Special Education Add-on Licensure Track

The Special Education Add-on Licensure Track meets the coursework requirements for Special Education (SPED) Add-on licensure in North Carolina, for undergraduates who are already majoring in a secondary teacher licensure preparation program. Other licensure components (testing) are required for licensure referral.

Required Courses: 14 sh

EDU 3420	FOUNDATIONS OF SPECIAL EDUCATION	4 sh
EDU 3450	ROLES, RESPONSIBILITIES, AND SERVICE DELIVERY IN SPECIAL EDUCATION	4 sh
EDU 4350	DATA COLLECTION, INTERPRETATION, AND IMPLEMENTATION IN SPECIAL EDUCATION	4 sh
EDU 4040	PROFESSIONAL EXPERIENCE II	2 sh

Choose one: 4 sh

EDU 4440	LITERACY SPECIAL EDUCATION METHODS	4 sh
EDU 4450	INTERDISCIPLINARY SPECIAL EDUCATION METHODS COURSE	4 sh

Note: EDU 3420, EDU 3450, EDU 4350, and EDU 4040 are required. Additionally, EDU 4440 OR EDU 4450 are required. 

Program Outcomes

North Carolina Professional Teaching Standards (2013):
1. Teachers demonstrate leadership (InTASC 5)
● lead in their classrooms, school, profession
● advocate for schools and students
● demonstrate high ethical standards

2. Teachers establish a respectful environment for a diverse population of students (InTASC 1-3)
● provide a positive, nurturing environment
● embrace diversity in school, community, world
● treat students as individuals
● adapt their teaching for students with special needs
● work collaboratively with families and significant adults in the lives of their students

3. Teachers know the content they teach (InTASC 4-5)
● align instruction with the NC SCOS
● know the content of their teaching specialty
● recognize interconnectedness of content area
● make instruction relevant to students

4. Teachers facilitate learning for their students (InTASC 6-8)
● know how learning takes place
● plan appropriate instruction and assessment
● use a variety of instructional methods
● integrate and utilize technology in instruction
● develop critical thinking and problem-solving skills
● facilitate teamwork and develop leadership qualities
● communicate effectively

5. Teachers reflect on their practice (InTASC 9-10)
● analyze student learning
● link professional growth to professional goals
● function effectively in a complex environment

6. Teachers contribute to academic success of students.
North Carolina Teacher Education Specialty Standards (2009):
Elementary teachers provide a foundation for K-6 students to become lifelong learners and critical thinkers who can successfully function, compete, and flourish in a global society. Therefore, effective 21st century elementary education teacher candidates must possess an overarching understanding and knowledge of the key concepts, which drive all content instruction. These key concepts, connected with other core standards, include candidates’ knowledge of assessment and instruction, the nature of the learner, school governance and culture, theories of learning and development, critical use of technology and the understanding of how the arts affect and interact with all other content areas. While content knowledge is essential, elementary teacher candidates must also understand the dynamic relationships and connections between content, instructional design, and assessment in relation to all elementary children. The elementary teacher candidate must understand the integrative and complex relationship between the following key concepts:
● Assessment and Instruction
● Nature of the Learner

● School Governance and Culture
● Theories of Learning
● Critical Use of Technology
● Classroom Learning Environment

A concurrent internship offers opportunities to apply concepts and skills.