Education PK-4 and Special Education Dual Major

Goal 1: Students will demonstrate knowledge of PK-12 learner development and curricular content

Outcome 1.1: The student will be able to identify individual differences and to respond to the needs of individuals with exceptionalities.

Outcome 1.2: The student will be able to use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

Goal 2: Students will demonstrate the ability to create positive PK-12 learning environments

Outcome 2.1: The student will demonstrate the ability to use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

Outcome 2.2: The student will demonstrate an understanding of ways to collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

Goal 3: Students will demonstrate the use of assessment for diagnosis and progress monitoring

Outcome 3.1: The student will be able to select and use technically sound formal and informal assessments that minimize bias.

Outcome 3.2: The student will assess performance and provide feedback.

Goal 4: Students will demonstrate knowledge of research-based instructional planning and strategies

Outcome 4.1: The student will be able to identify an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

Outcome 4.2: The student will be able to use strategies and technology to enhance language development and communication skills of individuals with exceptionalities.

Goal 5: Students will demonstrate knowledge of professional ethical practice

Outcome 5.1: The student will demonstrate an understanding that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

Outcome 5.2: The student will demonstrated the ability to develop a variety of education and transition plans for individual with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families and teams.

The traditional undergraduate programs includes a minimum of 120 credits distributed across three components: A General Education component divided into Signature Courses, Variable Courses, and an Integrative Learning requirement; a Major and Divisional component; and Free Electives. In addition to course requirements as specified in each area, students must complete one certified course in each of the following overlay areas¹:

1. Diversity, Globalization or Non-western Area Studies,
2. Ethics Intensive
3. Writing Intensive, and
4. Diversity

¹

Overlay requirements are part of the 120 credit requirements

General Education Signature Courses

See this page about Signature courses. 

General Education Variable Courses

See this page about Variable courses. Six to Nine courses

General Education Overlays

See this page about Overlays.

General Education Integrative Learning Component

See this page about Integrative Learning Component. Three courses:

Major Requirements

 (Special Education PK-12 must be a double major with Elementary PK-4)