Elementary/Middle Special Education Major

Program Director: Dawn Jacobs Martin, Ph.D.

The Elementary/Middle Special Education Program offers a rigorous undergraduate teacher preparation program that prepares teachers with the necessary skills to assess, plan, teach, and evaluate children with disabilities.  The program is nationally ranked, recognized as one of the top preparation programs in the country, and focuses on students with high incidence disabilities and low incidence disabilities.  Students who complete the program graduate with a Bachelor of Science in Special Education.  The program offers two certification tracks: Track 1: Severe Disabilities leads to Maryland Certification in Special Education in Elementary/Middle (Grades 1-8) AND Maryland Endorsement in Severe Disabilities (Birth to Age 21);  Track 2: Inclusive Education leads to Maryland Certification in Special Education in Elementary/Middle (Grades 1-8) AND Maryland Certification in Elementary Education (Grades 1-6).  Program coursework meets state, university, and college requirements and is designed to provide an understanding of human development, including the basic psychological and sociological principles of human behavior. There is an instructional focus on universal design of learning/assistive technology; academic, language, motor, and cognitive development; social and educational needs of individuals with disabilities; diagnostic and educational assessment; evidenced-based instructional procedures and materials; national standards and curriculum development; classroom and behavior management; effective communication and partnership with parents and families of children with disabilities; community resource planning; and local, state, and federal laws and policies concerning children and youth with and without disabilities.  The program ends with a required two-semester internship during the senior year that focuses on the application of teaching skills.   Courses offered in the special education program may be found under the acronym EDSP.

Note: Please contact an advisor in the Office of Student Services (1204 Benjamin) for additional information

Admission to the Major

Prior to formal acceptance as a special education major, undergraduates are required to enroll in a special education introductory course (EDSP210/EDSP470), which provides a survey of the history and current issues in special education. Upon successful completion of the introductory course and 45 semester hours of requirements, teacher candidates apply for formal admission to the professional program by submitting an application with a statement of intent specifying their professional goals. To be accepted as a full special education major, teacher candidates must fulfill the College of Education requirements for admission to Teacher Education, as well as the following program requirements:

1. Completion of course work indicated below:

Course Title Credits
EDSP210Foundations of Special Education: Inclusive Practices3
STAT100Elementary Statistics and Probability3
MATH212Elements of Numbers and Operations3
LAB SCIENCE 1Physical, Biological, or Environmental 1
LAB SCIENCE 2Physical, Biological, or Environmental 1
PSYC100Introduction to Psychology3
SOCY100Introduction to Sociology3
or SOCY105 Understanding Contemporary Social Problems - Frameworks for Critical Thinking and Strategies for Solutions
EDHD411Child Growth and Development3
HIST200Interpreting American History: Beginnings to 18773
HESP202Introduction to Hearing and Speech Sciences3
1

Students must complete two lab sciences from two different categories to be admitted to the program. Students who pursue Track 2 will complete one lab science from each of the following categories for a total of 3 lab sciences: (a) biological lab science, (b) environmental lab science, and (c) physical lab science.

2. Admission is competitive beyond the minimum 2.75 grade point average required for consideration.

3. Submission of an application together with a statement of intent specifying the applicant's professional goals.

4. Submission of two letters of recommendation and a Foundational Competency Review.

5. Completion of College of Education Foundational Competencies Acknowledgment Form.

6. Completion of an interview with a special education faculty member.

Admittance will be based on a variety of criteria, including completion of the required courses, the grade point average, the applicant's experience with persons with disabilities, and the appropriateness and clarity of the professional goal statement. For more information, see the admission section of the College of Education entry.

Placement in Courses

The Special Education program includes both pre-professional and professional education course work. Before teacher candidates may enroll in courses identified as part of the professional sequence, they must complete the selective admissions requirements and be fully admitted to the College of Education's Teacher Education program.

Program Learning Outcomes

  1. Special Education teacher candidates have in-depth knowledge of the subject matter they teach as described in professional (CEC, ACEI), state (MSDE), and University standards.
  2. Special Education teacher candidates practice evidence-based instruction and decision-making through the use of assessment as well as the critical interpretation of research and inquiry to improve educational practice. They accurately assess, plan, and analyze student learning, make appropriate modifications to instruction, monitor student learning, and have a positive effect on learning for all students.
  3. Special Education teacher candidates demonstrate understanding of learners and their social and cultural contexts with a global perspective and intentional sensitivity to other cultures. They are able to work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional (CEC, ACEI), state (MSDE), and University standards.
  4. Special Education teacher candidates competently integrate technology and universal design in learning in instruction to support student learning and develop data-driven solutions for instructional and school improvement. They demonstrate proficiency in the Maryland Teacher Technology Standards.

Undergraduates who are interested in majoring in Special Education must consult a program advisor as early as possible after matriculation at the university since the curriculum requires an extensive and sequenced program of studies. Individuals accepted as Special Education majors take a two-semester sequence of foundational courses and practicum experiences during the third year (Semesters V and VI). Teacher candidates are provided opportunities to observe and participate in different elementary or middle special education classroom settings during their first semester in the program (Semester V) so they may declare a track of focus, Track 1: Severe Disabilities or Track 2: Inclusive Education, before the start of their second semester (Semester VI).  These courses provide the teacher candidate with a solid foundation in theory and practice related to the education of children of their chosen track.

