Special Education Major
Adviser: Elizabeth Wynkoop
Hawkins Hall 403B
Phone: 410-704-4385
The Special Education Grades 1-12 major provides coursework leading to the Maryland State Department of Education licensure eligibility for Special Education Elementary/Middle (grades 1-8) and Secondary/Adult (grades 6-12) educators. Students must complete all required Core Curriculum and professional education courses required for the major to earn a total of 123 units.
This is a screened program. Please see the admission requirements for additional information.
Curricular requirements may be revised due to changes in state licensure requirements, and therefore, students should work with their adviser to ensure they are following the correct program plan.
Special Education Shared Requirements
Students who wish to major in Special Education (SPED), Early Childhood Education & Special Education (ECSE) or in Elementary Education & Special Education (EESE) must complete the following requirements before being admitted to the 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 Courses for all SPED, ECSE and EESE Majors
| Code | Title | Units |
|---|---|---|
| Introductory and Core Curriculum Courses | ||
| COMM 131 | PUBLIC SPEAKING (or any Core 5) | 3 |
| PHSC 141 | PHYSICAL SCIENCE FOR EARLY CHILDHOOD AND ELEMENTARY TEACHERS | 4 |
| Any Core 4 (Creativity and Creative Development) Course | 3 | |
| ENGL 102 | WRITING FOR A LIBERAL EDUCATION (Core 2) | 3 |
| BIOL 123 & BIOL 120L | LIFE SCIENCES FOR EDUCATION MAJORS and PRINCIPLES OF BIOLOGY [LAB] | 4 |
| GEOG 102 | WORLD REGIONAL GEOGRAPHY (Core 12) | 3 |
| or GEOG 105 | GEOGRAPHY OF INTERNATIONAL AFFAIRS | |
| or GEOG 109 | INTRODUCTION TO HUMAN GEOGRAPHY | |
| 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 | |
| MATH 204 | MATHEMATICAL CONCEPTS AND STRUCTURES I | 4 |
| MATH 205 | MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3) | 4 |
| PSYC 101 | INTRODUCTION TO PSYCHOLOGY (Core 6) | 3 |
| TSEM 102 | TOWSON SEMINAR (Core 1) | 3 |
| Education Courses 1 | ||
| EDUC 202 | HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) | 3 |
| EDUC 203 | TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) | 3 |
| SCED 304 | EDUCATION, ETHICS AND CHANGE (Core 14) | 3 |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| Total Units | 49 | |
Professional Requirements
| Code | Title | Units |
|---|---|---|
| ELED 322 | FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS | 3 |
| ELED 426 | LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE LEARNERS | 3 |
| ELED 429 | PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS | 3 |
| MATH 323 | TEACHING MATHEMATICS IN ELEMENTARY SCHOOL | 3 |
| PSYC 201 | EDUCATIONAL PSYCHOLOGY | 3 |
| SPED 350 | LANGUAGE DEVELOPMENT AND DISORDERS IN EDUCATIONAL SETTINGS | 3 |
| SPED 391 | CLINICAL EXPERIENCE I | 1 |
| SPED 392 | CLINICAL EXPERIENCE II | 1 |
| SPED 413 | USING EVIDENCE BASED PRACTICES TO ADDRESS STUDENT VARIABILITY | 3 |
| SPED 425 | FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12) | 3 |
| SPED 429 | CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES | 3 |
| SPED 430 | INFORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12) | 3 |
| SPED 441 | CURRICULUM/METHODS OF INSTRUCTION FOR STUDENTS WITH DISABILITIES (PREK-12) | 3 |
| SPED 445 | MATHEMATICAL METHODS FOR SPECIAL EDUCATORS | 3 |
| SPED 447 | LITERACY INSTRUCTION AND ASSESSMENT FOR SPECIAL EDUCATORS I | 3 |
| SPED 448 | LITERACY INSTRUCTION AND ASSESSMENT FOR SPECIAL EDUCATORS II | 3 |
| SPED 453 | TRANSITION ACROSS THE LIFESPAN | 3 |
| SPED 468 | COLLABORATION IN SPEC EDUCATION | 3 |
| SPED 491 | CLINICAL EXPERIENCE III | 3 |
| SPED 493 | SEMINAR IN INTERNSHIP | 3 |
| SPED 498 | CLINICAL EXPERIENCE IV | 12 |
| Total Units | 68 | |
The Special Education major provides coursework leading to Maryland State Department of Education teacher licensure eligibility in Special Education, Elementary-Middle (grades 1-8) and Secondary-Adult (grades 6-12).
Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| First Year | |||
|---|---|---|---|
| Term 1 | Units | Term 2 | Units |
| BIOL 123 & BIOL 120L | 4 | EDUC 203 (Core 13) | 3 |
| EDUC 202 (Core 10) | 3 | HIST 145 or 146 (Core 11) | 3 |
| MATH 204 | 4 | MATH 205 (Core 3) | 4 |
| Core 1 (or Core 2) | 3 | PSYC 101 (Core 6) | 3 |
| Core 2 (or Core 1) | 3 | ||
| 14 | 16 | ||
| Second Year | |||
| Term 1 | Units | Term 2 | Units |
| EDUC 301 (Core 9) | 3 | GEOG 102, 105, or 109 (Core 12) | 3 |
| ELED 322 | 3 | PSYC 203 | 3 |
| PHSC 141 | 4 | SPED 301 | 3 |
| PSYC 201 | 3 | Core 4 | 3 |
| SCED 304 (Core 14) | 3 | Core 5 | 3 |
| 16 | 15 | ||
| Third Year | |||
| Term 1 | Units | Term 2 | Units |
| SPED 413 | 3 | SPED 430 | 3 |
| SPED 441 | 3 | MATH 323 | 3 |
| SPED 391 | 1 | SPED 392 | 1 |
| SPED 447 | 3 | SPED 447 | 3 |
| SPED 350 | 3 | SPED 468 | 3 |
| SPED 425 | 3 | ||
| 13 | 16 | ||
| Fourth Year | |||
| Term 1 | Units | Term 2 | Units |
| SPED 429 | 3 | SPED 493 | 3 |
| SPED 453 | 3 | SPED 498 | 12 |
| SPED 445 | 3 | ||
| SPED 448 | 3 | ||
| SPED 491 | 3 | ||
| 15 | 15 | ||
| Total Units 120 | |||
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.