Special Education BA/BS
The special education major focuses on the design and provision of teaching and other educational services to K-12 students with special learning needs or disabilities. It includes instruction in diagnosing learning disabilities, developing individual education plans, teaching and supervising special education students, special education counseling, and applicable laws and policies. Field work and a one-semester internship are required. Successful completion of this program leads to an institutional recommendation for Idaho’s Standard Instructional Certificate with endorsements in Literacy, K-12, and Exceptional Child Generalist, K-12.
Program Outcomes
All Educators will...
1. Understand Program Outcomes1. The program completer understands how learners grow and develop, recognize recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and be able to design designs and implement implements developmentally appropriate and challenging learning experiences.
2. Use their 2. The program completer uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Work 3. The program completer works with others to create environments that support individual and collaborative learning learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. self motivation.
4. Understand 4. The program completer understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach he or she teaches and will know how to create creates learning experiences that make the discipline accessible and meaningful for learners to to assure mastery of the content.
5. Understand 5. The program completer understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Understand 6. The program completer understands and use uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making of both teacher and learner. making.
7. Know how to plan 7. The program completer plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Understand 8. The program completer understands and use uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, as well as and to build skills to apply knowledge in meaningful ways.
9. Know how to engage 9. The program completer engages in ongoing professional learning and use uses evidence to to continually evaluate your his/her practice, particularly the effects of your his/her choices and actions on others (learners, families, other professionals, and the community) community), and adapt adapts practice to to meet the needs of each learner.
10. Develop a desire 10. The program completer seeks appropriate leadership roles and opportunities to seek appropriate leadership roles and opportunities take responsibility for student learning, to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to to ensure learner growth, and to to advance the profession.
11. Be The program completer should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d’Alene d'Alene Tribe, Kootenai Tribe of Idaho, Nez New Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. They will Program completes build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences. experiences.
12. Understand The program completer understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession. profession.
13. Know The program completer knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.
Literacy Program Outcomes
14. Understand the importance of automatic word recognition, reading fluency, reading comprehension, and motivation to read; the impact of vocabulary knowledge in oral and written language comprehension; and factors that contribute to deep listening and reading comprehension.
15. Understand the benefit of incorporating writing in the content areas. They will know how to incorporate ethical and credible research practices into instruction.
16. Understand how reading and writing difficulties vary in presentation and degree. You will understand the characteristics of struggling readers and writers, know how to identify appropriate accommodations, and adapt instruction to meet student needs.
In addition to the above, Elementary Educators will also:
17. Gain knowledge of the foundational concepts of literacy instruction and their typical developmental progression. You will understand that learners with reading difficulties require code-based explicit, systematic, sequential, and diagnostic instruction with many repetitions.
18. Understand formative literacy assessment concepts, strategies, and measures. You will know how to use assessment data to inform and design differentiated literacy instruction.
Special Education Program Outcomes
19. Know how to develop individualized education plans, transition plans, and behavior plans in accordance with applicable laws, rules, regulations, and procedural safeguards.
20. Know how to select, adapt, modify, and use a repertoire of evidence-based instructional strategies, including universal design for learning to advance learning, self-advocacy, and independence of individuals with exceptionalities.
21. Know how to design strategies to facilitate optimal access to low- and high technology tools and assistive technologies across learning environments to support the communication and learning of individuals with exceptionalities.
22. Know how to administer, interpret, and explain technically sound eligibility assessments to guide educational decisions for individuals with exceptionalities.
