Integrated Elementary Education - Special Education Dual Certification Program

Coordinator: Toni Guidi, 410-704-8016
Adviser: Michelle Pasko 
Hawkins Hall 403B, 410-704-5594
Adviser: Patricia Rice Doran
Hawkins Hall 403C, 410-704-3891

Students may elect to become certified in both Elementary and Special Education by selecting the integrated 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 Integrated Elementary Education-Special Education program is provided at Towson University, Towson University in Northeastern Maryland (TUNE), and the Universities at Shady Grove. The program is a screened program and major. The total program equals 127 units.

The following courses must be taken before formal admission to the professional education sequence:

English
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
ENGL XXXEnglish elective (literature course preferred)3
Social Studies
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
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
Science
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Mathematics
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 205MATHEMATICAL CONCEPTS & STRUCTURES II (core 3)4
MATH 251ELEMENTS OF GEOMETRY4
Fine and Performing Arts
Choose one course from Core 43
MUSC 101INTRODUCTION TO MUSIC OF THE WESTERN HERITAGE (Core 5)3
Psychology
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
PSYC 201EDUCATIONAL PSYCHOLOGY3
Additional Required Courses
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) 13
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14) 13
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 13
ELED 322FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS3
TSEM 102TOWSON SEMINAR (Core 1)3
Total Units65
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
MATH 323TEACHING MATHEMATICS IN ELEMENTARY SCHOOL3
MATH 324SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS2
Select one of the following:3
LIFE SCIENCES
ENVIRONMENTAL EDUCATION AND SERVICE LEARNING IN THE TROPICS
EARTH SPACE SCIENCE
SCIE 376TEACHING SCIENCE IN ELEMENTARY SCHOOL3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)3
Second Term, Spring
ELED 363LANGUAGE AND LITERACY INTERNSHIP3
ELED 320WRITING FOR ELEMENTARY EDUCATORS (Core 9)3
ECED 201EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION3
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
EDUC 417CHILDREN'S LITERATURE AND OTHER MATERIALS FOR READING AND LANGUAGE ARTS IN ELEMENTARY SCHOOL3
ELED 323PRINCIPLES AND PRACTICES OF INSTRUCTION IN READING AND LANGUAGE ARTS3
Total Units35

Model A

Third Term, Fall
EESE 474ELEMENTARY EDUCATION / SPECIAL EDUCATION INTERNSHIP I3-6
ELED 429PRICIPLES 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
Fourth Term, Spring
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II6-12
EESE 485SEMINAR IN EESE3
Total Units21-30

Model B

Third Term, Fall
EESE 474ELEMENTARY EDUCATION / SPECIAL EDUCATION INTERNSHIP I3-6
ELED 429PRICIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS3
EESE 430METHODS OF CLASSROOM MANAGEMENT AND COLLABORATION I3
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II6-12
Fourth Term, Spring
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II6-12
EESE 431METHODS OF CLASSROOM MANAGEMENT AND COLLABORATION II3
EESE 476ELEMENTARY EDUCATION/ SPECIAL EDUCATION INTERNSHIP II6-12
EESE 485SEMINAR IN EESE3
Total Units33-54

Minimum total of 128 units needed to graduate. All academic content courses must be completed prior to the Internship II.

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.