Special Education - Secondary/Adult Track

Adviser: Charles Meyer
Hawkins Hall 120C, 410-704-3595

Students majoring in Secondary Special Education complete the Secondary/Adult Track (grade 6-adult). To meet the requirements of the College of Education and the Maryland State Department of Education, students must complete all required Core Curriculum and professional education courses for their concentration to earn a total of 127–135 units. Students must maintain an overall cumulative GPA of 2.75 or higher and a 3.00 GPA or higher in courses for their major.

Students majoring in Secondary Special Education must choose one of the following tracks: English, Math (Middle School or High School Concentration), Social Science or Middle School General Science.

English Track

Academic Content (total 130 units)

At least 60 of the following units must be taken before formal admission to the professional education sequence:

English (21 Units)
ENGL 102WRITING FOR A LIBERAL EDUCATION3
ENGL 221BRITISH LITERATURE TO 17983
or ENGL 222 BRITISH LITERATURE SINCE 1798
ENGL 233SURVEY OF AFRICAN-AMERICAN LITERATURE3
or ENGL 235 ETHNIC-AMERICAN LITERATURE
ENGL 230MAIN CURRENTS IN AMERICAN LITERATURE3
or ENGL 236 AMERICAN INDIAN LITERATURE, 1772-PRESENT
ENGL 251APPLIED GRAMMAR3
ENGL 283INTRODUCTION TO CREATIVE WRITING3
or ENGL 311 WRITING POETRY
ENGL 300METHODS AND RESEARCH3
Social Studies (6 Units)
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
GEOG 102WORLD REGIONAL GEOGRAPHY3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
Science (8 Units)
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Mathematics (8 Units)
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I (Core 7)4
MATH 205MATHEMATICAL CONCEPTS & STRUCTURES II4
Art/Music (3 Units)
Select one ART or MUSC course (Core 4)3
Psychology (3 Units)
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Additional Required Courses (21 Units)
COMM 131FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS (Core 9)3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY (Core 1)3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
TSEM 102TOWSON SEMINAR3
Total Units70
1

These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

Professional Education Courses

First Term, Fall (17 Units)
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SPED 428WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)3
Second Term, Spring (18 Units)
SPED 430INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SCED 304EDUCATION, ETHICS AND CHANGE3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
PSYC 404ADOLESCENT PSYCHOLOGY3
SCED 419YOUNG ADULT LITERATURE3
Third Term, Fall (15 Units)
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SCED 357TEACHING ENGLISH IN THE SECONDARY SCHOOL3
ENGL XXXEnglish elective3
Fourth Term, Spring (15 Units)
SPED 498INTERNSHIP: SPECIAL EDUCATION12
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
Total Units65

Middle School General Science Track

Academic Content (total 128 units)

At least 60 of the following units must be taken before formal admission to the professional education sequence:

English (6 Units)
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
ENGL 233SURVEY OF AFRICAN-AMERICAN LITERATURE3
or ENGL 235 ETHNIC-AMERICAN LITERATURE
Social Studies (6 Units)
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
Science (19 Units) 1
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
CHEM 131
131L
GENERAL CHEMISTRY I LECTURE
and GENERAL CHEMISTRY I LABORATORY
4
GEOL 121PHYSICAL GEOLOGY4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
PHSC 303EARTH SPACE SCIENCE3
Mathematics (7 Units)
MATH 111FINITE MATHEMATICS3
MATH 237ELEMENTARY BIOSTATISTICS (Core 3)4
Art/Music (3 Units)
Select one ART or MUSC course (Core 4)3
Psychology (3 Units)
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Additional Required Courses (24 Units)
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
COMM 131FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS (Core 9)3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
TSEM 102TOWSON SEMINAR (Core 1)3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
Total Units68
1

These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

Note: One math course (3-4 units) is taken during second term of the professional sequence.  Math units are counted in academic content.

