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Introduction
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| 111 Sign Language | This course, open to all students, introduces beginning sign language vocabulary,
development of skills, and an understanding of deaf culture. Credit Hours: 3
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| 216 Introduction to Exceptional Children | This course is an introduction to the characteristics of students with special needs and
their education. Course topics include learning disabilities, giftedness, mainstreaming,
and inclusion. 50 hours of teacher-aiding in a special education setting are
required. Prerequisites: EDUC 100, concurrent enrollment, PSYC 123. Credit Hours: 3
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| 217 Psychological Diagnosis of Exceptional Learners | An introduction to the procedures for educational assessment of exceptional children.
Emphasis will be placed upon informal assessment, observation, and criterionreferenced
tests as well as norm-referenced tests designed for exceptional children. Prerequisites: SPED 216. Credit Hours: 3
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| 314 Teaching Students with High Incidence Disabilities,Age 3 - Grade 5 | This course is designed to incorporate characteristics of students from age 3 through grade 5 with “high incidence” disabilities and methodologies for teaching
them. “High incidence” refers to disabilities that occur most often. Included in this
category are learning disabilities, mild social/emotional disorders, and mild mental
retardation. A companion course, Special Education 316, addresses the needs of
students from grade 6 through age 21. Prerequisites: SPED 216, EDUC 203. Credit Hours: 3
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| 315 Teaching Students with Low Incidence Disabilities,Age 3 - Grade 5 | This course is designed to incorporate characteristics of students from age 3 through
grade 5 with “low incidence” disabilities and methodologies for teaching them. “Low
incidence” refers to disabilities that occur least often. Included in this category are
moderate to severe mental impairments, social/emotional disorders, autism, traumatic
brain injury, and physical and other health impairments. A companion course, Special
Education 317, addresses the needs of students from grade 6 through age 21. Prerequisites: SPED 216, EDUC 203, EDUC 101, concurrent enrollment. Credit Hours: 3
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| 316 Teaching Students with High Incidence Disabilities,Grade 6 - Age 21 | This course is designed to incorporate characteristics of students from grade 6 through
age 21 with “high incidence” disabilities and methodologies for teaching them. “High
incidence” refers to disabilities that occur most often. Included in this category are
learning disabilities, mild social/emotional disorders, and mild mental retardation. A
companion course, Special Education 314, addresses the needs of students from age 3
through grade 5. Prerequisites: SPED 216, SPED 314, EDUC 203, EDUC 310, concurrent enrollment. Credit Hours: 3
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| 317 Teaching Students with Low Incidence Disabilities,Grade 6 - Age 21 | This course is designed to incorporate characteristics of students from grade 6 through
age 21 with “low incidence” disabilities and methodologies for teaching them. “Low
incidence” refers to disabilities that occur least often. Included in this category are
moderate to severe mental impairments, social/emotional disorders, autism, traumatic
brain injury, and physical and other health impairments. A companion course, Special
Education 315, addresses the needs of students from age 3 through grade 5. Prerequisites: SPED 216, SPED 315, EDUC 203. Credit Hours: 3
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| 319 Remediation of Language and Communication Disorders | This course is designed to address the unique characteristics of students ages 3
through 21 with language and communication disorders and devise teaching strategies
to meet their needs. The normal role and development of language, along with the
implications for teaching students with impairments in these areas, will be included. Prerequisites: EDUC 203, SPED 216, SPED 314, SPED 316. Credit Hours: 3
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| 330 Communication and Collaboration in Special Education: Strategies | This course explores the interpersonal and collaborative skills necessary for today's
educators in both regular education and special education settings, and for
communication between the two disciplines. The course also helps equip students
with specific special educations methods of instruction. Topics include interpersonal
work relationships among school professionals, models and strategies for co-teaching,
relationships with parents, principles of effective verbal and non-verbal
communication, conflict resolution, differentiation of instruction, accommodations,
and modifications. Prerequisites: SPED 216. Credit Hours: 3
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| 380 General Methods for Special Education Teachers | This course is the study and implementation of teaching strategies for both general
and special education populations, ages 3-21. Specific topics include lesson planning,
preparation of IEPs (Individual Education Plans), methods of instruction, and
assessment. A novice teaching component is included. Concurrent enrollment in
Education 103. Prerequisites: EDUC 203, 200 hours of field experience, and acceptance into the teacher education program, SPED 216, SPED 314, SPED 316, concurrent registration approved. Credit Hours: 3
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| 420 Critical Issues in Special Education | This course explores current trends and practices in the field of special education, as
well as the changing roles and responsibilities of the special educator. Prerequisites: SPED 216, and two 300-level level special education courses. Credit Hours: 3
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| 450 Student Teaching — Low Incidence | Special education student teachers will be placed in one low incidence placement and
in one high incidence placement for a total of 17 weeks. During the student teaching
internship the intern gradually assumes the full responsibilities of the cooperating
teacher. Student teaching requires fulltime commitment for the entire semester.
Concurrent enrollment in Education 454. Credit Hours: 5
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| 455 Student Teaching — High Incidence | Special education student teachers will be placed in one low incidence placement and
in one high incidence placement for a total of 17 weeks. During the student teaching
internship the intern gradually assumes the full responsibilities of the cooperating
teacher. Student teaching requires fulltime commitment for the entire semester.
Concurrent enrollment in Education 454. Credit Hours: 5
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| ___ New Horizons Student-Teaching Program | The New Horizons Internship program allows education candidates to complete part of
their student teaching internship in an out of area placement. This program seeks to
provide exciting opportunities for interns to broaden their view and scope of teaching
by immersing them in new settings and cultural exchanges where they will gain
valuable insight and perspectives for lifelong kingdom work and ministry. Education
candidates who desire a New Horizons setting for one placement will select a split
placement (7 – 10 weeks) for fulfilling the required 17 weeks of the internship.
Candidates must meet off campus application requirements, be interviewed by the
education department, and be approved by the teacher education committee.
New Horizons: Rehoboth gives candidates the opportunity to complete part of their
student teaching internship in either Rehoboth Christian School, New Mexico, or in one
of the local Gallup, New Mexico schools. Interns live on the Rehoboth campus with
other interns, attend senior seminar offered by Rehoboth personnel, and participate in a
number of Native American cultural activities and excursions.
Complete information on the New Horizons program can be found in the Education
Unit Handbook on ANGEL. Credit Hours: 0
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