Special Education and Adolescence (Grade 7 - Grade 12)

60 credits of general education courses are common to all bachelor's degree programs. These courses are designed to develop the skills - critical thinking, informational literacy, communications, and the ability to work effectively with diverse groups — as well as the ethics and values that will enable students to succeed and make a difference in the lives of others.  

Faculty will assist student in choosing general education courses that link to their field of education and some general education courses satisfy program requirements.

60 credits of general education courses are common to all bachelor's degree programs. These courses are designed to develop the skills - critical thinking, informational literacy, communications, and the ability to work effectively with diverse groups — as well as the ethics and values that will enable students to succeed and make a difference in the lives of others.  

Faculty will assist student in choosing general education courses that link to their field of education and some general education courses satisfy program requirements.

Education coursework ranges between 36 and 42 credit hours depending on the program:  

• 36: Early childhood & childhood education (B-6) and childhood and middle childhood (1-9)
• 39: Special education & childhood (1-6)
• 42: TESOL programs

These courses are designed to specifically align with the conceptual framework and mission of the College of Education and the approved national standards for each program.

Bachelor degree programs in education total between 120 and 137 credit hours, depending upon the program selected, and are comprised of a combination of general education, academic concentration and professional education courses.

All programs require comprehensive clinical field experience. The opportunity to observe and begin working with qualified teachers on various aspects of the teaching-learning process begins during the freshman year, and is required throughout the program. Field placements are aligned with coursework, include specific assignments and responsibilities, and are completed in three phases:

• Phase 1: Education Impact Field Experience -  Candidates begin IMPACT placements in area schools as freshmen, minimally 20 hours each semester across five semesters. Transportation is provided to students as needed. And placements are arranged by the university in accordance with education/professional coursework and the area(s) of certification. Candidates are expected to complete all required field experience to be eligible for their teaching assistantship, establishing a comprehensive clinical experience.  
• Phase 2:  Teaching Assistantship -  Aligned with the methods (400-level pedagogy) courses, candidates complete two placements resulting in a minimum of 60 hours in a classroom. Candidates in this phase are expected to continue to develop the competencies set forth by the program standards and to have experiences with various methodological approaches as relate to actual classroom practice and address student learning across content field and grade-level curriculum expectations.  
• Phase 3:  Student Teaching -  Student Teaching is a culminating experience that is required of all candidates for completion of the program and teacher certification. Students will spend a total of 14 weeks student teaching (two full-time seven-week placements, one in each area of certification). The Student Teaching Handbook outlines all candidate expectations, which include planning, teaching and assessing instructional units, aligned to the curriculum and addressing student needs.