Professional Education Courses

First Term, Fall (17 Units)
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SPED 428WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)3
Second Term, Spring (18-19 Units)
SPED 430INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SCED 304EDUCATION, ETHICS AND CHANGE3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
PSYC 404ADOLESCENT PSYCHOLOGY3
SCIE XXXScience course chosen from BIOL 115, PHSC 101, PHSC 303, CHEM 110, GEOL 1213-4
Third Term, Fall (12 Units)
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SCIE 380TEACHING SCIENCE IN THE SECONDARY SCHOOLS3
SCIE XXXApproved science course
Fourth Term, Spring (15 Units)
SPED 498INTERNSHIP: SPECIAL EDUCATION12
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
Total Units62-63

Math Track—Middle School Concentration

Academic Content (total 126 units)

At least 60 of the following units must be taken before formal admission to the professional education sequence:

English (6 Units)
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
ENGL 233SURVEY OF AFRICAN-AMERICAN LITERATURE3
or ENGL 235 ETHNIC-AMERICAN LITERATURE
Social Studies (6 Units)
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
Science (8 Units)
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Mathematics (23 Units) 1
MATH 119PRE-CALCULUS (Core 3)4
MATH 225ALGEBRA AND NUMBER CONCEPTS FOR MIDDLE SCHOOL TEACHERS4
MATH 235STATISTICS AND PROBABILITY FOR THE MIDDLE SCHOOL TEACHER4
MATH 255GEOMETRY FOR MIDDLE SCHOOL TEACHERS4
MATH 273CALCULUS I4
MATH 325MATHEMATICAL PROBLEM SOLVING FOR MIDDLE SCHOOL TEACHERS3
Art/Music (3 Units)
Select one ART or MUSC course (Core 4)3
Psychology (3 Units)
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Additional Required Courses (24 Units)
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
COMM 131FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS (Core 9)3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
TSEM 102TOWSON SEMINAR (Core 1)3
Total Units73
1

These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

Note: One Math course (3-4 units) is taken during both the second and third terms of the professional sequence.  Math units are counted in academic content.

Professional Education Courses

First Term, Fall (18 Units)
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
MATH 255GEOMETRY FOR MIDDLE SCHOOL TEACHERS4
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)3
Second Term, Spring (21 Units)
SPED 430INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
SCED 304EDUCATION, ETHICS AND CHANGE3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
PSYC 404ADOLESCENT PSYCHOLOGY3
MATH 325MATHEMATICAL PROBLEM SOLVING FOR MIDDLE SCHOOL TEACHERS3
Third Term, Fall (15 Units)
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
MATH 425MATHEMATICS TEACHING IN THE MIDDLE SCHOOL3
SPED 428WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
Fourth Term, Spring (15 Units)
SPED 498INTERNSHIP: SPECIAL EDUCATION12
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION 13
Total Units69
1

All academic (Core curriculum) courses must be completed prior to student teaching.

Math Track—High School Concentration

Academic Content (total 135 units)

At least 60 of the following Academic Content units must be taken before formal admission to the professional education sequence:

English (6 Units)
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
ENGL 233SURVEY OF AFRICAN-AMERICAN LITERATURE3
or ENGL 235 ETHNIC-AMERICAN LITERATURE
Social Studies (6 Units)
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
Science (8 Units)
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Mathematics (30 Units) 1
MATH 265ELEMENTARY LINEAR ALGEBRA4
MATH 267INTRODUCTION TO ABSTRACT MATHEMATICS4
MATH 273CALCULUS I (Core 3)4
MATH 274CALCULUS II4
MATH 275CALCULUS III4
MATH 301HISTORY OF MATHEMATICS3
MATH 330INTRODUCTION TO STATISTICAL METHODS4
MATH 353EUCLIDEAN AND NON-EUCLIDEAN GEOMETRIES3
Art/Music (3 Units)
Select one ART or MUSC course (Core 4)3
Psychology (3 Units)
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Additional Required Courses (24 Units)
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
COMM 131FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS (Core 9)3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
TSEM 102TOWSON SEMINAR (Core 1)3
Total Units80
1

These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

Note: One Math course (3-4 units) is taken during both the second and third terms of the professional sequence.  Math units are counted in academic content.

