The elementary/special education program is designed to prepare and certify teachers for dual certification in elementary and special education. Successful completion of the elementary/special education program leads to Maryland initial teaching certification in elementary (grades 1-6) and special education (grades 1-8). Program completers are prepared to teach children with and without disabilities in regular and inclusion classrooms. The focus within special education is on teaching students with mild and moderate disabilities who have learning disabilities, intellectual disabilities, and/or emotional disturbance. The elementary/special education major includes many field experiences and is based conceptually on InTASC, Council for Exceptional Children(CEC), and Association for Children's Education International (ACEI) standards, as well as on the Maryland State Department of Education’s “Redesign of Teacher Education.” The yearlong internship during the final two semesters takes place in two settings: one in an elementary classroom and the other in a special education program. The elementary/special education major is divided into sequential steps consisting of Prerequisites, Phase I, Phase II, and Phase III. The departmental unit assessment plan features a checkpoint at each step through which students must pass before advancing to the next phase.
The minimum requirement for a major in elementary/special education is the successful completion of Phase II coursework and field experiences. Completion of the certification program is contingent upon completion of Phase III and upon meeting Maryland’s minimum passing score on the Praxis II tests specific to elementary and special education and attaining a rating of "Proficient" or higher on the Exit Folio.
Course Requirements for the Program
The ELSP certification program requires students to demonstrate multidisciplinary breadth by completing:
- 9 credits in English
- 12 credits in science (at least one course in biological science and at least one course in physical science)
- 12 credits in mathematics (to include MATH 111, MATH 120, MATH 201 or MATH 207; MATH 106; MATH 107; and MATH 112 or PSY 211)
- 9 credits in social sciences to include U.S. History and Introduction to Psychology
Some Core Curriculum courses may satisfy the requirements for multidisciplinary breadth.
Prerequisite Phase:
The courses in the prerequisite portion of the dual certification in elementary/special education program prepare students for the professional sequences in Phases I, II and III. Along with these prerequisite courses, students must complete field experiences in designated Professional Development Schools (PDSs). While completing prerequisite courses, dual certification in elementary/special education students must obtain Maryland’s minimum passing score on Praxis Core or MSDE equivalent.
| EDUC 204 | Foundations of Education in a Diverse Society | 3.0 |
| EDUC 223 | Child Development | 3.0 |
| EDUC 224 | Processes & Acquisition of Reading | 3.0 |
| EDUC 236 | Children & Youth with Exceptionalities | 3.0 |
Phase I:
Entry to Phase I is contingent upon (1) successful completion of prerequisite courses with no grade below a "C", (2) maintaining a 2.75 G.P.A. in education courses and overall G.P.A., (3) successful performance in prerequisite field experiences, (4) meeting Maryland’s minimum passing score on Praxis Core or MSDE acceptable equivalent (e.g. SAT, ACT), (5) submission of the Phase I application, (6) endorsement by the Program Advisory Council, and (7) being in good campus judicial standing. By the end of Phase I, students may be asked to submit their Entry Folio for entrance into Phase II. Note: EDUC 306 may be taken before a student is formally admitted into Phase I. All other Phase I courses require formal admittance to Phase I.
| EDUC 306 | Principles of Lesson Planning | 1.0 |
| EDUC 316 | Reading Instruction | 3.0 |
| EDUC 320 | Science Curriculum,Methods,Materials,and Assessment | 3.0 |
| EDUC 330 | Social Studies Curriculum,Methods,Materials, and Assessment | 3.0 |
| EDUC 353 | Assistive Technology for Students with Disabilities | 3.0 |
| EDUC 354 | Special Education: Curriculum, Methods and Materials | 3.0 |
| EDUC 373 | Assessment Diagnosis & Prescription in Special Education | 3.0 |
Phase II:
Entry to Phase II is contingent upon (1) successful completion of Phase I courses with no grade below a "C", (2) successful performance in Phase I field placements, (3) maintaining a 2.75 G.P.A. overall and in education courses, (4) a score of “Emergent” or higher on the Entry Folio, if required, (5) submission of the Phase II application, (6) endorsement by the Program Advisory Council, and (7) being in good campus judicial standing. Phase II is the initial semester of the yearlong internship. Students participate in full-time course work and field experiences in a designated PDS. Phase II courses are only open to students admitted to the yearlong internship. Phase II courses must be taken concurrently. When Phase II students are not in class, they are interning in a PDS. Upon the completion of Phase II, students are encouraged to take their PRAXIS II tests specific to elementary education and special education certification.
| EDUC 317 | Materials for Teaching Reading | 3.0 |
| EDUC 321 | Mathematics Curriculum,Methods,Materials,Assessment | 3.0 |
| EDUC 340 | Assessment for Reading Instruction | 3.0 |
| EDUC 347 | Classroom Organization & Management | 3.0 |
| EDUC 349C | Phase II Internship in Elementary Grades | 2.0 |
| | or | |
| EDUC 349D | Phase II Internship in Special Education | 2.0 |
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| EDUC 360 | Introduction to the Teaching Internship | 1.0 |
Phase III:
Entry into Phase III is contingent upon (1) successful completion of Phase II courses with no grade below a "C", (2) successful performance in Phase II internship, (3) maintaining a 2.75 G.P.A. overall and in education courses and (4) submission of the Phase III application, (5) endorsement by the Program Advisory Council, and (6) being in good campus judicial standing. The dual certification program in elementary/special education student will be engaged in a full-time teaching internship in designated PDSs. Phase III courses are only open to students who have successfully completed Phase II and have been approved to continue in the yearlong internship. Toward the end of Phase III and in partial fulfillment of program requirements, the student submits the Exit Folio, which must meet the rating score of “Proficient” or higher. Completion of Phase III and the certification program is contingent upon meeting Maryland’s minimum passing score on Praxis II tests specific to elementary education and special education certification.
| EDUC 449A | Phase III Internship in Elementary Grades | 12.0 |
| | or | |
| EDUC 449B | Phase III Internship in Special Education | 12.0 |
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| EDUC 460 | Professional Development Seminar | 3.0 |