Special Education (Dual Certification)

Special Education - Women's College.

Elementary Education/Liberal Studies

The Elementary Education/Liberal Studies Major provides a balanced program of liberal arts courses in a variety of academic fields, a planned sequence of professional courses, and practical field experiences that culminate in an extended teaching internship experience. Completion of the program qualifies graduates for Maryland State Department Certification in Elementary Education. Each student works closely with an academic advisor to ensure that the student obtains all the credits needed for the degree, as well as the requirements of the State Department of Education for Certification in Elementary Education. All students must complete the Application for Teacher Education through the School of Education prior to methods courses. Women's College students interested in Elementary Education are encouraged to declare the Elementary Education/Liberal Studies Major in spring semester of the first year.

For students in CAUS, the practical field experiences, including the teaching internship, are the only parts of the Program of Study offered during the day. These must be taken during the academic year when elementary schools are in session. The teaching internship must be completed in the fall semester.

Elementary Education with Dual Certification in Special Education

Required Courses

The following courses are available to the student seeking to meet the course requirements for Maryland Certification in Special Education in addition to Certification through the approved program in Elementary Education. The student interested in pursuing this option is advised to begin coursework in the first year and to follow carefully the sequence outlined by her advisor. Students working toward dual certification will use special education courses in place of electives. They will take the Liberal Studies and Elementary Education courses listed previously and an additional 24 credits in Special Education. The student teaching experience can be accomplished during the same semester as the Elementary Education student teaching. More than 120 credits are needed to graduate with dual certification.

Professional Courses

          SPE-337">SPE-337 Communication Skills for the Special Educator (3)
          SPE-321">SPE-321 Methods of Teaching Students with Special Needs (3)
          SPE-344">SPE-344 Assessment in Special Education (3)
          SPE-373">SPE-373 Field Experience in Special Education (3)
          SPE-421">SPE-421 Elementary Curriculum Design and Adaptation (3)
          SPE-422">SPE-422 Secondary Curriculum Design and Adaptation (for students seeking secondary certification only) (3)
          SPE-475">SPE-475 Student Teaching in Special Education (Student teaching fee required) (6)

Transportation is required for method labs, field experiences and internships.

Elementary Education/Liberal Studies and Special Education Certification Four-Year Plan

Below is a sample Program of Study for the CAUS student enrolled in the Elementary Education/Liberal Studies with Special Education Certification Major. Students should select courses with the assistance of a faculty advisor.

Fall   Spring  
First year      
IDS-100">IDS-100 Perspectives on Education 3 Chemistry or Physical Science 4
ENG-101">ENG-101 College Writing 3 English Literature 3
Physical Science or Biology 4 EDU-303">EDU-303 Elementary Reading Materials 3
Mathematics (120, 121, 122, 125) 3 MUS-202">MUS-202 Music for Teachers 3
Foreign Language 3 SPE-201">SPE-201 Introduction to Special Education 3
[16 credits]   Physical Education 1
    [17 credits]  
Second year      
Physical Science or Biology 4 ART-208">ART-208 Creative Arts 3
EDU-357">EDU-357 Processes and Acquisition/Reading 3 Mathematics (120, 121, 122, 125) 3
Philosophy (200-level) 3 Sociology 3
COM-206">COM-206 Public Speaking 3 GEO-206">GEO-206 Geography 3
 SPE-344">SPE-344 Assessment Special Education 3 SPE-337">SPE-337 Communication Skills for Teachers 3
[16 credits]   RST-201">RST-201 Introduction to Biblical Studies 3
    [18 credits]  
Pass PRAXIS Core before methods classes
Third year      
SPE-321">SPE-321 Methods of Teaching Students 
with Special Needs
3 EDU-309">EDU-309/310 Methods:  
PSY-203">PSY-203 Child/Adolescent Development 3 Reading in Elem. School 3
Special Education 3 Mathematics in Elem. School 3
EDU-301">EDU-301 Educational Psychology 3 EDU-307">EDU-307/312 Methods:  
Mathematics (120, 121, 122, 125) 3 Social Studies in Elem. School 3
[15 credits]   Science in Elem. School 3
    [12 credits]  
Fourth year      
EDU-411">EDU-411 Internship: Teaching in the Elementary School 10 English Literature 3
SPE-475">SPE-475 Internship: Teaching Special Education 6 EDU-402">EDU-402 Am. Ed. in History 3
[16 credits]   EDU-460">EDU-460 Assessment of Reading 3
    Religious Studies (300) 3
    History 3
    Mathematics (120, 121, 122, 125) 3
    [18 credits]  

This Program requires that students complete courses during the Winterim session - 

First-Year Winterim: EDU-300">EDU-300 Technology for Management and Instruction
Second-Year Winterim: EDU-252">EDU-252 Clinical Field Experience: Elementary
Third-Year Winterim: SPE-373">SPE-373 Field Experience: Special Education
Fourth-Year Winterim: Philosophy 300- or 400-level course