Professional Education Courses

First Term, Fall (17 Units)
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SPED 428WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)3
Second Term, Spring (18-19 Units)
SPED 430INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SCED 304EDUCATION, ETHICS AND CHANGE3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
PSYC 404ADOLESCENT PSYCHOLOGY3
MATH XXXMath course from MATH 265, MATH 267, MATH 273, MATH 274, MATH 275, MATH 301, MATH 330, MATH 3533-4
Third Term, Fall (15-16 Units)
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
MATH 423TEACHING MATHEMATICS IN THE SECONDARY SCHOOLS3
MATH XXXMath course from MATH 265, MATH 267, MATH 273, MATH 274, MATH 275, MATH 301, MATH 330, MATH 3533-4
Fourth Term, Spring (15 Units)
SPED 498INTERNSHIP: SPECIAL EDUCATION12
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION 13
Total Units65-67
1

All academic (Core Curriculum) courses must be completed prior to student teaching.

Social Science Track

Academic Content (total 127 units)

At least 60 of the following units must be taken before formal admission to the professional education sequence:

English (6 Units)
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
ENGL 233SURVEY OF AFRICAN-AMERICAN LITERATURE3
or ENGL 235 ETHNIC-AMERICAN LITERATURE
Social Studies (18 Units)
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
HIST 102HISTORY OF EUROPEAN CIVILIZATION THROUGH THE 17TH CENTURY3
HIST 103HISTORY OF EUROPEAN CIVILIZATION FROM THE 17TH CENTURY3
ECON 201MICROECONOMIC PRINCIPLES3
or ECON 202 MACROECONOMIC PRINCIPLES
POSC 103AMERICAN NATIONAL GOVERNMENT3
Science (8 Units)
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Mathematics (8 Units)
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I (Core 3)4
MATH 205MATHEMATICAL CONCEPTS & STRUCTURES II4
Art/Music (3 Units)
Select one ART or MUSC course (Core 4)3
Psychology (3 Units)
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Additional Required Courses (21 Units)
TSEM 102TOWSON SEMINAR (Core 1)3
COMM 131FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS (Core 9)3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Total Units67
1

These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

Note: 3 units of Social Studies are taken during both the second and third terms of the professional sequence.  Social Studies units are counted under academic content and not recounted under the professional sequence.

Professional Education Courses

First Term, Fall (17 Units)
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SPED 428WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)3
Second Term, Spring (21 Units)
SPED 430INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SCED 304EDUCATION, ETHICS AND CHANGE3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
PSYC 404ADOLESCENT PSYCHOLOGY3
Social Science course from GEOG 102, GEOG 105, HIST 145, HIST 146, SOCI 1013
Third Term, Fall (15 Units)
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SCED 355TEACHING SOCIAL STUDIES IN THE SECONDARY SCHOOL3
Select one Social Science course from ECON 201, ECON 202, GEOG 102, GEOG 105, HIST 102, HIST 103, HIST 145, HIST 146, POSC 103, SOCI 101, SOSC 4013
Fourth Term, Spring (15 Units)
SPED 498INTERNSHIP: SPECIAL EDUCATION12
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
Total Units68

CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences
1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
CEC Initial Preparation Standard 2 Learning Environments
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
CEC Initial Preparation Standard 3 Curricular Content Knowledge
3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
CEC Initial Preparation Standard 4 Assessment
4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
CEC Initial Preparation Standard 5 Instructional Planning and Strategies
5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.
5. 5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
5.6 Beginning special education professionals teach to mastery and promote generalization of learning.
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
CEC Initial Preparation Standard 6 Professional Learning and Ethical Practice
6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.
6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.
CEC Initial Preparation Standard 7 Collaboration
7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
7.1 Beginning special education professionals use the theory and elements of effective collaboration.
7.2 Beginning special education professionals serve as a collaborative resource to colleagues.
7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.