SPECIAL EDUCATION

For a complete overview of the Residency Teacher Certification Program, visit the School of Education in this Catalog.

Special education is the only undergraduate major housed in the School of Education. The special education major prepares students to work with individuals with disabilities in various capacities. Programs are tailored for students interested in P-12 teaching, church and para-church ministry, disability policy, research, and careers that support individuals with disabilities in community settings.

Admission to the Special Education Major

Students interested in the special education major are encouraged to  indicate their intent upon arrival at SPU. This indication is made with the School of Education Advising Center in Peterson Hall. It does not commit the student to the program, but it assures advising and continuing receipt of current information about the special education program requirements.

For students interested in P-12 teaching, admission to the special education major requires completion of the Foundations Quarter. The non-teaching track internship and practicum experiences are individually tailored to the student and require advanced planning with a special education advisor. Therefore, all students benefit by declaring their intended major early in this program. Furthermore, many courses are only offered once a year, making planning especially important for students who desire to complete their undergraduate degree in a timely fashion. A student must complete the major requirements in effect when the student is admitted to the major.

SPECIAL EDUCATION MAJOR: TEACHING TRACK

The primary purpose of the special education major with teaching is to develop teachers who have the knowledge and skills necessary to design and implement appropriate education for students with disabilities. The emphasis in this program is on students with special needs in the areas of learning and behavior.

While not required, it is strongly recommended that the teacher candidate complete both the regular certification program (at either the elementary or secondary level) and the special education major. Students completing regular and special education certification follow the same sequence of courses as regular education certification students, but they have an additional quarter of internship in a special-education setting. The additional internship will give the candidate experience in the regular classroom as well as in the special education setting. For general requirements and admission policies, access the School of Education link above.

Requirements leading to certification in special education

1. Certification in special education (grades P –12) is granted upon successful completion of the special education major and the specialized certificate requirements.
2. Foundations requirements for a P –12 special education certificate are listed the same as the general education quarters. The specific applications courses required for the P –12 special education certificate are listed in the major requirements.
3. Transfer students must complete a minimum of 15 upper-division credits in special education coursework prior to the internship.

P–12 Special Education Only Certification
Students pursuing only P –12 Special Education Certification will take Foundations Quarter along with the certification students. In addition, students will take methods and skills courses, as well as the Methods, and Integrated and Internship quarters in either elementary or secondary levels depending on their desired emphasis, as listed below.

Special Education: Elementary Emphasis

Requirements for the Special Education Elementary Emphasis Certification

Foundations Quarter
Prerequisites include official admission to SPU; sophomore standing (45 credits); cumulative 2.8 GPA, or 3.0 GPA in last 30 credits; staringt a file in the School of Education (please contact the education office to obtain paperwork); approved general psychology or general sociology class with a grade of C or better.

Methods and Skills Courses and Electives

These courses may be taken independently of each other and the professional quarters.  See specific course descriptions for prerequisites. A student must receive a grade of C or better in all methods and skills courses to be recommended for certification. 

Methods Quarter
Prerequisites include successful completion of the Foundations Quarter; junior standing (90 credits); admission to the School of Education; cumulative 3.0 GPA, or 3.3 in the last 45 credits, successful completion of MAT 2530, MAT 2531, EDRD 2000 and EDSC 2566; fingerprint clearance; passing scores on WEST-B test; take the appropriate WEST-E test.

Integrated and Internship Quarters
Prerequisites include successful completion of the Methods Quarter; completing 15 upper-division credits in a major; receiving a passing score on the appropriate WEST-E test; participate in an internship placement interview; and senior standing (135 credits).

Integrated and Internship Quarters must be taken sequentially and a grade of B or better is required for Secondary Internship A and B.

Special Education: Secondary Emphasis

Requirements for the Special Education Secondary Emphasis Certification

Foundations Quarter
Prerequisites include official admission to SPU; sophomore standing (45 credits); cumulative 2.8 GPA, or 3.0 GPA in last 30 credits; starting a file in the School of Education (please contact the education office to obtain paperwork); approved psychology or general sociology class with a grade of C or better.

Methods and Skills Courses and Electives

These courses maybe take independently of each other and the professional quarters.  See specific course descriptions for prerequisites. A student must receive a grade of C or better in all methods and skills courses to be recommended for certification. 

Methods Quarter
Prerequisites include successful completion of the Foundations Quarter; junior standing (90 credits); admission to the School of Education (see page 102); fingerprint clearance; passing scores on WEST-B test; take the appropriate WEST-E test.

Integrated and Internship Quarters
Prerequisites include successful completion of the Methods Quarter; completing 15 upper-division credits in your major; receiving a passing score on the appropriate WEST-E test; participate in an internship placement interview; and senior standing (135 credits).

Integrated and Internship Quarters must be taken sequentially and a grade of B or better is required for Secondary Internship A and B.

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SPECIAL EDUCATION MAJOR: NON-TEACHING TRACKS

The primary purpose of the non-teaching track in special education is to prepare professionals to work with individuals with disabilities outside the classroom setting. This major serves three general interest areas:

• Students pursuing a special education degree who plan to work with state, local, or non-profit agencies that serve individuals with disabilities. This includes direct service providers and advocacy groups.
• Students who wish to work with individuals and families with disabilities in faith-based or church settings.
•  Students who wish to pursue advanced degrees in special education or  related fields. Examples include researchers in special education, speech therapists, occupational therapists and physical therapists.

Special Education: General Emphasis

Requirements for Special Education: General Emphasis

In this emphasis, students take all of the major courses required for teacher preparation. However, the internship requirement is significantly different. A minimum of 10 practicum credits are required to complete the major. In collaboration with a special education advisor, students are placed in community-based settings working directly with individuals with disabilities, working in agencies that serve students with disabilities, or working alongside professors on research projects dealing with disability issues.

Special Education: Educational Ministry Emphasis

Requirements for Special Education: Educational Ministry Emphasis

Students in this track benefit from a partnership with the School of Education and the School of Theology. Coursework from both programs provide students with a foundation in both disability studies and educational ministry. Graduates from this program are prepared to address disability issues in church and para-church organizations. Internship/practicum requirements for this emphasis reflect this need, and graduates are prepared to address methods for including all people in worship and church life.