2021-2022 Undergraduate and Graduate Catalog 
    
    Jun 13, 2024  
2021-2022 Undergraduate and Graduate Catalog [ARCHIVED CATALOG]

Department of Education and Special Education


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The department of education/special education offers a bachelor of science degree in early childhood education (birth-grade 3) and/or early childhood special education (birth-grade 3); a bachelor of science degree in early childhood education (non-certification); a bachelor of arts degree in elementary education (grades 1-6); a bachelor of arts degree in middle school (grades 5-9) with concentrations in English, social studies, mathematics, and science; and a bachelor of science degree in special education with certification in mild/moderate disabilities, cross-categorical (grades K-12), with an add-on elementary certification. The department also offers a master of arts degree in education and a master of arts in teaching degree (see the graduate section of this catalog). Teacher certification is also offered through the departments of biological and physical sciences; communication disorders and deaf education; English and communication; fine arts; mathematics; and history, philosophy, and religion. Full information on teacher certification may be found in the appropriate departmental sections of this catalog, as well as in the section titled Teacher Certification at Fontbonne University.

Faculty

Dyanne Anthony, associate professor of education; director of special education programs
Kelley Barger, professor of education; chairperson of the department of education/special education; director of reading programs
Jamie Doronkin, associate professor of special education; director of Ed.D. in Collaborative High Impact Instruction
Allison Edwards, associate professor of education; director of graduate studies in education and secondary education
Joanne Fish, assistant professor of education; director of accreditation
Sarah Huisman, professor of education; director of early childhood education programs and director of Center for Excellence in Teaching and Learning (CETL)

Jami Swindell, assistant professor of early childhood/special education
Jane Wolff, Teacher Certification Coordinator
Andra Gwydir, Director of Paraprofessional Pathways to Teaching
Denise Driscoll, Director of Clinical Experiences and Partnerships

Teacher Certification

All certification programs are accredited by the Office of Educator Quality of the Missouri Department of Elementary and Secondary Education (DESE), and the Association for Advancing Quality in Educator Preparation (AAQEP). For full discussion of teacher certification requirements for Fontbonne University, see the section titled Teacher Certification at Fontbonne University following the graduate section in this catalog.

Introduction to the Department

In its preparation of teachers, Fontbonne University is in touch with the social, political, and economic realities which place demands on education. The university therefore offers teacher certification programs that prepare individuals who will be able to teach students with a variety of learning needs from diverse backgrounds. A climate of openness to change is a critical component of Fontbonne programs, and the consideration of research-based practice informs our candidates in their ability to assume responsibility for the classrooms of the future.

All Fontbonne teacher certification programs prepare students for the challenge of teaching and enable them to provide meaningful service to children and adults. Education/special education at Fontbonne University provides:

  • Opportunities for innovation and creativity;
  • Opportunities for reflective decision making;
  • Faculty who are well-educated, creative teachers, professionally involved, and who possess outstanding supervisory skills;
  • A foundation of sound, theoretical knowledge for each area of certification with extensive practicum experiences;
  • A thorough foundation in both typical and exceptional development of children;
  • An introductory course which provides an overview of educational theory and practice, along with the development of skills in observation and analysis of classroom interactions;
  • Faculty members who strive for effective student-teacher relationships.

Essential Functions of Majors in the Department of Education/Special Education:

Listed below are the essential functions that someone who enters the profession of education must perform and therefore are required of majors in the department.

