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.
At least 60 of the following units must be taken before formal admission to the professional education sequence.
|ENGL 102||WRITING FOR A LIBERAL EDUCATION (Core 2)||3|
|or ENGL 190||HONORS WRITING SEMINAR|
|HIST 145||HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)||3|
|or HIST 146||HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR|
|GEOG 102||WORLD REGIONAL GEOGRAPHY (Core 12)||3|
|or GEOG 105||GEOGRAPHY OF INTERNATIONAL AFFAIRS|
|PRINCIPLES OF BIOLOGY [LECTURE]|
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
|PHSC 101||PHYSICAL SCIENCE I (Core 8)||4|
|MATH 204||MATHEMATICAL CONCEPTS AND STRUCTURES I||4|
|MATH 205||MATHEMATICAL CONCEPTS & STRUCTURES II (Core 3)||4|
|MATH 251||ELEMENTS OF GEOMETRY||4|
|Select one ART or MUSC (Core 4)||3|
|INTRODUCTION TO MUSIC OF THE WESTERN HERITAGE|
|PSYC 101||INTRODUCTION TO PSYCHOLOGY (Core 6)||3|
|PSYC 201||EDUCATIONAL PSYCHOLOGY||3|
|Additional Required Courses|
|COMM 131||FUNDAMENTALS OF SPEECH COMMUNICATION (Core 5)||3|
|EDUC 202||HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) 1||3|
|EDUC 203||TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 1||3|
|EDUC 301||WRITING AND COMMUNICATION SKILLS FOR TEACHERS (Core 9)||3|
|ELED 322||FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS||3|
|SCED 304||EDUCATION, ETHICS AND CHANGE (Core 14) 1||3|
|SPED 301||INTRODUCTION TO SPECIAL EDUCATION||3|
|TU Seminar (Core 1)||3|
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|
|SPED 413||UNIVERSAL DESIGN FOR LEARNING: ADDRESSING LEARNER VARIABILITY||3|
|PSYC 203||HUMAN DEVELOPMENT||3|
|SPED 428||WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES||3|
|ELED 323||PRINCIPLES AND PRACTICES OF INSTRUCTION IN READING AND LANGUAGE ARTS||3|
|EDUC 417||CHILDREN'S LITERATURE AND OTHER MATERIALS FOR READING AND LANGUAGE ARTS IN ELEMENTARY SCHOOL||3|
|Second Term, Spring|
|SPED 430||INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)||3|
|SPED 441||CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (K-12)||3|
|PSYC 403||INFANT AND CHILD DEVELOPMENT||3|
|SPED 425||FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (K-12)||3|
|SPED 427||CURRICULUM/METHODS OF SOCIAL EMOTIONAL AND MOTOR DEVELOPMENT FOR STUDENTS WITH DISABILITIES K-12||3|
|Third Term, Fall|
|SPED 491||INTERNSHIP: STUDENTS WITH DISABILITIES IN ELEMENTARY/MIDDLE GRADES||3|
|ELED 429||PRICIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS||3|
|SPED 429||CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES||3|
|MATH 323||TEACHING MATHEMATICS IN ELEMENTARY SCHOOL||3|
|MATH 324||SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS||2|
|Fourth Term, Spring|
|SPED 498||INTERNSHIP: SPECIAL EDUCATION||12|
|SPED 493||SEMINAR IN INTERNSHIP||3|
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.