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The Bachelor of Science (B.S.) Degree in Special Education is a professional standards-based cross-categorical special education undergraduate degree program, strongly oriented towards developing the necessary knowledge based, skills, and disposition to teach learners with mild or moderate disabilities in either the elementary or middle grades while enriching their overall instructional, management, and diagnostic competencies. This teacher preparation program leads to initial certification in teaching with a specialty in special education. This undergraduate program is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and approved by Maryland State Department of Education (MSDE).
The chairperson assigns each student an advisor to guide the teacher candidate's program of study. Field experience is required in each course (See School of Education's Undergraduate Graduated Field Experience Manual). Teacher candidates will be assessed at three strategic points during his/her progression toward graduation. In addition to completing the requirements for a Bachelor of Science Degree, teacher candidates majoring in Special Education must complete a minimum of 57 credit hours in arts and sciences coursework, 45 credit hours in special education, 24 credit hours in professional studies and 12 credit hours of reading coursework as mandated by the Maryland State Department of Education. Transfer credits can be substituted with strong evidence provided and approval from the Chairperson.
The curriculum is aligned with the Council for Exceptional Children (CEC), Interstate New Teacher Assessment Support Consortium (INTASC), and the Maryland Teacher Technology Standards (MTTS). These standards include, but not limited to, Foundations of Special Education, Development and Characteristics of Learners, Individual Learning Differences, Instructional Strategies, Learning Environments and Social Interactions, Language, Instructional Planning, Assessment, Professional and Ethical Practice, and Collaboration.
| BIOL 101 | Biological Sciences | 4 |
| CHEM 103 | Chemistry for health Sciences | 4 |
| HLTH 101 | Personal Health | 3 |
| PHIL 102 | Introduction to Logic | 3 |
| IDIS 102 | Music and Dance | or |
| IDIS 103 | Visual Arts and Theatre | or |
| XXX XXX | Any foreign Language | 3 |
| WLIT 203 | World Literature | 3 |
| HIST 201 | World History I | 3 | and |
| HIST 202 | World History II | 3 |
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| HIST 203 | Unites States History I | 3 | and |
| HIST 204 | United States History II | 3 |
| ENGL 101 | English 101 | or |
| ENGL 103 | Honors English Composition I | 3 |
| ENGL 102 | English 102 | or |
| ENGL 104 | Honors English Composition II | 3 |
| ENGL 321 | Children's Literature | 3 |
| PSYC 201 | General Psychology | 3 |
| SOSC 200 | Introduction to Social Sciences | 3 |
| MATH 103 | Mathematics for Elementary Teachers I | 3 |
| MATH 104 | Mathematics for Elementary Teachers II | 3 |
| MATH 125 | Mathematics for Liberal Arts | 3 |
| MATH 203 | Basic Statistics | 3 |
| SPCH 105 | Speech Communication | 3 |
| EDUC 273 | PRAXIS I: Academic Skills – General Knowledge Assessments | 3 |
| EDUC 274 | PRAXIS II: Specialty Area – Content Knowledge Assessments | 3 |
| EDUC 202 | Educational Psychology | 3 |
| EDUC 203 | Fundamental of teaching with Audio-Visual Technology | 3 |
| PSYC 335 | Developmental Psychology | 3 |
| EDUC 402 | History of Education | or |
| EDUC 403 | Philosophy of Education | 3 |
| EDUC 300 | Foundations of Reading | 3 |
| REED 401 | Diagnosis and Remediation of Reading Difficulties | 3 |
| REED 405 | Materials for Teaching Reading | 3 |
| SPED 201 | Introduction to the Needs of Exceptional individuals | 3 |
| SPED 203 | Characteristics of Children with behavioral and Learning Dysfunctions | 3 |
| SPED 302 | Educational Evaluation of Learners with Mild and Moderate Disabilities | 3 |
| SPED 303 | Techniques of Measurement and Evaluation of learners with Mild and Moderate Disabilities | 3 |
| SPED 401 | The special Educator and the Interdisciplinary Team | 3 |
| SPED 402 | Counseling Parents and family Members of learners with Mild and Moderate Disabilities | 3 |
| SPED 403 | Developing Individualized education programs for learners with mild and moderate Disabilities | 3 |
| *SPED 301 | Classroom organization and Management in the Education of Learner with mild and moderate disabilities in the Elementary/Middle Grades | 3 |
| *SPED 304 | Curriculum Objectives, Methods, and Materials for Teaching learners with mild and Moderate Disabilities in the Elementary/Middle Grades: Literacy Skills | 3 |
| *SPED 305 | Curriculum objectives, Methods, and materials for Teaching Learners with Mild and Moderate disabilities in the Elementary/Middle Grades: Mathematics, Social Studies, and Science | 3 |
| *SPED 306 | Curriculum objectives, Methods, and Materials for teaching Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades: Affective, Psychomotor, and Provocational Skills | 3 |
* Courses in special education methods block offered in the fall onsite at a Professional Development School (PDS).
| SPED 404 | Directed teaching of Learners with mild and Moderate disabilities in the Elementary/Middle grades--Student teaching Experiences | 12 |
| SPED 405 | Seminar in Special Education | 3 |
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