BE in Special Education
Degree Requirements
For the Bachelor of Education degree, students must complete the following program requirements:
University Undergraduate Core Curriculum: 36 to 42 semester hours; university core curriculum courses may also fulfil specific program requirements listed below.
Pre-professional Education: A grade of C or higher in each course and a minimum GPA of 2.7 in pre-professional education courses is required.
| Code | Title | Hours |
|---|---|---|
| Select the following: | ||
| EDU 1700 | Introduction to Education | 3 |
| CI 3400 | Foundations of Literacy | 3 |
| EDP 3200 | Applied Psychology For Teachers | 3 |
| SPED 2040 | Perspectives In The Field Of Exceptionalities | 3 |
| SPED 3130 | Linguistic Analysis | 3 |
| ENGL 1130 | College Composition II: Academic Disciplines And Discourse | 3 |
| MATH 1180 | Reasoning With Mathematics | 3 |
Supporting Coursework
| Code | Title | Hours |
|---|---|---|
| Select the following: | ||
| EDU 1000 | Orientation To Education | 1 |
| AED 4140 | Art Education For The Special Child | 3 |
| EDP 3290 | Life Span Development | 3 |
| EDP 4240 | Classroom Engagement and Behavioral Supports | 3 |
| ETPT 2020 | Technology And Multimedia In Educational Environments | 3 |
| SPED 3670 | American Sign Language I | 3 |
| TSOC 3000 | Schooling And Democratic Society | 3 |
| ENGL 1110 | College Composition I | 3 |
Subject-matter Specialization: A minimum GPA of 2.7 in the specialization is required.
| Code | Title | Hours |
|---|---|---|
| Select ALL of the sets below: | ||
Language Arts | ||
Select ONE of the following: | ||
| ENGL 2710 | Reading Fiction | 3 |
| ENGL 2720 | Reading Drama | 3 |
| ENGL 2730 | Reading Poetry | 3 |
| ENGL 2800 | Writing About Literature | 3 |
| ENGL 3790 | Foundations Of Literary Study | 3 |
| HON 2020 | Multicultural Literatures: The North American Experience-Honors-WAC | 3 |
| HON 2030 | Multicultural Literatures: The Non-European World-Honors-WAC | 3 |
Select ONE of the following: | ||
| ENGL 3730 | Folklore | 3 |
| ENGL 3750 | Women And Literature | 3 |
| ENGL 4650 | African American Writers Before The 20th Century | 3 |
| ENGL 4660 | African American Literature In The 20th and 21st Century | 3 |
| ENGL 4690 | Native American Literature And Culture | 3 |
Science | ||
Select ONE of the following: | ||
| ASTR 1010 | Survey Of Astronomy | 3 |
| BIOL 2010 | Major Concepts In Biology | 3 |
| CHEM 1100 | Chemistry And Society | 3 |
| EEES 1130 | Down To Earth: Environmental Science | 3 |
| PHYS 1100 | Our Physical World - Matter & Energy | 3 |
Social Studies | ||
Select ONE of the following: | ||
| HIST 1010 | Europe To 1600 | 3 |
| HIST 1110 | African Civilization | 3 |
| HIST 1120 | Middle East Civilization | 3 |
| HIST 2010 | America To 1865 | 3 |
| HIST 2020 | America From 1865 | 3 |
| HIST 2040 | 3 | |
Select ONE of the following: | ||
| ANTH 1020 | Introduction To Anthropology | 3 |
| ANTH 2750 | World Archaeology | 3 |
| ANTH 2800 | Cultural Anthropology | 3 |
| ECON 1010 | Introduction To Economic Issues | 3 |
| ECON 1150 | Principles Of Macroeconomics | 3 |
| ECON 1200 | Principles Of Microeconomics | 3 |
Select ONE of the following: | ||
| GEPL 1100 | Environmental Sustainability | 3 |
| PSC 1200 | American National Government | 3 |
| SOC 2640 | Race, Class, And Gender | 3 |
| SOCW 1030 | Introduction To Social Welfare | 3 |
Admission to Professional Education: Admission is require prior to enrolling in Professional Education courses.
- Enrolled as a regular student in the BE in Special Education with a concentration in mild/moderate or moderate/intensive
- All pre-professional courses completed with a C or higher
- Pre-professional courses GPA of 2.7 or higher
- Subject-matter courses GPA of 2.7 or higher
- Minimum of 48 credits overall and 12 credits in residency at UToledo
- UT GPA of 2.7 or higher
- Higher education GPA of 2.7 or higher
Professional Education: Admission to professional education is required. A grade of C or higher in each course and a minimum GPA of 2.7 in Professional Education coursework is required. Courses may not be transferred from another institution.
