Upon successful completion of the course, students will be able to: explain new social principals applied in anthroposophical and Camphill communities and apply these principles more consciously in their life and work.

Upon successful completion, students will be able to: have met the life and deed of Kasper Hauser and the impulse of Rudolf Steiner for renewal of the social life together with the inner principles and outer workings of the Camphill Community life, and recognize the specific contribution of the Camphill community for social renewal; describe the inner context of their work; reflect on the experience of creating spirtual community as an example of community building; and demonstrate engagement with questions related to the Camphill Community and the Antrhroposophical Society. 

Upon successful completion of the course, students will be able to: describe the spiritual context of human communication and conflict; describe the nature of communication and conflict; describe one's own relationship to communication and conflict; use good speaking and listening skills; recognize the sources of conflict; describe the levels of conflict; describe how conflict escalates; describe how conflict de-escalates;  and describe the process of mediation.

Upon successful completion, students will be able to: demonstrate punctuality, reliability, and a cooperative attitude toward work; fulfill their role and responsibilities as a member of the workshop team; provide support to individuals; assist in specific work activities; practice basic safety awareness; interact with adults with disabilities in a respectful and appropriate manner; assist in general workshop management and support of the physical well-being of participants; respond appropriately to social and behavioral issues; show interest in participants, their individual needs, and the nature of the workshop; and recognize their own limitations and ask for support when needed.

Upon successful completion, students will be able to: safely manage a workshop independently; explore ways of accompanying the workplace meditatively; consider and develop ways to maintain and enliven the work life of participants, in close cooperation with the mentor; implement considerations arising from annual review reports with support from mentor; communicate with other workshop leaders, therapists, houseparents and participant regarding individual program and needs; plan, oversee and lead the program over an extended period of time with guidance and support from workshop leader; review and participate in the annual review process for each participant; participate in biography meetings and personal planning meetings, contributing significant observations; and reflect and assess the strenghts and weaknesses of ones own work. 

Upon successful completion of the course, students will be able to: discuss Steiner's hierarchy of the arts and the role of arts in curative education; identify developmental levels expressed in children's drawings; present relevant art work in a child study/conference/class; apply therapeutic techniques in artistic disciplines; design and practice a curative artistic activity centered on insights gained in a child study; describe artistic content and expression as a reflection of the experience of the child; and use the arts for expanded understanding and diagnosis.

Upon successful completion, students will be able to: characterize the historical-cultural development of consciousness; describe the spiritual situation of the present; and outline possibilities for future development.

Upon successful completion of the course, students will be able to: give an overview of changes in attitudes and approaches to childhood and disability from antiquity to the present; describe historical attitudes and responses to different types of disabilities; and discuss the relationship among social conditions, spiritual-cultural orientation, and pedagogical practice using concrete historical and anthropological examples.

Upon successful completion of the practicum, students will be able to: discuss the role and responsibilities of an instructional assistant as a member of the instructional team under the guidance of the lead teacher; give one-on-one support to individual students with direct supervision by the lead teacher or other experienced instructional staff; assist in group activities under the direct supervision of the lead teacher or other more experienced instructional staff; show basic safety awareness; interact with students in a respectful and age-appropriate manner; assist in general classroom management, physical care and supervision of students under the direct supervision by the lead teacher or other more experienced instructional staff; respond appropriately to behavioral issues; show interest in the students, their individual needs and the nature of educational and therapeutic programs; and recognize ones own limitations and ask for support when necessary.

Upon successful completion, students will able to: 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 and finger games, storytelling, 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.

Upon successful completion of the course, students will be able to: 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.

Upon successful completion of the course, students will be able to: 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; and discuss the plan, do, review cycle.

Upon successful completion, students will be able to: provide appropriate support in personal care; address and relate to children and adults in a respectful way; show interest in children and their lives; recognize learning opportunities and begin to work with them in daily life; report health concerns promptly; participate in and support common celebration and ceremony; take initiative in hosting a celebration; show openness and interest in the role of religious elements in the life of the house community; carry out responsibilities for specific tasks; socially integrate into an extended family-type house community; show openness to suggestions and guidance from house parents; perform basic home management tasks; recognize the home in its potential as a healing environment; appreciate the economic foundations of household management; and show basic safety awareness.

