Elementary/Middle Special Education Major
Special Education 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, which leads to special education teacher certification in the State of Maryland and certification reciprocity in most states throughout the country. Special education 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 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:
- Completion of course work indicated below:
Course List Course Title Credits HIST200 Interpreting American History: Beginnings to 1877 3 or HIST201 Interpreting American History: From 1865 to the Present STAT100 Elementary Statistics and Probability 3 Lab Science ENGL Literature PSYC100 Introduction to Psychology 3 SOCY100 Introduction to Sociology 3 or SOCY105 Introduction to Contemporary Social Problems HESP202 Introduction to Hearing and Speech Sciences 3 MATH212 Elements of Numbers and Operations 3 EDHD411 Child Growth and Development 3 EDSP210 Introduction to Special Education 3
- Admission is competitive beyond the minimum 2.75 grade point average required for consideration.
- Submission of an application together with a statement of intent specifying the applicant's professional goals.
- Submission of three letters of recommendation.
- Completion of College of Education Foundational Competencies Acknowledgment Form.
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
- Special Education teacher candidates have in-depth knowledge of the subject matter they teach as described in professional (Council for Exceptional Children), state (MSDE), and University standards.
- 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.
- 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), state (MSDE), and University standards.
- 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 foundation special education courses and practicum experiences during the third year (Semesters V and VI). These courses provide the teacher candidate with a solid foundation in theory and practice related to the education of all children with disabilities across a wide range of ages.
Teacher candidates work directly with children with disabilities during each semester, leading up to the teaching internship during the last semester.
|Complete the following with a B- or better:|
|EDSP210||Introduction to Special Education (UP)||3|
|Complete the following with a C- or better:|
|PSYC100||Introduction to Psychology (HS or NS) 1||3|
|SOCY100||Introduction to Sociology 1||3|
|or SOCY105||Introduction to Contemporary Social Problems|
|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)|
|HESP202||Introduction to Hearing and Speech Sciences||3|
|Select a Physical or Biological Science with Lab (NL) 1||4|
|STAT100||Elementary Statistics and Probability (AR) 1,2||3|
|EDHD411||Child Growth and Development (HS)||3|
|or PSYC355||Developmental Psychology|
|MATH212||Elements of Numbers and Operations||3|
|ENGL Literature (HU) 1||3|
|Select one of the following:||3|
|TLPL360||Foundations of Education (HS) 1||3|
|TLPL250||Historical and Philosophical Perspectives on Education (HU) 1||3|
|PROFESSIONAL SEMESTER I (Fall Only):|
|EDSP411||Universal Design for Learning||3|
|EDSP413||Behavior and Classroom Management in Special Education||3|
|EDSP400||Instruction of Students with Severe Disabilities I||3|
|EDSP451||Curriculum and Instruction: Elementary/Middle Special Education||3|
|EDSP443||Language and Literacy Acquisition in Children with Disabilities||3|
|PROFESSIONAL SEMESTER II (Spring Only):|
|EDSP403||Instruction of Students with Physical Disabilities||3|
|EDSP415||Assessment in Special Education||3|
|EDSP416||Reading and Writing Instruction in Special Education I ((HU))||3|
|EDSP410||Instruction of Students with Severe Disabilities II||3|
|EDSP485||Assessment and Instruction in Mathematics in Special Education||3|
|PROFESSIONAL SEMESTER III (Fall Only):|
|EDSP484||Reading and Writing Instruction in Special Education II||3|
|EDSP487||Family Partnerships in Special Education||3|
|EDSP404||Education of Students with Autism Spectrum Disorders||3|
|EDSP452||Internship I: Elementary/Middle Special Education||3|
|PROFESSIONAL SEMESTER IV (Spring Only):|
|EDSP490||Teacher Candidate Research Seminar in Special Education||3|
|EDSP495||Internship II: Elementary/Middle Special Education||12|
May double count for GenEd and major requirement
MATH111 will NOT satisfy this requirement
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).