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Undergraduate Studies
Bachelor of Science in Education: Special Education
General education requirements (46 hours required):
Students entering college first time, Fall 2002 should refer to the Introductory
section of this bulletin for their General Education Requirements.
English and Communication (9 hours)
English 1100, Composition,
Communication 1030 or Communication 1040
English 3100
Mathematics (3 hours)
1150, Structure of
Mathematical Systems I
Science (8-9 hours)
Biology (Laboratory)
Physical Science (Laboratory)
Humanities (8
hours)
Music 3770, Introduction to Music for the Elementary
School Teacher (Recommended) plus two courses from art, music, philosophy,
or literature
Social Science (18 hours)
Psych 1003, General Psychology
History 1001, American Civilization, or
History 1002, American Civilization
Pol Sci 1100, Introduction to American Politics
Econ 3052, Microeconomics for the School Curriculum
Sociology 1010, Introduction to Sociology, or Any
Anthropology course
Geography 1001 or 1002
Related Area Requirements (6 hours)
Phy Ed
3430, Elements of Health Education
Phy Ed 3261, Physical Activity of the Exceptional
Learner
Program Requirements (24 hours)
Level I: Exploring Education as a Profession
Tch
Ed 2210, Introduction to Teaching
Tch Ed 2211, Introduction to Schools
Tch Ed 2212, Introduction to Learners
Level II: Analyzing the Nature and Process of Education
Tch Ed 3310, Introduction to Instructional Methods
Tch Ed 3312, Psychology of Teaching and Learning
Tch Ed 3313, Introduction to Learners with Disabilities
and Inclusive Education
Tch Ed 3315, Literacy Learning and Instruction
Cns Ed 3220, Counseling Individuals with
Special Needs
Spc Ed 4315, Speech and Language Problems
Exceptional Children
Spc Ed 4342, Transitions Issues and Planning
Spc Ed 3345, Education Programs for Students with Disabilities
Level III: Synthesizing Theory and Practice in Education
Ele
Ed 3330, Children's Literature and Reading
Ele Ed 3336, Teaching Language Arts and Reading,
N-9
Ele Ed 4342, Teaching Remedial Mathematics
Must take the following three courses during the same
Semester as Elementary Professional Internship (El Ed 3289).
Ele Ed 4246, Teaching Mathematics in the Elementary School
Ele Ed 4341, Teaching Science in the Elementary
School
Ele Ed 4253, Teaching Social Studies in the Elementary
School
El Ed 3289, Elementary Education Professional Internship
Must take the following 6 credit hour course during the same semester as Special Education Professional Internship (Spc Ed 3289)
Spc Ed 3349, Learning and Social Supports for Students
with Disabilities
Spc Ed 3289, Special Education Professional
Internship
Note: Ele Ed 3289 must be taken prior to Spc Ed 3289
Student Teaching
Ele Ed 3290, Student Teaching in Elementary Education
Ele Ed 3291, Student Teaching in Special Education
Attention education majors: Professional education courses must be completed with a grade point average of 2.5 and no grade lower than a C-.
Graduate Studies Master of Education: Special Education
The M.Ed. program in special education consists of an initial required core
of courses; an opportunity to develop an area of depth; an opportunity to
specialize in special education; and a capstone or exit course. Areas of
specialization are suggested below. A minimum of 33 hours is required. Graduate
students should understand that completion of the M.Ed. program in special
education does not assure teaching certification. Students seeking the degree
and certification should consult with their advisers.
1) Required Core (9 hours)
Students are required to complete the following courses within the first 15
hours of study.
TCH ED 6010, Examining History, Community, and Social
Justice in Education (3 hours)
TCH ED 6020, Teacher Action, Advocacy & Leadership
(3 hours)
TCH ED/ED PSY 6030, Instruction, Learning & Assessment
(3 hours)
2) Required Research Course (3 hours)
ED REM/TCH ED 6040, Teacher Research (3 hours)
3) Special Education Concentration (9-15 hours)
Students
should select either Sequence A or Sequence B below:
A. Early Childhood Sequence (9 hours):
Spc Ed 6462, Introduction to Early Childhood Special Education
Spc Ed 6463, Curriculum, Methods, and Materials for Early Childhood – Special Education
Spc Ed 6410, Families and Schools in Inclusive CommunitiesB. Cross-Categorical K-12 Sequence (9 hours):
Spc Ed 6440, Disability, Schooling and Culture
Spc Ed 6441, Curriculum & Teaching for Diverse Learners and Students with Disabilities
Spc Ed 6410, Families and Schools in Inclusive Communities
Special Education Concentration Electives (3-9hours):
Other electives may be chosen from the courses listed below and from
other courses with approval of the adviser and division chairperson.
Students not choosing a Specialization Area (#4, below) should take
9 hours of Special Education electives.
Spc Ed 6452, Social, Emotional, and Environmental Supports
for Learners with Disabilities
Spc Ed 6411, Law, Policy
and Bureaucracy in Education and Disability Studies
4) Specialization Areas (Optional; 6 hours)
Students may follow one of the core competency courses with two additional
courses to develop an area of specialization, such as:
Educational Technology
Option: TCH ED/ED PSY 6030, followed by ED TEC 5340, Selection and Utilization
of Educational Multimedia and ED TEC 6452,Educational Multimedia Design
Educational Psychology Option: TCH ED/ED PSY 6030, followed by either ED PSY 6210, Life-Span: Individual and Family Development or ED PSY/ED TEC 6448, Technology Supported Inquiry Learning (3 hours each) and one of the following ED PSY courses: 6210, Life-Span: Individual & Family Development: 6215, Psychology of Early Childhood Development; 6220, Psychology of the Elementary School Child; or 6225, The Psychology of Adolescence (3 hours each)
Other specialization areas are available and information is available in the Graduate Education and Teaching & Learning Division offices.
5) Capstone Course (3 hours)
Students must enroll
in the capstone course during their last semester.
TCH
ED/ED REM 6910, Teacher Research Capstone (3 hours)
Total
hours: minimum 33 credit hours
The employment outlook for special education teachers continues to be favorable, especially in certain positions. In addition to special classroom teaching, graduates of the area have been employed as resource-room teachers, clinical diagnostic personnel, itinerant teachers, educational resource teachers, consultants, educational therapists, and sheltered workshop evaluators, and in various supervisory and administrative positions in agencies and schools.
In combination with counseling, educational psychology, physical education, or other areas, careers can be planned in such occupations as vocational evaluator, counselor for special-needs individuals, and special physical educators.