Post-Baccalaureate Teacher Certification in Special Education
Program Rationale:
This non-degree program is designed for students who, after receiving an undergraduate degree that did not lead to teacher certification (i.e., psychology, sociology, general sciences, human services, mathematics, business, liberal arts, etc.), want to pursue coursework leading to teacher certification in special education. The curriculum for this program is aligned with the standards of the Council for Exceptional Children (CEC) and the certification requirements of the Connecticut State Department of Education.
Program Learning Outcomes:
Students in the program are expected to:
- demonstrate knowledge of foundational issues in special education and their impact on the field;
- demonstrate knowledge of the development and characteristics of learners, individual learning differences, and appropriate instructional strategies;
- promote effective learning environments and social interactions for individuals with disabilities;
- demonstrate knowledge of typical and atypical language development, cultural implications of language development, and alternative approaches to communication;
- demonstrate knowledge of instructional planning, assessment, and collaboration to address the learning differences of individuals with disabilities; and
- promote professional and ethical practices in the field of special education.
Course and Requirements:
- Professional Requirements (9 credits)
- 30 hours of verified field experience with regular education students
- 10 hours of verified field experience with exceptional learners.
Required Courses
| SPED 501 | Education of the Exceptional Learner | 3 |
| SPED 502 | Principles of Learning for Special Education | 3 |
| or | |
EDTE 315
| | |
| RDG 503 | Developmental Reading in PreK-12 | 3 |
Specialization Requirements:
| SPED 511 | Behavioral/Emotional Disorders | 2 |
| SPED 512 | Learning Disabilities | 2 |
| SPED 513 | Developmental Disabilities | 2 |
| SPED 514 | Cognitive Behavior Management and Social Skill Strategies | 3 |
| SPED 515 | Assessment in Special Education | 3 |
| SPED 516 | Instructional Programming for Students with Exceptionalities | 3 |
| SPED 517 | Special Education Methods in Teaching Reading (K-12) | 3 |
| SPED 518 | Special Education Methods in Teaching Writing (K-12) | 3 |
| SPED 519 | Special Education Methods in Content Area Instruction (K-12) | 2 |
| SPED 520 | Student Teaching Seminar | 1 |
| SPED 521 | Student Teaching in Special Education - Elementary | 3 |
| SPED 522 | Student Teaching in Special Education - Secondary | 3 |
SPED 521 and SPED 522: eight weeks
Note: It is the student's responsibility to consult with their advisor on a regular basis since program policies and procedures are subject to change.
Students must be sure to consider prerequisite requirements before registering for courses. Numerical listing does not necessarily indicate correct sequence.
In addition to maintaining a 3.00 overall average, students must maintain a B- (2.70) average in special education courses to be recommended for certification.
The School of Education and Professional Studies requires students to complete a departmental performance assessment in order to qualify for student teaching and to complete the Professional Program. In addition, students are expected to abide by the standards outlined in the current Undergraduate Catalog for maintaining good standing in the Professional Program.
Admission to the Professional Program is a prerequisite for SPED 515-522.
SPED 516, SPED 517, and SPED 518 may be counted toward a master's degree in special education.