Child Care: Upon successful completion, students will be able to: carry oversight of the basic hygiene needs and clothing of all children/adults with support needs in their house; maintain ongoing awareness of the emotional and psychological well-being of individuals in one's care; take initiative, based on the emotional/psychological needs of the individuals in their care; and instruct and supervise less experienced co-workers in routine aspects of personal care. Curative Attitude: Students will be pursue a diagnostic understanding; observe and recognize the effects of curative exercises and activities; participate in creating therapeutic living situations; develop ideas for curative exercises and activities and implement them in consultation with house parents; and create a curative atmosphere through the practice of self-discipline and self-education. Instruction: Students will be able to instruct new co-workers in carrying out instructional activities with children/adults and plan and develop instructional activities for individuals in the house in communication with house parents. Health Care: Students will assume responsibility for the care of a sick child/adult; recognize situations where professional medical attention is needed and take appropriate initiative in consultation with house parent. Festivals: Students will be able to: articipate in festival meetings and planning for one of the major festivals of the year and show an understanding of the background of the various festivals. Religious Life: Students will be able to explore ones personal relationship to the religious life of the community. Awareness for House Community: Students will be aware of other co-workers and support them as needed; keep an overview of house activities and replace house parents from time to time, as needed. Social Skills, Team Work and Leadership: Students will be able to give guidance and supervision to newcomers regarding routine elements of personal care and household management, in consultation with house parents and  show commitment to the social well being of the house community by supporting all members in working through social difficulties and taking an active role in conflict resolution. Home Management Skills: Students will develop a balanced meal plan/menu; create and uphold a tidy and beautiful home environment; take responsibility for all aspects of house shopping; and explain to less experienced co-workers the importance of a well-kept home environment in curative education/social therapy. Economics: Students will share responsibility and awareness for house budget with house parents. Formal Responsibilities: Students will participate in writing and reviewing IEPs/individual support plans; goals; write annual house reports for individual children or adults with guidance from house parents; and actively implement relevant policies.

Upon successful completion of this course, students will be able to: give an overview of the ether body, the astral body, and ego organization; explain the working of the ether body, the astral body, and ego organization in the physical body, in the metabolic-limb system, the rhythmic-system, and the nerve-sense system, and in the soul forces: thinking, feeling, and willing; describe the twelve senses; describe the complexity of the human soul; recognize and explain the principle of metamorphosis in development; describe the four ethers and their manifestations in the body and soul; and give an overview of the seven life processes and their manifestations in body and soul.

Upon successful completion of the course, students will be able to: describe the inner path developed in Rudolf Steiner's Curative Education Course; use the exercises described in Rudolf Steiner; describe the phenomenological-diagnostic process that: leads from disciplined observation of symptoms to an inner picture of the situation, deepened with the help of an anthroposophically extended understanding of the human being, and then to ideas for therapeutic and pedagogical actions, as well as an appreciation of the educator's own need to change as a result of the diagnostic insight; and apply this process in their work with individuals with disabilities.

Version 1: Upon completion of the course, students will be able to: describe in detail the milestones of development in the first three years of life, give examples of how the development of the fourfold human being coincides with changes in body, soul and spirit, describe a wide variety of influences on physical development, discuss ways of developing thinking, feeling and willing, so that they become healthy and balanced expressions of soul life, give examples of how adults can have experiences that allow them to change towards their own self-realization during the second seven-year triad (age 21-42); give examples of illnesses manifesting in the threefold human being, having their roots in the developmental period of the first 21 years of life. Version 2: Students will be able to: develop a dynamic overview of the developmental processes of the entire life span, as well as a basic understanding of the developmental processes being focused on in this course, discuss death as a spiritual process, including the spiritual-developmental process between death and birth, explain significant milestones in the developmental process and recognize the effects when these capacities have not be established, especially with regard to the first 3 years, be able to identify life phases and turning points in biography, become supportive co-creative of the developmental pathways, discuss the importance of biography understanding in curative education and social therapy, develop an in-depth, integrated and meaningful picture of a complex development situation of a person with disabilities, use this picture to develop practical ideas for educational, social and therapeutic support, use art and conversation toward understanding an individual with disabilities’ life story.

Upon successful completion of the course, students will be able to: work as a team to produce an artistic piece or performance integrating at least three different disciplines that is beautiful, technically sound, accessible and appropriate for the chosen audience; design and produce an artistic piece or performance that is appropriate for presentation in a pedagogical and curative educational context and integrates into the life of the community; use practical project management skills, such as planning, sharing tasks, setting time-frames, meeting deadlines and accessing available resources.

Upon successful completion of the course, students will be able to: describe the role and tasks of a social therapist in both the home and work situation; set up and support a festival related activity; explain the role of rhythms in promoting health and well-being; explain the advantage of living arts as opposed to media entertainment in social therapy; describe and display attitudes appropriate toward adults with special needs; provide an overview of Camphill and its aims; reflect on the role of inner development and contemplative practice in social therapy; attend to emergencies; and describe the history of work with individuals with intellectual and developmental disabilities.

Course 1: Light and Color: Upon successful completion of the course, students will be able to: recognize complementary colors; differentiate between Newton's and Goethe's color spectrum; appreciate Goethe as a scientist; use a phenomenological approach to observation; explain diffraction; differentiate between Goethe's and Newton's views of light and darkness; explain the difference between physiological and prismatic colors; and appreciate the possibilites for artistic and therapeutic use of colors.Course 2:  Projective Geometry (formerly Geometry): Students will be able to: select content and guide children in geometrical drawing and construct models of the Platonic solids. Course 3: Form Drawing: Students will be able to: learn the techniques and skills involved in working with pencil and color; activate the creative forces that lie dormant in every person; engage in forms that have curves, and notice how much one has to exert his/her will in order to achieve the forms with some precision; and understand how exercises with straight lines and angles support the work on the will or on thinking, which will ultimately become tools the student can use for educational, therapeutic, and recreational activities.

