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CAMPHILL SPECIAL SCHOOL



Camphill School of Curative Education
Year Three

• Organization Directory Page
  (titles of all evaluated learning experiences, organization description, and source of official student records)

• Titles of all evaluated learning experiences in Year Three

• Descriptions and credit recommendations

Titles of all evaluated learning experiences in Year Three

Camphill School of Curative Education - Year Three
Crafts and Work
Curriculum and School
Education Practicum III
Embryogenesis
Esoteric Science
Eurythmy II
Group Work and Facilitation
Home Life and Care Practicum III
The Human Being III (Understanding Imbalances)
Music II
Philosophical Perspectives
Portfolio III
Retreat III: World Evolution
Speech, Poetry, and Storytelling
Therapy Practicum I

Descriptions and credit recommendations

Crafts and Work
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (variable over several weeks).
Dates: May 2005 - Present.
Objectives: Describe the importance of the craft curriculum in the Waldorf high school and its relevance to the developmental stages of the adolescent; explain the importance of the Camphill pre-vocational program in guiding adolescents with special needs; explain the importance of meaningful work gestures in the lives of adolescents and adults with special needs; describe the processes underlying development of craft and work skills (such as repetition and moving from simple to more complex); Apply introductory skills in one particular area of craft work; reflect on and describe processes involved in gaining this skill.
Instruction: Students explore how and why curative educators guide school students through both a Waldorf oriented craft curriculum and a series of pre-vocational craft/work experiences that lead to adult capacities in the realm of work. They also explore the role of meaningful work gestures for high school students as they find their role in today’s mechanized society and experience the power of crafts to develop the creative capacity of the will.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Special Education, Education, Waldorf Education, Vocational Rehabilitation, or Child/Adolescent Development or any discipline which could benefit from such a complementary learning experience (9/07).

Curriculum and School
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable - over several weeks); in addition, 7 hours of field experience.
Dates: March 2005 - Present.
Objectives: Describe the fundamentals of Waldorf education; give an overview of the Waldorf curriculum (K-1) in its relationship to key stages of child development; explain how Waldorf education is adapted for children with special needs; demonstrate examples of sensory and developmental exercises and describe their effect.
Instruction: During this course, students are given an overview of Waldorf education, its pedagogical, social, and spiritual-cultural mission and fundamental pedagogical principles. The course includes an overview of the curriculum from kindergarten through 12th grade. Throughout the course, special consideration is given to the application and adaptation of Waldorf education to the education of students with special needs, with an introduction to sensory and developmental exercises used in class-wide and individualized instruction. Students are required to complete one day of classroom observation in a Waldorf school for typically developing students.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Special Education, Education, Waldorf Education, Child Development or any discipline which could benefit from such a complementary learning experience (9/07).

Education Practicum III
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Minimum 180 hours of supervised practicum and 16 hours of mentor meetings (30 weeks).
Dates: September 2005 - Present.
Objectives: Safely manage a class or workshop in the absence of the lead instructor/mentor; explore ways of carrying a small group of students meditatively; develop an appropriate educational program for a small group of students, in close cooperation with the mentor; implement portions of a student’s IEP with support from mentor; communicate with other teachers, instructors, houseparents, and therapists regarding students’ program and needs; plan, oversee and carry the total educational program of the class or workshop for a period of two weeks (including main lesson teaching, if the practicum is taken in a classroom setting), with guidance and backup support from lead instructor; apply a variety of artistic skills in the classroom, as appropriate (e.g. speech, poetry, movement, hand & finger games, story telling, painting, music, sculpture, drawing, crafts, drama, puppetry); review, comment on and revise IEP goals; make progress notes for lead instructor’s use in reporting; participate in child conferences and other child study meetings, contributing significant observations; take initiative in caring for the classroom environment; reflect and assess strengths and weaknesses of their own work in conversation with the mentor.
Instruction: Students entering Education Practicum III have already acquired significant experience as instructional assistants. Through their involvement in kindergarten, grade school, high school and/or transition education, they have learned to independently lead students with special needs through activities set up by the classroom teacher or pre-vocational instructor, and to give appropriate feedback. Now, they are challenged not only to implement activities developed by the lead instructor, but also to become partners in developing and reviewing educational programs for individuals or groups of children. Students are entrusted with responsibility for their own part of the overall educational program of the class or prevocational workshop. In carrying this responsibility, they are actively supported by their mentor with advice and feedback.
Credit recommendation: In the upper division baccalaureate degree category, 4 semester hours in Education Practicum/Practice Teaching in Curative Education, Education, Special Education, Waldorf Education, and any discipline which could benefit from such a complementary learning experience (9/07).

