Our program is based within the liberal arts tradition; it is rigorous, field-centered and highly personalized.
Contact the Office of Admissions
Contact the Office of Admissions
Faculty and Staff
Faculty and Staff
Array ( [0] => WP_Post Object ( [ID] => 94074 [post_author] => 53 [post_date] => 2021-05-20 13:22:58 [post_date_gmt] => 2021-05-20 17:22:58 [post_content] => Curriculum Vitae [post_title] => Amy Holcombe [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-amy-holcombe [to_ping] => [pinged] => [post_modified] => 2022-04-18 13:44:24 [post_modified_gmt] => 2022-04-18 17:44:24 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?post_type=faculty-staff&p=94074 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [1] => WP_Post Object ( [ID] => 94371 [post_author] => 62 [post_date] => 2021-05-25 15:57:39 [post_date_gmt] => 2021-05-25 19:57:39 [post_content] => Dr. Leslie M. Cavendish began working at High Point University in the Fall of 2011. Dr. Cavendish has a M.A. in Developmental Reading and earned her Ph.D. in Language, Literacy and Culture from the University of Iowa. She taught literacy courses for 5 years at the University of Iowa in the Teaching and Learning Department and has enjoyed teaching both undergraduate and graduate level courses at High Point University. Prior to her graduate work she spent over 10 years as an elementary classroom teacher working overseas in Bahrain, Malaysia and China. She developed and implemented curriculum in different types of international schools including a bilingual school and a school that incorporated a blend of European, Australian and American curricular programs. She also taught in an American consulate school that followed a solely American-based educational program. In addition to her international school teaching experience, Dr. Cavendish taught elementary school in an urban Texas setting and in a small rural town in Iowa. She has also supervised a summer reading clinic established to assess and support literacy development for local elementary students. While working at the University of Iowa Dr. Cavendish earned an Excellence in Teaching Award and was a yearlong Ballard-Seashore Fellow.   Dr. Cavendish strives to partner with agencies and schools through her literacy courses to maximize serving the local High Point Community. Partnering with local schools, preservice teachers have the opportunity to tutor children in areas of reading and writing development. The preservice teachers assess students to identify needs (phonemic awareness, phonics, fluency, comprehension, writing development). The preservice teachers design and implement individualized tutoring lessons throughout the semester with a focus on the joy and strategies to support literacy development. She has been implementing this tutoring program since she began at HPU in 2011. Dr. Cavendish also designed and implemented an after-school writing and photography program at a local school. It was highly successful with over 88 third to fifth grade students signing up to attend an afterschool writing club! She has also organized High Point University students to design and offer community Literacy Night celebrations for parents and students at local schools and in partnership with High Point LEAP (Literacy Empowers All People).   In 2014, Dr. Leslie M. Cavendish was awarded a $7,000 grant to develop a Summer Reading Institute for June/July of 2014. This award was granted again in 2015. The goal was a positive impact on the rising third grade students who are at risk of failing to achieve third grade level reading proficiency. With graduate students as literacy tutors, the Summer Reading Institute has been highly successful to support literacy development with the children it has served over the summers of 2014, 2015, 2017, 2019, 2020 (virtual). Dr. Cavendish’s research has focused on the parent perspectives, child perspectives and academic data of the impact the institute has had on the children they serve. Data analysis reflects that the summer reading institute has consistently been successful in meeting the needs of the families and children who participate in the program. As international education is a particular passion for Dr. Cavendish, she has organized High Point University students on international excursion with a lens towards education. Dr. Cavendish accompanied students to Australia in May of 2016, 2017 and 2019. Each excursion varied but all invited High Point University students to spend time in unique educational settings such as: Rudolph Steiner school, a rural school with an emphasis on culturally responsive teaching with aboriginal children and the School of the Air. Dr. Cavendish also organized an educational experience for High Point University students to travel and teach in South Africa in March of 2018. Students visited Robben Island, experienced a guided safari ending their trip with a week-long teaching internship while staying with local teachers at a rural private school in Tarkastad. In May 2023, Dr. Cavendish plans to teach EDU 3720: Teaching Global Perspectives through Children’s Literature to High Point University students as part of the Go Global! Program in the UK.   Dr. Cavendish presents at national educational conferences including AERA (American Educational Research Association), LRA (Literacy Research Association), ILA (International Literacy Association) and CIES (Comparative International Education Society). Dr. Cavendish is an active member of NCTE (National Council of Teachers of English), ILA, LRA, and NCRA (North Carolina Reading Association). She has invited graduate students to co-present with her at the state NC Elementary Educators Conference has also mentored undergraduate students in presenting at the HPU-Research and Creativity Symposium (High-PURCS), State of North Carolina Undergraduate Research and Creativity Symposium (SNCURCS) and at the National Conference of Undergraduate Research (NCUR).   