Special Education: General Curriculum, B.S.
The Special Education Program provides opportunities for the study of school-age learners with mild to moderate disabilities (learning disabilities, behavior and/or emotional disabilities, and educable mental disabilities). Students enrolling in this program learn about trends and issues in the field of special education, characteristics and needs of students with mild to moderate disabilities, specialized teaching methods for working with these students, strategies for collaboration with parents and/or families and colleagues, positive means for providing behavior supports, and technology applications that support students’ education.
In addition to courses in the major area, students elect a second academic concentration (e.g., psychology, sociology, interdepartmental studies). Field experiences and student teaching take place at local public and private schools with students who have mild to moderate disabilities. Students completing this program and its requirements are eligible for licensure by the North Carolina Department of Public Instruction in special education: general curriculum (K-12).
Transfer students may require additional semesters to complete this undergraduate degree program.
Also see Teacher Education and Higher Education for Teacher Education admission requirements and second academic concentration requirements.
Student Learning Goals
Students completing the teacher preparation program in Special Education: General Curriculum are able to:
- Demonstrate understanding of current federal and North Carolina law and policy related to special education and related services.
- Explain the basic educational and clinical concepts relative to definition, characteristics, identification, and diagnosis of students with mild to moderate disabilities.
- Create or revise program models for effective special education service delivery, including transition, based on a system of care philosophy and issues related to competent professional role management.
- Use exemplary diagnostic, instructional, and therapeutic approaches, including those based on technology applications, for effectively and positively meeting the academic and social and/or emotional needs of students with mild to moderate disabilities.
- Evaluate the effectiveness of students’ special education programs and services as well as overall program and service structures.
- Work collaboratively with other school professionals, paraprofessionals, parents, and community and agency personnel to meet the needs of students with mild to moderate disabilities.
- 120 credit hours, to include at least 36 credits at or above the 300 course level
Degree Program Requirements
|General Education Core Requirements (GEC)|
|People with Disabilities in American Society|
|Communication Development in Children|
|Introduction to Professions in Specialized Education|
|Survey of Learning and Behavior Differences|
|Interprofessional and Instructional Field Experience 1|
|Interprofessional and Instructional Field Experience 2|
|Interprofessional and Instructional Field Experience 3|
|Assessment for Exceptional Learners|
|Service Delivery Systems and Role Management|
|Home-School Partnerships for Students with Exceptional Needs|
|Student Teaching: Students with Mild and/or Moderate Disabilities|
|Student Teaching Seminar: Students with Mild and/or Moderate Disabilities|
|Positive Behavior Supports for Exceptional Learners|
|Reading Instruction for Learners with Disabilities|
|Laboratory in Mild Disabilities: Reading Instruction|
|Teaching Exceptional Learners the General Curriculum I|
|Teaching Exceptional Learners the General Curriculum II|
Teacher Licensure Requirements
Students must have a 3.0 overall grade point average to be admitted to teacher education, and a 3.0 grade point average in all courses with an SES prefix in order to be admitted to student teaching. Students must earn a C- or better in program course work. Students must also have a passing score on the Praxis I, as required by the North Carolina Department of Public Instruction, to be admitted to the Teacher Education Program. In addition to the General Education Core Requirements as identified above, students must complete the following courses:
|Introduction to Instructional Technology for Educational Settings|
|Beginning Spanish I|
or SPA 121
|Basic Spanish for Teachers|
|Psychological Foundations of Education|
|Language Foundations for Teachers|
|Human Diversity, Teaching, and Learning|
Second Academic Concentration Requirement
All students majoring in Special Education: General Curriculum are required to complete an approved second academic concentration consisting of course work in an academic discipline.
The following 18 credits concentrations have been approved for Special Education: General Curriculum: Biology, Chemistry and Biochemistry, English, History, Interdisciplinary Science, Mathematics, and Physics and Astronomy.
The following 24 credit concentration has been approved for Special Education: General Curriculum: Spanish.
Electives sufficient to complete the 120 credits required for degree.