2004-2005 - Barry University

128 ADRIAN DOMINICAN SCHOOL OF EDUCATION
ment, and passed all Florida Department of Education
tests and requirements, they are eligible for a Professional
Certificate from the Florida Department of Education.
It is the student’s responsibility to secure the
application and submit the necessary documents to the
State to be eligible for the certificate.
Required ESE Courses:
ESE 510 Educational Management of
Students with Exceptionalities
ESE 511 Speech Correction for Children
ESE 514 Transition: Teaching Social,
Personal and Work Skills to
Students with Exceptionalities
ESE 520 Instructional Strategies for Students
with Mental Retardation
ESE 524 Instructional Strategies for Students
with Learning Disabilities
ESE 528 Instructional Strategies for Students
with Emotional Handicaps
ESE 570 Introduction to Children with
Exceptionalities
ESE 583 Educational Assessment of Students
with Exceptionalities
ESE 690 Curriculum Design in Exceptional
Student Education
EDU 596 Accomplished Practices Seminar
EDU 599S Teaching Internship in ESE
EDU 601 Methodology of Research
TSL 506 Applied Linguistics
TSL 509 Cross Cultural Communications
TSL 680 ESOL Strategies for Exceptional
Student Education Teachers
SPECIAL REQUISITES
Teachers not eligible for a Florida Professional Certificate
or students working toward temporary certification
are considered to be in the initial certification
option. To ensure that teachers of the exceptional student
are certifiable in special education, they are required
to complete five elementary education courses
at Barry University, as well as the methods courses
designated in the Exceptional Student Education Program/Specialization.
The five courses are as follows:
EDU 535 The Teaching of Language Arts
EDU 551 Problem Solving in Elementary
School Mathematics
EDU 567 Foundations of Reading Instruction
EDU 568 Reading in the Content Areas
EDU 584 Reading Diagnosis
Please note that some of these courses also have a required
field experience component.
YEAR-LONG INTERNSHIP
The Year-Long Internship is an alternative option
to EDU 599S Teaching Internship for students who are
currently employed in schools as full-time teachers. In
order to complete the Year-Long Internship, students
must:
• Hold a full time teaching position, in a public or
private P-12 setting, in their degree field
• Must have completed all requirements for Internship
(including necessary coursework and passing
of state tests)
• Must identify a school-based Clinically Ed.
Trained individual to supervise the student on a
regular basis
• Attend graduate seminars TBA and meet graduate
seminar requirements
• Must be willing to complete the Internship over
a full academic year
• Must submit a completed summative Accomplished
Practices Portfolio at the end of the second
semester of the Year-Long Internship
A Barry University supervisor (i.e., a graduate faculty
member in the program) will be responsible for
observing the student at the school site four times each
semester. Standard Internship forms will be utilized.
Students will register for EDU 599S for 6 semester
credits for the first semester of the Internship. The grade
will automatically resort to an “IP” until the second
semester Internship is completed. The section will be
“Independent Study” with the Supervisor’s initial of
last name (e.g., “W1”).
The Director of Student Teaching will not place the
students. Grades for Internship are to be completed by
the University Supervisor.
M.S. Degree Program Option Two: Secondary
Certification in ESE without ESOL Endorsement
Ordinarily, courses are scheduled on Saturdays and
week nights. Courses are offered in a cycle format consisting
of 10 and 5 week cycles. A comprehensive examination
is required for the M.S. degree. Please note
that some of these courses have a required field experience
component.
Required ESE Courses:
ESE 510 Educational Management of
Students with Exceptionalities
ESE 511 Speech Correction for Children
ESE 514 Transition: Teaching Social,
Personal and Work Skills to
Students with Exceptionalities
ESE 520 Instructional Strategies for Students
with Mental Retardation