Special Education - Elementary/Middle Track

Adviser: Patricia Rice-Doran
Hawkins Hall 403C
Phone: 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. 

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

Special Education majors 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 Special Education majors. In addition, students must complete the requirements of their track, and all Special Education professional courses. All courses must be completed with a minimum C (2.00) grade equivalent. major. 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 for all Special Education Majors
Any Core 5 (Arts & Humanities) Course3
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB]
4
ENGL 102WRITING FOR A LIBERAL EDUCATION3
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY3
EDUC 301WRITING AND COMMUNICATION SKILLS FOR TEACHERS3
ELED 322FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS3
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
TSEM 102TOWSON SEMINAR 13
SCED 304EDUCATION, ETHICS AND CHANGE3
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Total Units47
1

TSEM 102 is not required for transfer students.

Professional Shared Requirements

Students majoring in Special Education must complete the following Professional Education courses (33 units). These are in addition to the courses required for all SPED majors, and the requirements of the selected track.

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 493SEMINAR IN INTERNSHIP3
SPED 498INTERNSHIP: SPECIAL EDUCATION12
Total Units33

Track Requirements

Any Core 4 (Creativity & Creative Development) Course3
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
ELED 429PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS3
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
SPED 427CURRICULUM/METHODS OF SOCIAL EMOTIONAL AND MOTOR DEVELOPMENT FOR STUDENTS WITH DISABILITIES PREK-123
SPED 491INTERNSHIP: STUDENTS WITH DISABILITIES IN ELEMENTARY/MIDDLE GRADES3
Total Units44

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
BIOL 120
120L (Core 7)
4EDUC 203 (Core 13)3
EDUC 202 (Core 10)3HIST 145 or 146 (Core 11)3
MATH 2044MATH 205 (Core 3)4
Core 1 (or Core 2)3PSYC 101 (Core 6)3
Core 53Core 2 (or Core 1)3
 17 16
Second Year
Term 1UnitsTerm 2Units
EDUC 301 (Core 9)3GEOG 102, 105, or 109 (Core 12)3
ELED 3223PHSC 101 (Core 8)4
MATH 2514PSYC 2033
PSYC 2013SPED 3013
SCED 304 (Core 14)3Core 43
 16 16
Third Year
Term 1UnitsTerm 2Units
ELED 4123ELED 4243
ELED 4133ELED 4263
SPED 4253SPED 4133
SPED 4273SPED 4303
SPED 4283SPED 4413
 15 15
Fourth Year
Term 1UnitsTerm 2Units
ELED 4293SPED 4933
MATH 3233SPED 49812
MATH 3242 
SPED 4293 
SPED 4913 
 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.