 

Courses

EDU-252 Clinical Field Experience: Elementary

Offers a direct instructional field experience in an assigned area elementary public school for three weeks, all day. Includes instruction in school organization, curriculum, characteristics and diverse needs of children, and issues in teaching and learning. Classroom observation and participation seminars. Permission required. (Offered in Winterim. Three-week session, full school days.) [3 credits]

EDU-253 Clinical Field Experience: ESOL

Provides opportunities for supervised classroom observation and participation in ESOL in a Baltimore area school. Assigned by the education department in cooperation with the local school systems. Three-week session, full school days. (Offered in Winterim.) [3 credits]

EDU-300 Technology for Instruction & Management

Provides prospective classroom teacher swith opportunities for planning, designing and producing projects that support the instructional needs of students in grades K-12, including best practices for the integration of technology into curriculum with state and national technology standards. Students complete a variety of projects to develop skills in word processing, Web page development, computer presentations and other technolgies. For education majors only. [ 3 credits ]

EDU-301 Educational Psychology

Examines stages of the cognitive, affective and physical domains of student development. Includes analysis and discussion of basic theories of learning and teaching and their applications to classroom situations including diversity and individual differences as factors influencing student learning (including socioeconomic diversity, cultural diversity and the needs of special education students, gifted and talented education and English Language Learners), motivation and classroom management. Assessment issues including formal and informal assessment, norm referenced and criterion referenced testing, and the implications of assessment measures (such as the Maryland Common Core Curriculum Standards) for learning and teaching are also examined. Includes student-centered approaches to learning (including service-learning activities). Recommended prerequisite: PSY-203. [3 credits]

EDU-303 Elementary School Reading Materials

Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. NOTE: Students cannot receive credit for both EDU-103 and EDU-303. [3 credits]

EDU-307 Social Studies in the Elementary School

Provides a conceptual and analytical approach to teaching and learning social studies in the elementary school. Emphasis on integration of content and process through use of experimental, activity and inquiry approaches to meet the needs of diverse learners. Includes information related to selecting instructional resources, developing curriculum materials and integrating concepts, skills and values. Requires construction of learning materials and peer teaching. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

EDU-308 Issues in ESOL

Introduces students to the field of TESOL by providing an overview of instructional programs and approaches for teaching English as a second language to students from K-12 to postsecondary levels. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as the Common Core State Standards and ESSA, on ESL students and TESOL. [3 credits]

EDU-309 Instruction in Reading

Increases the participant's familiarity with a representative array of research-based instructional techniques and strategies in reading. Participants will learn age-appropriate instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension). Throughout the course candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing models, using the Common Core Reading Standards and reviewing the research in support of those approaches. Prerequisite: PRAXIS I. [4 credits]

EDU-310 Mathematics in the Elementary School

Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis on National Council of Teachers of Mathematics (NCTM) Standards and implementation of the Common Core Mathematics standards in instruction. Focus on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Permission required. Prerequisite: PRAXIS I. [4 credits]

EDU-312 Science in the Elementary School

Integration of basic concepts of physical, life, earth and space sciences. Emphasis on discovery of concepts through demonstrations and investigations. Addresses the three domains of science education: knowledge, skills and attitudes. Attention given to National Standards, the Common Core Science Standards and the use of indicators in planning, instruction and assessing. Includes preparation of a science unit and microteaching experience. Permission required. Prerequisite: PRAXIS I, EDU-301, 309, 310. [4 credits]

EDU-313 Science and Social Studies in the Elementary School

Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]

EDU-315 Curriculum/Methods and Materials For the Young Child

Presents curriculum, methods and materials for early childhood programs, preschool through primary grades. Family and community involvement strategies. Instruction in planning, implementation and assessment of interdisciplinary activities to stimulate cognitive, linguistic, social and motor development to meet the diverse needs of learners. [4 credits]

EDU-344 Teaching Reading and Writing in the Secondary School Content Areas I

Studies principles and techniques in teaching interactive reading and writing in secondary school content areas: vocabulary and skill development; pre-reading, reading and post-reading strategies. Techniques for assessing student literacy levels and readability levels of texts. Strategies for individualizing instruction to address the unique needs of diverse learners; e.g., gifted and talented, second language learners, students with special needs, etc. Includes classroom observation and participation in Baltimore area secondary schools. Preparation of lesson plans and peer teaching.  [3 credits]

EDU-346 Methods and Materials for ESOL

Familiarizes students with methods and materials available to the ESOL teacher. Analyzes a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials and the Internet. Students will develop techniques for effectively teaching the four language skill areas in well-designed courses while also adapting standards-based content to the needs of ESOL students. [3 credits]

