The special education program is built on a foundation of specialized content courses, addressing the competencies for teaching students with mild to moderate disabilities.
These courses provide the needed background for multicategorical certification.
All teacher education programs at Lander University are guided by Interstate Teacher Assessment and Support Consortium (InTASC) standards, a nationally recognized model which outlines teacher competencies "to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce in today's world." InTASC Standards, listed below, provide direction for programs, courses, teaching and teacher candidate assessment:
PROGRAM REQUIREMENTS
Note: The information below provides convenient links to some of the courses required for this degree; however, it should not be used as a course registration guide. Please refer to the official Lander University Academic Catalog for the most accurate and up-to-date program requirements.
| GENERAL EDUCATION REQUIREMENTS1 | CREDIT HOURS |
||
|---|---|---|---|
| A. Core Skills |
|
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| ENGL 101 | Writing and Inquiry I | 3 | |
| ENGL 102 | Writing and Inquiry II | 3 | |
|
Approved Mathematics |
3 | ||
|
B. Humanities and Fine Arts |
6 | ||
| C. Behavioral and Social Perspectives | |||
| HIST 101 | Western Civilization to 1600 OR HIST 102 Western Civilization 1600-1918 OR HIST 111 U.S. History to 1877 OR HIST 111R U.S. History to 1877 OR HIST 112 U.S. History since 1877 OR HIST 112R U.S. History since 1877 OR HIST 121 World Civilizations to 1600 OR HIST 122 World Civilizations 1600-present |
3 | |
| Behavioral and Social Perspectives elective | 3 | ||
| D. Scientific and Mathematical Reasoning | |||
| Approved Science or Mathematics | 3 | ||
| Approved Lab Science | 4 | ||
| E. Founding Documents of the United States | |||
| HIST 111R2 | United States History to 1877 OR HIST 112R2 United States History since 1877 OR POLS 101R2 American National Government |
3 | |
| F. World Cultures | 3 | ||
| G. LINK 101 | 1 | ||
| Total General Education Requirements | 35 | ||
1 For approved courses see the General Education section
2 If you already have credit for HIST 111, do not take HIST 111R; if you already have credit for HIST 112, do not take HIST 112R; if you already have credit for POLS 101, do not take POLS 101R
| MAJOR PROGRAM CORE REQUIREMENTS | CREDIT HOURS |
|
|---|---|---|
| EDUC 106 | Field Experience IA | 0.5 |
| EDUC 202 | Education in America | 3 |
| EDUC 206 | Field Experience IC | 0.5 |
| EDUC 207 | Field Experience ID | 1 |
| EDUC 240 | Child Growth and the Educational Process | 3 |
| EDUC 321 | Foundations of Reading (R2S) | 3 |
| MATH 203 | Mathematics for Elementary Teachers | 3 |
| SPED 223 | PreK-12, Students with Diverse Learning Needs | 3 |
| SPED 240 | Characteristics of Diverse Learners, K12 | 3 |
Professional Education Content Preparation These courses can be taken by students only after acceptance into the Professional Program (Candidate Status)* |
||
| EDUC 300 | Content Area Reading and Writing | 3 |
| EDUC 322 | Teaching Science in the Elementary Grades OR EDUC 424 Social Studies Pedagogy |
3 |
| EDUC 327 | Mathematics Pedagogy | 3 |
| EDUC 345 | Instructional Practices for Teaching Reading | 3 |
| SPED 321 | Assessing and Teaching Reading to Needs | 3 |
| SPED 329 | Special Education Clinical Experience | 2 |
| SPED 341 | Integrated Early Childhood & Elementary Curriculum & Instruction for Diverse Learners | 3 |
| SPED 356 | Behavior and Classroom Management | 3 |
|
|
||
Fall Semester Courses: |
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| SPED 423 | Assessment of Diverse Learners, P-12 | 3 |
| SPED 429 | Special Education Clinical Experience | 3 |
| SPED 434 | Communication and Collaborative Practices | 3 |
| SPED 451 | Integrated Secondary Curriculum & Instruction for Diverse Learners | 3 |
Spring Semester Courses: |
||
| EDUC 461 | Clinical Practice B | 11 |
| EDUC 499 | Teacher Education Seminar | 1 |
| Total Major Requirements | 69 | |
| Additional Electives | 16 | |
| TOTAL FOR BS DEGREE | 120 | |
*Status, as defined below, is determined by factors which include, but are not limited to: PRAXIS Core scores, GPA, course completion, program assessments, and maintenance of professional dispositions.