Program Description
Winston-Salem State University’s Special Education Program is committed to the preparation of competent teachers to meet the educational needs of children and youth identified as mildly/moderate and culturally and linguistically diverse children with exceptionalities. Moreover, pre-service teachers are provided a theoretical and experiential approach to the knowledge and skill standards that have been validated by the special education field which includes: philosophical, historical and legal foundations of special education; characteristics of learners; individual learning differences; instructional strategies, learning environments and social interactions, language, instructional planning; assessment; professional and ethical practice, and collaboration.
The mission of the Special Education program is to produce graduates who have a profound knowledge of teaching students with disabilities. Candidates enrolled in the program will be prepared to provide research-validated instruction and behavior supports to assist students who are enrolled in the North Carolina Standard Course of Study Curriculum. The goals of the Special Education program are to offer a program designed to help candidates (1) provide intensive and explicit individual and small group instruction for students who are performing below grade level; (2) plan and maintain positive behavior supports for students with disabilities; (3)collaborate with general education teachers to help maintain students with disabilities at grade level in the standard curriculum;(4) provide leadership in implementing special education procedures and policies; and special education consultation with general education teachers, parents and other professionals.
Student Learning Outcomes
Upon successful completion of the special education program, the candidate will:
- Demonstrate knowledge and skills of philosophical, historical, and legal foundations of Special Education.
- 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.
- Recognize individual learning differences of exceptional learners including those from culturally diverse backgrounds and strategies for addressing those differences.
- Select, adapt, and use instructional strategies and materials to meet the educational needs of exceptional learners.
- Demonstrate basic knowledge of effective student learning environments and social interactions of individuals with exceptional learning needs.
- Use strategies to support and enhance communication with diverse learners who have exceptional learning needs.
- Demonstrate skill in instructional planning and accommodations for individuals with exceptional learning needs based on national and state curricula standards.
- Select, administer, interpret, and evaluate assessment instruments appropriately for individuals with exceptional learning needs.
- Demonstrate 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 one’s practice to improve instruction and guide professional growth.
- Demonstrate culturally responsive strategies for collaboration with families; school personnel, and community members about the issues affecting individuals with diverse learning needs.
Major Requirements
Specialized Admission Requirements for the Major
Admission requirements to Teacher Education include dispositions expected from all candidates. Program admission criteria follow:
· PRAXIS I passing scores: Reading, Writing, Mathematics
· Completion of general education student credit hours - Exit of General Education
· Minimum 2.5 cumulative GPA
· SPH 2341- Fundamentals of Speech (grade of C or better)
· Passing of an essay and personal interview
· Candidate signature acknowledging expected dispositions
· Three professional references
· Completed health form signed by physician
· Teacher Education Council approval
Documents to be submitted for admission.
The following documents are required for admission to teacher education programs:
- Official ETS test scores
- Official transcripts obtained from Banner
- Candidate Statement of Commitment Regarding Dispositions indicates that candidates have read the dispositions, agree that they are important to being an effective professional teacher, and are committed to both growth and excellence in demonstrating these dispositions.
- Three completed professional references.
- Teacher Candidate Health form
- A vote of members of the Teacher Education Council
Courses
Required Courses for Special Education: General Curriculum Second Course of Study
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8 courses required: 22 hours
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SPE 1101
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Special Education as a Profession
Fall, Spring
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1 hour
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SPE 2310
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Introduction to Exceptional Children
Fall, Spring
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3 hours
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SPE 2312
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Transition, Planning, and Service Delivery
Spring
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3 hours
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SPE 3310
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Classroom Management
Fall
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3 hours
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SPE 3335
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Teaching Students with Behavior Problems
Fall
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3 hours
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SPE 3320
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Problems and Characteristics of the LD Child
Fall
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3 hours
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SPE 3302
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Methods and Materials of Teaching Math
Spring
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3 hours
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SPE 3336
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Methods of Enhancing Reading Skills for Students with Exceptional Needs
Spring
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3 hours
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Please note: SPE 2310 is a prerequisite for all special education courses
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