Special Education
- LIENNE MEDFORD, Dean
- KELLY HARRISON-MAGUIRE, Associate Dean
- REED CHEWNING, Chair
- D. WAYNE CHESER
- WILLIAM CORDER
- ELAINA GHIONIS
- JULIE JONES
- MARGARET LEE
- MARGARET PARK
- SEAL NISBET WILSON
The Institutional Standards
Professional education courses and experiences, combined with liberal arts courses, promote the acquisition of knowledge, skills, and dispositions essential for education. These learning outcomes embody the following “Institutional Standards” to ensure candidates develop an understanding of the critical concepts and principles of their discipline and facilitate candidates' reflection of their potential biases to increase their understanding and practice of equity, diversity, and inclusion.
Education Program Completers
- Demonstrates knowledge of and application of critical concepts and principles of learner development (INTASC Standard 1), learning differences (INTASC Standard 2).
- Create safe and supportive learning environments to work with diverse students and families (INTASC Standard 3).
- Demonstrate knowledge of central concepts in their content areas (INTASC standard 4).
- Implement instructional strategies for diverse learners (INTASC Standard 5).
- Demonstrate ability to assess student work, plan for instruction, and differentiated instructional strategies for diverse learners (INTASC Standards, 6, 7, & 8).
- Demonstrate knowledge of technological pedagogical knowledge to engage and improve learning for all students.
- Demonstrate knowledge of professional responsibility and engage in professional development, act ethically, take responsibility for student learning, and collaborate with students and families (INTASC Standards 9. &10)
The Converse University Department of Education is the central undergraduate home for teacher education programs in Education. The Department of Education offers the Bachelor of Arts degree in the following teacher education programs: art (PK– 12), early childhood (PK–3), elementary (2–6), comprehensive special education (PK–12), deaf and hard of hearing (PK–12), intellectual disabilities (PK–12), learning disabilities (PK–12), English (9–12), and social studies (9–12).
Bachelor of Music degree in music education (choral and instrumental) (PK–12), resides in the Petrie School of Music. This degree has a specific course of study. Details are in the Petrie School of Music Student Handbook and the Undergraduate Catalog. The Department of Art and Design offers the Bachelor of Arts in Art Education (PK-12). Details are in the Undergraduate Catalog. Full-time Converse faculty members teach a majority of the education courses in each program. Students interested in teaching as a career may complete one or more of the programs described in this section. Students who fulfill the requirements of one or more of these programs can meet the certification requirements for teachers in South Carolina and in several other states. Those who wish to teach on the secondary level complete a 30-hour minor (32 for science teachers) in secondary education to complement appropriate liberal arts major.
The teacher education certification program prepares teacher candidates to become well-qualified teachers and licensed professionals who possess knowledge and skills in innovative teaching methods and research-based practice. Candidates follow the teacher education program as outlined in the Teacher Education Handbook found on the Converse University website. Student teaching is the capstone experience for all teacher education programs.
All education majors must take the CORE PRAXIS (or have qualifying SAT/ACT scores) for admission to Teacher Education. PRAXIS II examinations as well as the Principles of Learning and Teaching (PLT) examinations must be taken before graduation.
Admission to Teacher Education
Teacher candidates should be familiar with the department website that contains descriptions of programs, The Teacher Education Handbook, the Clinical Experience Handbook, the Student Teaching Handbook, important details, policies, and announcements.
Apply for admission to the Teacher Education Admission Program after completion of EDU 360, Introduction to Education, and after you have met all of the following criteria:
- Completion of 45 hours of coursework
- 2.75 minimum cumulative GPA
- A passing grade for first major clinical in their major program
- Passing scores on the Core Praxis exams (reading, writing, and math) or have qualifying SAT/ACT scores
- Completion of required items on the Student Worklist in Canvas: (Livetext subscription, SLED check, Negative TB test, Negative Sex Offender Registry, Travel Form, Blood Borne Pathogens Test, Education Economic Development Test, and Phase II Interview Questions and Answers (within the same semester as EDU360)
- Secondary Education minor candidates require 3.0 in content area courses.
