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.

Program Requirements

  • 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

Certification Requirements

  • 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

Program Objectives

  • 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.