23. Gain the knowledge in the guidance and direction to paraeducators and other student support staff.
General Education Requirements
| Code | Title | Credits |
|---|---|---|
| Written Communication | ||
| Select one of the following: | 6.00 | |
| WRITING AND RHETORIC I and WRITING AND RHETORIC II | ||
| COLLEGE WRITING AND RESEARCH | ||
| Oral Communication | ||
| COMM-204 | PUBLIC SPEAKING | 3.00 |
| Mathematical Ways of Knowing | ||
| MATH-257 | MATHEMATICS FOR ELEMENTARY TEACHERS II | 4.00 |
| Humanistic & Artistic Ways of Knowing | ||
| Select one course from two categories: | 6.00-7.00 | |
Literature | ||
| LITERATURE AND IDEAS | ||
| WORLD CLASSICS | ||
| INTERNATIONAL LITERATURE | ||
| NATIVE AMERICAN LITERATURE | ||
| MYTHOLOGIES | ||
Arts | ||
| INTRODUCTION TO ART | ||
| INTRODUCTION TO THE ARTS | ||
| SURVEY OF THE THEATER | ||
Language | ||
| NEZ PERCE LANGUAGE AND CULTURE | ||
| NEZ PERCE LANGUAGE AND HISTORY | ||
| ELEMENTARY SPANISH I | ||
| ELEMENTARY SPANISH II | ||
| Scientific Ways of Knowing | ||
| NS-174 | NATURAL SCIENCE FOR ELEMENTARY EDUCATOR | 4.00 |
| PHYS-171 | PHYS SCIENCES FOR ELEMENTARY EDUCATORS | 4.00 |
| Social & Behavioral Ways of Knowing | ||
| PSYC-205 | LIFESPAN DEVELOPMENTAL PSYCHOLOGY | 3.00 |
| Select one of the following: | 3.00 | |
| UNITED STATES HISTORY I | ||
| UNITED STATES HISTORY II | ||
| AMERICAN NATIONAL GOVERNMENT | ||
| Global Perspectives | ||
| GEOG-102 | INTRODUCTION TO GEOGRAPHY | 3.00 |
| Integrative Seminar: Ethics & Values | ||
| Select one of the following: | 3.00 | |
ID 300A - 300U (see course descriptions for options) | ||
| HELLS CANYON INSTITUTE | ||
| Foreign/Heritage Language | ||
| Take 16 credits of language classes if a Bachelor of Arts degree is desired, else optional. | 16.00 | |
| Total Credits | 39.00-40.00 | |
| Code | Title | Credits |
|---|---|---|
| Professional Foundations | ||
| Take all of the following: | 13.00 | |
| PRINCIPLES OF EDUCATION | ||
| TECHNOLOGIES FOR TEACHING, K-12 | ||
| MATHEMATICS FOR ELEMENTARY TEACHERS I | ||
| CHILDREN'S LITERATURE AND STORYTELLING | ||
| Phase II Professional Studies | ||
| Take all of the following: | 14.00 | |
| ASSESSMENT OF LEARNING | ||
| EDUCATIONAL PSYCHOLOGY | ||
| CULTURALLY RELEVANT TEACHING | ||
| INSTRUCTIONAL METHODS AND CLASSROOM MANAGEMENT, K-8 | ||
| INCLUSION STRATEGIES K-12 | ||
| Exceptional Child, K-12 Endorsement | ||
| Take all of the following: | 23.00 | |
| INDIVIDUALIZED ASSESSMENT | ||
| INDIVIDUALIZED INSTRUCTION | ||
| INDIVIDUALIZED MOTIVATION | ||
| SPECIAL EDUCATION FIELD EXPERIENCE | ||
| FOUNDATIONAL LITERACY | ||
| INTERMEDIATE LITERACY | ||
| CONSULTING WITH PARENTS AND PROFESSIONALS | ||
