Undergraduate Teacher Preparation Program
The Undergraduate Special Education Teacher Preparation program provides students with:
- 75 hours of field-based experiences prior to student teaching including three components: observation, practicum, and student teaching
- Begin in the first semester of the Special Education Certification program
- Includes both elementary and secondary as well as mild and severe placements
- Develop relationships with mentor teachers over the four-semester period culminating in the student teaching experience.
- Acceptance into the Professional Development Sequence of the College of Education
- Applications are made to Irene Berger in AD/ED 236
- Applications should be made in the Spring semester as the cohort has a Fall starting schedule
- Special Education courses coordinate with the other COE professional development education courses
- Application should be made prior to the student's last four semesters
- Special Education Certification is currently K-12
- A Regular Education Certification must be earned concurrently
- Passage of the Generic Special Education ExCET exam as well as all other regular education ExCET exams is required prior to certification
- To enable preservice teachers to acquire knowledge about lesson planning and implementation in a field-based, diverse setting.
- To enable preservice teachers to develop skill in evaluating the quality of their instructional practices and lesson planning in a variety of settings including diverse settings.
- To enable preservice teachers to acquire knowledge concerning adapting and modifying instruction for learners with special as well as diverse needs
- To enable preservice teachers to acquire knowledge an expertise in collaborative consultation skills in a variety of settings.
- To enable preservice teachers to examine the inclusionary, diverse environments in which their field based students participate.
- To enable preservice teachers to acquire knowledge and experience with instructional technology for learners with special needs.
- To enable preservice teachers to acquire knowledge about the legal and ethical bases for extending services to students with special needs.
- To enable preservice teachers to acquire knowledge about the referral process.
- To enable preservice teachers to examine the process of the development and implementation of the IEP.
- To enable preservice teachers to acquire knowledge about the content of the IEP, IFSP, and ITP.
- To enable preservice teachers gain knowledge about the variety of disabling conditions as well as the service delivery options available to serve students with special needs.
- To enable preservice teachers to understand the role of personnel in general and special education settings.
- To enable preservice teachers to gain knowledge and experience in family involvement in the ARD process.
- To enable preservice teachers to examine the role of assessment in the special education process as a functional endeavor.
- To enable preservice teachers to become familiar with some common assessment instruments and vocabulary.
You can find an advisor by visiting the Undergraduate Advising web site.