The concentration in Behavior/Learning Disabilities provides students with the depth of knowledge and breadth of skill in educating students with high-incidence behavior and learning disabilities (e.g., learning disabilities, emotional disturbance, ADHD, speech and language disorders and mild intellectual disabilities) required of a “master teacher.”
Early Childhood Special Education
Faculty in the early childhood special education concentration provides training for students whose goal is to work with children from birth through age 8. In addition, students will be prepared to work with the families of these children who have disabilities. A variety of research-based instructional approaches are covered, including activity based intervention, linked systems of assessment, the ecological model, and a family guided approach.
Special Education Deaf Education
Faculty in the deaf education concentration prepares teachers to instruct students who are deaf and students who are hard of hearing, whether in programs developing spoken language skill or programs that use a visual language (either ASL or English-based signs), and in local schools as well as separate educational facilities. To prepare teachers to instruct students with hearing loss, a wide range of coursework is provided that includes such areas as characteristics, language learning, auditory and speech development, instructional strategies including technology applications, instructional modifications of academic subjects, audiology and the use assistive technology and special strategies for learners with additional disorders.
Special Education Adapted Curriculum (Intellectual Disabilities and Autism Spectrum Disorders)
Faculty in the adapted curriculum concentration provide advanced instruction for teaching students with moderate, severe, and profound intellectual disabilities as well as students with autism spectrum disorders who are educated using adapted curriculum. The coursework is designed to provide the learner with an in-depth knowledge of the characteristics of students with moderate, severe, and profound intellectual disabilities and students with autism spectrum disorders and how those characteristics determine the instructional content to be addressed as well as effective strategies to ensure student learning.
Initial Certification in Special Education
This non-degree program prepares students seeking only teacher certification. Applicants to the initial certification non-degree Special Education program are able to pursue the following concentrations: Special Education General Curriculum (Behavior and Learning Disabilities), Special Education Adapted Curriculum (Intellectual Disabilities), Special Education General and Adapted Curriculum (Autism Spectrum Disorders), Special Education Deaf Education, Early Childhood Special Education, Special Education Physical and Health Disabilities (Orthopedic Impairments).
Concentration in Special Education General Curriculum (Behavior and Learning Disabilities)
The initial certification program in behavior and learning disabilities is for students seeking only teacher certification to teach students in pre-kindergarten through 12th grade with what are often referred to as “high incidence” or “mild” disabilities, including reading, math, and writing disabilities, and attention deficit disorders, emotional behavior disorders. Students with mild disabilities are often educated in the general education classroom and receive additional support to access their grade-level curriculum. Therefore, the initial certification program prepares teachers to provide academic, behavior, and social supports to students with disabilities in elementary, middle, and high schools.
Concentration in Special Education Adapted Curriculum (Intellectual Disabilities and Autism Spectrum Disorders)
The initial program in adapted curriculum (intellectual disabilities and autism spectrum disorders) is for students seeking only teacher certification, who will complete a planned program that leads to a College of Education & Human Development recommendation to the Professional Standards Commission for certification K-12 as a teacher of special education: adapted curriculum. The focus of the coursework is students with moderate, severe, and profound intellectual disabilities and students with autism spectrum disorders.
Concentration in Special Education Deaf Education
Students seeking certification only must complete hold an existing teaching certificate in some area of education. The coursework is designed to meet and exceed the standards in the field of education of students who are deaf and hard of hearing and provide the learner with the necessary knowledge and skills to teach student who are placed in the Special Education category of Hearing Impairment(s).
Concentration in Special Education Physical and Health Disabilities (Orthopedic Impairments)
The initial certification program in physical and health disabilities will prepare these teachers to be eligible to instruct students who are in the special education category of orthopedic impairments. This includes students with a wide range of physical impairments, neuromotor impairments, degenerative diseases and severe health impairments who may have additional cognitive/learning or sensory impairments.
Concentration in Early Childhood Special Education
The Early Childhood Special Education initial certification program is:
- Early Childhood Special Education-General Curriculum (certified to teach all core subjects for children from preschool through 5th grade with and without disabilities included in the general curriculum)
Preschool Special Education Endorsement
Program applicants must be fully certified teachers. Nine semester hours of coursework are required for endorsement in preschool special education for professionals holding teacher certification in early childhood education, special education, or speech language pathology. Completion of the coursework requirements below, as designated, qualifies the students for endorsement in preschool handicapped education.