- Statement of Disclosure-prior felony misdemeanor convictions
Resources are available to help a student prepare for the CORE PRAXIS exams. Admission to the Teacher Education Program is a prerequisite to enrolling in Benchmark II courses. For transfer students, Converse uses all attempted coursework prior to enrollment at Converse and all coursework at Converse to determine cumulative GPA. Converse will cancel a failing grade at another institution if a student retakes and passes a comparable course at Converse, and if the Registrar approves. Such cancellation makes the policy for transfers compatible with the Converse policy for retaking courses.
During the senior year, students are eligible for placement in student teaching. A student planning to student teach in the Fall Term of her senior year must submit her request for placement by February 15 of the junior year. A student planning to student teach in the Spring Term of her senior year must submit her request for placement by June 15 before the senior year. Only those students currently accepted in a degree program can be eligible for student teaching.
Other requirements prior to student teaching include an application for certification to the South Carolina State Department of Education and an FBI background check. Details about this application and other requirements are available on the department webpage at www.converse.edu., on the South Carolina State Department website: https://ed.sc.gov, and from departmental staff. Generally, the applications for certification are due to the Education Department by February 15, a year in advance of Fall Term student teaching, and by June 15, a year in advance of Spring Term student teaching. Passing scores on both the CORE PRAXIS and the appropriate PRAXIS Subject Assessments are among the requirements for certification. Because test requirements change, students should consult the State Department website: https://ed.sc.gov to be sure they register for the appropriate PRAXIS II test(s). Students must request that the Educational Testing Service submit their scores for CORE PRAXIS and PRAXIS Subject Assessments both to Converse and to the South Carolina State Department of Education.
The General Education Program is a requirement for all degrees. The requirements listed below are approved for the Bachelor of Arts, Bachelor of Science, and Bachelor of Fine Arts.
ENG 101 | 3 hours |
Language and Culture | 9 hours |
MTH 108 or higher | 3 hours |
One course designated as Quantitative reasoning | 3–4 hours |
Health and Well-being Wellness | 2 hours |
Activity course | 1–2 hours |
Humanities | 6 hours |
Literature | 3 hours |
Fine Arts | 6 hours |
Natural Science | 7–8 hours |
Social Science | 6 hours |
Total | 49–52 hours |
Graduation requirements but not a separate course:
- First-Year Seminar
- Writing Intensive course
- Non-European/non-Anglophone course Capstone experience
- For more information see GEP requirements in this catalog.
Degrees and Certificates
-
Multicategorial Special Education Major, Bachelor of Arts, BA -
Special Education: Deaf and Hard of Hearing Major, Bachelor of Arts, BA -
Special Education: Intellectual Disabilities Major, Bachelor of Arts, BA -
Special Education: Learning Disabilities Major, Bachelor of Arts, BA -
American Sign Language (ASL) Minor, Minor -
Minor in Emotional Disabilities, Minor
Courses
SED 265: DEAF HISTORY AND CULTURE
SED 300: INTRODUCTION TO EXCEPTIONAL LEARNERS
This course familiarizes the student with the wide range of intellectual, emotional, and physical problems characterizing exceptional learners. Students explore the nature and scope of special education programs and services, community resources, and rehabilitation. Offered Fall, Spring, and Summer Terms.
Major credit.
SED 321: FOUNDATIONS OF AUTISM SPECTRUM DISORDER (ASD)
The course will provide an overview of the history of ASD, causes, co-morbid conditions, and signs of ASD, as well as the development of communication and language, social and emotional deficits, and behavior issues of individuals with ASD. The course also brings together ASD clinical practice and research within the context of developmental psychopathology, etiology, assessment, treatment, interventions, and teaching methods and covers infancy through adulthood. The course will discuss myths and facts surrounding ASD as well as supports and services available for those with ASD and their families.
Major, elective credit
SED 330: SPECIAL TOPICS IN EDUCATION
SED 350: FOUNDATIONS: DEAF AND HARD OF HEARING
An introductory course on the history, philosophies, current trends and issues, and models of education for students who are deaf and hard of hearing. The course focuses on the impact of deafness on the psychological, sociological, and vocational development of individuals with hearing losses. It includes methods of guidance, support, and referral for parents. The course includes a five- hour clinical. Offered Fall Term
Major credit.