Embryogenesis
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (3 days).
Dates: April 2006 -Present.
Objectives: Explain the process at work in gametogenesis; characterize the four morphological phases in the developmental process of weeks one, two, three and four in utero; describe the different dynamic qualities at work in these morphological phases.
Instruction: This course is conducted as a workshop in the third year. It is based on an anthroposophically extended understanding of the human being. Students consider the embryonic period which lasts for three months from the time of fertilization to the developmental stage of the fetus, exploring different signatures of the manifestation of a fourfold being and how it works into the threefold physical manifestation of metabolic-limb, rhythmic and nerve-sense organization.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Human Growth and Development, Goethean/Phenomenological Studies, Human Studies, Philosophy or any discipline which could benefit from such a complementary learning experience (9/07).

Esoteric Science
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 45 hours (variable over several weeks).
Dates: September 2005 - Present.
Objectives: Explain the concept of spiritual science and its relationship to natural science; describe the nature of the human being from a spiritual-scientific perspective as a differentiated being of body, soul and spirit; describe the nature of sleep and death from a spiritual-scientific perspective; explain the basic principles of karma and reincarnation, as described by Steiner; describe basic principles of cosmic and human evolution from a spiritual-scientific perspective; outline the steps necessary for the practice of spiritual scientific research, as described by Steiner; participate effectively in disciplined group study and discussion; facilitate a study group discussion, using agreed-upon parameters and processes.
Instruction: Rudolf Steiner’s Esoteric Science is considered one of the foundations of anthroposophical spiritual science. It develops the idea of a science of the supersensible world and gives an overview of methods and content of such a discipline. A group study and discussion of this complex material allows participants to deepen their understanding of the philosophical background to anthroposophical curative education and social therapy. The practice of disciplined group work also builds practical social and communication skills.
Credit recommendation: In the upper division baccalaureate degree category, 3 semester hours in Curative Education, Philosophy, Consciousness Studies, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/07).

Eurythmy II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable over several weeks).
Dates: September 2005 - Present.
Objectives: Implement basic principles of choreography; describe the relation of vowel sounds and planetary qualities; describe some of the underlying principles of the eurythmy curriculum as part of the Waldorf school curriculum; describe and demonstrate appropriate exercises that support the child within the Waldorf school curriculum; describe the principles behind a variety of hygienic exercises; use various fundamental pedagogical exercises.
Instruction: Eurythmy II builds on the content of Eurythmy I. The aim is to further deepen the capacity of soul experience through movement. Students are also introduced to key aspects of the use of eurythmy in Waldorf education and its relationship to human development.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Movement, Expressive Arts, Performing Arts, and any discipline which could benefit from such a complementary learning experience (9/07).

Group Work and Facilitation
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 12 hours (variable across several weeks).
Dates: December 2005 - Present.
Objectives: Describe a view of group work that has a spiritual basis; identify and explain the major roles assigned to group members (chair, scribe, time keeper, process coach); identify different types of group work; build agendas; build ground rules for group work within the group itself; describe the responsibilities of each member of a group; exercise good listening and speaking skills; exercise self-discipline and self-evaluation as a group member; describe different variants of consensus decision making models; implement group building exercises; discuss phases of group development; discuss the plan, do, review cycle.
Instruction: Curative education requires constant teamwork and collaboration with colleagues. Sound group work skills and the capacity to participate in and lead groups are therefore essential. This course builds the capacity to design, conduct and review business meetings. It explores basic group roles, procedures and conduct. The underlying philosophy behind this group work course is based on the notion that: 1) A group of people meeting regularly form a “chalice” or “cup” into which content flows and spirit moves. 2) This kind of group work creates the possibility to address issues in a thorough, effective and insightful way. 3) Decision making in this group work approach is based on consensus building methodologies that tend towards horizontal, rather than vertical, authority structures.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Communication Studies, Social Science, Organizational Development, Management Studies, Community Studies, and any discipline which could benefit from such a complementary learning experience (9/07).