Physical Abilities:
  • Participate in classroom, practicum, and clinical activities for the required blocks of time as indicated by the class instructor, supervisor, and cooperating school personnel
  • Ambulate to, from, and within academic/clinical facilities;
  • Provide for or direct one’s own personal hygiene;
  • Provide for or direct one’s ability to wear appropriate attire that follows a professional dress code in classroom, practicum, and clinical activities, and an appropriate dress code on campus
  • Manipulate screening, assessment, and educational materials;
  • Respond to emergency situations within the application of universal precautions;
  • Visually monitor student responses and use of instructional and assessment materials;
  • Auditorily monitor and orally model correct speech and language production.
Affective Abilities:
  • Work effectively with people;
  • Make appropriate decisions, including the ability to evaluate and generalize appropriately without immediate supervision;
  • Maintain proper work place behavior, including punctuality and regular attendance;
  • Maintain composure and emotional stability in demanding situations;
  • Maintain emotional and mental health required for use of intellectual abilities, prompt completion of responsibilities, and appropriate relationships with instructors, supervisors, students and colleagues.
Cognitive Abilities:
  • Comprehend and read professional literature/reports;
  • Write university-level papers, educational reports, lessons plans, lesson plan reflections, and required rationales in standard American English;
  • Speak standard American English intelligibly;
  • Independently analyze, synthesize, interpret ideas and concepts in academic and clinical settings;
  • Maintain attention and concentration for sufficient time to complete academic/clinical activities;
  • Comply with administrative, legal, and regulatory policies.

Through the Master of Arts degree in Education and the Master of Arts degree in Teaching and Doctor of Education, Fontbonne University extends its tradition of excellence in teacher education by offering programs committed to enhance the professional growth of individuals and school communities.

Admission

The minimum requirement for admission to Masters level programs is a bachelor’s degree from an accredited, degree-granting institution of higher education. A minimum undergraduate GPA of 3.0 is required for unrestricted admission. Others may be admitted pending demonstration of ability to perform quality work at the graduate level.

Transfer of Credit

Students may transfer 6 Masters credit hours -level courses from an accredited institution of higher education. Course content must be comparable to that required for the master’s program, must have been completed within the last six years, and grades of B or above must have been earned. Transcripts must be submitted to the Director of Graduate Studies in Education for approval.

Application

Application may be made at: https://www.fontbonne.edu/admission/graduate-students/

Essential Functions:

Listed below are the essential functions that someone who enters the Master of Arts Degree in Education, Master of Arts in Teaching Degree or Certificate in Autism Spectrum Disorders must perform and therefore are required of graduate students in the department.

Physical Abilities:

  • Participate in classroom, practicum, and clinical activities for the required blocks of time as indicated by the class instructor, supervisor, and cooperating school personnel
  • Ambulate to, from, and within academic/clinical facilities;
  • Provide for or direct one’s own personal hygiene;
  • Provide for or direct one’s ability to wear appropriate attire that follows a professional dress code in classroom, practicum, and clinical activities, and an appropriate dress code on campus
  • Manipulate screening, assessment, and educational materials;
  • Respond to emergency situations within the application of universal precautions;
  • Visually monitor student responses and use of instructional and assessment materials;
  • Auditorily monitor and orally model correct speech and language production.

Affective Abilities:

  • Work effectively with people;
  • Make appropriate decisions, including the ability to evaluate and generalize appropriately without immediate supervision;
  • Maintain proper work place behavior, including punctuality and regular attendance;
  • Maintain composure and emotional stability in demanding situations;
  • Maintain emotional and mental health required for use of intellectual abilities, prompt completion of responsibilities, and appropriate relationships with instructors, supervisors, students and colleagues.

Cognitive Abilities:

  • Comprehend and read professional literature/reports;
  • Write university-level papers, educational reports, lessons plans, lesson plan reflections, and required rationales in standard American English;
  • Speak standard American English intelligibly;
  • Independently analyze, synthesize, interpret ideas and concepts in academic and clinical settings;
  • Maintain attention and concentration for sufficient time to complete academic/clinical activities;
  • Comply with administrative, legal, and regulatory policies.

Academic Regulations

Please refer to the preceding graduate program information section in this catalog for detailed information on academic regulations.

Programs

    Undergraduate CertificateUndergraduate MajorUndergraduate MinorGraduate CertificateGraduate Major

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