Special Education - Elementary/Middle Track

Adviser: Patricia Rice-Doran
Hawkins Hall 403C, 410-704-3891

Students majoring in Elementary/Middle Special Education complete the Elementary/Middle Track (grades 1–8). 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 required for the Elementary/Middle Track to earn a total of 124 units. Students must maintain an overall cumulative GPA of 2.75 or higher and a 3.00 GPA or higher in courses for the major.

Students majoring in Special Education must select one of the following Tracks:  Elementary/Middle; Secondary/Adult English; Secondary/ Adult General Science; Secondary/Adult Math; Secondary Adult High School Math;  or Secondary/Adult Social Science.  The following courses are required for all majors.  In addition, students must complete the requirements of their track, and all Special Education Professional courses.

Required for all Special Education Majors
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB]
4
COMM 131PUBLIC SPEAKING (or any Core 5, COMM 131 preferred)3
ENGL 102WRITING FOR A LIBERAL EDUCATION3
ENGL 233SURVEY OF AFRICAN-AMERICAN LITERATURE3
or ENGL 235 ETHNIC-AMERICAN LITERATURE
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY3
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS3
GEOG 102WORLD REGIONAL GEOGRAPHY3
or GEOG 105 GEOGRAPHY OF INTERNATIONAL AFFAIRS
or GEOG 109 INTRODUCTION TO HUMAN GEOGRAPHY
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
PHSC 101PHYSICAL SCIENCE I4
PSYC 101INTRODUCTION TO PSYCHOLOGY3
PSYC 203HUMAN DEVELOPMENT3
Any Core 4 Course (Creativity & Creative Development)3
TSEM 102TOWSON SEMINAR 13
Total Units44

Professional Shared Requirements

Students majoring in Special Education must complete the following Professional Education courses (36 units).  These are in addition to the courses required for all SPED majors (3? units), and the requirements of the selected Track:  Elementary/Middle; Secondary/Adult English; Secondary/ Adult General Science; Secondary/Adult Math; Secondary Adult High School Math;  or Secondary/Adult Social Science.

SCED 304EDUCATION, ETHICS AND CHANGE3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
SPED 413UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY3
SPED 425FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12)3
SPED 428WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 429CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SPED 430INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12)3
SPED 441CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (PREK-12)3
SPED 498INTERNSHIP: SPECIAL EDUCATION12
Total Units36

Track Requirements

EDUC 417CHILDREN'S LITERATURE AND OTHER MATERIALS FOR READING AND LANGUAGE ARTS IN ELEMENTARY SCHOOL3
ELED 322FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS3
ELED 323PRINCIPLES AND PRACTICES OF INSTRUCTION IN READING AND LANGUAGE ARTS3
ELED 429PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS3
ENGL xxx Elective3
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 205MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3)4
MATH 251ELEMENTS OF GEOMETRY4
MATH 323TEACHING MATHEMATICS IN ELEMENTARY SCHOOL3
MATH 324SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS2
PSYC 201EDUCATIONAL PSYCHOLOGY3
PSYC 403INFANT AND CHILD DEVELOPMENT3
SPED 427CURRICULUM/METHODS OF SOCIAL EMOTIONAL AND MOTOR DEVELOPMENT FOR STUDENTS WITH DISABILITIES PREK-123
SPED 491INTERNSHIP: STUDENTS WITH DISABILITIES IN ELEMENTARY/MIDDLE GRADES3
SPED 493SEMINAR IN INTERNSHIP3
Total Units47

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
ENGL 1023TSEM 1023
EDUC 2023EDUC 2033
COMM 1313MATH 2054
MATH 2044HIST 145 or 1463
BIOL 1203PSYC 1013
BIOL 120L1 
 17 16
Second Year
Term 1UnitsTerm 2Units
SCED 3043PHSC 1014
EDUC 3013SPED 3013
MATH 2514GEOG 102, 105, or 1093
PSYC 2013Core 413
ELED 3223ENGL xxx: Literature Course Preferred3
 16 16
Third Year
Term 1UnitsTerm 2Units
SPED 4133SPED 4303
PSYC 2033SPED 4413
SPED 4283PSYC 4033
ELED 3233SPED 4273
EDUC 4173SPED 4253
 15 15
Fourth Year
Term 1UnitsTerm 2Units
SPED 4913SPED 49812
ELED 4293SPED 4933
SPED 4293 
MATH 3233 
MATH 3242 
 14 15
Total Units 124

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, 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, 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.