Elementary Education & Special Education Major

Coordinator: Toni Guidi
Towson University Northeastern Maryland 306
Phone: 410-704-8016

Adviser: Janet Oldewurtel
Towson University Northeastern Maryland 330
Phone: 410-704-6651

Adviser: Elizabeth Wynkoop
Hawkins Hall 403B
Phone: 410-704-4385

Students may elect to become certified in both Elementary and Special Education by selecting the major. This program, specially designed to integrate both elementary and special education, prepares students as elementary classroom teachers and as elementary/middle special education teachers.

The Elementary Education & Special Education major is provided at Towson University, Towson University in Northeastern Maryland (TUNE) and The Universities at Shady Grove. The program is a screened major. The total program equals 127 units.

This is a screened program. Please see the admission requirements for additional information.

Students who wish to major in Early Childhood Education & Special Education (ECSE) or in Elementary Education & Special Education (EESE) must complete the following requirements before being admitted to the major. All courses must be completed with a minimum C (2.0) grade equivalent. The Pass (PS) grading option may not be used for any of the courses listed below. 

Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog. 

Required Courses for all ECSE and EESE Majors (62 units)

Introductory and Core Curriculum Courses
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
COMM 131PUBLIC SPEAKING (or any Core 5)3
Any Core 4 (Creativity and Creative Development) Course3
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
GEOG 102WORLD REGIONAL GEOGRAPHY (Core 12)3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
or GEOG 109 INTRODUCTION TO HUMAN GEOGRAPHY
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
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 205MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3)4
MATH 251ELEMENTS OF GEOMETRY4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
TSEM 102TOWSON SEMINAR (Core 1)3
Education Courses 1
ECED 201EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION 23
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10)3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13)3
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14)3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Education Courses Specific to Each Major6
Early Childhood & Special Education (ECSE) Major Requirements
INTRODUCTION TO EARLY CHILDHOOD EDUCATION
FOUNDATION OF READING & LANGUAGE ARTS
Elementary Education & Special Education (EESE) Major Requirements
EDUCATIONAL PSYCHOLOGY
FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS
Total Units62
1

These courses must be taken in a specific sequence: (1) EDUC 202; (2) EDUC 203; (3) SCED 304

2

ECSE Majors must complete ECED 201 before being admitted to the major; EESE majors may take ECED 201 before or after being admitted to the major.

Professional Education Courses (65 Units)

BIOL 303LIFE SCIENCES3
or PHSC 303 EARTH SPACE SCIENCE
ELED 320WRITING FOR ELEMENTARY EDUCATORS (Core 9)3
ELED 412METHODS AND MATERIALS FOR TEACHING LITERACY IN THE PRIMARY GRADES3
ELED 413INTERNSHIP IN PRIMARY LITERACY3
ELED 424METHODS AND MATERIALS FOR TEACHING LITERACY IN THE INTERMEDIATE GRADES3
ELED 426LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE LEARNERS3
MATH 323TEACHING MATHEMATICS IN ELEMENTARY SCHOOL3
MATH 324SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS2
SCIE 376TEACHING SCIENCE IN ELEMENTARY SCHOOL3
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12)3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (PREK-12)3
Total Units35

Model A (Howard County Cohorts Only)

Fall Term
EESE 474ELEMENTARY EDUCATION / SPECIAL EDUCATION INTERNSHIP I6
ELED 429PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SPED 469COLLABORATIVE TEACHING IN THE ELEMENTARY SCHOOL3
Spring Term
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II12
EESE 485SEMINAR IN EESE3
Total Units30

Model B

Fall Term
EESE 430METHODS OF CLASSROOM MANAGEMENT AND COLLABORATION I3
EESE 474ELEMENTARY EDUCATION / SPECIAL EDUCATION INTERNSHIP I3
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II6
ELED 429PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS3
Spring Term
EESE 431METHODS OF CLASSROOM MANAGEMENT AND COLLABORATION II3
EESE 474ELEMENTARY EDUCATION / SPECIAL EDUCATION INTERNSHIP I3
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II6
EESE 485SEMINAR IN EESE3
Total Units30

The Elementary Education & Special Education major requires a minimum total of 127 units. All academic content courses must be completed prior to enrollment in EESE 476

Suggested Four-Year Plan

Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.

First Year
Term 1UnitsTerm 2Units
HIST 145 or 146 (Core 11)3COMM 131 (Suggested Core 5)3
MATH 2044EDUC 202 (Core 10)3
PSYC 101 (Core 6)3MATH 205 (Core 3)4
Core 1 (or Core 2)3PSYC 2013
Core 43Core 2 (or Core 1)3
 16 16
Second Year
Term 1UnitsTerm 2Units
EDUC 203 (Core 13)3BIOL 120
120L (Core 7)
4
GEOG 102, 105, or 109 (Core 12)3ELED 3223
MATH 2514SCED 304 (Core 14)3
PHSC 101 (Core 8)4ECED 2013
SPED 3013 
 17 13
Third Year
Term 1UnitsTerm 2Units
ELED 4123BIOL 303 or PHSC 3033
ELED 4133ELED 320 (Core 9)3
MATH 3233ELED 4243
MATH 3242ELED 4263
SPED 4133SCIE 3763
SPED 4413SPED 4253
 17 18
Fourth Year
Term 1UnitsTerm 2Units
EESE 4303EESE 4313
EESE 4743EESE 4743
EESE 4766EESE 4766
ELED 4293EESE 4853
 15 15
Total Units 127

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 exceptionalities
3.2 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.