Special Education - Secondary/Adult Tracks

Adviser: Patricia Doran
Hawkins Hall 403-C
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. 

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 Course 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

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
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 357TEACHING ENGLISH IN THE SECONDARY SCHOOL3
SCED 419YOUNG ADULT LITERATURE3
SCED 460USING LITERACY 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 Units44

Secondary/Adult General Science Track

Any Core 4 (Creativity & Creative Development) Course3
CHEM 131
131L
GENERAL CHEMISTRY I LECTURE
and GENERAL CHEMISTRY I LABORATORY (Core 7 & 8)
4
GEOL 121PHYSICAL GEOLOGY (Core 7 & 8)4
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 LITERACY 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
1

 Acceptable subjects are: ASTR, BIOL, CHEM, GEOL, MBBB, PHSC, PHYS, SCIE. 

Secondary/Adult Math Track—Middle School

Any Core 4 (Creativity & Creative Development) Course3
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 231BASIC STATISTICS3
MATH 236PROBABILITY AND STATISTICS FOR MIDDLE SCHOOL TEACHER PREPARATION1
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 LITERACY 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

Any Core 4 (Creativity & Creative Development) Course3
MATH 223PEDAGOGICAL CONTENT KNOWLEDGE FOR MIDDLE SCHOOL MATHEMATICS2
MATH 231BASIC STATISTICS3
MATH 236PROBABILITY AND STATISTICS FOR MIDDLE SCHOOL TEACHER PREPARATION1
MATH 255GEOMETRY FOR MIDDLE SCHOOL TEACHERS4
MATH 273CALCULUS I (Core 3)4
MATH 310FUNCTIONS AND MODELING FOR SECONDARY SCHOOL TEACHERS3
MATH 423TEACHING MATHEMATICS IN THE SECONDARY SCHOOLS3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION4
SCED 460USING LITERACY IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
SEMS 130INTRODUCTION TO STEM TEACHING I & II COMBINED2
SEMS 240CLASSROOMS INTERACTIONS3
SPED 453CURRICULUM/METHODS OF SECONDARY SPECIAL EDUCATION:PREVOCATIONAL AND VOCATIONAL INSTRUCTION3
SPED 496INTERNSHIP: STUDENTS WITH DIABILITIES (SECONDARY/ADULT PROGRAMS)3
Total Units48

Adult/Secondary Social Science Track

Any Core 3 (Mathematics) Course3
Any Core 4 (Creativity & Creative Development) Course3
ECON 201MICROECONOMIC PRINCIPLES3
or ECON 202 MACROECONOMIC PRINCIPLES
HIST 102EUROPE: FROM THE AGE OF CAESAR TO THE AGE OF CALVIN, FIRST TO SEVENTEENTH CENTURY3
HIST 103HISTORY OF EUROPEAN CIVILIZATION FROM THE 17TH CENTURY3
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 LITERACY 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 Units47
1

Select two social science courses not previously completed: GEOG 102, GEOG 105, GEOG 109, HIST 102, HIST 103, HIST 145, HIST 146, ECON 201, ECON 202, POSC 103

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
GEOG 102, 105, or 109 (Core 12)3EDUC 202 (Core 10)3
HIST 145 or 146 (Core 11)3ENGL 221 or 2223
PSYC 101 (Core 6)3PSYC 2033
Core 1 (or Core 2)3Core 2 (or Core 1)3
Core 33Core 53
 15 15
Second Year
Term 1UnitsTerm 2Units
BIOL 120
120L (Core 7)
4EDUC 301 (Core 9)3
EDUC 203 (Core 13)3ENGL 283 or 311 (Core 4)3
ENGL 2383ENGL 3003
ENGL 2513PHSC 101 (Core 8)4
SCED 3053SPED 3013
 16 16
Third Year
Term 1UnitsTerm 2Units
SCED 304 (Core 14)3SCED 4193
SCED 3414SPED 4133
SCED 4604SPED 4303
SPED 4253SPED 4413
SPED 4283SPED 4533
 300/400 Level English Course3
 17 18
Fourth Year
Term 1UnitsTerm 2Units
ELED 3223SPED 4933
SCED 3573SPED 49812
SCED 4613 
SPED 4293 
SPED 4963 
 15 15
Total Units 127