Dr. Cavendish’s particular research interests include impact of reading clinics, culturally responsive teaching, international educators and narrative inquiry. Based on her international teaching experience and her subsequent research, Dr. Cavendish recognizes the crucial role cultural diversity, equity and inclusion plays in classroom teaching pedagogy and literacy development. Recently she has launched research into understanding the affordances and constraints pre-service teachers experience as they seek to implement opportunities to explore diversity, equity and inclusion with their own students. Dr. Cavendish strives to incorporate opportunities for pre-service and in-service teachers to ensure they have successful experiences teaching students with different cultural backgrounds than their own. [post_title] => Leslie Cavendish [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-leslie-cavendish [to_ping] => [pinged] => [post_modified] => 2022-05-17 11:43:36 [post_modified_gmt] => 2022-05-17 15:43:36 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/faculty-staff/education/dr-leslie-cavendish/ [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [2] => WP_Post Object ( [ID] => 98112 [post_author] => 53 [post_date] => 2021-06-03 16:23:33 [post_date_gmt] => 2021-06-03 20:23:33 [post_content] => Curriculum Vitae   Formerly a curriculum specialist for Rowan-Salisbury Schools, Dr. Disseler received her doctorate from UNCC in Educational Leadership with a focus on Curriculum and Supervision. Dr. Disseler spent seven years teaching elementary school where she was voted Hurley Elementary Teacher of the Year and Rowan County Math Teacher of the Year. While teaching elementary school, she was a state finalist for the Presidential Award for Excellence in the Teaching of Mathematics and Science and served as a First Flight Educator.   After teaching elementary school, Dr. Disseler taught middle school for seven years; five of which was spent teaching academically gifted math and science. At that level, she was voted Southeast Middle Teacher of the Year and received several top honors in the profession including The Hornets Award for Excellence in Teaching, The Malibu Teaching Award, Time Magazine Teaching Excellence Top 18 Teachers Award and was honored as a Time Warner Cable Star Teacher.   Dr. Disseler received her National Boards in 1999 as a Middle Childhood Generalist and renewed in 2018. She is a member of the NCAEE, Kappa Delta Pi National Honor Society, Middle School Association, NCCTM, NCSTA, ASCD, National Poets Society, and the LEGO Ambassadors Program, Currently Dr. Disseler serves as a distinguished member of Who’s Who Among Professionals, is a member of the LEGO Education Advisory Panel (LEAP) and the Global LEAP Panel as a Lego Education Specialist for North America. As a Certified Lego Trainer, Dr. Disseler leads the Center for Educational Outreach and Teacher Training at High Point University where she works with local teachers in Lego Education product training. She serves on the editorial board for the Journal of Educational Policies and Current Practices (JEPCP), Journal of Game-Supported Interactive Learning (JGSIL) and Teaching Children Mathematics (TCM). Dr. Disseler serves on the board of Teachers2Teachers Global and NC First.   Her poem, “A Child’s Darkness” is published in the poetry anthology entitled, Walk in the Garden. Other publications include: The Middle School Gender Gap in Mathematics & Perceptions of Mathematics Learning” ,Using Online Gaming to Prepare Preservice teachers. Dr. Disseler is the author the Brick Math Series; Strategies and Activities for Common Core: Grades 3-5 Part 1 & 2. Dr. Disseler’s research interests include transitioning issues for middle school students, poverty and learning, brain research and learning styles, Creativity in the classroom, teacher effectiveness and new teacher training, and Building with the Brick: The power of Lego Education in the Classroom. Several of her articles are awaiting publication. [post_title] => Shirley Disseler [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => shirley-disseler [to_ping] => [pinged] => [post_modified] => 2022-09-29 09:12:13 [post_modified_gmt] => 2022-09-29 13:12:13 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98112 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [3] => WP_Post Object ( [ID] => 97698 [post_author] => 53 [post_date] => 2021-06-03 16:15:01 [post_date_gmt] => 2021-06-03 20:15:01 [post_content] => Dr. Heidi Summey joined the High Point University faculty in 2010 as an assistant professor in the Educator Preparation Program in the Stout School of Education. She completed her doctoral studies at UNC-Greensboro in Curriculum and instruction with an emphasis on exceptional individuals in 1995. In addition to her time at HPU, Dr. Summey has over 20 years of experience as a special education teacher in the public schools. Dr. Summey divides her time between undergraduate and graduate programs teaching courses in special education and education technology. In addition, Dr. Summey coaches teacher candidates through edTPA and mentors doctoral candidates through the dissertation process. She believes that teacher candidates should be well prepared to use best practices to teach reading and to use education technology to engage students meaningful ways. 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Dean of the Stout School of Education
Chair and Associate Professor of Educator Preparation
Adjunct Professor, Educator Preparation
Assistant Professor of Educator Preparation