Teacher candidates work directly with children from their chosen track during each semester, leading up to student teaching during the last semester.

Course Title Credits
College Requirements
Complete the following with a B- or better:
EDSP210Foundations of Special Education: Inclusive Practices3
or EDSP211 Foundations of Special Education: Inclusive Practices
Complete the following with a C- or better:
PSYC100Introduction to Psychology (HS or NS) 13
SOCY100Introduction to Sociology 13
or SOCY105 Understanding Contemporary Social Problems - Frameworks for Critical Thinking and Strategies for Solutions
Select one of the following:3
Interpreting American History: Beginnings to 1877 (HS or HU) 1
Interpreting American History: From 1865 to the Present (HS or HU and DVUP)
HESP202Introduction to Hearing and Speech Sciences3
Select a Physical Science with Lab 34
Select a Biological Science with a Lab 34
Select a Environmental Science with a Lab 34
STAT100Elementary Statistics and Probability (AR) 1,23
EDHD411Child Growth and Development (HS)3
or PSYC355 Developmental Psychology
MATH212Elements of Numbers and Operations3
MATH213Elements of Geometry and Measurement3
ENGL Literature (HU) 13
Select one of the following:3
Foundations of Education (HS) 1
Historical and Philosophical Perspectives on Education (HU) 1
Professional Requirements Track 1
PROFESSIONAL SEMESTER I (Fall Only):
EDSP411Foundations of Technology Integration for Curriculum Access3
EDSP413Principles and Practices in Positive Behavior Interventions and Classroom Supports3
EDSP400Instruction of Students with Severe Disabilities I3
EDSP451Curriculum and Instruction: Elementary/Middle Special Education3
EDSP443Language and Literacy Acquisition in Children with Disabilities3
EDSP425Pre-Internship I1
PROFESSIONAL SEMESTER II (Spring Only):
EDSP403Supporting Access for Students with Multiple Disabilities Across Settings3
EDSP415Assessment Techniques and Practices in Special Education3
EDSP416Reading and Writing Instruction in Special Education I ((HU))3
EDSP410Instruction of Students with Severe Disabilities II3
EDSP485Assessment and Instruction in Mathematics in Special Education3
EDSP426Pre-Internship II (Pre-Internship II)1
PROFESSIONAL SEMESTER III (Fall Only):
EDSP484Reading and Writing Instruction in Special Education II3
EDSP487Collaborative Partnerships in Special Education3
EDSP404Methods of Teaching Autistic Students3
EDSP452Internship I: Elementary/Middle Special Education2-4
PROFESSIONAL SEMESTER IV (Spring Only):
EDSP490Teacher Candidate Research Seminar in Special Education3
EDSP495Internship II: Elementary/Middle Special Education12
Professional Requirements Track 2
PROFESSIONAL SEMESTER I (Fall Only):
EDSP411Foundations of Technology Integration for Curriculum Access3
EDSP413Principles and Practices in Positive Behavior Interventions and Classroom Supports3
EDSP400Instruction of Students with Severe Disabilities I3
EDSP451Curriculum and Instruction: Elementary/Middle Special Education3
EDSP443Language and Literacy Acquisition in Children with Disabilities3
EDSP425Pre-Internship I (Pre-Internship I)1
PROFESSIONAL SEMESTER II (Spring Only):
TLPL362Curriculum and Instruction in Elementary Education: Social Studies3
EDSP415Assessment Techniques and Practices in Special Education3
EDSP416Reading and Writing Instruction in Special Education I3
EDSP485Assessment and Instruction in Mathematics in Special Education3
EDSP426Pre-Internship II (Pre-Internship II)1
PROFESSIONAL SEMESTER III (Fall Only):
EDSP484Reading and Writing Instruction in Special Education II3
EDSP487Collaborative Partnerships in Special Education3
EDSP404Methods of Teaching Autistic Students3
TLPL321Curriculum and Instruction in Elementary Education: Science3
EDSP452Internship I: Elementary/Middle Special Education2-4
PROFESSIONAL SEMESTER IV (Spring Only):
EDSP490Teacher Candidate Research Seminar in Special Education3
EDSP495Internship II: Elementary/Middle Special Education6-12
Total Credits155-165
1

May double count for GenEd and major requirement

2

MATH111 will NOT satisfy this requirement

3

Students must complete one lab science from each of the following categories for a total of 3 lab sciences: (a) biological lab science, (b) environmental lab science, and (c) physical lab science.

Other Requirements for the Major

A minimum overall grade point average of 2.75 must be maintained after admission to Teacher Education. All teacher candidates are required to obtain satisfactory evaluations on the College of Education Foundational Competencies and attain qualifying scores for the State of Maryland on a Test of Basic Skills assessment .  A Test of Basic Skills assessment is required for admission, and Praxis II Special Education is required for the teaching internship and graduation. The culminating experience of the program is the yearlong internship, which takes place in a partner school or a professional development school (PDS).

Click here for roadmaps for graduation plans in the College of Education.

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