate masters program in speech-language pathology. At the completion of the undergraduate degree, candidates are not eligible to practice as speech therapists; a masters’ degree is required for that certification. Candidates may enter the university as freshmen in this program or transfer in (no later than the end of sophomore year). This program is referred to as the DVSL program.

PROGRAM REQUIREMENTS:

The minimum number of credits to graduate, for the integrated elementary/special education program or the dual degree program in special education and speech-language pathology, is 126.

Candidates must maintain a GPA of 2.75 in order to remain in a teacher preparation program; coursework and fieldwork in education can not occur if the GPA drops below 2.75. This GPA must be maintained through the entire academic program and is not limited to a single semester. The College of Education and Human Services will adhere to state regulations as they change in regard to minimum standards.

Candidates are required to take courses in (i) professional education (30 credits) and (ii) general education (minimum of 96). Professional education programs, such as the ESED or DVSL program, lead to a degree of Bachelor of Science of Education and eligibility for endorsement as a teacher, in specified areas, in the state of New Jersey. Candidates must pass the relevant Praxis exams associated with their education major and content major from Arts and Sciences as part of the certification requirements by the state. The professional education sequence of courses is based upon the standards of several national associations such as ACEI (elementary education), CEC (special education), and INTASC (national initial teaching standards). The program options listed here reflect best teaching practices as defined by the leading practitioners and researchers in the fields.

Field experience is required for sophomores, juniors, and seniors. Candidates are required to complete four field internships, connected to specific professional education courses, prior to their senior clinical experiences. The internships cover an eight week period and consist of 72 hours of contact time in a field setting. Supervision, by a trained representative from the college, occurs in each internship. The senior clinical experience requires a full semester of full-time teaching. Supervision at this level occurs at a minimum of every other week throughout the experience.

The faculty in the early childhood, elementary, and special education program, as well as the special education program with a concentration in speech-language pathology, adhere to the college professional code. The professional behavior described in the code is expected of candidates at both the university and in field experiences.

PROFESSIONAL CODE FOR CEHS:

Candidates enrolled in the teacher preparation programs in the College of Education and Human Services operate under the following professional code:

(1) Dependability: candidates are reliable, timely, and consistent in their presence and preparation for courses at the university as well as their field settings.

(2) Respect & Empathy: candidates are respectful in their address, writing, language, and physical space toward faculty, university staff, school personnel, peers, and students in the field.

(3) Open-mindedness: candidates respect the context and experience of others; developing the skills to use that information in classroom conversation, writing, and lesson planning.

(4) Integrity: candidates submit original work, fully cite all sources associated with the development of their work (including information from the internet), and recognize that the university fully supports the use of anti-plagiarism software in support of academic integrity.

(5) Dress code: candidates recognize that they are considered representatives of the university, college, and program when they are in their field placements. They are expected to adhere to the dress code of the field placement where they are working, recalling that their professional appearance and behavior reflects Seton Hall. (See the College of Education & Human Services field guide for more information.)

(6) Passion for the profession: candidates display in action, word, and commitment their passion for the profession of teaching, the right for all children to have access to positive and productive learning environments, and a recognition that life as a teacher means dedication to life-long learning.

PROGRAM HANDBOOKS:

The Early Childhood, Elementary and Special Education Handbook outlines the program expectations and course requirements for the major. For questions about the program, contact either of the co-directors, Dr. Debra Zinicola or Dr. Grace May. (blue = insert link)

Courses under EDST (Department of Educational Studies)—30 credits

EDST 1001 Introduction to Teaching

EDST 2001 Life in Inclusive Classrooms

EDST 4000 Child Development and Curriculum

EDST 2004 Early Literacy for All Children I

EDST 3005 Literacy Across the Curriculum

EDST 2005 Teaching Math in the Diverse Classroom

EDST 2006 Teaching Science in the Diverse Classroom

EDST 3003 Teaching Social Studies in the Diverse Classroom

EDST 4001 Clinical Practice Seminar (6 credits)

Courses under General Education:

Group 1: CPSY (Professional Psychology and Family Therapy)—18 credits

CPSY 1001 Diverse Learners and Their Families, Part I

CPSY 1002 Diverse Learners and Their Families, Part II

CPSY 2101 Learning Disabilities

CPSY 2102 Autism and Developmental Disabilities

CPSY 3103 Assessment

CPSY 2200 Health Promotions for Children

Group 3: Arts and Science—42 credits

ENGL ENGL 1201, 1202 (College English) I, II, and a literature course

MATH MATH 1102, MATH 1112 Math Perspectives I & II

SCIENCE BIOL 1101 and another science of your choice

HIST HIST 1301 or 1302 American History

2^nd HIST or SCIENCE Student choice

RELS One choice

PHIL One choice

MUHI or ARTH One choice

BMIE 1001 Introduction to Computers

2 Free Electives

*Core Curriculum Content Major @36-48 credits depending upon major choice

**Majors that allow candidates to teach above 5^th grade: English, History, World Languages, Science, Math, Technology (all other majors allow candidates to teach from K-5).

Middle School Certification: Early childhood, elementary, and special education majors (ESED) with a major from Arts and Sciences may take an additional number of courses (no more than 16 credits) to add a middle school teaching certificate in one or more of the following areas: (i) Language Arts; (ii) Math; (iii) Science, and (iv) Social Studies. Your academic advisor can help you plan when to take the additional courses in your program sequence. Candidates must pass the middle school praxis text in the content area in order to achieve the certification.

The Special Education Program with a Concentration in Speech-Language Pathology outlines the program expectations and course requirements for the major. For questions about the program, contact the program director, Dr. Grace May. (blue= insert link)

Courses under EDST (Department of Educational Studies)—18 credits

EDST 2001 Life in Inclusive Classrooms

EDST 2004 Early Literacy for All Children I

EDST 2005 Teaching Math in the Diverse Classroom

EDST 2006 Teaching Science in the Diverse Classroom

EDST 4120 Clinical Practice Seminar (6 credits)

Courses under General Education:

Group 1: CPSY (Professional Psychology and Family Therapy)—18 credits

CPSY 1001 Diverse Learners and Their Families, Part I

CPSY 1002 Diverse Learners and Their Families, Part II

CPSY 2101 Learning Disabilities

CPSY 2102 Autism and Developmental Disabilities

CPSY 3103 Assessment

Group 2: Arts and Science—42 credits

ENGL ENGL 1201, 1202 (College English) I, II, and a literature course

MATH MATH 1102 *Your A&S major may require a different math course

SCIENCE BIOL 1101

HIST HIST 1301 or 1302 American History

2^nd HISTORY or SCIENCE course

RELS One choice

PHIL One choice

MUHI or ARTH

BMIE 1001 Introduction to Computers

Free Electives-9 credits (**Recommend PSYC 1212 Child Psychology, Physical Science course—both are required by ASHA for the graduate speech language pathology program)

*Core Curriculum Content Major @36-48 credits depending upon major choice

**Majors that allow candidates to teach above 5^th grade: English, History, World Languages, Science, Math, Technology (all other majors allow candidates to teach from K-5).

Group 3: Graduate Medical (undergraduate course open to all)-18 credits

GMSL 5000 Introduction to Speech and Hearing Science

GMSL 5001 Phonetics

GMSL 5002 Anatomy and Physiology of the Speech and Hearing Mechanism

GMSL 5003 Introduction to Language Development

GMSL 5004 Introduction to Audiology

GMSL 5007 Introduction to Communication Disorders

Field Placements: All field placements, four in sophomore and junior years, as well as the senior clinical practice are in special education settings such as inclusive classrooms, resource rooms, and special schools.

**Candidates in the 4+2 program may take an additional four EDST courses in order to receive an additional two teaching certifications: Elementary Education and Early Childhood. These courses are outside the requirements for the 4+2 program therefore they do not fulfill graduation requirements. If candidates are interested in this option, they should talk with their academic advisor upon entrance to the university.

PROGRAM FACULTY:

Early Childhood, Elementary, and Special Education Program, Co-Directors:

Debra Zinicola, Ed.D. Grace May, Ph.D.

Jubilee Hall, 444 Jubilee Hall, 413

(973) 275-2724 (973) 275-2725

zinicode@shu.edu maygrace@shu.edu

Lauren Bosworth McFadden, M.A., Ed.S.

Jubilee Hall, 429

(973) 313-6027

bosworla@shu.edu

Lourdes Z. Mitchel, Ed.D.

Jubilee Hall, 410