“Over the past four years, I have loved getting to be a part of the High Point University School of Education. It has given me so many impactful experiences and opportunities that have helped shape me into a better person and teacher.   From the classes, to the hands-on learning in schools, to community outreach, to the amazing professors, I feel like I am truly equipped with the knowledge that I need to be the best special education teacher I can be! I am so grateful to have gotten the opportunity to learn how to teach at the High Point University School of Education and would highly recommend it to anyone that wants to go into any type of teaching.”
~Caroline Hartley, Class of 2019, Special Education/Adapted Curriculum

The education program at High Point University has long been recognized for its excellence throughout North Carolina and the eastern United States. Our program is based within the liberal arts tradition; it is rigorous, field-centered and highly personalized. The teacher education programs at High Point University meet the requirements of both the National Council for the Accreditation of Teacher Education (NCATE) and the North Carolina State Board of Education.

Special education majors have a choice between two programs of study, General Curriculum or Adapted Curriculum.  A major in special education will qualify a student for licensure either in Special Education: General Curriculum (K-12) or Special Education: Adapted Curriculum (K-12) depending upon which program of study they choose to follow.  Several General Education area requirements and core courses may be fulfilled by required courses in professional education and supporting disciplines.

Students are now able to take American Sign Language.

Effective Fall 2019:
Students pursuing degrees in the School of Education will have the option of selecting between the Licensure-Track and Non-Licensure Track programs of study within the Elementary Education, Special Education, Middle Grades Education or Health/Physical Education programs of study.

Licensure Track:
Student Teaching with N.C. licensure will become an optional track that students may pursue at the end of the program.  Choosing this track requires completion of the mandatory 16-week student teaching, all related licensure tests, and the edTPA portfolio.  These credits will be included in the required 128 to graduate.

Degree ONLY (Non-Licensure Track)
Students who choose (or who are moved) to the non-licensure track in the degree program will earn a B.A. degree in Elementary Education, Special Education, Middle Grades Education or Health/Physical Education.  Instead of student teaching students will complete other university electives to reach the required 128 credits for graduation and a four credit internship that is not student teaching.   The School of Education does not apply for North Carolina license as the required student teaching, edTPA portfolio, and teacher exams are not part of this track.

This program was reviewed and accredited by CAEP in the spring of 2016.

 

Course Requirements 2022/2023
Bachelor of Arts in Special Education - General Curriculum
Bachelor of Arts in Special Education - Adapted Curriculum
Bachelor of Arts in Special Education - General Curriculum
Degree Requirements Credits
Major Requirements 61
University Core Requirements 36-44
Electives 23-31
Total 128
Bachelor of Arts in Special Education - Adapted Curriculum
Degree Requirements Credits
Major Requirements 61
University Core Requirements 36-44
Electives 23-31
Total 128
Requirements for the B.A . in Special Education - General Curriculum K–12
Requirements for the B.A. in Special Education - Adapted Curriculum K–12
Requirements for the B.A . in Special Education - General Curriculum K–12
Course Course Title Credits
EDU 1200 Introduction to Teaching 2*
EDU 2100 The Nature of the Learner 4*
EDU 2200 Critical Perspectives on Teaching and Learning 4*
EDU 3100 Students with Disabilities: Characteristics and Service Delivery Models 4
EDU 3110 Educational Technology for Teachers 2
EDU 3130 Methods of Teaching Reading and Writing in the Primary Grades K-2 4
EDU 3140 Special Education Policies and Procedures 4
EDU 3233 Methods of Teaching Mathematics 4
EDU 3243 Struggling Readers and Writers 4
EDU 3244 Teaching and Learning Strategies: Practicum in Special Education 2
EDU 3245 Classroom and Behavior Management for Special Education Teachers K-12 4
EDU 4009 Technology Integration for Special Education K-12 Classrooms 2
EDU 4141 Instructional Strategies in the Content Areas for Secondary Students with Disabilities 4
EDU 4142 Special Education Policies and Procedures II 3
EDU 4144, EDU 4275 Introduction to Student Teaching or Internship in Education 4
EDU 4166 Using Data to Assess Student Impact in K-12 Classrooms 2
EDU 4200 Diverse Learners and Culturally Relevant Pedagogy 4
The following courses are required for licensure:
EDU 4000 Investigation of Teacher Performance Assessment I 1
EDU 4112 Independent Study (Required for students officially submitting their edTPA Portfolios) 4
EDU 4230 Student Teaching Continuation 8
Required Supporting Courses

Mathematics

1. One course to meet the mathematics University Core Requirement at placement (MTH 1110 or higher) (4).

2. Second Mathematics Course. Recommended options include:
MTH 1130 Finite Mathematics 4
MTH 2010 Mathematical Ideas 4
MTH 1400 Pre-Calculus 4
MTH 1410 Calculus I 4
STS 2020 Introduction to Statistics 4
Science

Choose one course from the following:
BIO 1100 Biology: A Human Perspective 4
BIO 1500 Principles of Cell Biology 4
CHM 1000 An Introduction to the Molecular World 4
CHM 1010 General Chemistry I 4
ENV 1110 Environmental Science 4
NSC 2200 Earth Science 4
PHY 1510 General Physics 4
Social Studies
PSC 2310 American Politics 4
Choose one course from the following:
HST 1201 American Beginnings 4
HST 1202 American Expansions 4
HST 1203 American Aspirations 4
HST 2201 American Identities 4
HST 2235 U.S. in the World 4
Course Descriptions
*These courses are prerequisites for admission to the Educator Preparation Program.

