BHSU School of Education - Endorsements

Please note:  All of the BHSU endorsements are currently undergoing revisions at this time.  Some of the information listed on the following pages may not be accurate.

Endorsements are added to teaching licenses by a state department of education. In many (but not all) cases, BHSU minor programs cover all courses necessary for a teaching endorsement. Endorsements may also require a passing score on a Praxis Content Knowledge Exam. It is important for candidates to understand that endorsements granted by the state of South Dakota are guaranteed in South Dakota only. Minors are more likely than endorsements to be accepted by other states.  Students must apply to the South Dakota Department of Education in Pierre to add a certificate endorsement after completing the required coursework  Candidates are encouraged to contact other states' departments of education to find out the requirements for teacher certification in those states. Questions may be directed to the Director of Field Experiences

The School of Education offers the following endorsements which are available online:

Birth Through Preschool Special Education Endorsement
Birth Through Preschool Endorsement
Kindergarten Endorsement
Special Education Endorsement

Coursework for the following endorsements is also offered

Endorsements

Birth-Preschool: Special Education

Birth-Preschool Special Education Endorsement Requirements

ARSD 24:15:06:23.
A birth through preschool special education endorsement requires 18 semester hours of coursework, including a three semester hour practicum specific to birth through preschool special education. This endorsement requires both coursework completion and a passing score on the designated state test. Coursework should address the following competencies:

  1. Basic knowledge and understanding of growth and development of the child from birth through age eight with emphasis onthe infant, toddler, and preschool child in physical, social, emotional, cognitive, language, and aesthetic areas to include:
    1. Identifying typical and atypical behaviors;
    2. Identifying individual learning needs, specifying goals relative to the needs, and implementing program objectives to
      facilitate those needs; and
    3. Comprehending cultural diversity and its implications, to include supporting home language preservation and
      promoting antibias;
  2. Demonstrated competence in planning and implementing programs with developmentally appropriate curriculum to
    include:
    1. Use of manipulative materials and play to enhance development and learning; and
    2. Integrated learning experiences and activities using central concepts and tools of inquiry in all curriculum content areas
      with emphasis in language and literacy, mathematics, safety, nutrition, social sciences, science, music, drama, art, and
      movement;
  3. Etiology and characteristics of disabilities as defined by the Individuals with Disabilities Education Act Amendments of 1997 (20 U.S.C. 1400 et seq) June 4, 1997;
  4. Placement committee process including:
    1. Interdisciplinary, transdisciplinary, and interagency teaming;
    2. Roles and responsibilities of members;
    3. Development of Individual Family Service Plan and Individual Educational Program;
    4. Monitoring student progress toward annual or semi-annual goals; and
    5. Organization, maintenance, and appropriate use of student records;
  5. Curriculum, instruction, and intervention to include:
    1. Developing, implementing, and evaluating a variety of instructional approaches for young children with disabilities;
    2. Adapting, selecting, and using curricular materials;
    3. Adapting environment, equipment, and assistive technology devices;
    4. Developing and implementing positive behavioral interventions; and
    5. Use of techniques for implementation in home, community, and center-based settings;
  6. Screening, assessing, and evaluating young children with special needs, including:
    1. Development, selection, administration, and interpretation of formal and informal instruments for academic, cognitive,
      communicative, social, emotional, behavioral, psychomotor, and self-help skills;
    2. Application of assessment information for determining eligibility for special education; and
    3. Application of assessment information for developing Individual Family Service Plan and Individual Educational
      Program; and
  7. Policies and services related to birth through preschool special education and basic knowledge of state laws, policies, and
    procedures, including transition procedures.

 PRAXIS Exam requirements: #0690; PRAXIS Study Guide: No study guide available at this time

Course Prefix/# BHSU Program Course Title Credits
ECE 413/513 Early Childhood Curriculum 3
ECE 417/517 Methods of Early Childhood Education 3
ECE 495/595 Practicum: Early Intervention 3
SPED 431/531 Identification & Assessment in Special Education 3
SPED 460/560 Family Systems & Professional Collaboration 3
EPSY 428 Child & Adolescent Growth & Development 3
SPED 300 Students with Exceptionalities 3

 

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