Teachers are in high demand across all disciplines, 特别是那些准备好与学生一起满足各种学习需求的教师. RIC's B.S. in elementary education, with a concentration in special education, 你有资格在基础教育和特殊教育中教1-6年级. You must select one of three pathways: mild/moderate disabilities; severe intellectual disabilities; or mild/moderate and severe intellectual disabilities. Upon successful completion of this program, 您将有资格获得1-6年级所有学习者的完整认证, 包括具有不同文化和语言背景的学生.
Note: The B.S. 在初等教育中，以特殊教育为重点，是与学校相同的课程 B.S. in elementary special education in the Department of Special Education.
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Here we provide information on course requirements, course descriptions and an Academic Rhode Map for each program, 一个学期一个学期的计划，帮助你在四年内毕业.
Students must complete course requirements for the B.S. 在初等教育和特殊教育所需的教学集中课程中-轻度/中度或重度智力残疾.
Admission and Course Requirements for Elementary Education B.S.
Course Descriptions – Elementary Education
Course Descriptions – Special Education
Academic Rhode Map for Concentration in Special Education B.S.
Writing is central to the field of education as it is through writing that we make sense of the world; learners use writing to think, to discover, to understand. 写作也是一种沟通手段，教师候选人必须表现出与家庭和社区沟通的写作能力, contribute to academic reports on students, 为代课教师撰写计划，并参与有关地区的专业写作, state and national levels.
Most importantly, writing is an art and a craft: We write to convey, to express, to inform, to entertain, to remember, to explain, to surprise, to examine, to teach, to convince, to persuade, 要分析……，未来的教师必须表现出在这些(和其他)写作领域的能力, ultimately, 他们将在课堂上为学生充当作家和写作的榜样.
ELED 469 Seminar in Student Teaching (Elementary)
ECED 469 Seminar in Student Teaching (Early Childhood)
Both ELED 469 and ECED 469 are capstone courses. 他们概括了学生将在整个项目课程中从事的各种写作经验, culminating in the Teacher Candidate Work Sample (TCWS).
TCWS是一篇学术文章，讲述学生如何参与学习某一特定方面的内容, while also using writing to:
小学和早期儿童课程的学生应该期望参与三种写作:
As they write in these three domains, students will have opportunities to practice other kinds of writing, including:
学生参与的所有写作都将帮助他们学习
在小学和幼儿课程的学生将体验, first-hand, 他们将要求学生进行写作练习:选择主题, one-to-one writing conferences with the professor; meeting in response groups in class to share writing and receive feedback; examining what makes a piece of writing effective – or not effective – and discussing why; reading model pieces in a variety of genres and discussing characteristics of effective writing; participating in the process of developing a rubric on which their own writing will be assessed – engaging in self-assessment, 然后反思题目设计和评估的过程，以及这对未来学生的工作意味着什么.
They should know that writing has power: to inform, to instruct, to influence; that the genre and form depend on the purpose and audience; and that writing is a process which is recursive, not linear and it requires long, uninterrupted blocks of time.