This major will qualify a student for licensure in Special Education: General Curriculum (K–12). Several General Education area requirements and core courses may be fulfilled by required courses in professional education and supporting disciplines.

Note: Students may receive only one C- grade in a supporting course. Any subsequent course with a grade of C- or lower must be repeated. A grade of D+ or lower in a supporting course will not be accepted.
Requirements for the B.A. in Special Education - Adapted Curriculum K–12
Course Course Title Credits
EDU 1200 Introduction to Teaching 2*
EDU 2100 The Nature of the Learner 4*
EDU 2200 Critical Perspectives on Teaching and Learning 4*
EDU 3100 Students with Disabilities: Characteristics and Service Delivery Models 4
EDU 3110 Educational Technology for Teachers 2
EDU 3130 Methods of Teaching Reading and Writing in the Primary Grades K-2 4
EDU 3140 Special Education Policies and Procedures 4
EDU 3244 Teaching and Learning Strategies: Practicum in Special Education 2
EDU 3245 Classroom and Behavior Management for Special Education Teachers K-12 4
EDU 3246 Behavior Strategies for Students with Moderate to Severe Disabilities 4
EDU 3290 Systematic Instruction for Students with Moderate to Severe Disabilities 4
EDU 4009 Technology Integration for Special Education K-12 Classrooms 2
EDU 4142 Special Education Policies and Procedures II 3
EDU 4144, EDU 4275 Introduction to Student Teaching or Internship in Education 4
EDU 4166 Using Data to Assess Student Impact in K-12 Classrooms 2
EDU 4200 Diverse Learners and Culturally Relevant Pedagogy 4
Required Supporting Course:
EDU 1010 American Sign Language I 4
The following courses are required for licensure:
EDU 4000 Investigation of Teacher Performance Assessment I 1
EDU 4112 Independent Study (Required for students officially submitting their edTPA Portfolios) 4
EDU 4230 Student Teaching Continuation 8
Course Descriptions
*These courses are prerequisites for admission to the Educator Preparation Program.

A major in special education will qualify a student for licensure in Special Education: Adapted Curriculum (K–12). Several General Education area requirements and core courses may be fulfilled by required courses in professional education and supporting disciplines.

Note: Students may receive only one C- grade in a supporting course. Any subsequent course with a grade of C- or lower must be repeated. A grade of D+ or lower in a supporting course will not be accepted.

Program of Study-General Curriculum

Program of Study-Adapted Curriculum
Career Opportunities
High Point University is proud of its graduates. In the last five years, the School of Education has graduated more than 300 students in teacher education and 150 graduate students who have gone on to become classroom teachers and school principals, thereby impacting the lives of thousands of school-aged children. Recent graduates from High Point University’s School of Education have received many honors and distinctions including:

-NC District Teachers of the Year
-NC District Rookie Teachers of the Year
-NC District Principals of the Year
-Teacher Assistants of the Year
Student Outcomes
Dylan Raab

HPU graduates are leading prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other…

Miranda DellaVecchio
Guilford County Schools

HPU graduates are leading prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other…

Katherine Pinto
Ocean View NPS

With another Commencement behind us, High Point University graduates will be commencing prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law,…

Name: Morgan Gould Hometown: Framingham, Massachusetts Major: Gould will graduate with a degree in Special Education on May 6. Post-graduation plans: Gould accepted a position as a Level 2 special education teacher at The New England Center for…

With another successful commencement behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school…

With another successful commencement behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school…

It may be early in the semester, but Commencement will be here before we know it. Many High Point University seniors are preparing to commence prestigious career paths around the world…

With a successful 2014 Commencement Ceremony behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs,…

Study Abroad
At High Point University, our emphasis on global perspectives is designed to provide students with opportunities to enhance their international awareness and to develop their cross-cultural communication skills. Study abroad is strongly encouraged as a part of this emphasis on global studies. With a variety of extraordinary options at some of the most prestigious universities in the world, students at High Point University are encouraged to study abroad as early as the summer after their freshman year. Employers are looking for more than just a degree; they want well-rounded individuals who have familiarity with diverse cultures, special skills, and knowledge of the world around them.
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