SED 353: AUDIOLOGY AND SPOKEN LANGUAGE DEVELOPMENT
SED 357: READING ASSESSMENT AND INSTRUCTION: DEAF AND HARD OF HEARING
This course acquaints the student with the nature and problems related to reading for students who are deaf and hard of hearing. It includes topics including assessments, reading development theories, instructional practices and reading curricula designed specifically for deaf and hard of hearing students. The course involves a five-hour clinical. Offered Fall Term.
SED 350.
Major credit.
SED 359: LANGUAGE ASSESSMENT AND INSTRUCTION: DEAF AND HARD OF HEARING
This course acquaints the student with the nature and problems of language acquisition in students who are deaf and hard of hearing. Topics include assessments, language development theories, speech development, and instructional practices for deaf and hard of hearing children. Additionally, the course focuses on instructional practices and language curricula designed specifically for deaf and hard of hearing students. The course involves a five-hour clinical. Offered Spring Term.
SED 350.
Major credit.
SED 361: LANGUAGE DEVELOPMENT AND DISABILITIES
SED 300.
SED 376: ASSESSMENT OF EXCEPTIONAL LEARNERS
SED 300.
SED 380: INTRODUCTION TO INTELLECTUAL DISABILITIES
SED 382a: CLINICAL II: PRACTICUM IN INTELLECTUAL DISABILITIES
SED 300, SED 380, SED 395, SED 396.
SED 382b: CLINICAL II: PRACTICUM IN LEARNING DISABILITIES
SED 300, SED 395, SED 396.
SED 382c: CLINICAL II: PRACTICUM IN EMOTIONAL DISABILITIES
SED 300, SED 397 and SED 398.
SED 382d: CLINICAL II: PRACTICUM IN DEAF AND HARD OF HEARING
SED 300, SED 350, and SED 385.
SED 383: CHARACTERISTICS OF DIVERSE LEARNERS
The course addresses characteristics, nature and needs that distinguish individuals with mild, moderate and severe disabilities. Focus is on definitions, associated learner characteristics, Individualized Education Programs (IEP) and instructional provisions for individuals with intellectual disabilities, learning and emotional disabilities, students at risk, those with cultural and linguistic differences, autism spectrum disorder and traumatic brain injury.
SED 385: AMERICAN SIGN LANGUAGE I
This introductory sign language course develops knowledge and skills for reading and executing a basic vocabulary of manual signs and fingerspelling. The use of American Sign Language (ASL) conceptual signs within the framework of the ASL grammar system is also emphasized. The course includes a study of the cultural aspects of the Deaf community. The course includes 5 hours of interactions with members of the Deaf Community. Offered Fall and Spring Term.
GEP, Elective credit.
SED 386: EDUCATIONAL PROCEDURES FOR INTELLECTUAL DISABILITIES
SED 300 and SED 380.
SED 390: AMERICAN SIGN LANGUAGE II
This course offers a study of American Sign Language linguistics. There is a focus on general communicative competence in ASL with emphasis on both receptive and expressive signing skills. The course includes 5 hours of interactions with members of the Deaf Community. Offered Fall and Spring Term.
SED 385.
GEP, Elective credit.
SED 391: AMERICAN SIGN LANGUAGE III
This second-year course includes the development of expressive and receptive sign skills, as well as an overview of syntax, phonological structure, and non-manual markers. This course includes 5 hours of interactions with members of the Deaf Community. Offered Fall and Spring Term.
GEP, Elective credit.
SED 392: AMERICAN SIGN LANGUAGE IV
This course focuses on an advanced level of the development of receptive and expressive skills, as well as the affective parameters of American Sign Language. There is an emphasis on conversational competence using conceptual signs and semantic appropriateness. This course includes 5 hours of interactions with members of the Deaf Community. Offered Fall and Spring Term.
SED 391.
Major, Elective credit.
SED 393: SIMULTANEOUS SIGNED/SPOKEN COMMUNICATION
SED 385.
SED 394: AMERICAN SIGN LANGUAGE V
This course focuses on developing communication fluency and accuracy while using appropriate ASL vocabulary, grammar, pragmatics, and discourse. Additionally, the course will incorporate a study of Deaf culture. This course includes 5 hours of interactions with members of the Deaf Community. Offered Fall and Spring Term.
