Special Education - Secondary/Adult Tracks

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

Students majoring in Secondary Special Education must choose one of the following Secondary/Adult (grade 6-adult) tracks: English, Math (Middle School or High School Concentration), Social Science or Middle School General Science. 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 for their track to earn a total of 127–135 units. Students must maintain an overall cumulative GPA of 2.75 or higher and a 3.00 GPA or higher in courses for their 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 Course 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

Secondary/Adult English Track

ENGL 221BRITISH LITERATURE TO 17983
or ENGL 222 BRITISH LITERATURE SINCE 1798
ENGL 238SURVEY OF AMERICAN LITERATURE3
ENGL 251APPLIED GRAMMAR3
ENGL 283INTRODUCTION TO CREATIVE WRITING3
or ENGL 311 WRITING POETRY
ENGL 300METHODS AND RESEARCH3
ENGL XXX 300 or 400-level English course3
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 205MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3)4
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 357TEACHING ENGLISH IN THE SECONDARY SCHOOL3
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SCED 419YOUNG ADULT LITERATURE3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
Total Units52

Secondary/Adult General Science Track

CHEM 131
131L
GENERAL CHEMISTRY I LECTURE
and GENERAL CHEMISTRY I LABORATORY (Core 7 & 8)
4
GEOL 121PHYSICAL GEOLOGY (Core 7 & 8)4
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
MATH 111FINITE MATHEMATICS (Core 3)3
MATH 237ELEMENTARY BIOSTATISTICS (Core 3)4
PHSC 303EARTH SPACE SCIENCE3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SCIE 380TEACHING SCIENCE IN THE SECONDARY SCHOOLS3
Any approved 300/400 level science course 13-4
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
Total Units47-48

Secondary/Adult Math Track—Middle School

ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
MATH 119PRE-CALCULUS (Core 3)4
MATH 215RATIONAL NUMBERS AND PROPORTIONAL REASONING FOR MIDDLE SCHOOL MATHEMATICS TEACHERS4
MATH 225ALGEBRA AND NUMBER CONCEPTS FOR MIDDLE SCHOOL TEACHERS4
MATH 235STATISTICS AND PROBABILITY FOR MIDDLE SCHOOL TEACHERS4
MATH 251ELEMENTS OF GEOMETRY4
MATH 255GEOMETRY FOR MIDDLE SCHOOL TEACHERS4
MATH 325MATHEMATICAL PROBLEM SOLVING FOR MIDDLE SCHOOL TEACHERS3
MATH 425MATHEMATICS TEACHING IN THE MIDDLE SCHOOL3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
Total Units53

Secondary/Adult Math Track—High School

MATH 265ELEMENTARY LINEAR ALGEBRA4
MATH 267INTRODUCTION TO ABSTRACT MATHEMATICS4
MATH 273CALCULUS I (Core 3)4
MATH 274CALCULUS II4
MATH 275CALCULUS III4
MATH 301HISTORY OF MATHEMATICS3
MATH 330INTRODUCTION TO STATISTICAL METHODS4
MATH 353EUCLIDEAN AND NON-EUCLIDEAN GEOMETRIES3
MATH 423TEACHING MATHEMATICS IN THE SECONDARY SCHOOLS3
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
Total Units56

Adult/Secondary Social Science Track

ECON 201MICROECONOMIC PRINCIPLES3
or ECON 202 MACROECONOMIC PRINCIPLES
HIST 102HISTORY OF EUROPEAN CIVILIZATION THROUGH THE 17TH CENTURY3
HIST 103HISTORY OF EUROPEAN CIVILIZATION FROM THE 17TH CENTURY3
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I (Core 3)4
MATH 205MATHEMATICAL CONCEPTS AND STRUCTURES II4
POSC 103AMERICAN NATIONAL GOVERNMENT3
Two approved social science courses 16
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 355TEACHING SOCIAL STUDIES IN THE SECONDARY SCHOOL3
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
Total Units49

Secondary/Adult English Track 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
MATH 2044MATH 2054
PSYC 1013EDUC 2023
HIST 145 or 1463COMM 1313
GEOG 102, 105, or 1093ENGL 233 or 2353
 ENGL 221 or 2223
 16 19
Second Year
Term 1UnitsTerm 2Units
EDUC 2033ENGL 3003
ENGL 2513PHSC 1014
BIOL 1203SPED 3013
BIOL 120L1EDUC 3013
SCED 3053ENGL 283 or 3113
ENGL 2383Core 4 Course13
 16 19
Third Year
Term 1UnitsTerm 2Units
SPED 4133SPED 4303
SPED 4283SCED 3043
SPED 4413SPED 4253
SCED 4604PSYC 2033
SCED 3414SCED 4193
 SPED 4533
 17 18
Fourth Year
Term 1UnitsTerm 2Units
SPED 4963SPED 49812
SPED 4293 
SCED 3573 
SCED 4613 
ENGL xxx: Literature Course Preferred3 
 15 12
Total Units 132

