CSJ students

College of St. Joseph established Guided Pathways for each undergraduate major in 2016. The Guided Pathways were developed through the CSJ Learning Collaborative and provide a visual road map showing students what courses they should take and when to achieve four-year graduation success. View the Educational Studies – Special Education Guided Pathway here.


Special Education Major Requirements

EDU101 Intro to Education3This course will address issues related to the everyday processes of teaching. Topics include curriculum and lesson planning, classroom organization and behavior management, instructional strategies, current trends, the law and education, Vermont’s Framework of Standards and Learning Opportunities, the Common Core State Standards, the special education process, and a look at the historical foundations of education.
EDU308 Reading and Writing in the Content Area3This course will provide the student with instructional strategies to support reading and writing at the secondary level (7-12). The reading component of the course will focus on strategies for increasing comprehension, expanding word identification and vocabulary as well as the effective use of informational sources, technology and information literary. The use of writing to learn, the writing process, the assessment of writing and the modifications to accommodate the learning needs of all students will be addressed.
EDU318 Curriculum and Instruction3The course will explore the foundations of curriculum development, curriculum procedures and effective instructional practices. The role of philosophy in curriculum planning as well as the impact of current trends in educational reform will direct class activities. Work on curriculum projects will center around the Vermont’s Framework of Standards and Learning Opportunities and the Common Core State Standards.
EDU327 Contemporary Issues in Education3This course will focus on the identification, definition, and analysis of some of the most important problems facing the contemporary, public elementary and secondary schools. Students engage in problem solving strategies which address the routine of daily school operations. Many topics and discussions are designed to bring forth an exposure to local and national issues which impact the school community.
SEE310 Teaching for Effective Classroom Management3This course will examine classroom management techniques appropriate to any classroom with a focus upon quality teaching as the most effective classroom management tool. Students will explore and design classroom management plans, activities, and lessons which promote positive classroom behavior, as well as research some aspect of classroom management.
SEE401A Secondary Methodology and Technology in English3This course is designed to provide the student with the pedagogical tools needed to teach English in a secondary level classroom. Specific areas of study include examination of methods and materials required in the secondary/middle school classroom including educational technologies, lesson preparation, adolescent literature, the teaching of writing and grammar, required topics to be studied, issues in professional development, examination of Vermont’s Framework of Standards and Learning, the Common Core State Standards (ELA CCSS), Interstate Teacher Assessment and Support Consortium (InTASC) Standards. Students in this course will be required to spend time observing teachers in a classroom setting.
SPE201 Introduction to Special Education3The purpose of the practicum is to provide the student with additional field experience to develop the competencies related to an effective educator at the secondary level (English or Social Studies). Students are required to spend 40 hours in an inclusive setting and will include classroom observations, small group work, and whole group instruction in a developmentally appropriate sequence.
SPE303 Instruction and Curriculum in Special Education3This course will examine a variety of programs and strategies for creating and implementing curriculum and instruction in special education. We will look at ways to create curriculum based on IEP goals and objectives, as well as how to incorporate students with IEP’s into the general education curriculum.
SPE306 Program Development and Management in Special Education3The focus of this course is around designing an Individual Education Plan for a student with social and behavioral needs that interfere with the student’s access to the public educational system. The course follows best practices from EST referral to the progress notes on the IEP. The discussion of the why and the how of each step are integrated into the consideration of the next option, by way of role-plays and seminar discussions. The practical issues are shared, as are the legal and the political considerations. There is a Functional Behavior Assessment module to be completed, and then applied as a student’s progress toward IEP goals is assessed. This course will have many practical parts that are integrated into the experience and that are part of the expectation.
SPE307 Assessment in Special Education3Students will examine informal and formal assessment procedures and identify approaches which are appropriate for different assessment purposes in special education. Students will evaluate assessment procedures and determine if they are developmentally appropriate for specific purposes as well as psychometrically sound. Student will practice the administration of assessment procedures and prepare reports that describe the results and related recommendations for instruction.
SPE421 Practicum in Special Education3The purpose of the practicum is to provide the student with additional field experience to develop the competencies related to the effective instruction of diverse learners. Students are required to spend 40 hours in an inclusive setting and will include classroom observations, small group work, and whole group instruction in a developmentally appropriate sequence.

Additional Program Requirements

COM101 Speech Communications3Study and practice of communication styles such as small group discussions, impromptu, informative, demonstration, and persuasive speeches are emphasized. Students are encouraged to develop critical thinking skills by constructive criticism of student presentations as well as constructing their own speeches.
GEO101 Intro to Geography3A survey of the earth's environment, how it varies spatially and how the human population interacts with it. Contemporary and historical examples are used to show the role of the human-physical environmental relationships in our economic, political and social life today. Several major contemporary world problems: e.g. the food supply, the fuel crisis, the population explosion and environmental deterioration are introduced.
HIS103 US History I3This course presents a survey of the history of the United States from the Colonial period through the Civil War. Students will be introduced to the major social, political, cultural and economic developments that occurred within the U.S. during this period.
MAT104 College Algebra3A traditional college algebra course. Topics covered include the number system, rational exponents, polynomials, equations and inequalities, graphs, systems of equations, and exponential and logarithmic functions.
POS102 American Government3This course surveys the structure and functions of the U.S. political system, the historical context of that system, and the major issues and problems confronting that system in the current century.
PSY104 Human Growth and Development3This course will provide students a systematic examination of the processes of human psychological growth from conception throughout infancy, childhood, adolescence, adulthood and into old age. Socio-emotional, intellectual and biological domains of development will be considered from perspectives of psychodynamic and psychosocial theory, as well as more contemporary socio-cultural, cognitive, neuroscientific and ecological approaches.
PSY201 Principles of Learning3An investigation is conducted with respect to learning principles derived from classical and operant conditioning. The student is led through a step-by-step examination of processes such as response acquisition, extension, relearning higher order conditioning, generalization, and discrimination, principles and schedules of reinforcement, punishment, and other related processes. Emphasis is placed on developing a solid understanding of basic scientific principles and an opportunity for utilizing data collection and experimental design procedures is part of a field experience.
PSY334 Adult Development and Aging3Students will review and critically discuss traditional and contemporary perspectives documenting normative and non-normative life events that characterize growth and change from young adulthood through the senior years. Topics will include career choice and development, partner selection and marriage, conventional and nonconventional families, theories of adult personality development, mid- and late-life transitions, aging and dying and death and bereavement.
SCI107 Integrated Science I3This is one of two liberal arts courses that introduces students to the natural sciences, emphasizing central ideas and unifying concepts. In this particular course, the principles of physics and chemistry are presented in a manner that relates them to everyday life. Specifically, the basics of motion, Newton's Laws, energy and momentum, gravity, heat, electricity and magnetism, waves (sound and light), the atom, nuclear physics, matter, chemical bonds and reactions and organic chemistry are discussed. Also, science as a way of knowing is a focus of this course.
SOC101 Introduction to Sociology3An integrated and systematic survey of modern sociological methodology and concepts which include as subject matter: the nature of culture and human society, social processes, social structures, and social changes.
Science Elective 3The Educational Studies major requires students to take three science credits.
Fine Arts Elective3The Educational Studies major requires students to take three fine arts credits.
History Elective3The Educational Studies major requires students to take three credits of History.
English Elective3The Educational Studies major requires students to take three English credits at the 300/400 level.
Behavioral Science Elective3The Educational Studies major requires students to take three Behavioral Science credits at the 300/400 level.

General Education Core

General Education Core40Educational Studies majors are required to complete the general education core.

General Electives

General Electives2Educational Studies majors are required to complete two credits of general electives.