| TRAUMA AND RESILIENCE | ||
| Literacy, K-12 Endorsement | ||
| Take all of the following: | 12.00 | |
| PSYCHOLINGUISTICS, LITERACY, AND LANGUAGE ACQUISITION | ||
| EMERGENT LITERACY | ||
| LITERACY LEADERSHIP | ||
| DISCIPLINARY LITERACY | ||
| Phase II Professional Internship | ||
| Take all of the following: | 15.00 | |
| PROF SEMINAR:ISSUES IN EDUCATION II | ||
| SPECIAL EDUCATION INTERNSHIP | ||
| Electives | 4.00 | |
| Total Credits | 81.00 | |
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ENGL-101 | WRITING AND RHETORIC I | 3.00 |
| COMM-204 | PUBLIC SPEAKING | 3.00 |
| PSYC-205 | LIFESPAN DEVELOPMENTAL PSYCHOLOGY | 3.00 |
| GEOG-102 | INTRODUCTION TO GEOGRAPHY | 3.00 |
| ART-100 | INTRODUCTION TO ART | 3.00 |
| SD-107 | FIRST YEAR FOUNDATIONS | 1.00 |
| Credits | 16.00 | |
| Spring | ||
| ED-214 | PRINCIPLES OF EDUCATION | 3.00 |
| ENGL-102 | WRITING AND RHETORIC II | 3.00 |
| MATH-157 | MATHEMATICS FOR ELEMENTARY TEACHERS I | 4.00 |
| SE-322 | INCLUSION STRATEGIES K-12 | 3.00 |
| HIST-112 | UNITED STATES HISTORY II | 3.00 |
| Credits | 16.00 | |
| Second Year | ||
| Fall | ||
| MATH-257 | MATHEMATICS FOR ELEMENTARY TEACHERS II | 4.00 |
| PHYS-171 | PHYS SCIENCES FOR ELEMENTARY EDUCATORS | 4.00 |
| CORE | Humanistic & Artistic Ways of Knowing | 3.00 |
| RE-217 | CHILDREN'S LITERATURE AND STORYTELLING | 3.00 |
| Credits | 14.00 | |
| Spring | ||
| NS-174 | NATURAL SCIENCE FOR ELEMENTARY EDUCATOR | 4.00 |
| CORE | Integrative Seminar: Ethics & Values | 3.00 |
| RE-303 | EMERGENT LITERACY | 3.00 |
| SE-333 | INDIVIDUALIZED INSTRUCTION | 3.00 |
| ED-345 | CULTURALLY RELEVANT TEACHING | 3.00 |
| Credits | 16.00 | |
| Third Year | ||
| Fall | ||
| ED-318 | ASSESSMENT OF LEARNING | 3.00 |
| ED-321 | EDUCATIONAL PSYCHOLOGY | 3.00 |
| ED-225 | TECHNOLOGIES FOR TEACHING, K-12 | 3.00 |
| RE-301 | PSYCHOLINGUISTICS, LITERACY, AND LANGUAGE ACQUISITION | 3.00 |
| Credits | 12.00 | |
| Spring | ||
| SE-334 | INDIVIDUALIZED MOTIVATION | 3.00 |
| RE-307 | LITERACY LEADERSHIP | 3.00 |
| SE-342 | INTERMEDIATE LITERACY | 4.00 |
| ED-425 | INSTRUCTIONAL METHODS AND CLASSROOM MANAGEMENT, K-8 | 2.00 |
| SE-477 | CONSULTING WITH PARENTS AND PROFESSIONALS | 2.00 |
| Credits | 14.00 | |
| Fourth Year | ||
| Fall | ||
| SW-405 | TRAUMA AND RESILIENCE | 3.00 |
| SE-332 | INDIVIDUALIZED ASSESSMENT | 3.00 |
| SE-335 | SPECIAL EDUCATION FIELD EXPERIENCE | 1.00 |
| SE-340 | FOUNDATIONAL LITERACY | 4.00 |
| RE-309 | DISCIPLINARY LITERACY | 3.00 |
| Credits | 14.00 | |
| Spring | ||
| ED-430 | PROF SEMINAR:ISSUES IN EDUCATION II | 1.00 |
| SE-484 | SPECIAL EDUCATION INTERNSHIP | 13.00 |
| Elective | Elective Credits | 4.00 |
| Credits | 18.00 | |
| Total Credits | 120.00 | |