Dual Preparation in Elementary and Special Education
Teacher candidates in the Dual Preparation in Elementary and Special Education Program take the Special Education courses listed below, along with their general education requirements. They do not take the SPED 444 course required for the general education students. The additional course work for Dual Preparation in Elementary and Special Education candidates totals 15 credits. The required Special Education courses follow:
SPED 304 Foundations of Inclusive Schooling* 3 credits
SPED 400a Field Experience (Semester I) 2 credits
SPED 400b Field Experience (Semester II) 2 credits
SPED 400c Field Experience (Semester III) 2 credits
SPED 480: Technology for Students with Disabilities 3 credits
SPED 485 Classroom Organization and Behavior Management 3 credits
SPED 421 Strategies for Reading Difficulties 3 credits
SPED 461 Mild/Moderate Disabilities 3 credits
SPED 462 Severe Disabilities 3 credits
SPED 425 Partnerships with Families 3 credits
SPED 390 Student Teaching in Special Education 5 credits
SPED 391 Seminar in Student Teaching 1 credits
* SPED 304 must be completed before admission to the cohort program
All of these courses, except SPED 304, are block-scheduled as part of the dual preparation in elementary/special education cohort program. Because of the heavier course load in this dual preparation program, teacher candidates need to take their four Elementary Education Emphasis courses (EDEF 310, EDEP 311, ITE/EDEF 360, and Performing Arts/Creative Movement elective) before the cohort program or in summer. All teacher candidates take SPED 480, which is also block scheduled in the cohort program.
Teacher candidates in this dual preparation program have field experience in both general education (K-6) and special education (PreK-6) settings each semester and take two credits of ITE 317 and two credits of SPED 400 (total of four credits of field experience) during each of their first three semesters. Whenever possible, teacher candidates are placed in inclusion classrooms and remain there an entire semester. However, in many cases, teacher candidates are in a general education setting for eight weeks and a special education setting for eight weeks, usually in the same school. Teacher candidates work with their field supervisors and mentor teachers to schedule equal time in both settings in order to complete all EECE and SPED requirements. Dual preparation teacher candidates student teach in an inclusion classroom or spend eight weeks in a general education placement and eight weeks in a special education placement. Dual preparation student teachers complete two weeks of solo teaching in each setting (a total of four weeks).
SPED 304 Foundations of Inclusive Schooling* 3 credits
SPED 400a Field Experience (Semester I) 2 credits
SPED 400b Field Experience (Semester II) 2 credits
SPED 400c Field Experience (Semester III) 2 credits
SPED 480: Technology for Students with Disabilities 3 credits
SPED 485 Classroom Organization and Behavior Management 3 credits
SPED 421 Strategies for Reading Difficulties 3 credits
SPED 461 Mild/Moderate Disabilities 3 credits
SPED 462 Severe Disabilities 3 credits
SPED 425 Partnerships with Families 3 credits
SPED 390 Student Teaching in Special Education 5 credits
SPED 391 Seminar in Student Teaching 1 credits
* SPED 304 must be completed before admission to the cohort program
All of these courses, except SPED 304, are block-scheduled as part of the dual preparation in elementary/special education cohort program. Because of the heavier course load in this dual preparation program, teacher candidates need to take their four Elementary Education Emphasis courses (EDEF 310, EDEP 311, ITE/EDEF 360, and Performing Arts/Creative Movement elective) before the cohort program or in summer. All teacher candidates take SPED 480, which is also block scheduled in the cohort program.
Teacher candidates in this dual preparation program have field experience in both general education (K-6) and special education (PreK-6) settings each semester and take two credits of ITE 317 and two credits of SPED 400 (total of four credits of field experience) during each of their first three semesters. Whenever possible, teacher candidates are placed in inclusion classrooms and remain there an entire semester. However, in many cases, teacher candidates are in a general education setting for eight weeks and a special education setting for eight weeks, usually in the same school. Teacher candidates work with their field supervisors and mentor teachers to schedule equal time in both settings in order to complete all EECE and SPED requirements. Dual preparation teacher candidates student teach in an inclusion classroom or spend eight weeks in a general education placement and eight weeks in a special education placement. Dual preparation student teachers complete two weeks of solo teaching in each setting (a total of four weeks).