SED 392.
Major, Elective credit.
SED 395: INTRODUCTION TO LEARNING DISABILITIES
SED 300.
SED 396: EDUCATIONAL PROCEDURES FOR LEARNING DISABILITIES
SED 397: INTRODUCTION TO EMOTIONAL DISABILITIES
SED 300.
SED 300.
SED 398: EDUCATIONAL PROCEDURES FOR EMOTIONAL DISABILITIES
SED 300, SED 397.
SED 300, SED 397.
SED 405: BEHAVIOR AND CLASSROOM MANAGEMENT
SED 412M: DIRECTED STUDENT TEACHING: MULTI-CATEGORICAL
Students normally take this course, which integrates theory and practice, during the senior year. The 60-day course includes observation, participation, and directed teaching experience in a local public school. The experience requires conferences with the Program Director, University Supervisor, and the cooperating teacher, demonstration of the integration of technology into instruction, and attendance at such required seminars as training sessions, orientation sessions, and other workshops. The University supervisor visits the student-teacher periodically during the semester. Students must apply for student teaching by June 15 for Spring Term placement in the following year or by February 15 for Fall Term placement in the following year. Pass/fail grading. Offered Fall and Spring Terms. Special fee. Meets the GEP capstone and writing intensive requirements.
SED 412d: DIRECTED STUDENT TEACHING: DEAF AND HARD OF HEARING
Students normally take this course, which integrates theory and practice, during the senior year. The 60-day course includes observation, participation, and directed teaching experience in a local public school. The experience requires conferences with the Program Director, University Supervisor, and the cooperating teacher, demonstration of the integration of technology into instruction, and attendance at such required seminars as training sessions, orientation sessions, and other workshops. The University Supervisor visits the student-teacher periodically during the semester. Students must apply for student teaching by June 15 for Spring Term placement in the following year or by February 15 for Fall Term placement in the following year. Pass/fail grading. Offered Fall and Spring Terms. Special fee. Meets the GEP capstone and writing intensive requirements.
Major credit.
SED 412f: DIRECTED STUDENT TEACHING: LEARNING DISABILITIES
Students normally take this course, which integrates theory and practice, during the senior year. The 60-day course includes observation, participation, and directed teaching experience in a local public school. The experience requires conferences with the Program Director, University Supervisor, and the cooperating teacher, demonstration of the integration of technology into instruction, and attendance at such required seminars as training sessions, orientation sessions, and other workshops. The University Supervisor visits the student-teacher periodically during the semester. Students must apply for student teaching by June 15 for Spring Term placement in the following year or by February 15 for Fall Term placement in the following year. Pass/fail grading. Offered Fall and Spring Terms. Special fee. Meets the GEP capstone and writing intensive requirements.
Major credit
SED 412g: DIRECTED STUDENT TEACHING: INTELLECTUAL DISABILITIES
Students normally take this course, which integrates theory and practice, during the senior year. The 60-day course includes observation, participation, and directed teaching experience in a local public school. The experience requires conferences with the Program Director, University Supervisor, and the cooperating teacher, demonstration of the integration of technology into instruction, and attendance at such required seminars as training sessions, orientation sessions, and other workshops. The University supervisor visits the student-teacher periodically during the semester. Students must apply for student teaching by June 15 for Spring Term placement in the following year or by February 15 for Fall Term placement in the following year. Pass/fail grading. Offered Fall and Spring Terms. Special fee. Meets the GEP capstone and writing intensive requirements.
Major credit.
SED 458: METHODS AND PROCEDURES: DEAF AND HARD OF HEARING
This course for senior Deaf and Hard-of-Hearing majors focuses on educational practices in both public and residential school programs for students who are deaf and hard of hearing. Specific research-supported instructional strategies and organization as well as the SC Standards, are examined and practiced. Emphasis is placed on the roles and responsibilities of the teacher as decision-maker, facilitator of cognitive and communicative development, multidisciplinary team member, collaborator with parents and other professionals, and advocate for students. The course includes a 25-hour clinical. Offered Fall Term
SED 350, SED 390.
Major credit.
SED 490: DIRECTED INDEPENDENT STUDY IN SPECIAL TOPICS
Permission of instructor.