EDU-347 Assessing Second Language Acquisition

Introduces the student to various assessment techniques that are used in ESOL teaching. Examines traditional testing techniques, along with more recently developed alternative (authentic) methods for assessing second language learning, focusing on the four language skills: reading, writing, listening and speaking. Communicative competence in general will be stressed. n addition, we will critically evaluate the ESOL assessment methods used for placement purposes by various local public school systems as well as placement tests used for adult and higher education. [3 credits]

EDU-357 Procurement & Acquisition of Reading

Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. NOTE: Students cannot receive credit for both EDU-207 and EDU-357. [3 credits]

EDU-360 Techniques of Teaching Reading and Writing to Students With Limited English Proficiency

Addresses the development of reading and writing from a cognitive perspective. Students will become familiar with the approaches, methods and techniques appropriate for the teaching of reading and writing to English Language Learners. Special topics such as the integrated skills curriculum, language-specific rhetorical styles and free voluntary reading will also be discussed. Students will evaluate and design appropriate classroom materials. [3 credits]

EDU-373 Field Exp in Spec Ed

Provides supervised classroom observation and participation in special education in diverse Baltimore area schools. Assigned by the School of Education in cooperation with local school systems. Permission required. Offered in Winterim. [3 credits]

EDU-376 Clinical Field Experience: Secondary

Provides direct instructional field experience in an assigned Baltimore area public middle school for three weeks, all day. Includes instruction in middle school organization and curriculum, characteristics and diverse needs of middle school children, and issues in teaching and learning. Classroom observation and participation. Weekly seminars. Permission required. Offered in Winterim. Three-week session, full school days. [3 credits]

EDU-402 American Education in Historical Perspective

Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [3 credits]

EDU-409 Internship:Teaching ESOL K-12

Develops intensive opportunities for full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-410 Internship: Teaching in Early Childhood Education

Incorporates full-time observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-411 Internship: Teaching in the Elementary School

Provides full-time observation and supervised internship experiences in diverse Baltimore area professional development schools. Seminars on various topics in education such as analysis of teaching in elementary schools, school and family relationships, and interviewing and employment practices. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-413 Internship:Teaching in the Secondary School

Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools during the fall semester only. Permission required. Teaching internship fee required. [12 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-420 Dim Curric/Inst Sec Sch

Examines aims, organization and administration of American secondary schools.  Principles of curriculum organization and design for middle and senior high schools.  Curriculum development in school systems, in specific schools, and in academic disciplines.  Multicultural and gender issues are considered.  Class is interrelated with methods courses in study and application of principles of teaching-learning, used of technology for instruction, analysis of teaching, assessment of classroom management. [3 credits]

EDU-429 Meth Bus Ed/Sec Sch

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [3 credits]

EDU-430 Art N-12

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

EDU-431 English in the Secondary School

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

EDU-432 Modern Foreign Language in the Secondary School

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

EDU-433 Mathematics in the Secondary School

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

EDU-437 Science in the Secondary School

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

EDU-439 Social Studies in the Secondary School

Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

EDU-440 English Grammar for ESOL Teachers

Analyzes the grammar of American English in detail, with an emphasis on those areas of English grammar that tend to present problems for ESOL/EFL students. Students will learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [3 credits]

EDU-451 Teaching Reading and Writing in the Content Areas II

Examines methods, purposes and criteria used in diagnosing strengths and weaknesses of students with a range of reading abilities; e.g., special needs, gifted and talented, ESOL. Focus is on authentic formal and informal assessment of individual secondary school students and application of test results in various secondary curriculum content areas. Includes an applied, school-based assessment experience. [3 credits]

EDU-460 Assessment of Reading

Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing and how to administer, score and interpret the results of these various assessments. Instructional decisions regarding the educational program of the child, and his/her diverse needs will also be examined. [3 credits] NOTE: Please refer to cohort schedule. Additional clas times may meet in previous semester.

EDU-491 Topics in Education

SPE-321 Methods of Teaching Students With Special Needs

Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well. [3 credits]

SPE-326 Special Education for the Classroom Teacher

Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]

SPE-337 Communication Skills for the Special Educator

Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in theprocess of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. NOTE: Students cannot receive credit for both SPE-237 and SPE-337. [3 credits]

SPE-344 Assessment in Special Education

Introduces diagnostic processes used in special education. Includes student-conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning as well as current trends in student assessment. Addresses P.L. 94-142, COMAR and other related legislation. Permission required. Prerequisite: SPE-326. [3 credits]

SPE-373 Field Experience in Special Education

Provides supervised classroom observation and participation in special education in a Baltimore area school. Assigned by the education department in cooperation with local school systems. Permission required. (Offered in Winterim.) [ 3 credits ]

SPE-421 Elementary Curriculum Design and Adaptation

Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisites: SPE-326. Permission required. [3 credits]

SPE-475 Internship: Teaching in Special Education

Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Permission required. Teaching internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

SPE-491 Top: Comm Skills for Spec Educ

This course is reserved for specialized topics and independent study.  [3 credits]