Special Education General Curriculum

Mission Statement

The Winston-Salem State University’s Special Education Program is committed to providing quality educational experiences to those interested in the field of special education and/or receiving teacher certification in the area. Pre- and in-service teachers, along with non-traditional students, are provided with a theoretical background and experiential approach toward learning.

The course work within the special education curriculum is designed to provide pre-service teachers with the knowledge, skills, and dispositions identified by the Council for Exceptional Children (CEC), arguably the leading professional organization within the field of special education. CEC standards address the following areas: philosophical, historical and legal foundations of special education; characteristics of learners; assessment diagnosis and evaluation; instructional content and practice; planning and managing the teaching and learning environment; managing student behavior and social interaction skills; communication and collaborative partnerships; and professionalism and ethical practices of education.

Learning Outcomes

Successful graduates of this program will:

1. Demonstrate knowledge and skills of philosophical, historical, and legal foundations of Special Education.
2. Demonstrate a broad knowledge of the development and characteristics of exceptional learners across the lifespan including etiologies, medical, psychological, and social/ emotional aspects of individuals with disabilities.
3. Recognize individual learning differences of exceptional learners including those from culturally diverse backgrounds and strategies for addressing those differences.
4. Select, adapt, and use instructional strategies and materials to meet the educational needs of exceptional learners.
5. Demonstrate basic knowledge of effective student learning environments and social interactions of individuals with exceptional learning needs.
6. Use strategies to support and enhance communication with diverse learners with exceptional learning needs.
7. Demonstrate skill in Instructional Planning and accommodations for individuals with exceptional learning needs based on national and state curricula standards.
8. Select, administer, interpret, and evaluate assessment instruments appropriately for individuals with exceptional learning needs.
9. Demonstrate the importance of professional and ethical practices and sensitivity for diverse individuals, by participating in the activities of professional organizations; accessing publications and journals relevant to the field of special education; and reflecting on ones’ practice to improve instruction and guide professional growth.
10. Demonstrate culturally responsive strategies for collaboration with families, school personnel, and community members about the issues affecting individuals with diverse learning needs.