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
BIOL 120
120L (Core 7)
4EDUC 202 (Core 10)3
HIST 145 or 146 (Core 11)3PHSC 101 (Core 8)4
MATH 237 (Core 3)4PSYC 101 (Core 6)3
SCED 3053SCED 304 (Core 14)3
Core 1 (or Core 2)3Core 2 (or Core 1)3
 17 16
Second Year
Term 1UnitsTerm 2Units
CHEM 131
131L
4EDUC 301 (Core 9)3
EDUC 203 (Core 13)3GEOG 102, 105, or 109 (Core 12)3
MATH 1113GEOL 1214
PSYC 2033SPED 3013
Core 43Core 53
 16 16
Third Year
Term 1UnitsTerm 2Units
SCED 3414PHSC 3033
SCED 4604SPED 4133
SPED 4253SPED 4303
SPED 4283SPED 4413
Any approved 300/400 Level Science Course3SPED 4533
 17 15
Fourth Year
Term 1UnitsTerm 2Units
ELED 3223SPED 4933
SCED 4613SPED 49812
SCIE 3803 
SPED 4293 
SPED 4963 
 15 15
Total Units 127
1

Acceptable subjects are: ASTR, BIOL, CHEM, GEOL, MBBB, PHSC, PHYS, SCIE. 

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
BIOL 120
120L (Core 7)
4MATH 2254
HIST 145 or 146 (Core 11)3PHSC 101 (Core 8)4
MATH 119 (Core 3)4PSYC 2033
PSYC 101 (Core 6)3Core 2 (or Core 1)3
Core 1 (or Core 2)3 
 17 14
Second Year
Term 1UnitsTerm 2Units
EDUC 202 (Core 10)3EDUC 203 (Core 13)3
EDUC 301 (Core 9)3GEOG 102, 105, or 109 (Core 12)3
SCED 3053MATH 2154
MATH 2313SPED 3013
MATH 2361Core 53
Core 43 
 16 16
Third Year
Term 1UnitsTerm 2Units
MATH 2554MATH 3253
SCED 3414SCED 304 (Core 14)3
SCED 4604SPED 4133
SPED 4253SPED 4303
SPED 4283SPED 4413
 SPED 4533
 18 18
Fourth Year
Term 1UnitsTerm 2Units
ELED 3223SPED 4933
MATH 4253SPED 49812
SCED 4613 
SPED 4293 
SPED 4963 
 15 15
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
BIOL 120
120L (Core 7)
4EDUC 202 (Core 10)3
HIST 145 or 146 (Core 11)3EDUC 301 (Core 9)3
MATH 273 (Core 3)4SPED 3013
PSYC 101 (Core 6)3MATH 2232
Core 1 (or Core 2)3Core 2 (or Core 1)3
 Core 53
 17 17
Second Year
Term 1UnitsTerm 2Units
EDUC 203 (Core 13)3GEOG 102, 105, or 109 (Core 12)3
PHSC 101 (Core 8)4SCED 3053
MATH 2313SEMS 1302
MATH 2361SEMS 2403
MATH 2554PSYC 2033
 Core 43
 15 17
Third Year
Term 1UnitsTerm 2Units
MATH 3103SCED 304 (Core 14)3
SCED 3414SPED 4133
SCED 4604SPED 4303
SPED 4283SPED 4413
SPED 4253SPED 4533
 17 15
Fourth Year
Term 1UnitsTerm 2Units
ELED 3223SPED 4933
MATH 4233SPED 49812
SCED 4613 
SPED 4293 
SPED 4963 
 15 15
Total Units 128

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
HIST 145 or 146 (Core 11)3EDUC 202 (Core 10)3
PSYC 101 (Core 6)3GEOG 102, 105, or 109 (Core 12)3
Core 1 (or Core 2)3HIST 1023
Core 33PSYC 2033
Core 53Core 2 (or Core 1)3
 15 15
Second Year
Term 1UnitsTerm 2Units
BIOL 120
120L (Core 7)
4ECON 201 or 2023
EDUC 203 (Core 13)3EDUC 301 (Core 9)3
HIST 1033PHSC 101 (Core 8)4
SPED 3013POSC 1033
Core 43SCED 3053
 16 16
Third Year
Term 1UnitsTerm 2Units
SCED 3414SCED 304 (Core 14)3
SCED 4604SPED 4133
SPED 4283SPED 4303
SPED 4253SPED 4413
Approved Social Studies Course3SPED 4533
 17 15
Fourth Year
Term 1UnitsTerm 2Units
ELED 3223SPED 4933
SCED 3553SPED 49812
SCED 4613 
SPED 4293 
SPED 4963 
 15 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.