Secondary/Adult General Science Track 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
MATH 2374TSEM 1023
ENGL 1023PHSC 1014
BIOL 1203EDUC 2023
BIOL 120L1PSYC 1013
SCED 3053ISTC 3013
HIST 145 or 1463 
 17 16
Second Year
Term 1UnitsTerm 2Units
CHEM 1313GEOL 1214
CHEM 131L1SPED 3013
EDUC 2033EDUC 3013
MATH 1113COMM 1313
ENGL 2333GEOG 102, 105, or 1093
Core 413 
 16 16
Third Year
Term 1UnitsTerm 2Units
SPED 4133SPED 4303
SCED 3414SCED 3043
SCED 4604SPED 4253
SPED 4283PSYC 2033
SPED 4413PHSC 3033
 SPED 4533
 17 18
Fourth Year
Term 1UnitsTerm 2Units
SPED 4963SPED 49812
SPED 4293 
SCED 4613 
SCIE 3803 
Approved Science Course23-4 
 15-16 12
Total Units 127-128

Secondary/Adult Math Track - Middle School 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
MATH 1194MATH 2254
PSYC 1013TSEM 1023
BIOL 1203PHSC 1014
BIOL 120L1ISTC 3013
ENGL 1023ENGL 233 or 2353
HIST 145 or 1463 
 17 17
Second Year
Term 1UnitsTerm 2Units
MATH 2354MATH 2154
EDUC 2023EDUC 2033
SCED 3053SPED 3013
EDUC 3013COMM 1313
Core 413GEOG 102, 105, or 1093
 16 16
Third Year
Term 1UnitsTerm 2Units
SPED 4133SPED 4303
SCED 3414SCED 3043
SPED 4413SPED 4253
SCED 4604PSYC 2033
MATH 2554MATH 3253
 SPED 4533
 18 18
Fourth Year
Term 1UnitsTerm 2Units
SPED 4963SPED 49812
SPED 4293 
SCED 4613 
MATH 4253 
SPED 4283 
 15 12
Total Units 129

Secondary/Adult Math Track - High School 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
MATH 2734MATH 2744
ENGL 1023TSEM 1023
BIOL 1203EDUC 3013
BIOL 120L1EDUC 2023
PSYC 1013COMM 1313
HIST 145 or 1463SPED 3013
 17 19
Second Year
Term 1UnitsTerm 2Units
MATH 2754MATH 3533
MATH 2654MATH 2674
PHSC 1014ISTC 3013
EDUC 2033SCED 3053
ENGL 233 or 2353GEOG 102, 105, or 1093
 Core 413
 18 19
Third Year
Term 1UnitsTerm 2Units
SPED 4133SPED 4303
SCED 3414SCED 3043
SCED 4604SPED 4253
SPED 4283PSYC 2033
SPED 4413MATH 3013
 SPED 4533
 17 18
Fourth Year
Term 1UnitsTerm 2Units
SPED 4963SPED 49812
SPED 4293 
SCED 4613 
MATH 4233 
MATH 3304 
 16 12
Total Units 136

Adult/Secondary Social Science Track 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
MATH 2044MATH 2054
TSEM 1023ENGL 1023
PSYC 1013EDUC 2023
COMM 1313HIST 1023
HIST 145 or 1463GEOG 102, 105, or 1093
 16 16
Second Year
Term 1UnitsTerm 2Units
EDUC 2033ECON 201 or 2023
HIST 1033POSC 1033
BIOL 1203PHSC 1014
BIOL 120L1EDUC 3013
SPED 3013SCED 3053
ENGL 233 or 2353 
Core 413 
 19 16
Third Year
Term 1UnitsTerm 2Units
SPED 4413SPED 4303
SPED 4133SCED 3043
SPED 4283SPED 4253
SCED 3414PSYC 2033
SCED 4604SPED 4533
 Approved Social Studies Course23
 17 18
Fourth Year
Term 1UnitsTerm 2Units
SPED 4963SPED 49812
SPED 4293 
SCED 3553 
Approved Social Studies Course23 
SCED 4613 
 15 12
Total Units 129

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.