Home Life and Care Practicum III
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Minimum 600 hours of guided practicum (30 weeks), 15 hours of mentor meetings, and 30 hours of house team meetings.
Dates: September 2005 - Present.
Objectives: Child Care: Carry oversight of the basic hygiene needs and clothing of all students in the house; maintain ongoing awareness of the emotional and psychological wellbeing of the children in one’s care; take initiative, based on the emotional/psychological needs of the children; instruct and supervise less experienced co-workers in routine aspects of child care. Curative Attitude: Pursue a diagnostic understanding of the children; observe and recognize the effects of curative exercises and activities; participate in creating therapeutic living situations for children in the house; develop ideas for curative exercises and activities and implement them in consultation with house parents; create a curative atmosphere through the practice of self-discipline and self-education. Instruction: Instruct new co-workers in carrying out instructional activities with children; plan and develop instructional activities for children in the house in communication with house parents. Health Care: Assume responsibility for the care of a sick child; recognize situations where professional medical attention is needed and take appropriate initiative in consultation with house parent. Festivals: Participate in festival meetings and planning for one of the major festivals of the year; show an understanding of the background of the various festivals. Religious Life: Explore one’s personal relationship to the religious life of the community. Awareness for House Community: Be aware of other co-workers and support them as needed; keep an overview of house activities; replace house parents from time to time, as needed. Social Skills, Team Work and Leadership: Give guidance and supervision to newcomers regarding routine elements of child care and household management, in consultation with house parents; show commitment to the social wellbeing of the house community by supporting all members in working through social difficulties and taking an active role in conflict resolution. Home Management Skills: Develop a balanced meal plan/menu; create and uphold a tidy and beautiful home environment; take responsibility for all aspects of house shopping; explain to less experienced co-workers the importance of a well-kept home environment in curative education. Economics: Share responsibility and awareness for house budget with house parents. Formal Responsibilities: Participate in writing and reviewing IEP goals; write annual house reports for individual children with guidance from house parents; actively implement relevant policies; apply the DPW licensing handbook.
Instruction: Having become more secure and confident in their work with a particular group of children, students in Home Life & Care Practicum III are asked to take on responsibilities for all children in their household, transferring their knowledge and experience of caring for their own group of children to caring for others. Students will be relied on to support the houseparent in various tasks with increased responsibility and independence. Students are expected to exercise initiative while working collaboratively with their mentor/lead houseparent. This includes participating in IEP development, organizing social and recreational activities and preparing the house for seasonal festivals under the guidance of the houseparent. Students are challenged to work with less direct supervision and grow into the role of a substantial support member of the house team.
Credit recommendation: In the upper division baccalaureate degree category, 3 semester hours as Guided Practice in Curative Education, Residential Care and Management, Human Services, Social Work, and any discipline which could benefit from such a complementary learning experience (9/07).

The Human Being III (Understanding Imbalances)
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 65 hours (variable across several weeks.)
Dates: September 2005 - Present.
Objectives: Give accurate and imaginative descriptions of phenomena of imbalances; identify tendencies in themselves which point to imbalances; live with empathy into the phenomena of human relationships, of imbalances in behavior, development and constitution; develop an anthroposophical extended diagnostic picture that can serve as leading image for therapeutic action; describe therapeutic activities, which create balance in social integration, behavior, development and constitution, including the inner development of the educator as a condition for healing action.
Instruction: This course builds on the general understanding of the human being as a being of body soul and spirit developed in Human Being I and II by exploring the imbalances, disturbances and pathologies that can be present in the human constitution. Taking a phenomenological approach to symptomatology and diagnosis, participants are challenged to apply their observational skills and capacities in order to perceive and understand such imbalances and describe them in terms of the relationships and interactions of body, soul and spirit and their various aspects. This is a prerequisite to the development of holistic therapeutic and educational activities and approaches. This path requires of the curative educator knowledge and appreciation of his or her own imbalances, leading to the development of empathy as a tool for entering into the life situation of another person. Participants in this course will be challenged to awaken their interest in imbalances of constitution, development, behavior and social integration, develop empathy through artistic and experiential activities, to apply the anthroposophical understanding of the human being to these imbalances, and to understand various therapeutic activities in their relationship to the imbalances.
Credit recommendation: In the upper division baccalaureate degree category, 4 semester hours as Curative Education, Preparation for Case Studies in Curative Education, Methods of Phenomenological Research, Methods of Diagnostic Assessment, Human Studies, Human Growth and Development, Philosophy, Complementary Medicine and Therapy, and any discipline which could benefit from such a complementary learning experience (9/07).

Music II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable over several weeks).
Dates: September 2005 - Present.
Objectives: Identify the key signature and its progression of harmony and rhythm in a song; involve a variety of instruments based on harmony and rhythm to accompany a song (e.g. bells, chimes, percussion instruments, Borduin lyres, etc.).
Instruction: Music II builds on the skills developed in Music I. The course provides an introduction to music theory, focusing on key signatures, harmony and rhythm. Students learn to develop accompaniments to songs, using a variety of musical instruments.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Educational Music Methods, Education, and any discipline which could benefit from such a complementary learning experience (9/07).