Spatial dynamics: Upon successful completion of the course, students will be able to: perform movement exercises; teach a variety of exercises to children or adults;  and adapt exercises to the needs and limitations of these individuals with developmental disabilities. Folk dancing: Students will be able to: guide groups in simple dances; select dances according to the age and/or maturity of participants; and simplify steps and dance patterns for individuals with movement difficulties. Music: Students will be able to: participate in simple choir pieces; play a range of instruments used in music therapy and lessons with individuals with developmental disabilities, such as percussion, hand bells, chimes, chime bars, etc. and lead simple musical activities. Drama: Students will be able to appreciate the discipline of artistic gesture; express dramatic gesture in improvisation. Speech: Students will be able to demonstrate basic speech exercises and recite a piece of text, showing awareness of the dynamics of speech. Eurythmy: Students will be able to appreciate the experience of space and ensouled movement.

Music: Upon successful completion of the course, students will be able to: identify the key signature and its progression of harmony and rhythm in a song; use a variety of instruments based on harmony and rhythm, to create an accompaniment to a song (e.g. bells, chimes, percussion instruments, Borduin lyres, etc.). Eurythmy: Upon successful completion of the course, students will be able to: implement some basic principles of choreography; describe the relation of vowels to the planets; describe some of the underlying principles of the eurythmy curriculum in the Waldorf school; describe and demonstrate some exercises that support the child within the Waldorf school curriculum.

Upon successful completion of the course, students will be able to: identify basic social and anti-social forces in organizations and intentional communities; discuss the role of social three-folding in the amelioration of anti-social forces; discuss the constituent parts of organizations and intentional communities, and their place in a threefold model of social life; describe the basic phases of organizational growth and transformation; and apply these concepts to an analysis of the Camphill community within which this course is taking place.

Upon successful completion of the course, students will be able to: describe the difference among dualist, reductionist, and non-reductionist monist world views; discuss the roles of observation and thinking in the act of knowledge; explain Steiner's view of the relationship between the possibility of knowledge and the question of human freedom; discuss Steiner's description of free human activity and its preconditions (moral intuition, moral imagination, and moral technique); explore the relevance of Steiner's theory of knowledge to the possibility of knowledge based on spiritual experience; explore the implications of Steiner's description of human freedom for educational or therapeutic practice; participate effectively in a disciplined study group and discussion; and facilitate a study group discussion, using agreed-upon parameters and processes.

Upon successful completion, students will be able to: document and reflect on one's engagement and initiative in community life; and engage in self-assessment of the learning process that has occurred during the year.

Upon successful completion, students will be able to: document and reflect on ones engagement and initiative in community life; engage in self-assessment of the learning process that has occurred during the year; extend ones awareness, engagement and initiative beyond ones 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.

Upon successful completion of the course, students will be able to: explain the significance of ‘mask’, ‘adornment’ and ‘clothing’ in relation to the threefold constitution of the human being as expressions of the soul in establishing identity; extend this understanding to how they perceive and engage with others with whom they live and work; compare and contrast how thinking, feeling and willing manifest differently in males and females; demonstrate insight into the nature of self-consciousness and the existential gap between the Self and the world; articulate the polarities of cognition and will and their relationship to consciousness; illustrate the interplay between the human being and the world in the course of life between birth and death and life between death and rebirth; and apply the ideas of reincarnation and karma, from an anthroposophical viewpoint, in daily practice within community life.

Upon successful completion, students will be able to: interact with and develop a relationship with a person with disabilities; provide support as that person develops a new skills or experience; serve as a tutor; reflect on the process of learning; present a joint project with the person with disabilities about the learning experience; and demonstrate key concept of experiential learning with self-reflection and research.

Upon successful completion, students will be able to: discuss the underlying principles of Social Therapy in research project involving and benefitting the community and its members; develop an activity with a group of persons with disabilities based on a question around the value and role of a particular activity in the development of both the individual and the community; combine experiential learning with self-reflection and an increasing degree of narrative, literary, and action research; and create an activity with a group of persons with disabilities (project partners) in that particular field over a period of at least four months.

Upon successful completion, students will be able to: plan and administer a course of treatment in one of the following therapeutic modalities under the supervision of a qualified practitioner: therapeutic baths, colored daylight shadow therapy, Madonna treatment, therapeutic riding, embrocation (rhythmical massage), therapeutic eurythmy, music therapy, or art therapy.

Upon successful completion of the course, students will be able to: outline and discuss the Waldorf Arts Curriculum; discuss inner attitudes needed for a successful arts lesson; plan, prepare and teach an arts lesson supporting a main lesson theme; design and practice form drawing and form painting with a student; identify the purpose of the integration of visual arts with academic subjects; adapt media and technique to meet special learning needs; and write a reflection and self-evaluation on classroom experience.

Upon successful completion of the course, students will be able to: describe an human being or a human situation accurately and imaginatively; distinguish perceptions from thoughts or ideas; use artistic exercise as tools for observation and the development of observational capacity involving the whole circle of the sense; describe a complex situation accurately and imaginatively without imposing preconceived ideas or interpretations.

Upon successful completion of the course, students will be able to: 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.).