Special Education: General Curriculum
Make a diference, be a Special Educator. The Special Education: General Curriculum Program is both demanding and rewarding. It is designed to provide the future special education educators with the knowledge and pedagogical skills that will allow them to provide intensive and explicit individual and small group instruction to students with disabilities. Through small, hands-on interactive classes and many practicums in local classrooms, the program enables Teacher Candidates to plan and maintain positive behavior supports for students with disabilities. Graduates from our program are recognized for their academic performance and leadership skills, and reflect the attributes of the Faciliative Teacher.
As a special educator, you can make a difference in the lives of children diagnosed with mild to moderate learning disabilities grades K-12. The best way to hone the knowledge and pedagogical skills that are convered in the Special Education: General Curriculum Program is hands-on learning; therefore, Teacher Candidates are placed with certified public school teachers to implement strategies and techniques presented in class. In addition, the Special Education Teacher Candidates take three levels of Field Experience with increasingly scaffolded teaching responsibilities prior to the Student Teaching semester. Graduates from the program are recognized for their academic performance and leadership skills as well as their abilities to provide intensive and explicit instruction and to plan and maintain positive behavior supports for students with disabilities. Have a hand in improving the lives of those with special needs. Let the Special Education: General Curriculum Program transform you into that special educator who will make a difference.
The Special Education: General Curriculum license program is designed to enable special education teachers to:
- Provide intensive and explicit individual and small group instruction to students with disabilities who are demonstrating below grade level achievement in basic skills;
- Plan and maintain positive behavior supports for students with disabilities;
- Collaborate with general education teachers to maintain students with disabilities at grade level in the standard curriculum;
- Demonstrate leadership in implementing special education procedures and policies; and
- Consult with general education teachers, parents and other professionals.
Requirements for the Major in Special Education: General Curriculum
SPE 2550, 2600, 3350, 3450, 3850, 4190, 4010, 4100, EDU 2600, 356, 357; MAT 1060, 2060; PXS 3060. Students are required to take HIS 1040 and choose either HIS 2010 or 2020 and choose 3 more semester hours from the following: PSC 1510, SOC 1510, PSY 1010, or GEO 2520.
Professional Licensure Requirements
EDU 2000, 2400, 2420, 2510, 3300, 3420, 3550, 4200, 4070, 4210, and 4500
Requirements for the Master of Education with a focus in Special Education
For details about our graduate program in Special Education, please visit the M.Ed. Program site.
NC State Board of Education Complaint Process
The North Carolina State Board of Education (SBE) has jurisdiction to investigate allegations of noncompliance regarding specific laws and rules. Complaints may address Educator Preparation Program requirements set forth in Article 15(D) of Chapter 115C. The SBE does not have jurisdiction over complaints related to contractual arrangements with an EPP, commercial issues, obtaining a higher grade or credit for training, or seeking reinstatement to an EPP. All complaints filed with the SBE must be in writing. A person or entity may file a written complaint with SBE by filling out a complaint form and submitting online and/or mailing or faxing a hard copy to the address on the form.
Emily Ewin ’17
Special Education: General Curriculum
Prior to entering college, I knew that I wanted to be a special education teacher; it is something I have always been certain about. Here at Methodist, I was able to foster and grow that passion. I have been given opportunities to be placed in numerous field placements that have given me the chance to observe and administer lessons. It’s great because the research and theories that I have learned about throughout the coursework I can immediately apply to the classroom setting.
The Education Department professors are always open to discussing new ideas and answering questions. This creates a perfect learning atmosphere. I have learned that it is okay to make mistakes, because that is how people often learn and adapt. Furthermore, my professors have taught me how to conduct research and were able to show me how much fun it is. By growing this new passion of research, it has enhanced the quality of my lessons. I am confident in my teaching abilities and I can thank Methodist University’s Education Department for that certainty.