Secondary Education: K-12 Special Education – Mild-Moderate Cross-Categorical Teacher Certification
Required Courses for the Secondary Education: K-12 Special Education Certification
Foundations for Teaching (15 credits)
Note: The student will select either EDU 500 Classroom/Behavior Management or EDU 529 Positive Behavioral Supports.
- EDU 500
Behavior Management Techniques3 credits
This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. The student chooses one approach to classroom/behavior management to explore in depth. Topics and activities apply to all levels, regular and special education, from preschool through secondary.
- EDU 529
Enhancing Student Achievement through Positive Behavioral Supports3 credits
This course focuses upon positive school climate and productive behavior of diverse students in inclusive, educational settings. A major component of this course is the study of research-validated practices that support classroom management and school-wide management procedures. A framework of effective behavior supports is applied that maximizes achievement and socialization for school-wide, classroom, and individualized programs. Emphasis is placed upon the teacher’s role in developing and sustaining student motivation, self-regulation, and resiliency. Importance of collaboration with colleagues, administration, family, and community will also be addressed.
- EDU 541
Frameworks for Learning3 credits
This course deals with the application of psychological principles that promote the learning of individuals and groups. Knowledge from previous classes is built upon through an emphasis on the application of theories of learning into the classrooms, the importance of meeting individual differences in today’s diverse classrooms, incorporating classroom assessment into the learning process, and the implications for instruction, development, and design.
- EDU 542
The Teacher as Leader3 credits
This course will examine the changing role of the teacher in contemporary schools. Students will learn leadership skills and methods for impacting educational organizations. Students will be introduced to strategies for creating a climate for new ideas.
- EDU 586
Studies in Disability and Exceptionality
This course is based on extensive study in areas of
disability and society, disability and the media, and the
civil rights quest of people with disabilities. Students will
attend speaker forums of experts in disabilities, will be
involved in meetings of a conference or organized
advocacy group, and prepare their own presentations on
appropriate topics to gain multiple perspectives of
ability/disability and an understanding of exceptionality
and disability culture.
- EDU 597
The Instructional Process3 hours
This course, taken the last semester prior to student
teaching/field experience, will build upon the previous
work in the MAT program related to curriculum/
instructional planning; understanding diverse learners and
differentiating instruction; the use of technology, behavior
management; reading strategies, etc. into a coherent
method for planning, delivering and assessing instruction.
Candidates will be provided instruction in the
instructional processes and products needed to complete
the culminating project for teacher certification.
Candidates will be required to present a model unit plan
which incorporates all factors of the instructional process
and work with a classroom teacher at the appropriate level
of certification to validate that model.
- PSY 200
Developmental Psychology3 credits
A study of the nature of human development across the life span. The course covers the physical, cognitive, and psychosocial development of the individual for each of the major developmental periods: infancy, childhood, adolescence, and adulthood. The psychosocial experience of aging and death is also examined.
Teaching Methods (29 credits)
- BIO 370
Methods of Teaching Science in Elementary/Early Childhood2 credits
Application of principles of teaching science on the early childhood and elementary school level; examination of various approaches to presenting hands-on activities. Prerequisites: BIO 108; PHY 108.
- CIS 103
Microcomputer Applications in Education3 credits
Provides an introduction to the uses of technology in an educational setting. Emphasis of the course will be on integrating technology with classroom instruction. Students will learn skills related to word processing, spreadsheets and presentations as well as to evolving internet-based technologies. Promoting life-long learning and an understanding of the legal and ethical use of computer/technology resources will be an integral part of the course.
- EDU 245
Language Arts Methods3 credits
Exploration of instructional strategies for communication
skills: listening, speaking, reading, and writing. An
emphasis on developing creative strategies for oral and
written language across the curriculum, with special
attention to lesson planning for same. Prerequisite: EDU
200 or EDU 531.
- EDU 333
Multi-sensory Methods for the Elementary Classroom2 credits
This course will allow students to understand and develop
strategies for addressing the wide diversity of learning
styles which they will find in contemporary classrooms.
Multiple intelligence theory will be introduced, to include
best ways to meet the needs of students who might be
artistically, musically, kinesthetically, or otherwise
motivated. Other theories will be addressed as well in
order to allow best practice in assisting all students to
access knowledge, exhibit skills, and express behaviors.
Prerequisites: EDU 200; EDU 201 or consent of
- EDU 355
Analysis and Correction of Math Disabilities2 credits
Provides techniques for the classroom teacher or the special educator in teaching students who have difficulty learning math through traditional methods. It will concentrate on the structure and accommodations necessary for students with disabilities and/or learning problems with emphasis on both individualized and regular classroom instruction. Prerequisites: EDU 200 or 201; MTH 102 (or equivalent); MTH 350.
- EDU 373
Educating toward a Global Perspective2 credits
Prepares students for the social, political, and economic
realities encountered in culturally diverse regions of the
world. Students will have opportunities to formulate,
apply, and evaluate appropriate teaching strategies for
elementary and middle school classrooms. Prerequisites:
EDU 200; EDU 263, junior status.
