Purpose of the Program & Content
The purpose of this program is to prepare teachers to work in classrooms with students with special needs who require additional support within the least restrictive environment to be successful.
The content includes understanding requirements and practice regarding student populations related to the framework of the principles of Individuals with Disabilities Education Act (IDEA).
Courses Offered
ASL 101 – American Sign Language I
Prerequisites:
English 90’s, Placement into Credit English, or Permission of Instructor
Introduces American Sign Language through finger spelling, signs, and comprehensive immersion in the visual language. Teaches basic skills in signed vocabulary using one and two-handed signs, classifiers, shapes, sizes, and location through practical lessons for everyday vocabulary and sign development. Introduces basic issues in Deaf culture
ASL 102 – American Sign Language II
Prerequisites:
C or better in ASL 101
Continues study of intensive signing, finger spelling, and understanding advanced signs through immersion in visual language, inside and outside the classroom environment. Teaches salient issues in Deaf culture and stimulates research in Deafness and Deaf education. Places greater emphasis on expressive and receptive signs exemplified by appropriate facial expressions and real-life interaction with Deaf and hearing signers.
SPED 260 – Introduction to Special Education
Prerequisites:
C or better in ENG 111
Examines the concept of the Least Restrictive Environment (LRE) for Special Education students in elementary and high schools. Identifies disabilities prevalent in Micronesia and practical methods of instruction necessary to effectively teach students with disabilities in mainstreamed/general education classrooms within the framework of the principles of Individuals with Disabilities Education Act (IDEA).
SPED 261 – Issues in Exceptionalities
Prerequisites:
C or better in SPED 260
Examines contemporary issues in exceptionalities including existing legislative mandates in special education, funding of special education services, use of hearing aids/cochlear implants, appropriate educational systems for students with disabilities, appropriate placements, contentious issues of educating the gifted and talented, and the issue of adopting the general or separate curriculum in educating exceptional students.
EDU 296 – Teaching Practicum
Prerequisites:
Completion of ASEE degree or Education
Faculty approval & acceptance into Certificate of Completion in Teaching Program
Special Education Program Learning Outcomes
- Practice ethically and morally valid decision-making.
- Dignify and respect students with special learning needs.
- Include persons who are physically or intellectually diverse.
- Apply current knowledge of effective practices in special education.
Sequence of Courses for Certificate of Completion in Special Education
| First Semester | Second Semester |
|---|---|
|
ASL 101 – American Sign Language I (4) |
ASL 102 – American Sign Language II (4) |
|
SPED 260 – Introduction to Special Education (3) |
SPED 261 – Introduction to Exceptionalities (3) |
| First Semester | |
|---|---|
|
EDU 296 – Teaching Practicum (12) |
|