Philosophical Perspectives
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (variable across several weeks).
Dates: September 2005 - Present.
Objectives: Articulate the philosophical foundations of each of the approaches to the study of the human being presented in the course; characterize the method of inquiry and style of thought in which the various approaches are developed and presented; describe the essential features of the ‘perennial philosophy’; discuss the relationship of Steiner’s spiritual science and anthroposophic curative education to any of the other paradigms presented in the course.
Instruction: This course gives an overview of major historical and current perspectives in the study of the human being. The aim is to develop a large-scale map of major schools of thought and to locate Steiner’s spiritual science and anthroposophic curative education in relation to this map. This provides students with the opportunity to engage with a range of philosophical perspectives, which they may encounter in their professional work. The ability to enter into and orient within a broad range of different sets of ideas will allow students to engage in informed dialogue, based on an understanding of their own and the other person’s perspective.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Psychology, Philosophy, Cognitive Studies, Consciousness Studies, Human Studies, and any discipline which could benefit from such a complementary learning experience (9/07).

Portfolio III
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Independent study over several months.
Dates: September 2005 - Present.
Objectives: Document and reflect on one’s engagement and initiative in community life; engage in self-assessment of the learning process that has occurred during the year; extend one’s awareness, engagement and initiative beyond one’s own house community or classroom to the entire village community, the international Camphill Movement and Community, and the Anthroposophical Society and the School of Spiritual Science.
Instruction: Students compile a series of documents, which may include written reflections or journals, artistic work, projects, etc., which allow them to reflect on their participation in community life throughout the year, connecting the experiences to the coursework and guided mentor sessions. With the support of their mentor(s), students expand their involvement beyond their own house community or classroom to include the entire village community, the international Camphill Movement and community, and the Anthroposophical Society and the School of Spiritual Science.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Education, Special Education, Waldorf Education, Social Work, Human Services, or any discipline which could benefit from such a complementary learning experience (9/07).

Retreat III: World Evolution
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (3 days).
Dates: April 2006 - Present.
Objectives: Articulate and discuss an anthroposophical perspective of evolution in addition to the commonly known materialistic and other perspectives; formulate extended concepts of development and metamorphosis, complemented with new insights and perspectives; develop new perspectives for their future-oriented interactions with fellow human beings and with planet earth.
Instruction: This course explores the evolution of the human being and the earth in past, present and future from an anthroposophic spiritual-scientific perspective. Curative educators, working from an anthroposophic perspective, need to be able to see the human being within a larger context, as a being that is intimately connected with the earth and the entire cosmos. This retreat aims to evoke reverence for the human being, the earth and the cosmos by allowing participants to explore, recognize and appreciate the origins of the living spirit, the living soul, the living and physical body of the human being and its interconnectedness with the world. The approach is based on Rudolf Steiner’s spiritual scientific work which presents a spiritually deepened view of conventional evolutionary theory.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Philosophy, Consciousness Studies, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/07).

Speech, Poetry, and Storytelling
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (variable across several weeks).
Dates: September 2004 - Present.
Objectives: Speak a poem in chorus; speak a poem individually; tell a story as a group, including individual parts; individually tell a story to a group of people.
Instruction: This course introduces students to the discipline and art of speech. By working consciously on movement, breathing, listening, and speech exercises, the students improve articulation, tone quality, voice production, rhythm. and expression in their speaking. Poems and short stories are used to help students gain confidence in speaking to a group of people and in performing before a group.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Education, Speech, Drama, Communicative Studies, and any discipline which could benefit from such a complementary learning experience (9/05). NOTE: This course is reinforced through the Education Practicum and the Home Life and Care Practicum.

Therapy Practicum I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (variable across several weeks).
Dates: September 2005 - Present.
Objectives: Describe the application of the following therapies and treatments: music therapy, therapeutic Eurythmy, therapeutic baths, rhythmical massage, art therapy, colored daylight shadow therapy, Madonna treatment, movement and music group treatments; describe the experience of receiving three different types of therapeutic treatment.
Instruction: During their third year of studies in curative education, students are introduced to the full range of therapies and treatments offered in Beaver Run. Students gain an overview of therapeutic approaches and modalities through mentored field observation and/or participation, as appropriate.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 1 semester hour in Curative Education, Special Education, Complementary Health Care, Complementary Medicine and Therapy, and any discipline which could benefit from such a complementary learning experience (9/07).

Updated 1/22/08

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