- EDU 549
Foundations of Reading Instruction3 hours
Study of the foundations of reading pedagogy, practice,
theory, and research. This graduate course addresses
concepts of emerging literacy, comprehension of narrative
and expository texts, use of literature and text media,
interactions between reading and writing, development of
vocabulary and decoding, classroom organization, and
various forms of formal and informal assessment.
- EDU 551
Literature-Based Reading for Diverse Learners3 hours
An exploration of quality, authentic books for young
people from pre-kindergarten through the middle school
years. Participants will explore a range of literature for
young people and develop ways to adapt literature to the
numerous cultures and customs found among students in
- EDU 553
Assessment and Teaching of Students with Reading Difficulties3 hours
A review of tests and instruments such as cognitive
achievement, informal, and affective are used to assess
students with reading difficulties. A reading case report
based on documented strengths and needs of a student
with reading disabilities is developed. Analysis and
remedial teaching processes to address those needs are
practiced. Prerequisite: EDU 549.
- FCS 119
Essential Concepts for Health andFitness3 credits
Introduction to health issues related to physical, psychological, and social well-being. The course allows students to learn and practice critical thinking skills important in the management of health and fitness.
- MTH 350
Methods of Teaching Mathematics inthe Early Childhood and Elementary School3 credits
Methods for teaching the real number system, diagnostic mathematics and remedial methods, probability, statistics, geometry, metric system, algebra, applications of computer to mathematics education. Education certification majors only. Prerequisite: MTH 102 or (MTH 104 and MTH 106).
Specialty Courses (15 credits)
Note: The student will select either EDU 595 Counseling Techniques or EDU 596 Counseling and Collaborating with Diverse Populations.
- CDS 105
Speech and Language Development of the Normal and Exceptional Child3 credits
A study of the development of speech and language in the
normal and exceptional child with a consideration of
factors that contribute to or impair development.
Multicultural issues will be introduced.
- EDU 505
Introduction and Methods of Teaching Cross-Categorical Disabilities4 hours
This course provides a basic understanding of the nature
of disabilities to include learning disabilities, behavior
disorder, intellectual disabilities and physical impairment
and other health impairments. Similarities and
differences of disability conditions will be addressed
along with implications of working with various
disabilities in cross-categorical settings. In addition, this
course provides procedures and strategies for teaching
students with cross-categorical disabilities.
- EDU 520
Transition/Career Education for Students with Disabilities3 credits
This course assists teachers in understanding the tasks necessary to allow for a smooth transition of students with disabilities from the K-12 educational environment to the
world of work or post-secondary vocational or academic education. Emphasis will be placed upon the collaboration of educators with other agencies that can assist in this
- EDU 592
Assessment of Ability andAchievement3 hours
Study of tests and measurements with emphasis on technical qualities, standardized and classroom test construction, cognitive and affective assessment, legal and ethical issues. Includes analysis and practical experience with diagnostic contemporary instruments. Prerequisite: EDU 200.
- EDU 595
Counseling Techniques3 hours
This course is designed to assist practitioners in working
with exceptional students along with their parents and
families. The effects of exceptionality upon individual
and family dynamics are emphasized. Students are
introduced to counseling techniques and a variety of
professional communication skills.
- EDU 596
Counseling and Collaborating with Diverse Populations3 credits
This course focuses on the educational professional’s ability to become an effective counselor, collaborator, and consultant in support of students whose differences may impact their social and/or academic performances. The participant develops understanding of the unique nature of children and the families and increases one’s repertoire of communication skills to support productive interactions. Models of collaboration and consultation are studied as they support effective communications with diverse populations. Areas of diversity emphasized are those of students and families with disabilities, those with language, ethnic and cultural differences, and those of low socio-economic status.
Clinical Experiences (13 credits)
- EDU 531
The Contemporary Classroom3 credits
This course offers an intensive overview of the contemporary classroom. The student will observe classrooms at the level of certification sought and reflect on those observations. Students will gain an understanding of the overall context of the classroom and its relationship to the role of education in society. The course is calculated to assist post-BA students, aspiring to enter the teaching profession, to arrive at an informed decision regarding this career choice. Thirty (30) hours of observation are required in addition to class attendance. Background Check Required.
- EDU 455
Student Teaching in Mild-Moderate Cross-Categorical Special Education
Minimum of eight weeks of full-day sessions in directed observation and teaching in classrooms for students with disabilities in a special education setting, to include conferences with cooperating teachers and college supervisors. Special Education candidates, pursuant to receipt of elementary certification, will also enroll for at least four credit hours (six weeks) of elementary experience. Students may earn additional credits for additional weeks in the classroom, with a limit of sixteen credits for the combined placements. Prerequisite: Admission to teacher certification candidacy. FA, SP
Background Check Required EDU 456 Student Teaching at the Middle School Level* A minimum of twelve weeks of full-day sessions in directed observation and teaching in a middle school setting, to include conferences with principals, cooperating teachers, and college supervisors. Students may earn additional credits for additional weeks in the classroom, with a limit of 16 credits for the combined placements. Prerequisite: Admission to teacher certification candidacy. Background Check Required
Questions? Contact the Office of Graduate Admission and Professional Studies: (314) 863-2220 | firstname.lastname@example.org