| Code | Title | Hours |
|---|---|---|
| Professional Education, select the following: | ||
| RESM 4200 | Classroom Assessment | 3 |
| CI 4400 | Reading In Middle Grades | 3 |
| CI 4470 | Literacy Assessment and Remediation | 3 |
| SPED 4060 | Specialized Intervention In Infancy And Early Childhood | 3 |
| SPED 4100 | Practicum in Special Education (Two semesters for a total of 2 credits) | 1 |
| SPED 4110 | Curriculum And Methodology For Students With Moderate Educational Needs | 3 |
| SPED 4240 | Teaching Phonics, Contextual Reading And Writing To Learners With Special Needs | 3 |
| SPED 4250 | Teaching Career And Vocational Skills To Youths With Disabilities | 3 |
| SPED 4260 | Family And Professional Partnership In Special Education | 3 |
| SPED 4340 | Effective Management Of Students With Special Needs In Educational Settings | 3 |
| SPED 4450 | Methods of Teaching Students With Emotional Disturbance | 3 |
| Professional Education in Intervention, select ONE SET from the following sets: | ||
Mild-Moderate | ||
| SPED 4370 | Curriculum And Methods For Students With Mild Educational Needs | 3 |
Moderate-Intensive | ||
| SPED 4120 | Curriculum And Methodology For Students With Intensive Educational Needs | 3 |
| SPED 4210 | AAC for Young Children with Disabilities | 3 |
| Professional Education Internship*, select the following: | ||
| SPED 4600 | Professional Reflective Seminar | 3 |
| SPED 4930 | Internship/Student Teaching In Special Education | 9 |
*Internship Eligibility: The following conditions must be met to be eligible to enroll in Professional Education Internship courses.
- All professional courses completed with a C or higher
- Professional education courses GPA of 2.7 or higher
- Completion of 90% of subject matter specializations
- Subject matter GPA of 2.7 or higher
- Completion of 100 credits and 30 credits residency at UToledo
- UT GPA of 2.7 or higher
- Higher education GPA of 2.7 or higher
Guide for Planning
Below is a guide for developing a plan of study for the Bachelor of Education. Students should review their degree audit and work with their advisor to identify specific courses to fulfill program requirements.
| First Term | Hours | |
|---|---|---|
| Subject-matter Elective in Science | 3 | |
| Subject-matter Elective in Social Studies | 3 | |
| ENGL 1110 | College Composition I | 3 |
| MATH 1180 | Reasoning With Mathematics | 3 |
| EDU 1000 | Orientation To Education | 1 |
| Arts and Humanities Core and Non-US Diversity | 3 | |
| Hours | 16 | |
| Second Term | ||
| ENGL 1130 | College Composition II: Academic Disciplines And Discourse | 3 |
| SPED 2040 | Perspectives In The Field Of Exceptionalities | 3 |
| EDU 1700 | Introduction to Education | 3 |
| ETPT 2020 | Technology And Multimedia In Educational Environments | 3 |
| Hours | 12 | |
| Third Term | ||
| Subject-matter Elective in Language Arts | 3 | |
| Subject-matter Elective in Science | 3 | |
| Natural Science Core Lab | 1 | |
| CI 3400 | Foundations of Literacy | 3 |
| EDP 3200 | Applied Psychology For Teachers | 3 |
| SPED 3130 | Linguistic Analysis | 3 |
| Hours | 16 | |
| Fourth Term | ||
| Subject-matter Elective in Social Studies | 3 | |
| AED 2100 | Art Education for the Pre-Primary and Primary Child | 3 |
| TSOC 3000 | Schooling And Democratic Society | 3 |
| SPED 3670 | American Sign Language I | 3 |
| Natural Science Core | 3 | |
| Hours | 15 | |
| Fifth Term | ||
| Subject-matter Elective in Social Studies | 3 | |
| EDP 3290 | Life Span Development | 3 |
| SPED 4110 | Curriculum And Methodology For Students With Moderate Educational Needs | 3 |
| SPED 4240 | Teaching Phonics, Contextual Reading And Writing To Learners With Special Needs | 3 |
| SPED 4260 | Family And Professional Partnership In Special Education | 3 |
| SPED 4100 | Practicum in Special Education | 1 |
| Hours | 16 | |
| Sixth Term | ||
| CI 4470 | Literacy Assessment and Remediation | 3 |
| EDP 4240 | Classroom Engagement and Behavioral Supports | 3 |
| SPED 4340 | Effective Management Of Students With Special Needs In Educational Settings | 3 |
| SPED 4100 | Practicum in Special Education | 1 |
| University Core | 3 | |
| Select ONE of the following: | 3 | |
| Curriculum And Methodology For Students With Intensive Educational Needs | ||
| Curriculum And Methods For Students With Mild Educational Needs | ||
| Hours | 16 | |
| Seventh Term | ||
| CI 4400 | Reading In Middle Grades | 3 |
| RESM 4200 | Classroom Assessment | 3 |
| SPED 4060 | Specialized Intervention In Infancy And Early Childhood | 3 |
| SPED 4250 | Teaching Career And Vocational Skills To Youths With Disabilities | 3 |
| SPED 4450 | Methods of Teaching Students With Emotional Disturbance | 3 |
| SPED 4210 | AAC for Young Children with Disabilities (For Moderate/Intensive Only OR Elective for Mild/Moderate Only) | 2-3 |
| Hours | 17-18 | |
| Eighth Term | ||
| SPED 4600 | Professional Reflective Seminar | 3 |
| SPED 4930 | Internship/Student Teaching In Special Education | 9 |
| Hours | 12 | |
| Total Hours | 120-121 | |
- PLO 1. Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. 1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. 1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
- PLO 2. Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
- PLO 3. Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
- PLO 4. Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
- PLO 5. Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. 5.1 Beginning special education professionals consider an individual s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.\\n5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities. 5. 5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. 5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
- PLO 6. Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities. 6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring. 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.
- PLO 7. Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. 7.1 Beginning special education professionals use the theory and elements of effective collaboration. 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.